Error Analysis of English Language Compositions of JHS Two (2) Students in The Effutu Municipality

Abstract: This study examined errors in English language compositions of Junior High School (JHS) two (2) students in the Effutu Municipality and explored teachers’ perspectives on the causes and solutions to these errors. The study was grounded in the positivist research paradigm, which is a research framework assuming a single, measurable reality where objective truths can be discovered through quantitative methods. A quantitative approach was employed in the study. This study employed a descriptive survey design to explore the types and frequency of errors in student essays within the Effutu Municipality. Using a multi sampling technique, 210 students and six English teachers were selected. Errors in student essays were categorised into mechanical, grammatical, and lexical types, and analysed using frequency counts and percentages. Findings revealed that mechanical errors were most prevalent, accounting for 67.1% of all errors, with spelling (25.3%), capitalization (21.1%), and punctuation (20.7%) being the most common. Grammatical errors represented 25.1%, particularly tense (13.6%) and subject–verb agreement errors, while lexical errors were least frequent (7.8%). Female students (54.7%) made more severe errors than males (45.3%), especially in tense, spelling, and punctuation. Age was also a factor: students aged 12–15 (56%) produced more moderate to severe errors compared with those aged 16 and above (30%) and those aged 9–11 (14%). Teachers attributed these errors to interlanguage and intra-language interference, limited reading exposure, and variations in parental educational background. Suggested solutions included peer modelling, peer tutoring, guided writing, and the use of interactive teaching and learning resources. The study recommends integrating peer review and guided writing strategies, alongside improved resource provision, to reduce writing errors and strengthen students’ English proficiency in the Effutu Municipality. Besides, given that female students and those aged 12–15 made more severe errors, the study recommended that teachers provide differentiated support tailored to the needs of these groups. Peer mentoring systems, where stronger students support weaker ones, could also be introduced.