1

A Concept Paper
Presented to
Dr. Frederick P. Grengia
Professor

In Partial Fulfillment
of the Requirements for the Course EDUC 500
Master of Arts in Education

MS. JESSA MAE A. ALBARACIN

MAED-English

January 14, 2023

 2

A. Proposed Title of Research Interest

The Use of Interactive Writing Intervention Among Grade 11 Humanities and Social
Sciences Senior High Students with Writing Errors
B. Introduction/Background of the Study

People use writing as a form of communication in addition to speaking. It is one

method of communicating thoughts or ideas to others. This incorporates mental
representations, interaction with the subjects, and the emergence of ideas, making it
one of the most complicated human activities. Writing is commonly considered as
active and productive human skills in the usage of language (Ulijn and Strother,
1995). Because research depends on it, English writing is significant in students'
professional and academic programs at Philippine universities. Writing is required for
note takings, object and device descriptions, essay writing, answering of questions,
composing music, writing experimental reports, and other writing activities.

Writing, among second language learners, is one of the most difficult linguistic
abilities. Even native speakers of English language in reality have a problem in
writing long, intensive, and specialized instructions (Ulla, 2014). It is also a vital skill
in studying English that needs great time and passion from the students. A lot of
students in secondary do not know the significance of writing, so they only give a
touch of time thereon. Students are supposed to relay their feelings, thoughts and
knowledge in written language and apply other language abilities like grammar and
vocabulary. However, some students have difficulty in writing for they cannot
directly state the messages they need to convey. That is when writing errors and
writing difficulties occur. Writing errors can affect both the communication and the
structure of the text.
According to James (1998), human beings are apt not only to errors in language but
also to blunder their judgments of other people’s errors. Error-making as emphasized
by Robinson (1988) is a natural phenomenon within the learning of every kind.
However, language teachers questioned why students keep on getting suchlike
mistakes even after the mistakes have been pointed out frequently and cleared up
repeatedly. Although not all errors are the same; sometimes errors seem to be deeply
entrenched, but other times they can be easily fixed on their own. In non-English-
speaking nations, English is increasingly predominant in both professional writing
and educational programs (Leki, 2001).

C. Purpose of the Study

The primary goal was to identify the most commonly committed writing errors by
participants under the categories of grammar, content and mechanics. Most
importantly, this study sought to investigate the effect of the intervention on the
participants’ performances. In this study, once the problems in writing is identified, its
aim is to give remedy thru concrete actions and base on general observations.
Practicing skills in writing will help students become aware of new forms of writing
additionally as they develop their writing skills. Committing mistakes and errors can
always be remedied through interventions and programs that might benefit each
 3

student. Hence, this study implemented an interactive writing intervention to support

language learners.
D. Preliminary Literature Review

To facilitate the discussion of the previous studies done in this field, the important
variables cited and the method in the study, the following literature will be reviewed:

James, C. (1998). Errors in language learning and use. Exploring error analysis.
Longman, London - New York. Accessed on: 15/05/2010.
Retrieved from:
www.springerlink.com/index/q1m7784588u51680.pdf.
Grabe, W. and Kaplan, R.B. (1996). Theory and Practice of Writing: An Applied
Linguistic Perspective. Longman, New York.
Retrieved from:
https://www.scirp.org/(S(vtj3fa45qm1ean45vvffcz55))/reference/ReferencesP
apers.aspx?ReferenceID=1891397
Ulla, M. (2014). Analysis of the Language Errors in Writing among BSEE and AB
English Students.
Retrieved from:
European Journal of Academic Essays, 1(3): 34-47.
https://www.researchgate.net/publication/311770720_Analysis_of_the_Langu
age_Errors_in_Writing_among_BSEE_and_AB_English_Students
Richards, J.C. (ed.). (1992). Error Analysis: Perspectives on Second Language
Acquisition. Longman Group Limited.
Retrieved from:
https://scholar.google.com.ph/scholar?q=Richards,+J.C.+(ed.).+(1992).
+Error+Analysis:+Perspectives+on+Second+Language+Acquisition.
+Longman+Group+Limited.&hl=en&as_sdt=0&as_vis=1&oi=scholart
Corder, S.P. (1967). The significance of learner's errors. International Review of
Applied Linguistics in Language Teaching, 5(4), 161-170.
Retrieved from:
https://eric.ed.gov/?id=ED019903

E. Objectives of the Study

1. To identify the common writing errors committed by the Grade 11 Humanities

and Social Sciences senior high students.
2. To analyze what proper pre-test writing assessment that will be used as a writing
practice to the Grade 11 Humanities and Social Sciences senior high students with
writing errors. After giving the pre-test activity, the researcher will then analyze
what specific writing error are commonly committed by the students. After having
it analyzed, the researcher will have a 5-6 weeks discussion depending on how
much the students understand the topic. The topic that will be discussed is all
about grammar, proper usage of punctuations, and proper usage of capitalizations.
After weeks of discussion, the researcher will then give the students a post-test
activity to measure and evaluate the learnings of the students in terms of proper
writing.

F. Research Questions and Hypothesis

 4

1. Was there a significant difference between the pretest and post-test scores of the
participants in terms of grammar?
2. Was there a significant difference between the pretest and post-test scores of the
participants in terms of content and mechanics?

G. Proposed Methods/Procedures

This was a quasi-experimental study that involved a one-group pretest and post-test
design, also known as a "pre-experimental" design, in which all participants were
exposed to the same condition and received the same treatment. Because the
researcher only observed one group, the study lacked a comparison group and thus
failed to demonstrate the cause.

To reduce the problems associated with the lack of a control or comparison group,
one method was to measure the same dependent variable in one group of participants
before (pretest) and after (posttest) a treatment. The researcher in this study compared
the difference between the pretest and post-test scores before and after the
intervention.

It sought to measure the dependent variable (pretest), implementation of the

experimental treatment (interactive writing intervention), and conduct another
measurement for the dependent variable (post-test). Diagramming the steps of the
study helped identify the design that the researchers used.

An essay test (pretest) was administered before the experimental treatment to

determine the writing errors committed by the students in terms of grammar, content,
and mechanics while the post-test was brought off after treatment had been applied, to
test whether the interactive writing intervention had the potential to cause change.
 5

Pretest and post-test measurements were done following a rubric that measured the
different levels of proficiency demonstrated in the participants' written works.

The language ability of the Grade 11 Humanities and Social Sciences senior high
students was assessed in their written compositions. Non-probability sampling,
specifically judgment sampling was used in this study. This was done in order to
create a language intervention program to produce quality and competitive sports
track students.

H. Proposed Timeline

The research is expected to be completed in 24 weeks with the following indicated as

the activity’s durations for every section of the research project:

Research Section Duration

1. Title 1 week
2. Introduction 1 week
3. Other sections of Chapter 1 3 weeks
4. Chapter 2 (Review of Related Literature) 3 weeks
5. Chapter 3 (Research Methodology) 3 weeks
6. Intervention 6 weeks
7. Chapter 4 (Presentation, Analysis, and 4 weeks
Interpretation of Data)
8. Chapter 5 (Summary of Findings, Conclusion, and 3 weeks
Recommendations)

I. References

James, C. (1998). Errors in language learning and use. Exploring error analysis.
Longman, London - New York. Accessed on: 15/05/2010.
Retrieved from:
www.springerlink.com/index/q1m7784588u51680.pdf.
Grabe, W. and Kaplan, R.B. (1996). Theory and Practice of Writing: An Applied
Linguistic Perspective. Longman, New York.
Retrieved from:
https://www.scirp.org/(S(vtj3fa45qm1ean45vvffcz55))/reference/ReferencesP
apers.aspx?ReferenceID=1891397
Ulla, M. (2014). Analysis of the Language Errors in Writing among BSEE and AB
English Students.
Retrieved from:
European Journal of Academic Essays, 1(3): 34-47.
https://www.researchgate.net/publication/311770720_Analysis_of_the_Langu
age_Errors_in_Writing_among_BSEE_and_AB_English_Students
Richards, J.C. (ed.). (1992). Error Analysis: Perspectives on Second Language
Acquisition. Longman Group Limited.
Retrieved from:
 6

https://scholar.google.com.ph/scholar?q=Richards,+J.C.+(ed.).+(1992).
+Error+Analysis:+Perspectives+on+Second+Language+Acquisition.
+Longman+Group+Limited.&hl=en&as_sdt=0&as_vis=1&oi=scholart
Corder, S.P. (1967). The significance of learner's errors. International Review of
Applied Linguistics in Language Teaching, 5(4), 161-170.
Retrieved from:
https://eric.ed.gov/?id=ED019903
Acraman, J. M. (2003). “An Error Analysis of the Writing Compositions of Selected
Meranao Students at the Pre-University Center.” Mindanao State University,
Marawi City.

Alinsunod, J. (2014). “A Study on Common Writing Errors of Engineering Students: A

Basis for Curriculum Development. European Journal of English Langiage And
Literature Studies, Vol. 2, No. 3, pp. 7-15b.