ANALYZING VERB TENSE-ASPECT ERRORS OF SENIOR HIGH SCHOOL STUDENTS IN READING AND WRITING SUBJECT

This qualitative study analyzed the verb tense-aspect errors committed by Grade 11 senior high school students in their critique papers for the Reading and Writing subject in a private school in Tagum City, Davao del Norte during School Year 2024–2025. Anchored on the framework of Celce-Murcia and Larsen-Freeman (1999) and interlanguage theory, the study examined twelve English tense-aspect categories. Data consisted of 100 student critique papers analyzed through systematic error analysis. Findings revealed that eleven of the twelve tense-aspect forms contained errors, with highest frequency in simple present, simple past, present perfect, and simple future forms. Errors overlapped with subject-verb agreement and missing verb constructions, indicating interconnected grammatical challenges. Results highlight the need for targeted instructional interventions and integrated grammar support in academic writing instruction.