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This study investigates the grammatical errors in the writing of 10th-grade students at Menge Secondary School, aiming to classify and analyze these errors to identify areas for improvement. The connivance sampling techniques were used to selected study area and random samplings were utilized to select the participant of the study. In Menge secondary school, grade 10th students from section A up to section D 195 students are their totally. From those 64 were selected randomly for the study. The researchers were use only qualitative approach to conduct the study. By using the following three stages were perform to collect data for this study. Stage 1: All of the 60 pieces of the students’ written work was marked by the researcher. Stage 2: Each sentence was examined word by word. Stage 3: Each error was record according to its type in an individual error record form the data were collected and analyzed by using content analysis and descriptive statistics, including frequency and percentages, were calculated for each error type. The statistical results were narrated qualitatively to provide a comprehensive understanding of the common errors made by the participants. A total of 390 grammatical errors were collected from student essays and categorized into eight major types: mechanical errors (30%), verb tense errors (23.333%), preposition errors (21.282%), article errors (11.02%), omission of plural endings (2.82%), word order errors (3.076%), subject-verb agreement errors (6.666%), and misuse of possessive 's' (1.794%). The results indicate a significant prevalence of mechanical errors, particularly spelling mistakes, and confusion surrounding verb tenses. These findings highlight critical weaknesses in students' grammatical understanding, suggesting a need for targeted instructional strategies. Recommendations include focused grammar lessons, peer review activities, and the integration of technology to enhance self-correction. By addressing these areas, educators can improve students’ grammatical proficiency and overall writing skills.
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