Chapter I

Introduction

Punctuation marks are symbols that are used to aid the clarity and

comprehension of written language. Many linguists try to define punctuation

marks and its relationship with grammar and syntax. Punctuation plays a critical

role in the modern writing system, yet its significance is regularly underestimated

(Crystal, 2003). Also, Harmer (2004) considers punctuations as one of the

important features of writing and using punctuation correctly is an important skill.

Many people judge the quality of what is written not just on the content and the

language but also on their use of punctuation. According to Harmer (2004), “If

capital letters, commas, full stops, sentence and paragraph boundaries, etc., are

not used correctly, this can not only make a negative impression but also make a

text difficult to understand”. Harmer (2004) stated that teaching punctuation is

about helping students to communicate real messages in an appropriate manner.

McLaren (2003) gave emphasis on the idea of the important of using punctuation

by his statement that the poor punctuation can completely change meaning.

Although teaching English writing in tertiary schools deals with punctuation

teaching, punctuation marks have always been challenging the students in

writing. Students might learn and practice punctuation from the exercises exist in

the syllabus. In spite of these efforts and teachers experience, many difficulties of

punctuation is by far the most noticed in students' writing. According to McCuen

& Winkler (2000), punctuation errors occur with the omission or misuse of one of

the punctuation marks. Accordingly, the researchers will limit the research into
five types of punctuation marks: full stop, comma, exclamation mark, question

mark and apostrophe. These punctuation marks are restricted because they are

the most common ones used in writing. However, the study was conducted to

show the different punctuation errors which might affect the meaning of

sentences and texts they write. In this regard, Rumki (2005) makes a point of

view that teachers should teach students to value punctuation marks as much as

letters and words for conveying meaning. However, the wrong use of punctuation

can interrupt the flow of ideas and change the meaning.

According to Starus (2008) the types of punctuation are: Full stop, Ellipsis

Mark, Comma, Semicolon, Colon, Question Mark, Exclamation Point, Quotation

Mark, Parentheses, Apostrophe, Hyphen and Dashes. The researchers will limit

the research into five types of punctuation marks: full stop, comma, exclamation

mark, question mark and apostrophe.

1. The Full Stop (.). The main of using full stop is to end of a sentence. Full stop

could not apply in question sentence or exclamation sentence. It usually has two

function there are: to end of a sentence and to write the title of degree. The

example of using full stop to end of a sentences: I know that you would never

break.

2. The Comma (,). There are eight functions and example of using comma. First,

the coma also use to separate three or more words of the same part. Example:

My $20 million estate is to be split among my husband, daughter, son, and

nephew. Second, comma is to separate two adjectives when the word “and” can

be inserted. Example: He is a strong, healthy man. Third, use comma to

surrounding the name or the title. Example: Will you, Aisha, do that assignment

for me? Fourth, to separate the day, year, and place. Example: Rico met her

husband on the December 5, 2003, in New York. Fifth, use comma to interrupt

the flow of the sentence and the example is: I am, as you have probably this, let

me know. The next, use comma to separate two sentences to avoid from

confusion. Example: I choose the colors yellow and green, and black was his first

choice. Then, use full stop to separate a statement from a question. Example: I

can go, can’t I? And use full stop to separate contrasting of a sentence. Example:

This my money, not yours.

3. The question mark (?). The question mark probably used to ask question. It

does not follow with the full stop in the end of the sentence .There are two

function using question mark. First, use question mark to ask only direct

question. Example: Will you go home with me? Secondly, question mark is used

when the sentence is half statement or half question. Example: You trust me,

don’t you?

4. Exclamation point (!). Exclamation point is used to show expression of

surprise or emphasis. This kind of punctuation mark is very strong in showing

expression. So, we cannot use exclamation points in formal situations. Example:

I’m going to hit you! , I’m very shocked with your argument!

5. Apostrophe (’). Apostrophe is usually used to show possession. However,

apostrophe also has many functions in writing. There are six functions and

examples of using apostrophe in writing. First, use apostrophe with contractions.

Example: She’s a great teacher. Secondly, use apostrophe to show possession.

Example: One boy’s car. Third, use the apostrophes where the noun shows

possession. Example: This was his father’s, not his, wallet. Then, to show plural

possession. Example: Two children’s hat, Student’s ability. The next, use

apostrophe and s after the second name show two people possess the same

item. Example: Caesar and Maria’s job contracts will be renewed next year.

Sixth, use apostrophe for it’s. Example: It’s been great getting to know you, it’s a

nice day.

Background of the study

Writing is one of the language skills that the students have to master.

According to Raimes, “Writing is a skill in which we express ideas, feelings, and

thinking which are arrange in words, sentence, and paragraph by using eyes,

brain, and hand. Sutanto states that writing as a process of expressing ideas or

thoughts in words should be one at our leisure. Writing can be very enjoyable as

long as we have the ideas and the means to achieve it. The writer must have a

clear concept of what to convey to readers. It means that writing is used to

convey the ideas in communicating with others.

In writing, the students can devote some ideas in their mind on a piece of

paper. They can write something that they can’t talk, so the idea can be

understood by the reader. To make a good paragraph writing, the students must

pay attention in using many aspect influence writing.

One of the aspects influence writing is using punctuation correctly, it can

make a good paragraph writing. According to Harmer (2004), “If capital letters,
commas, full stop, sentence and paragraph boundaries, etc., are not used

correctly, this cannot only make a negative impression but also make a text

difficult to understand”. It is supported by Kane that all punctuation exist,

basically, to help readers to understand what you wish to say. It means that the

correct punctuation is essentially part of the properly constructed English

sentence. In other words, if punctuation marks in the texts are not properly used,

the readers may have difficulties to understand the text. From the explanation

above, we can realize that punctuation is very important in writing.

Statement of the Problem

Considering that writing is one of the macro skills that one must learn and

develop, punctuations must be taken into consideration. Since Criminology

Students slightly focus on sentence structure and language, the researchers

would like to determine what punctuations are frequently misused by the Second

Year Criminology Students of Davao Oriental State College of Science and

Technology. Research Objectives

This research generally aims to determine the misuse of punctuation

marks in the written composition of DOSCST Second Year Criminology Students.

Specifically, this study sought to answer the following objectives:

1. To determine the common misused punctuations committed by the Second

Year Criminology Students of DOSCST; and

2. To determine the most frequent misused punctuation mark committed by the

Second Year Criminology Students of DOSCST.

Significance of the Study

This study is conducted to benefit the following:

1. Students

This study may serve as a guide and reference for the students

undertaking similar studies.

2. Future Researchers

This research will be a useful reference for the researcher who would plan

to make any related study precisely the standard underlying the Bachelor of

Science in Criminology.

3. Teachers

It will give teachers a detail description about the students’ error in

punctuation within students’ written work. It is expected that teachers provide the

information of using punctuation correctly when learning about writing English

skill since it is the basic material usually ignored to be taught. Thus, teachers will

not be stuck only in some particular teaching writing strategies, but also deals

with the term punctuation marks in writing activity.

Scope and Limitation

 This study is limited on the Second Year Criminology Students of Davao

Oriental State College of Science and Technology. The research is conducted in

the second semester S.Y. 2018-2019.

Definition of Terms

1. Improper – not in accordance with accepted rules or standards, especially of

morality or honesty.

2. Punctuations – the marks, such as period, comma and parentheses use in

writing to separate sentences and their elements and to clarify meaning.

3. Composition – is another word for writing.

 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter deals with the result of the research. As stated in chapter III,

the data of this research was gained from essays which were taken from the

Second Year Criminology students of Davao Oriental State College of Science

and Technology.

Test Analysis

As previously stated in chapter I, this research meant to determine the

following: a) To determine the common misused punctuations committed by the

Second Year Criminology students and b) To determine the most frequent

misused punctuation mark committed by the Second Year Criminology students

of DOSCST. Therefore, essay test was used in this research. The students were

required to write an essay based from the given questions. From the essay, the

researchers analyzed the misused punctuations through tally sheets.

Misused punctuations from Criminology 2A

R R R R R R R R R R1 R1 R1 R1 R1 R1 TOTA

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 L
Misuse of 4 2 2 0 4 2 2 1 0 1 3 1 3 1 0 26

full stop

Misuse of 2 3 2 1 0 0 2 0 2 3 2 1 1 3 0 22

Comma

Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Question

Mark

Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Apostro-

phe

Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Exclamatio

n Point

Based from the table above, the common misused punctuations are

period and comma. It is shown that the total number of misused full stop

committed by the fifteen respondents from Second Year Criminology students

Section A is 26 while the misused comma committed by the said respondents is

22. Other punctuations such as question mark, apostrophe and exclamation point

were not used in the easy being answered by the respondents

 Misused punctuations from Criminology 2B

R R R R R R R R R R1 R1 R1 R1 R1 R1 TOTA

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 L

Misuse of 3 1 3 0 0 0 0 1 4 1 4 1 3 1 0 22

full stop

Misuse of 1 1 4 1 5 3 4 3 2 1 5 1 2 2 1 37

Comma

Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Question

Mark

Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Apostrophe
Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Exclamatio

n Point

Based from the table above, the common misused punctuations are

period and comma. It is shown that the total number of misused full stop

committed by the fifteen respondents from Second Year Criminology students

Section B is 26 while the misused comma committed by the said respondents is

37. Other punctuations such as question mark, apostrophe and exclamation point

were not used in the easy being answered by the respondents.

Misused punctuations from Criminology 2C

R R R R R R R R R R1 R1 R1 R1 R1 R1 TOTA

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 L

Misuse of 1 3 0 0 0 1 2 0 2 0 0 4 3 1 3 20

full stop

Misuse of 3 1 2 0 0 2 2 1 0 2 3 2 4 2 2 26

Comma

Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Question

Mark
Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Apostroph

Misuse of 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Exclamatio

n Point

Based from the table above, the common misused punctuations are

period and comma. It is shown that the total number of misused full stop

committed by the fifteen respondents from Second Year Criminology students

Section C is 20 while the misused comma committed by the said respondents is

26. Other punctuations such as question mark, apostrophe and exclamation point

were not used in the easy being answered by the respondents.

OVER-ALL TALLY

The following table shows the overall tally of the misused punctuations

committed by the forty five respondents from the Second Year Bachelor of

Criminology students

PUNCTUATIONS CRIM 2A CRIM 2B CRIM 2C TOTAL

Misuse of full stop 26 22 20 68

Misuse of Comma 22 37 26 85

Misuse of Question Mark 0 0 0 0

Misuse of Apostrophe 0 0 0 0

Misuse of Exclamation Point 0 0 0 0

Based from the overall result, the common misused punctuations

committed by the forty five (45) respondents from the Second year Bachelor of

Science in Criminology are full stop (68) and comma (85). In addition, the most

frequent misused punctuation mark committed by the said respondents is

comma, resulting to a total misuse of 85.

 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The research is entitled “Misuse of Punctuation Marks in the Written

Composition of Davao Oriental State College of Science and Technology

Criminology Students” was conducted to determine the common misused

punctuations committed by the Second Year Criminology Students and to

determine the most frequent misused punctuation mark committed by the said

respondents.

A total of forty five respondents were participated in the said research.

There were 15 respondents in each section; Criminology 2A, Criminology 2B and

Criminology 2C. The researchers conducted an essay composition to the

respondents to determine the misused punctuations committed by the Second

Year Criminology Students and to realize the objectives of the study.

After conducting the said activity, the researchers analyze the data

gathered through tallying with the use of tally sheet. The researchers then

interpreted the data and determine the common misused punctuations and most

frequent misused punctuations committed by the said respondents.

Findings

The following findings were based on the results tallied in the misused

punctuations committed by the Second Year Criminology Students.

1. The total tallied misused punctuations in the section of Criminology 2A

students are the following;

Misuse of Full Stop – 26

Misuse of Comma – 22

Misuse of Question Mark – 0

Misuse of Apostrophe – 0

Misuse of Exclamation Point – 0

2. The total tallied misused punctuations in the section of Criminology 2B

students are the following:

Misuse of Full Stop – 22

Misuse of Comma – 37

Misuse of Question Mark – 0

Misuse of Apostrophe – 0
 Misuse of Exclamation Point – 0

3. The total tallied misused punctuations in the section of Criminology 2C

students are the following:

Misuse of Full Stop – 20

Misuse of Comma – 26

Misuse of Question Mark – 0

Misuse of Apostrophe – 0

Misuse of Exclamation Point – 0

4. The overall tallied misused punctuations committed by the forty five

Second Year Criminology students are the following:

Misuse of Full Stop – 68

Misuse of Comma – 85

Misuse of Question Mark – 0

Misuse of Apostrophe – 0

Misuse of Exclamation Point – 0

Conclusions

Based on the research data gathered and collected by the researchers,

the conclusions of this result are the following:

1. The misused punctuations committed by the Second Year Criminology

students of Davao Oriental State College of Science and Technology are

full stop and comma.

 2. The most frequent misused punctuation mark committed by the Second

Year Criminology students of Davao Oriental State College of Science and

Technology is comma.

Recommendations

The following are the recommendations of the researchers:

1. Teachers should concentrate more on the use of comma and full stop that

seem to be the major problem of using punctuation marks.

2. Efforts should be made to revive the use of punctuation marks especially

in writing.

3. Greater attention should be made in writing as well as the use of

punctuation marks in the English language curriculum at all levels of

education.

4. Writing as well as punctuation marks should be taught as a separate and

course beginning from the primary to the tertiary institutions.

5. The teacher should give more practice about the use of punctuation marks

to improve the students’ knowledge in using punctuations.

6. The students should increase their understanding in using punctuations

and its functions especially in writing, in order to improve their ability in

using punctuation.
 Chapter II

Review of Related Literature

English language is considered as the international language or

sometimes referred to as global language. This makes the communication (be it

written or oral) feasible throughout the world. In writing, there are many factors to

consider and punctuations are one of those. Punctuations help the readers to

understand a certain written language.

 According to Nordquist (2016), punctuation is the set of marks used to

regulate texts and clarify their meanings, principally by separating or linking

words, phrases, and clauses. On the other hand, Mayo (2000) differs to see

punctuation rules are necessary to be taught and explained with examples. He

added that, teachers should provide their students with short pieces of

unpunctuated texts to help them apply punctuation marks correctly. However,

students might find the rules are not hard and simply can use a full stop for

example at the end of any sentence. But the rules alone are insufficient; they

need explanation with examples and application through using exercises

(unpunctuated sentences/texts) for practice and reinforcement. This view was

supported by William Amelia (2008) that without punctuation marks, ideas and

sentences would not run together and the writing might be very difficult to be

understood. However, what teachers should do is to show the students when to

end the sentences.

Robinson (2002) agreed with Mayo (2000) that, correct punctuation eases

readers' understanding and the uses of rules are important, but rules alone are

insufficient. Unless students know the functions and explanation of the rules, they

are too easily forgotten. According to Christensen et al. (2001) punctuation

marks include comma, colon exclamation mark, question mark, semicolon and

quotation marks. However, most of these marks occur in error and are quite

difficult to insert. Allen (2002) emphasized the role of step by step procedure via

describing the basics of constructing sentences and how they are best expressed

using the basic elements of punctuation. Then he talked about the more complex
issues of representing speech and using such punctuation marks as the colon

and the semicolon. He explained how to avoid the most common mistakes in

punctuation such as using too many commas or using the comma as substitute

for the full stop.

On the other hand, Elliot (2006) sees punctuation from the view point of

teachers that punctuation marks do the same as road signs do for a highway.

They tell the students when to speed, when to slow down and when to stop.

Truss (2004) emphasizes the functional uses of punctuation to assist students

and clarity of their written work. Woods (2001) gives more emphasis that

functions of punctuation are to clarify the meaning. Each mark in a sentence

should have a reason for being there. The most important reason of course is to

make the meaning clear.

Writing

Writing is an outward expression of what is going on in the writer’s mind

(Hussain, Hanif, Asif, and Rehman, 2013). Furthermore, according to Hussain

(2013), “Writing is the visual medium through which graphical and grammatical

system of a language is manifested”. Another statement writing is a “Complex

process which demands cognitive analysis and linguistic synthesis” (Ridha,

2012). Yi (2009) said, “The definition of writing ability can be formed depending

as teachers and philosophy of writing, taken into consideration characteristic of

learners and aims in a given context.” Other statement about writing come from

Adas and Bakir. Adas and Bakir (2013) said, “Writing is an intricate and complex

task. It is the most difficult of all the language to aquire”.

 However, writing also can improve the grammatical and lexical accuracy in

writing English. Chandler (2003) said, students were given extensive practice in

reading and writing in a genre and about content they were familiar within order

to focus on improving both their reading and writing fluency and the grammatical

and lexical accuracy of their self-expression in writing English. Younnes and

Albalawi (2015) also said, “Writing requires knowing the factors that influence

both its process and product”.

Chapter III

Methodology

Research Locale
 The locale of this research is in Davao Oriental State College of Science

and Technology (DOSCST) Guang-guang, Dahican City of Mati 8200, Davao

Oriental. The Davao Oriental State College of Science and Technology

(DOSCST) was established on December 13, 1989 by virtue of Republic Act

6807 in response to the need for higher quality tertiary education in this

easternmost part of Mindanao.

Then, to specify the research, the researchers will conduct the research to

the students of Bachelor of Science in Criminology which is one of the courses of

Institute of Business and Public Affairs.

Research Design

In this research, the researchers will use descriptive design. According to

McNeil (2018), descriptive design seeks to describe the characteristics or

behaviour of an audience. In this method, the researchers will collect data from

the respondents, interpret the data and make conclusions based on the collected

data. The design of this study is closely paralleled to characteristics of the

subject of the research since its main goal is to describe and observe a particular

behaviour without influencing and changing it in any way (Shuttleworth, 2008).

The researchers will criticize the participant’s ability in using punctuations in their

paragraph composition. It will be then interpreted using a tally sheet on what are

the common and the most frequent misused punctuations committed by the

participants.

Research Instrument
 The researchers will use an essay writing as a tool in the research. The

participants will be given three questions to answer. The activity will be used to

identify the participant’s ability in using proper punctuations in their paragraph

composition.

Data Analysis/Research Procedure

The research procedure are as follows:

1. Determining the research respondents

The respondents of this research are the BS Criminology Second Year

Students (Second Semester of S.Y. 2018-2019) that consist of 45 students.

2. Administering the activity

In this research, the researchers will use an essay composition. The

researchers will distribute the questions to every respondent.

3. Collecting the students’ work

The researchers will collect the students work after conducting the essay

test.

4. Analyzing the data

There will be some steps to analyze the data after giving the essay test.

These are:

a) Critiquing the students’ sheet one by one according to the use of

punctuation marks.
 b) Tallying and calculating the total score of the misused punctuations

through tally sheet.