From Errors to Excellence: Utilizing SEE (Sentence Strips, Editing Checklist, and Error Analysis) to Improve Punctuation Skills Among JHS Students

Abstract

Writing, a critical language skill, demanded proper use of punctuation to ensure clarity, coherence, and precision. However, a preliminary assessment revealed that 12.5% of students struggled with basic punctuation usage, indicating a gap in their writing competencies. Grounded in content analysis, this action research assessed the effectiveness of the SEE (Sentence Strips, Editing Checklist, and Error Analysis) intervention in improving punctuation skills among Grade 10 students at Mandaue City School for the Arts. The research followed a structured process across three phases: pre-implementation (proposal submission and material preparation), implementation (weekly 40-minute sessions), and post-implementation (evaluation and analysis). Using purposive sampling, data was gathered from five selected students through pre- and post-tests that assessed their punctuation skills via sentence strips, checklists, and error analysis. Results showed substantial improvement in post-test scores, with averages rising from 68–76% to nearly 100%, indicating the intervention’s success. The SEE strategy enabled learners to internalize punctuation rules, actively engage in error identification, and apply corrections independently. This study concluded that focusing on interventions like SEE can significantly enhance students’ writing mechanics. The findings hold practical value for educators aiming to strengthen foundational writing skills and will be disseminated through school-based training, learning action cells, and educational forums to encourage similar pedagogical innovations.