Writing Errors of Junior High School Students in a Rural School as Reflected in their Portfolio
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 26, Issue 3
Abstract
Writing is a multifaceted skill, challenging both to impart and acquire, intertwined with other essential abilities like reading and listening. Yet, mastering writing fluency holds immense value for students, jobseekers, graduates, and professionals alike. This study delved into the writing aptitude of 152 Junior High School students, scrutinizing their portfolio submissions. Employing a descriptive research approach, data analysis centered on evaluating students' writing capabilities. The rubrics used in evaluating students’ output covers grammar, mechanics, and structure as the main aspects to be checked. The results uncovered a prevalent occurrence of grammatical errors, notably in verb forms and tenses, contrasted with fewer mechanical mistakes. Notably, age and grade level significantly influenced writing proficiency, while gender primarily impacted mechanics mastery. Moreover, the nature of writing errors varied across age, gender, and grade levels. These findings accentuate the necessity for customized instructional strategies to target specific grammatical weaknesses, alongside tailored support based on demographic characteristics to elevate overall writing competency among Junior High School students. By addressing these nuances, educators can effectively nurture proficient writers equipped for the challenges of academia and beyond.
Authors and Affiliations
Ofelia Baguilat
Keywords
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- EP ID EP763066
- DOI 10.5281/zenodo.13902679
- Views 13
- Downloads 0
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