Assessing Common Errors in Students’ Guided Writing in Case of First Year Social Science and Humanities Studensts at Kabridahar University

This study was conducted on Assessing common errors in students guided writing: The case of first year social science and humanities students at Kabridahr University. It is aimed to identify the frequent errors that students make during guided writing and the challenges that affect the students’ guided writing. The objective of the study was to find out the students’ errors in guided writing. Descriptive type research design was employed to achieve the objectives and address to research the problems by qualitative and quantities used descriptive methods to express the problem affect students in guided writing. The data were collected by questionnaire, interview and documentary analysis. The study identified that the most frequent errors made by students are grammatical and syntactic errors. Especially the assignment and interview show that students make error in tense and grammar rules. In general, almost all the students make an error in putting their ideas in writing only. The study recommends, that to improve the student’s paragraph writing, it must be needed time and practice many times with in the class


General objective of the study
The main objective of the study is to identify students 'common errors in guided writing.

Specific Objective
The specific objective of the study To identify the most frequent error types students, make in guided writing.
To distinguish possible measures to minimize students' errors in guided writing.
To assess the factors that affects the students guided writing.

Significance of the study
The result of the study is expected to benefit both students and teachers. It can help teachers to identify the errors of the students in guided writing and to motivate their students to write effectively. It would help students to understand and improve their problems. Lastly, it can serve as a source for other researchers who plan to do further research on the area.

Delimitation of the study
They study focus on common errors in students guided writing, in the cause of first year college of social science and humanities at Kabridahr University.

Limitation of the study
The researcher faced several challenges such as the students were unwilling to offer accurate information, the researcher faced lack of sufficient time, money, necessary materials, internet access and experience to conduct the research effectively. Furthermore, the respondents were late to give the questionnaire to the researcher. Despite of these problems the researcher conducted the study fruitfully.

METHODOLOGY DESIGN OF THE STUDY
Descriptive type of research design was employed to achieve the objective and address problem by qualitative and quantitative approach. The researcher chooses the interpretation of qualitative and quantitative and used descriptive methods to express the problem that affect the students guided writing. So, in the range of the study the researcher was conducted descriptive research.

SUBJECT OF THE STUDY
This research was conducted on first year social science and humanity students of Kabridahar University.

SAMPLING TECHNIQUES
The researcher was used random sampling technique to select sample representatives. Because gathering information from each student was difficult and consuming. According random sampling technique was employed to select a representative sample of 45 students. Available sampling was used to choose 5 of English Language teachers who participate for questionnaire.

DATA GATHERING TOOLS QUESTIONNAIRES
The researcher was preparing questionnaires for the selected students and instructors. The questionnaires included both close-ended and open-ended questions. The researcher distributed questionnaire to 45 students of first year social science and humanities and five (5) to teachers to collect information. The researcher used questionnaire because questionnaire is better to gather information from huge number of students.

INTERVIEW
The interview will give for both instructor and students of first year social science and humanities in semi structured manner. Because this is possible to get more detail for the study. The researchers select 8 students and 3 instructors for interview from the college, in order to save time and budget. The researchers also prepare 5 and 3 for instructor.

DOCMNT ANALYSIS
The students' document was the other tool that the researcher was used data from students' paper. In this the researcher had collected any written paper from the respondents. Because, this method assisted common errors on students in their writing.

METHOD OF DATA ANALYSIS
The data gathered through questionnaire, interview and document analysis is analyzed qualitatively and quantitatively. In other word, the researcher used percentage to record the data found from students' and teachers' questionnaire. The open-ended questions of questionnaire and data gathered through interview and document analysis are analyzed in words thoroughly.

DATA ANALYSIS AND INTERPRETATION
In this chapter data that was obtained from questionnaire, interview and test is going to be analyzed. The table show that 36% of respondent said that they make all errors from the choice. These are: spelling errors, tense mistake, and punctuation errors. Most of students agreed up on their writing have occurred on errors, with spelling errors 31%, tense mistake 18%, punctuation errors 15%, and all type of errors 31%. Therefore, from the above responses it can be conclude that most of the students make errors when they write. Because all most all respondents answered they make an errors in spelling errors punctuation errors, and tense mistake are the most common errors in their writing. The above table indicates 36% of responds agreed on practicing writing in their class continuously with teachers, outside the class and in the class room with groups and also 27% of respondent agreed that practicing writing in the class room with in groups, 20%of respondents agreed that practicing in the class continuously with a teacher and practicing writing outside the class17%. The above table shows the most respondents (51%) of them answered that their teachers give writing task most of the time; 33% of the respondents replied that their teachers sometimes motivate them to write in the class and 16%oof the respondent answered that their teachers rarely motivate them to write in the class. But a few respondent responses shows that the problem is concerned student's carelessness and incomplete application of the rules, but their teachers give writing. of the respondent believed that group writing is the most important for them. Other (29%) of the respondents' believed that group writing necessary for them. Students said that when they write group assignment, they improve their writing. The problems are different when someone make errors other might improve his or her problems.so, to conclude that group writing proved them to help each other. 24 The above table indicate that most (58%) of the respondents believed that their writing skills good and also (24%) of the respondents said their writing is very good and a few (9%) of the respondent said their writing is not bad and at the same numbers of the respondents (9%) said their writing is not good. Therefore, most of the respondent's answer organized their writing is well organized and to give complete meanings. Ideas in addition indicated they have good writing skill. A, yes 4 9% B, no 41 91% Total 45 100% As indicated above, (91%) believed that they haven't get enough time to practicing writing skills .9% of the respondents said that the have enough time to practice their writing skills. Therefore, producing organized writing needs enough time. There are many processes in writing so they need many times. From these information students have not enough time to practicing writing skills.  (19%) expected that they faced all problems with in their writing and 11% as a respondent said faced sentence fragment at the same percentage also, they faced dangling modifier. And also 4% expressed they faced misplaced modifier. Therefore, most of the respondents identified that incomplete ideas, ungrammatical and utterance and unnecessary repletion of sentence are the most common in students writing. However, a few numbers of respondents (9%) said that they do not correct their writing by themselves. Therefore, the students they can correct their writing by themselves. B, teacher-centered method 10 22% C, both 33 73% Total 45 100% From the above table (73%) of the respondents said that their teachers mostly use both student and teacher center in teaching writing class. The others 5% of the said that their teachers use student centered and 22% of the respondents said that their teachers use teacher centered. Therefore, from this information we see teachers use both students centered and teacher centered in teaching writing class. The above table indicate that 67% of the respondents said that sentence level writing is difficult .22% of the respondents said that paragraph level writing is difficult and 5% of said that essay level is difficult. Therefore, as we see from the information from student's response sentence level writing is difficult level of writing. Total 45 100% As we can see from the table 4.2.1.13, 84% of the students said that understanding the steps of writing is most important in overcoming with errors in writing and 16% of the respondents said that understanding components of writing. Therefore, majority of the students overcoming with errors by understanding the steps of writing.
Analysis of students open ended questions 1. If your teacher gives you immediate feedback, how often your teacher gives you feedback; if not, what do you think is/are the reason? The majority of the students said that their teachers give immediate feedback on their writing. They also give a response how often their teacher gives immediate feedback. Most of the students said that their teacher most of the time give immediate feedback. A few students said that their teacher give immediate feedback sometimes. Therefore, as the majority of the student's response the teacher most of the time give immediate feedback. 2. If you can correct your errors in writing by yourself, how you correct your errors by yourself; if not, why you don't correct your errors by yourself? Most of respondents said that they correct their errors in writing by themselves. They also stated how they correct errors in their writing by themselves. They correct by readings repeatedly and checking the theory that is from lecture notes or from references. Then after they check their writing they write again and correct their mistakes. 3. what do you think are the most difficult level writing? Put your explanation. Majority of the students said that the most difficult level writing is sentence level. Because sentence is the base for others level. So, if the sentence failed their structure the other things already failed. That means writing sentence is very necessary for others level.

Analysis of students' response through interview 1. What type of errors do you mostly commit when you write?
According to the response of the students they make errors mostly like punctuation, spelling errors, misplaced modifier and subject verb dis agreement. In addition to this they said that they make mistakes such as missing the topic sentences, supporting ideas and conclusions and also lack coherence of their writing.

What do you think the sources of your problems in your writing?
As the most respondents said that the sources of their problems are as the first-year students, lack of vocabulary, grammar knowledge, and background competence. And other source of their writing problems is their week motivation towards the subject matter, and the teacher's weak practice to encourage their students to write.

What do you think to improve your writing skill?
As the students suggested that if they make practice continuously for any writing in English and if they read strategies of writing, they can improve their writing skill. And also, they said that if the s hare ideas with their friends.

Analysis of the test
There was simple paragraph written by students. The researcher tried to analysis and interpret the students "test "in writing they had different errors such as lack of subject verb agreement which is pillar of coherence and one key of writing meaning. Here is also spelling errors in the writing. A miss spelt word changed the meaning of whole written material. Because, it is difficult to know what the students to say whenever he gives some miss spelt word. Furthermore, there is a failure of using punctuation correctly. Sometime the students used commas instead of period, semicolon instead of colon which is not common in writing skill learner. In the someway, there was mistake in the use of right tense at the right time and place. Frankly speaking this is the headache and bottleneck of the students' writing. Moreover, the common errors in the students writing include syntactic lexical errors, and most of student's lack of topic sentence, lack of unity and coherence writing. Early marriage should not be allowed in our culture because of It leads to d/t problems, such as unnecessary pregnancy, unhealthy child is born, high blood lose, decreasing life on expectancy, abnormal mind in the new born child and the mother can damage psychologically and blooded out of normal period. 2 It declines the country economy. 3 therefore, early marriage is less Favorable to live, to educate and to self -manage as compare to normal marriage. 4 Generally, early marriage has negative Effects on the peoples in social, political, Economical and cultural aspect of the nation. The researcher analyzed the above sample sentences taken from the paragraph of the students in the following ways as a researcher sees each sentence, in the paragraph there are many errors in the paragraph such as a lack of topics sentences lack of subject verb agreement, puncture on spelling capitalization and others like diction and dangling.
Sentence 1. In this sentence there are some errors these are: spelling errors, comma splice, grammar error and capitalization errors. Spelling error is seen in the word "pregnancy" should be "pregnancy" and the word " normal" should be "normal". Capitalization error is that of the word "It" the letter" I" is not appropriate. For this sentence the appropriate letter is not capital. I revised this "it". There is also grammar error in this sentence that is the word "can" should be "can be". This is correct form.
Sentence 2. The mistake in this sentence is subject verb dis agreement. That is the word "country" should be "country's". Unless it is meaningless. The correct form is "It declines the country's economy. Therefore, students make errors in this sentence is subject verb dis agreement.
Sentence 3. In this sentence the letter" t" is small but it should be capital. Therefore, there is capitalization error. The other error is punctuation error. That is after the word "Therefore" "comma (,)" should be live. But they do not use. Therefore, they make punctuation error. The correct form is "Therefore ..." The word "Favorable" also not written correct form. That means the letter "F" is capital but in this sentence it should be small. The correct form is "favorable". As we observe the sample sentence the students make errors mostly, they make capitalization error and comma splice.
Sentence 4. In this sentence there are two errors students make when they write. These are tense problem, spelling and capitalization. The spelling error is in the word "marriage" they write "marriage" this is a spelling error. The correct word is "marriage". This is tense problem. That is the phrase ".... early marriage has negative..." in this tense is unappropriated. The correct form is ".... early marriage has negative...." Therefore, the students' common errors are capitalization error and tense problem.
The general opinion of teachers towards the common errors in the students guided writings. The teachers were asked to give their response about their teaching writing skill with giving motivation or not. According to their response 100% of subjects responded that they give a motivation for their students on writing skill. B, no 1 20% Total 5 100% The above table indicated that 80% of the respondents believed that organizing students in writing class is important for the students writing skills and 20% of the respondents believed organizing is not important. Therefore, from this information organizing students in writing class is advantage. A, students -centeredmethod 1 20% B, teacher-centered-method C, both 4 80% Total 5 100% As we can see from above table 80% of the teachers mostly use both teacher-centered and student-centered and 20% of the respondents use student centered. C, essay level 1 20% Total 5 100% The above table indicated that 40% of the respondents said that more of their students make errors on sentence level and 20% of them said that they observed common errors on their students in paragraph level; at the20% of respondents said that the students make mistake on essay level.
Analysis of teachers open ended questions 4.6.1. If you motivate students on writing skills, how you motivate them; if you don't motivate them, why you don't motivate students on writing skill? According to the response of teachers, they motivate students in writing skill. They also give a response how they motivate students in writing skill. They motivate students by approaching them out listening to what their problems are, designing tasks as per their interest and skill, by showing them that it's easy to develop a piece of writing if they stick to the steps they tell / show them. 4.6.2. If you organize students to help each other and you believe organizing students in writing class has advantage for writing, what are the advantage of organizing students inwriting class? The majority of the teacher's response as they organize students in writing class. As a teacher they talk about its advantage. From their response the advantage of organizing students the in-writing class the following advantages. These are the students to share their knowledge and skills of writing, to develop the habits of cooperative learning and practice per evaluation are the most important advantage of organizing students to help each other.

Analysis of the teachers' response through interview
What do you think are the most common errors you observe in your students writing? According to the response of the teachers they observed their students mostly make errors like grammatical errors and sentence fragments. In grammatical such as subject verb dis agreement and tense. What do you think are the source to the students' errors in writing skill? As most of the teacher's response that the source of the students' errors in their writing are lack of motivation to learn, lack of confidence, lack of practice and poor language back ground. What are the ways you employ to help your students reduce these errors?
The most teachers suggested that to reduce the student's error in guided writing the teachers should always teach tense. Because if the students know tense, they can avoid errors in their writing and they also suggest that the teachers must motivate their students to write and give immediate feedback. Therefore, to reduce students writing errors teachers are a responsible person.

Conclusions
After detailed in the section of the result found with the instrument used it as arrived at its conclusion as observed from the students' paragraph. They have many errors of grammar syntax and lexical. Grammatically they do not know the rules of the language. Hence, the student used the part of speech and the arrangement of sentence structure was well organized. Based on the evidence within the students, writing of paragraph by giving