Dictation Composition: Common Pitfalls Among Junior High School Learners

The study aimed to determine the common errors in dictation composition of the Junior High School learners at Upper Tumapoc National High School, Burgos, La Union. The study was conducted in Upper Tumapoc National High School situated at Upper Tumapoc, Burgos, La Union. The respondents of the study were the total enumeration of thirty-nine (39) Grade 7 learners of the school year 2024-2025. The study used dictation composition approach to collect data, utilizing passages from LETRA (Language Enhancement Through Reading Assessment). Assessments were conducted in both pre-test and post-test formats to evaluate learners’ comprehension and retention of the material. This study came up with the following findings: the frequency and types of errors made by Grade 7 learners in dictation composition is classified as low proficient and capitalization is the common error and during the posttest, the learners became proficient having less incurred less error, and there is significant difference on the scores of the learners in dictation compositions during the pre-test and post-test. Based on the findings of the study, the following were the conclusions drawn: The low proficient performance of Grade 7 learners in the pretest is attributed to their limited proficiency in writing mechanics. Providing practice exercises and activities that focus on specific areas of difficulty contributed to the proficient category performance of Grade 7 learners in the post.  The significant difference in the Grade 7 learners’ performance levels before and after the intervention is attributed to the targeted instructional strategies that effectively addressed their weaknesses in spelling, punctuation, and capitalization.