Grammar Gaps: An Error Analysis of Grammar Difficulties in Academic Writing among Senior High School Students

Abstract

This study aimed to investigate the most frequent grammatical errors in narrative essays written by senior high school students at UM Peñaplata College. Employing a quantitative-descriptive research design, the researchers utilized Corder’s Error Analysis Framework to categorize grammatical issues related to substitution, omission, addition, permutation, and mechanics. Fifty-four narrative essays were purposively sampled and analyzed for grammatical faults using frequency and percentage analysis. The results revealed that errors in capitalization were the most prevalent, followed by lexical substitution and punctuation issues. These findings indicated that students commonly struggled with basic grammatical conventions, particularly in the proper use of capital letters and word choice. The study concluded that these persistent errors were rooted in inadequate grammar instruction, first language interference, and limited vocabulary knowledge. It recommended targeted instructional interventions, including explicit grammar teaching and writing-focused programs to address these issues. The study contributed to the field of language education by offering empirical data on the grammatical challenges senior high school students face in narrative writing. Its implications emphasized the need for tailored pedagogical strategies to improve students’ grammar proficiency and better prepare them for academic writing demands in higher education.