Punctuations used by Filipino and Thai students in their essays: A corpus-based inquiry
DOI:
https://doi.org/10.36597/jelp.v5i1.13509Abstract
Writing, being one of the most vital skills to develop, is of great importance. It is imperative that one needs to master not just the structure but also the functions of punctuation marks. It is undeniable that punctuation marks seem confusing and are used interchangeably among Thai and Filipino students. Consequently, the written output of the students becomes incomprehensible due to the misuse or the absence of punctuation. This study aimed to determine the average common errors of Filipino (ESL) students and Thai (EFL) students when it comes to using punctuation marks in writing essays and to find out the significant difference. The researchers also pointed out the possible causes of why Thai and Filipino students committed such errors. To further illustrate the results of the study, the researchers opted to present the errors individually through tables and charts and interpreted the figure based on the total percentage of individual respondents, and eventually identified the committed error as a whole. There were 30 participants in the research composed of 15 Thai (EFL) students and 15 Filipino (ESL) students. The sources of data were the written essays of the 30 participants. The total percentage was used to treat the data to identify the average punctuation errors committed by the participants and the significant difference in the committed errors between the Thai EFL and Filipino ESL learners. The result showed a significant difference in the punctuation errors committed between Thai and Filipino students with a comma (,) receiving the largest number of errors.
Downloads
References
Adekola, B. O., & Lawal, O. F. (2017). Assessing punctuation errors made by secondary school students in English Language comprehension in Ogun state, Nigeria. International Journal of English Language Teaching, 4(2), 39–44.
Aliaga, M., & Gunderson, B. (2002). Interactive statistics. Pearson Education.
Annisya, R. (2018). A study on students’ ability in writing hortatory exposition text of the eleventh grade at SMAN 6 Pekanbaru [Universitas Islam Riau]. https://repository.uir.ac.id/4314/
Awad, G. (2022). Ponctuation et domotique des crises : information, résilience et fiducies numériques d’images. Communication, Technologies et Développement, 11. https://doi.org/10.4000/ctd.7771
Balanga, R. A., Fidel, I. V. B., Ho, H. T., Tullo, R. M. C., Villaraza, P. M. L., & Vizconde, C. J. (2016). Student beliefs towards written corrective feedback: The case of Filipino high school students. I-Manager’s Journal on English Language Teaching, 6(3), 22–38.
Charoenpornsawat, P., & Sornlertlamvanich, V. (2001). Automatic sentence break disambiguation for Thai. International Conference on Computer Processing of Oriental Languages (ICCPOL).
Connelly, V., Dockrell, J. E., & Barnett, J. (2005). The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology, 25(1), 99–107. https://doi.org/10.1080/0144341042000294912
Crystal, D. (2003). English as a global language. Cambridge University Press.
Dash, N. S. (2008). Linguistic publications in Bengali (2000–2008): A brief review. In Annual Review of South Asian Languages and Linguistics (pp. 217–236). De Gruyter Mouton. https://doi.org/10.1515/9783110211504.3.217
Guinda, C. S. (2002). Punctuation as readability and textuality factor in technical discourse. Ibérica: Revista de La Asociación Europea de Lenguas Para Fines Específicos (AELFE), 4, 75–94. https://dialnet.unirioja.es/servlet/articulo?codigo=2475941
Heaton, J. B. (1979). Communication in the classroom. In CDUCAtOOfl (p. 57). https://repository.nie.edu.sg/bitstream/10497/4091/1/1979Volume2Number1.pdf#page=59
Huang, J. (2011). A dynamic account of autonomy, agency and identity in (T) EFL learning. Identity, Motivation and Autonomy in Language Learning, 54, 229–246.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and research. Upper Saddle.
Nasrudin, H. (2015). The students’ error in using punctuation marks in narrative writing. Fakultas Ilmu Tarbiyah dan Keguruan. https://repository.uinjkt.ac.id/dspace/handle/123456789/34731
Nunan, D. (2003). Practical English langage teaching. Prentice Hall International English Language Teaching.
Rajesh, A., Rivera, M., Asaad, M., Chandra, A., Baloul, M. S., Backstrom, C. M., Shaikh, N., DeAzevedo, R. U., & Farley, D. R. (2019). What are we really looking for in a letter of recommendation? Journal of Surgical Education, 76(6), e118–e124. https://doi.org/10.1016/j.jsurg.2019.06.008
Rumki, S. (2005). How to punctuate. Your personal writer. In Essays and Term Papers. www.perfectediting.com
Tuaycharoen, P. (2003). A reflection of Thai English. Language and Linguistics, 21(2), 47–65.
Ulla, M. B. (2019). Examining university teachers’ writing errors in the Philippines: Implications for teacher qualifications. Social Sciences & Humanities, 27(3), 1413–1430.
Vyatkina, N., & Boulton, A. (2017). Corpora in language teaching and learning. Language Learning and Technology, 21(3), 66–89. https://hal.archives-ouvertes.fr/hal-01237582/document
Wijayatiningsih, T. (2013). Reciprocal teaching for improving eleventh grade students’ reading comprehension achienement. 60th TEFLIN International Conference.
Williams, M. (2013). A holistic-componential model for assessing translation student performance and competency. Mutatis Mutandis: Revista Latinoamericana de Traducción, 6(2), 419–443. https://dialnet.unirioja.es/servlet/articulo?codigo=5012653
Zidan, A. A. (2020). Writing competence of junior high school students at two junior high schools in Yogyakarta. Journal of English Language and Pedagogy, 3(1), 69–80. https://doi.org/10.36597/jelp.v3i1.3865
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2022 Jaezzir Mae Arquiola, Esperval Cezhar Cadiao, Christian Roy Leyga, Ronnel Sarsuelo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
