Investigate The Problems of Using Punctuation Among Secondary School Students
Investigate The Problems of Using Punctuation Among Secondary School Students
College of Education
Department of English Language
Presented by:
1. Jihad Alwasilah Mohammed Abdelsadig
2. Hafsa Yasseen Mohamed Albasheer
3. Namarig Awadallah Fadul Almolaa
4. Romisa Hasim Mohammed Abdallh
Supervised by:
Dr. Einas Ahmed Abdalraman Fadel
October 2016
i
اآليــــــــــــــــــــة
قال تعالى:
i
Dedication
I dedicate to:
The fountain of patience and optimism and hope to
each of the following in the presence of god and this.
ii
Acknowledgments
iii
Abstract
The aim of this study is to investigate how punctuation marks are use in
their right positions and the problems that faced students of second
secondary school at Wadrmely, when using punctuation marks, a test has
been use as a tool to collect information from students, the subjects were
(30) and they test was distribute randomly to the students.
The study has showed that the students faced difficulties when the use
punctuation marks, also it has been found that the curriculum itself is one of
causes of punctuation marks errors because it does not provide students with
enough exercises and activities in using punctuation marks.
iv
مستخلص البحث
تيدف ىذه الدارسة إلي إستقصاء كيفية إستخدام عالمات الترقيم في موضعيا الصحيح ،ومن
الصعوبات التي تواجو الطالب في المرحمة الثانية من الثانوي بمدرسة ود رممي ،واستخدام اإلختبار
وأظيرت الدراسة أن الطالب يواجيون صعوبات في كيفية إستخدام عمالمات الترقيم كما وجد أن
المنيج نفسو ىو أحد أسباب صعوبات عالمات الترقيم إذ ال يقدم تمارين ونشاطات كافية لمطالب.
وأخي اًر توصي الداسة بتدريس عالمات الترقيم كجزء ىام في المناىج يجب عمى األستاذه منح
v
Table of contents
No. Items Page no
اآليــــــــــــة i
Dedication ii
Acknowledgment iii
Abstract iv
المستخلص v
Table of contents vi
List of tables viii
List of figures ix
Chapter one
Introduction of the Study
1.1 Introduction 1
1.2 Statement of the study 2
1.3 Questions of the study 2
1.4 Objectives of the study 2
1.5 Hypotheses of the study 2
1.6 Significance of the study 3
1.7 Limitation of the study 3
Chapter two
Literature Review
2.1 Introduction 4
2.1.1 Definition of punctuation marks 4
2.1.2 Punctuation is in three different ways 5
2.1.3 When punctuation is optional 5
vi
2.1.4 Function concept of punctuation 6
2.2 The task of punctuation 6
2.3 Punctuation marks 7
2.4 Previous studies 25
Chapter three
Methodology
3.1 Introduction 26
3.2 Research methodology 26
3.3 Population and sampling 26
3.4 Research tool 26
3.5 Validity of the study 26
3.6 Reliability of the test 27
Chapter Four
Statistical analysis and discussion
4.1 Statistical analysis and discussion 28
Chapter five
Findings, Recommendations and suggestions for the further studies
5.1 Introduction 47
5.2 findings 47
5.3 Recommendations 47
5.4 Suggestions for the further studies 47
5.5 summary 48
References 49
appendixes 50
vii
List of tables
No. table Items Page
no
(4-1) Sarah is sitting in the room (.) She is studying for the examination 28
(4-2) The examination will be next week (.) 29
(4-3) Her sister Mona (,) 30
(4-4) Who has finished her examination (,) in the kitchen 31
(4-5) An hour ago Mona came in to the room and asked Sarah (: “) 32
(4-6) Shall I get you something to eat (?”) 33
(4-7) Sarah answered (“) 34
(4-8) No thank you (”) 35
(4-9) Mona said (:) 36
(4-10) Could you come in to the kitchen for a moment (?) Sarah said: 37
(4-11) I cannot I’m very busy and I telic only take a minute Mona I cannot (!) 38
(4-12) Sarah said: I’m very busy and I hate washing dishes. Will you leave 39
me alone (!)
(4-13) My desk is full (: )of book (,) pencil (,) pen and ruler 40
(4-14) Could you pass the salt please (?) 41
(4-15) Listen (,) Hassan to what I am saying 42
(4-16) Wow (!) I never thought mom would let us go to the concert 43
(4-17) I wonder if the teacher will give homework weekend (.) 44
(4-18) statistics 45
viii
List of figures
No. figure Items Page
no
(4-1) Sarah is sitting in the room (.) She is studying for the examination 28
(4-2) The examination will be next week (.) 29
(4-3) Her sister Mona (,) 30
(4-4) Who has finished her examination (,) in the kitchen 31
(4-5) An hour ago Mona came in to the room and asked Sarah (: “) 32
(4-6) Shall I get you something to eat (?”) 33
(4-7) Sarah answered (“) 34
(4-8) No thank you (”) 35
(4-9) Mona said (:) 36
(4-10) Could you come in to the kitchen for a moment (?) Sarah said: 37
(4-11) I cannot I’m very busy and I telic only take a minute Mona I cannot (!) 38
(4-12) Sarah said: I’m very busy and I hate washing dishes. Will you leave 39
me alone (!)
(4-13) My desk is full (: )of book (,) pencil (,) pen and ruler 40
(4-14) Could you pass the salt please (?) 41
(4-15) Listen (,) Hassan to what I am saying 42
(4-16) Wow (!) I never thought mom would let us go to the concert 43
(4-17) I wonder if the teacher will give homework weekend (.) 44
(4-18) statistics 45
ix
Chapter One
General Framework of the Study
i
Chapter One
General Framework of the Study
1.1. Introduction:
1. There are many types of punctuation errors made by students such as use of
capital letter, full stop, commas, question marks, exclamation marks and
brackets.
2. The extent of mother tongue interference in fluency punctuation.
2
1.6. Significance of the study
This study is important for students and teachers and syllabus designers in
secondary schools for it investigate the main reason that makes students
punctuation errors when they write essay.
3
Chapter Two
Literature Review and Previous Studies
1
Chapter two
Literature Review
2.1. Introduction:
There are several definitions for the word punctuation and the most important
one is that of launch man (2010 defines punctuation marks as follow):-
“A code used in writing that is often necessary for meaning and for emphasis.
The code originated in attempts to capture, in text, the various stops, pauses and
inflections of speech. Today it is logical in application, both writers and readers
need to understand it and pay attention to it.”
Comma: (,) the medical examiner found, to her amazement, that the
deceased had a diamond earring lodged in his small intestine.
Parentheses: the medical examiner found (to her amazement) that the
deceased had a diamond earring lodged in his small intestine.
Dashes: the medical examiner found ـــto her amazement ــthat the
deceased had a diamond earring lodged in his small intestine.
2.1.3. When punctuation is optional?
Launch man (2010, 58) said that: "it had better address the confusion
surrounding the word" optional. "When we are speaking about structure of
language, it is a grave mistake to believe that optional means it's correct either
way, either with or without punctuation." That is occasionally true of emphasis;
it is never true of meaning, punctuation is not optional in the sentences below:
-The suspect who has a shaky alibi has fled the country.
-The suspect, who has a shaky alibi, has fled the country.
It is true that both expressions are correct in form, but we must remember our
strict definition of the word" correct" No sentence is correct unless it embodies
your intention. The expression differs in meaning and is not interchangeable.
There is more than only, the suspect who has askaky alibi has suspect, and: who
has a shaky fled the country alibi" specifies a certain one: there is only one
suspect and the suspect who has a shaky alibi, who has a shaky alibi" is has fled
5
the country. Merely parenthetical: In those examples who has a shaky alibi is
either restrictive or none restrictive. The expressions differ in meaning.
Is placed in text to make meaning clear and to make easier, there are various
punctuation marks per fore four function, to separate (a period separate
sentenced), connect (a hyphen connects a unit modifier), and to import meaning
(a question mark may make another wise declarative sentence interrogative)
The Function of o punctuation mark is the basis for the rules governing its use
and should be The basis. For determining whether or not it is needed- The
modern tendency is to punctuate to prevent misreading (open style) rather than
to use all punctuation that the grammatical structure will allow (close style) .Al
though the open style results in a more inviting product, it does allow
subjectivity, per hops and it Raines, in the use of some marks for example, the
comma and hyphen, consistency in the anther's or editors subjective decisions is
vital to a well, punctuated report.
There are many tasks for punctuation it gives an idea where to stop if we are
speaking or reading, beside that it gives the reader or speaker where to stop or
when we use an exclamation mark. That is to say punctuation limits the
boundaries of the sentence to avoid the run on sentence, moreover, it makes
meaning clear.
6
Punctuation Marks:-
1. Comma:-
Are used in longer sentences to separate in formation into readable units. A
single comma ensures correct reading of a sentence which starts with a long in
introductory element. Pairs of commas help in the middle of sentence to set off
any string of words which is either a par en thesis, or in contrast to whatever
wen before. Sets of comma act as a means of separating items in a list of all the
marks of punctuation, the comma requires the most judgment. To punctuate
with comma requires not only compliance with east of rules but also thorough
understanding comma the material being punctuated. Comma can change
meaning: The primary Functions of the comma are to separate and to enclose
elements of a sentence.
- In the bottom drawer you will find some pink spandex tights. CON
comma with short, closely related phrase.
7
- Use a comma to set off non-restrictive elements:
e.g.: the people of Haiti, who for decades have lived with grinding poverty,
are unfamiliar with workings of a true democracy.
e.g.: we went to the zoo yesterday, and we saw elephants, giraffes, deer,
lions, monkeys, and dolphins.
2. Semicolon:-
The semicolon separates coordinate clause, long internally punctuation
elements of series, explanatory phases and elliptical clause. The semicolon
denotes nearly a full stop: “thus, its use is” as much a matter of personal
choice as of correct punctuation.
- You will usually use the semicolon to link independent clause not joined
by a coordinating conjunction. Semicolon should join only those
independent clauses that are closely prevent back pain, proper posture is
also important.
e.g.: Casey read a book; then he did a book report.
9
In the following examples you will see use of the semicolon that violate
rule above. They should be studies as examples of unconventional placing,
yet such uses of the semicolon are actually frequent in modern prose.
Obviously such uses should be imitated with caution by the beginning
writer.
Examples:-
No man was less of literary aesthete than Benjamin Franklin; yet this
tallow- chandler’s son, who changed world history, regarded as “a principal
means of my advancement” that pun sent style which he acquired party by
working in you the over old spectators; but mainly by being Benjamin
Franklin.
3. Question mark:-
The purpose as the question mark is to terminate direct question whether the
question is an independent sentence clause with in a sentence or direct
quotation:
What system identification procedure should be used for statically unstable the
question addressed by this research project is what system identification
procedures be used for astatically unstable aircraft?
When the direct question occurs within a sentence (as in the second example
above the further may or may not choose to capitalize the first word of the
question.
10
When the question is a single word such as how, such as how, or, why, within a
sentence, neither a question mark nor capital is necessary: the word is astern
italicized answer the question who, what, where, when and why.
A question mark should not follow an indirect question: this research project
addresses what system identification procedure should be used for statically
unstable aircraft.
Because of the ambiguous used of the slash, the reader mishit well ask the
question, what is meant by molecular atomic collision?
The obvious questions are, how accurate is estimate compared with the
accuracy of the input measurements)?
When the question mark ends a sentence, the period is, of course, omitted.
When the question mark does not end the sentence, it should never be followed
by comma; if required, a semicolon may follow a question mark: the obvious
question is, how good is this estimate?
An equation provides a fool for answering it, the reader might well ask the
question, what is meant by "molecular atomic collision "?; The slash gives no
clue to the meaning the placement of question marks with quotes follows logic.
11
A convenient test, once again, is to read the sentence aloud, checking for the
rise in pitch.
- Use a question mark at the end as ad attractive statement that you want to
emphasize as not believing the statement.
She's our new teacher?
4. The colon:-
The function as the colon is to separate and introduce lists, clauses, and
quotations, along with several conventional uses, Authorities disagree on usage
of the colon and capitalization after a colon, the following guidelines generality
correspond to words into type (skilling et al. 1974).
A colon has the same separating force as a period, it this brings a sentence
almost to a halt (Bernstein 1981).
12
The colon is used to indicate that what follows it is an explanation or
elaboration of what precedes term, a learner can use a colon and goes on to
explain that some topic in more specific terms, schematically: more general :
more specific
You need the following items for class: pencil, pens, paper, rules, and glue.
- When mentioning a volume number and pase number, use a colon between
the items.
e.g.:
Dear Sir
Reading strategies that work: teaching your students to become better readers is
an excellent resource.
- Use a colon between the chapter and verse numbers for parts of the Bible.
e.g.: Please read genesis 1:3.
13
5. Exclamation mark:
An exclamation mark is used at the end of a sentence and indicates surprise,
anger, or alarm.
Exclamation marks should be used very sparingly and are not often used in
academic writing. For instance look at the following sentences:
Example:
6. Hyphen:
When used correctly, Hyphen likes two or more words that normally would
not be placed together in order that they work as one idea and these are called
compound nouns. The hyphen is used to conned words or part as words: it
connects the syllable as words broken at the ends of lines, it connects prefixed
and suffixes to words, and it connect compound words. The modern trend is
away from hyphenation.
e.g.:
The court took often-minute recess.
- Used a hyphen to join a capital letter to words.
e.g.:
7. Dashes (-):-
Hyphen sore not the same as dashes, dashes are like brackets: the enclose
extra information. A colon and semicolon would work just as well in the
example opposite. Dashes are rarely used in academic writing. Although often
used in pairs, dashes call also be used singularly. Fir examples look at these
sentences.
15
- Jason, Robert, and (all three) graduated with honors.
When you write by hand, use a longer mark for a dash than for hyphen, your
computer will have a dash key or combination of keys that will equal a dash.
e.g.:
Sarah bought a new pet yesterday – aboard constrictor.
Murder, armed robbery, assault – he has a long list of felonies on his record.
e.g.:
Jerome gold burg-the only candidate for judge-is campaigning throughout the
district.
8. Capitalizations:-
It is impossible to give rules that will cover every conceivable problem in
capitalization. Actually, what is Capitalization is mostly a matter of editorial
style and preference rather than a matter of generally accept rules.
16
In addition, there is clearly recognized rule requiring capitalization of proper
nouns and adjectives, opinions differs concerning what a proper nouns is, first
we should define terms used when discussing capitalization: full caps means
that every letter in an expression is capital, like this.
Caps & that the principal words of an expression are capitalized, like this.
Caps and small caps refers to particular font of type containing small capital
letters instead of lowercase letters, elements in document, such as headings, lilts
and captions may be capitalized in either.
- Capitalize the first word of a complete sentence, including sentence in
question marks.
Harry Truman, speaking about the presidency, said “the buck stop here.”
- Capitalize the first word and every content word in the title of a write work,
such a book, paper, or document.
- System analysis by digital computer
”Digital fitter structure related to classical fitter network”.
The New York time.
- Capitalize every important work in major headings or subheadings of
divisions of work.
- Days of the week, months, festivals, major events are capitalized.
Monday Easter
Saturday the fourth of July
March thanks giving
September the bicentennial
Sunday, January the Olympics
- A little of course and name of degree are capitalized
Economics IA
Computer science 236,
Bachelor of Science.
Master of Science.
A title or group affiliation is capitalized.
17
John Fredericks, professor and chairman of the department of civil
engineering.
President-elect Fitzgerald has been a member of the rotary club for fifteen
years.
His dentist, Dr. Steward, is a registered democrat.
- Capitalize abbreviation based on paper nouns:
The U.S 35 Adams Ave. N. W
Mt. Everest Dr. Steward
Psych. 50 M. B. A
Prof. Leonard Ph. D.
9. Apostrophe:
The conventional of the Apostrophe are to form in passion. To form plural of
characters, abbreviations and signs. It is not used to form the possessive of the
first personal pronoun since contractions are rarely used in formal writing, so
did the Apostrophe.
- Used an Apostrophe in contraction to show where letters have been omitted,
or left out.
e.g.:-
I don’t think I can do this. (The Apostrophe shows that the letter has been
omitted).
- Use an Apostrophe when you leave out the first two numbers of a year.
- For a singular noun that does not end in-s, adds.
e.g.:-
The lady’s hands were trembling.
- For a one syllable singular nouns that ends in possessive.
e.g.:-
It is my boss’s birth day today
18
- If singular nouns has more than one syllable and ends in s it is acceptable
to use’s or to use only an Apostrophe after the s. (it is important to remains
consistent)
e.g.:-
The metropolis’s citizens were very friend by during our visit.
10. Brackets:-
The nonmathematical function of brackets is to en close editorial insertions,
corrections, and comments in quoted material and in reference citations: these
instruments [the radio meter and scatter mater] have been used successfully
aboard satellites as well as aircraft.
Use brackets too enclose parenthetical material with in parenthetical these.
(Brandi to work as an aeronautic engineer (she complete an internship at
national Aeronautics and space administration [NASA]) as soon as she
completed her doctoral work (Maccaskill, et al 1998).
- Brackets are used to enclose corrections, interpolation, and supplied
omissions added to a quotation by the person quoting.
Here is example from passage that has already been used (in & 16i) for another
purpose.
It was tariff policy which seemed to him [Cordell Hull]”at the very heart of his
country’s economic dilemma.” [The ready would have no idea what person
another was talking about if had not added the bracketed explanation].
In the book you will find many examples of conventional use of brackets, like
the one just above, where they set off comment about equated passage in such a
way that the ready many not confuse the comment with the passage itself.
- Use brackets around words of your own that you told the words of someone
you are quoting.
e.g.:-
The news anchor announced, “It is May sad duty to inform our audience that
we are now at war [with Iraq].”
19
11. Parentheses:-
Use asset of parent around a word or phrase in a sentence that adds
information or makes an idea more clear (punctuation is placed inside the parent
to mark the material in the parentheses, punctuation is placed outside the
parentheses to mark the entire sentence, when the material in parentheses is
longer than one sentence [such as this information], then the punctuation for the
final sentence is placed inside the parentheses.
e.g.:-
You’re easy (all nine pass of it) is on my desk.
- Don’t use parentheses with in parentheses. Use barracked in place of the
inner parentheses.
e.g.:-
Please refer to Julius Caesar (Act IV, scene i [phase 72]).
- Use parentheses to separate words, parent, or sentence that interrupt the flow
of thought.
Those for boys (without doubt the guilty ones) damaged my lawn several
time.
When I get into town for the wedding (and I hope I can arrived a few days
early), I will call you immediately.
Not in the above sentence, a comma in needed after the introductory
dependent clause and comes after the closing parenthesis.
- If a whole sentence is inside the parentheses, the end punctuation is inside
the last parenthesis. If only part of a sentence is inside the parentheses, then
the end punctuation is outside the last parenthesis.
I am sure you understand my position (see my earlier note).
12. Slash:-
A slash, also called solidus or virgule, can be correctly used (1) in and/ or, (2)
in Fractions (x/ y), (3) to indicate per (m/ sec), and (4) when quoting poetry.
These four examples illustrate our objection to use of the slash in temporary
compounds: its meaning is not clear.
We there for prefer that the slash be changed to hyphen, the 15-m hoop- column
antenna is a deployable and restorable structure. To me dash.
A term that is accepted as standard with a slash may be used with the slash.
13. Italics:-
Why is section on italics appearing in chapter on punctuation? The purpose
of punctuation, to make meaning clear and reading easier. According to words
into type ( skilling et al. 1974), Italics are used to distinguish letters, words, or
phrase from the rest of sentence so that the writer's thought or the meaning and
use of the italicized worse will be quickly under stood."
21
14. Period:-
-use a period at the end of a sentence.
e.g.:-
e.g.:-
e.g.:-
e.g.:-
e.g.:-
e.g.:-
15. Ellipsis:-
-use an ellipsis to indicate panes.
22
e.g.:-
e.g.:-
“Then you'd blush off on screen, as if you were looking out …… of a space
ship".
-if the ellipses come at the end of your sentence, you still need end punctuation,
even it is a period.
e.g.:-
23
- If the materials inside parentheses are equation, whether or not it is a
complete sentence, it requires a question mark inside the parentheses.
The concert (wasn’t it exiting?) was the best one 1 have ever attended.
- Use parentheses sparingly?
Set of extra or incidental information from the rest of a sentence.
The Chapter on drugs in our textbook (Passes 142-178) contains some
frightening statistics.
The normal body temperature of act (101 to 102 degrees higher than the
temperature of its owner.
Enclose letter or numbers that signal items in easiest.
24
Previous studies:-
25
Chapter Three
Methodology
4
Chapter Three
Methodology
3.1 Introduction:
The study will use the experimental analytical method to collect data about
the Punctuation by secondary school, we will design test that measure the
ability of Student to use punctuation marks.
The sample of this study (30) student at Wadrmley secondary school and they
are Chosen randomly first term.
The tool of this study included a test which consisted of two question
passage and Sentence.
To meet the validity of the test the researches show it to some expertise at
Sudan university of science and technology, (SUST) mention their comments,
Ideas , omission and addition.
26
-Dr. Einas Ahmad
The test is distributes personally and directly to the subjects of the study, the
Total of the test responses are (30) students.
Reliability statistics
27
Chapter Four
Statistical Analysis and discussion
26
Chapter Four
Statistical Analysis and discussion
Table (4-1) Sarah is sitting in the room (.) She is studying for the examination
66.7%
70.00%
60.00%
33.3%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (.) No (.)
Figure: (4-1) Sarah is sitting in the room (.) She is studying for the examination
The above table and figure illustrate the percentage of the respondents to the
statement of Sarah is sitting in the room (.) She is studying for the examination
is estimated by (66.7%) and those who disagree with the statement are
estimated by (33.3%).
28
Table (4-2): The examination will be next week (.)
63.3%
70.00%
60.00% 36.7%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (.) No (.)
The above table and figure illustrate the percentage of the respondents to the
statement The examination will be next week(.) is estimated by (63.3%) and
those who disagree with the statement are estimated by (36.7%)
29
Table (4-3): Her sister Mona (,)
60%
60% 40%
50%
40%
30%
20%
10%
0%
Yes (,) No (,)
The above table and figure illustrate the percentage of the respondents to the
statement of her sister Mon (,) is estimated by (60%) and those who disagree
with the statement are estimated by (40%)
30
Table (4-4): Who has finished her examination (,) in the kitchen
83.3%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00% 16.7%
30.00%
20.00%
10.00%
0.00%
Yes (,) No (,)
Figure (4-4): Who has finished her examination (,) in the kitchen
The above table and figure illustrate the percentage of the respondents to the
statement of who has finished her examination (,) in the kitchen is estimated
by (16.7%) and those who disagree with the statement are estimated by (83.3%)
31
Table (4-5) :An hour ago Mona came in to the room and asked Sarah (: “)
70%
70%
60%
50% 30%
40%
30%
20%
10%
0%
Yes (: “) No (: “)
Figure (4-5) :An hour ago Mona came in to the room and asked Sarah (: “)
The above table and figure illustrate the percentage of the respondents to the
statement of an hour ago Mona came in to the room and asked Sarah (: “) is
estimated by (70%) and those who disagree with the statement are estimated by
(30%)
32
Table (4-6): Shall I get you something to eat (?”)
60%
60%
40%
50%
40%
30%
20%
10%
0%
Yes (?”) No (?”)
The above table and figure illustrate the percentage of the respondents to the
statement of shall I get you something to eat (?”) Is estimated by (60%) and
those who disagree with the statement are estimated by (40%)
33
Table (4-7): Sarah answered (“)
73.3%
80.00%
70.00%
60.00%
50.00% 26.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (“) No (“)
The above table and figure illustrate the percentage of the respondents to the
statement of Sarah answered (“) is estimated by (26.7%) and those who disagree
with the statement an estimated by (73.3%)
34
Table (4-8): No thank you (”)
73.3%
80.00%
70.00%
60.00%
50.00% 26.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (”) No (”)
The above table and figure illustrate the percentage of the respondents to the
statement of No thank you (”) is estimated by (26.7%) and those who disagree
with the statement are estimated by (73.3%)
35
Table (4-9): Mona said (:)
83.3%
90.00%
80.00%
70.00%
60.00%
50.00%
16.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (:) No (:)
The above table and figure illustrate the percentage of the respondents to the
statement of Mona said(:) is estimated by (83.3%) and those who disagree with
the statement are estimated by (16.7%)
36
Table (4-10): Could you come in to the kitchen for a moment (?) Sarah said:
63.3%
70.00%
60.00%
36.7%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (?) No (?)
Figure (4-10): Could you come in to the kitchen for a moment (?) Sarah said:
The above table and figure illustrate the percentage of the respondents to the
statement of could you come in to the kitchen for a moment (?) Sarah said: is
estimated by (63.3%) and those who disagree with the statement are estimated
by (36.7%)
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Table (4-11): I cannot I’m very busy and I telic only take a minute Mona I cannot (!)
90%
90%
80%
70%
60%
50%
40%
10%
30%
20%
10%
0%
Yes (!) No (!)
Figure (4-11): I cannot I’m very busy and I telic only take a minute Mona I cannot (!)
The above table and figure illustrate the percentage of the respondents to the
statement of I cannot I’m very busy and I telic only take a minute Mona I
cannot (!) is estimated by (10%) and those who disagree with the statement are
estimated by (90%)
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Table (4-12): Sarah said: I’m very busy and I hate washing dishes. Will you leave me
alone (!)
56.7%
60.00% 43.3%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (!) No (!)
Figure (4-12): Sarah said: I’m very busy and I hate washing dishes. Will you leave me
alone (!)
The above table and figure illustrate the percentage of the respondents to the
statement of Sarah said: I’m very busy and I hate washing dishes. Will you
leave me alone (!) is estimated by (43.3%) and those who disagree with the
statement are estimated by (56.7%).
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Table (4-13): My desk is full (: )of book (,) pencil (,) pen and ruler
83.3%
90.00%
80.00%
70.00%
60.00%
50.00%
16.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes No
Figure (4-13): My desk is full (: )of book (,) pencil (,) pen and ruler
The above table and figure illustrate the percentage of the respondents to the
statement of my desk is full (: )of book (,) pencil (,) pen and ruler is estimated
by (83.3%) and those who disagree with the statement are estimated by
(16.7%).
40
Table (4-14): Could you pass the salt please (?)
76.7%
80.00%
70.00%
60.00%
50.00%
23.3%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes No
The above table and figure illustrate the percentage of the respondents to the
statement of could you pass the salt please (?) is estimated by (76.7%) and those
who disagree with the statement are estimated by (23.3%)
41
Table (4-15): Listen (,) Hassan to what I am saying
76.7%
80.00%
70.00%
60.00%
50.00%
23.3%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes no
The above table and figure illustrate the percentage of the respondents to the
statement of Listen (,) Hassan to what I am saying is estimated by (23.3%) and
those who disagree with the statement are estimated by (76.7%).
42
Table (4-16): Wow (!) I never thought mom would let us go to the concert
63.7%
70.00%
60.00%
36.7%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes No
Figure (4-16): Wow (!) I never thought mom would let us go to the concert
The above table and figure illustrate the percentage of the respondents to the
statement of Wow (!) I never thought mom would let us go to the concert is
estimated by (63.7%) and those who disagree with the statement are estimated
by (36.7%)
43
Table (4-17): I wonder if the teacher will give homework weekend (.)
53.3%
54.00%
52.00%
50.00% 46.7%
48.00%
46.00%
44.00%
42.00%
Yes No
Figure (4-17): I wonder if the teacher will give homework weekend (.)
The above table and figure illustrate the percentage of the respondents to the
statement of I wonder if the teacher will give homework weekend(.) is
estimated by (53.3%) and those who disagree with the statement are estimated
by (46.7%).
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Table (4-18): Statistics
45
From the table above we observe that the questions indicate that all the
probable values in chi-square was a little or less than a significant standard (
0.05 ) that stand for the many different statistical evidences among the of
respondents.
Except the questions No (2 & 3 &6 &10 &12 &16 & 17) because the proper
significant are more than (0.05) statistical which indicate that there is no
significant difference between the result of the respondents.
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Chapter Five
Findings, Recommendations and Suggestions
for Further Studies
47
Chapter Five
5.1 Introduction:
Here are some problem which the research has found in the course of the
study and They are beyond the scope of this study , so the research suggest
these for further Studies and investigation .How can teacher improve their
students to used punctuation Marks comparison between all kind of punctuation
marks .
5.3 Recommendations:
Throughout this study, the research has noticed that the following areas need
to be researched:
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1. The researcher should be research punctuation deeply
2. The teacher should be taught and take care about punctuation in the
different Education stages.
This chapter presented the conclusions and recommendations of the study the
Conclusions provided answer to the research questions and verified the
hypotheses. Also recommendations were offered and suggestions for further
were proposed.
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References
47
References
49
Appendixes
47
Appendix
A test on punctuation
Question one:
Sarah is sitting in the room ….. She is studying for the examination. The
examination will be next week ….. Her sister Mona….. Who is finished her
examination….. In the kitchen.
Sarah answered…. No thank you….. Mona said…. Could you come in to the
kitchen for the moment….. Sarah: I cannot I’m very busy and I tell only take a
minute. Mona I cannot….. Sarah said: I’m very busy and I hate washing dishes.
Will you leave me alone……
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Question two:
: ? , ; . ! “ ”
………………………………………………………....
………………………………………………………….
……………………………………………………….....
…………………………………………………………
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