ORIENTAL MINDORO ACADEMY, INC.

Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

Chapter I

THE PROBLEM AND ITS SETTING

Introduction

In learning English, students are expected to have

skills in the field of language which include reading,
writing, listening, and speaking (Habib 2018). By having
these skills, students are expected to be able to apply them
in everyday life. Writing, in general, is a communication
activity in the form of delivering messages(information) in
writing to other parties using written language as a tool or
medium. Writing activities involve several elements, namely
the writer as the delivery of the message, the content of
the writing, the channel, the media, and the reader. Writing
can also be said as an activity of stringing letters into
words or sentences to be conveyed to others so that others
can understand them (Fitria 2021) because, by writing,
communication between writers and readers can occur
properly. This study aims to determine the problems
encountered by Grade 8 students in writing.

One of the most common problems that students face in

writing is lack of fluency in expressing their ideas in
written form (Mark Torrance 2019). Lack of fluency in
writing can be a significant challenge for students,
impacting their ability to express their ideas effectively.
When students struggle with writing fluency, they often have
difficulty organizing their thoughts and producing written
work that flows logically. This can make it challenging for
them to convey their ideas in a coherent and structured
manner, which can ultimately affect their academic
performance. In addition to hindering their writing

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abilities, a lack of fluency in writing can also cause

frustration and anxiety for students. When faced with
writing assignments, students who struggle with writing
fluency may become overwhelmed, unsure of how to begin or
how to structure their work. These negative emotions can
further impede their progress and lead to a lack of
confidence in their writing abilities. Poor writing fluency
can also impact students' ability to communicate effectively
in other areas of their academic and personal lives. For
example, students may struggle to articulate their thoughts
in class discussions or group projects, which can affect
their participation and overall learning experience.

Another challenge that students face in writing is a

limited vocabulary. Students who do not read extensively or
have limited exposure to new words may struggle to find the
right words to express their thoughts and ideas (Khany &
Khosravian,2014). Without a broad range of vocabulary,
students may use the same words repeatedly, resulting in
writing that lacks variety and interest. This can make their
writing sound dull and uninspiring. They may not have a
solid understanding of grammar rules, which can also impede
their writing skills. Grammar skills are essential for
constructing clear and concise sentences that convey meaning
effectively. Students who lack grammar skills may struggle
to construct grammatically correct sentences, leading to
writing that is difficult to understand. Students may face
difficulties with syntax and sentence structure. When
writing, it is crucial to have a good understanding of how
to construct sentences and organize ideas coherently.
Students who lack this skill may produce writing that is
confusing and difficult to follow. Another factor that can

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contribute to a lack of vocabulary and grammar skills is a

lack of interest in writing. Some students may view writing
as a chore and not take the time to improve their skills.
This can lead to a lack of effort in developing their
writing abilities, resulting in poor writing quality.

In addition, many students struggle with time

management when it comes to writing, and this can negatively
impact their grades and academic performance. The most
common reason that students struggle with time management is
procrastination (Andrea Smith, 2023). When faced with a
writing assignment, some students may delay starting the
task, which can leave them with little time to complete the
work. Procrastination can result in rushed writing, poor
quality work, and reduced grades. Another reason why
students may struggle with time management when writing is a
lack of planning. Students who do not plan their writing
tasks may find themselves struggling to organize their
thoughts and ideas, leading to a slow writing process.
Without a plan, students may also struggle to identify the
most important points to include in their writing, leading
to a disorganized and unfocused piece of work.

Moreover, adapting to the different writing styles

required in various disciplines can be a significant
challenge for many students (Goldschmidt, M. 2014). This is
because each academic discipline has its own unique writing
conventions and expectations, which can be difficult to
navigate without prior knowledge and experience. A lack of
familiarity with the specific writing conventions of a
particular discipline for example, a student who is used to
writing lab reports in a scientific discipline may find it
challenging to switch to writing essays in a humanities

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discipline. This lack of familiarity can lead to confusion

and difficulty in meeting the expectations of the different
writing styles. Also, some students may struggle with
adapting to different writing styles due to a lack of
understanding of the purpose and audience of their writing.
Different writing styles have different purposes, and
understanding these purposes is essential for producing
effective writing. Students who do not understand the
purpose of their writing may struggle to adapt their style
to meet the expectations of different disciplines. Different
academic disciplines have different expectations when it
comes to citations and referencing, and failure to follow
these conventions can lead to reduced grades.

Furthermore, students who speak English as a second

language may face additional challenges when it comes to
writing in English. Writing in a second language requires a
high level of proficiency in that language, and students who
are still developing their English language skills may find
it challenging to express their ideas effectively. Students
who speak English as a second language may struggle with the
grammatical and syntactical structures of English. English
grammar and syntax can be complex and nuanced, and students
who are not familiar with these structures may find it
difficult to produce coherent and well-structured writing.
In addition, cultural differences can also play a role in
the challenges that students who speak English as a second
language face when writing.

Additionally, writer's block is a one of the problems

that students face when it comes to writing (John Paul O.
Dela Rosa and Cecilia F. Genuino, 2018). It refers to the
condition where a writer is unable to continue writing or

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experiences a lack of inspiration. Students may experience

writer's block because they are not motivated or because
they have no interest in the topic they are writing about.
When students are not invested in the subject matter, they
may find it challenging to generate ideas or articulate
their thoughts. This lack of motivation can lead to a lack
of inspiration, which in turn can contribute to writer's
block. Another reason why students may experience writer's
block is a lack of planning or organization. When students
do not have a clear plan or structure for their writing,
they may become overwhelmed and unsure of where to begin or
what to write next. This can result in a mental block and
difficulty continuing with their writing. Perfectionism can
be another cause of writer's block. Students who set very
high standards for themselves may feel overwhelmed by the
pressure to produce perfect writing. This can lead to self-
doubt and fear of failure, which can make it challenging to
continue writing.

Finally, the lack of feedback and guidance from

teachers is a common problem that students face in their
writing. Students may not receive adequate feedback and
guidance from their teachers due to a variety of factors,
including time constraints, large class sizes, and a focus
on standardized test preparation. This lack of feedback can
have a significant impact on students' writing performance,
as noted by Elbow and Belanoff (2016) in their study on the
effectiveness of feedback in improving student writing.
Without feedback, students may not receive the necessary
support to develop their writing skills, identify areas for
improvement, or address errors in their writing. As noted by
Weaver and Kuo (2014), feedback is essential for developing

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students' writing abilities, as it can help them understand

the strengths and weaknesses of their work and provide
direction for improvement. On the other hand, a lack of
guidance from teachers may contribute to students' feelings
of frustration or confusion when approaching writing
assignments. This lack of guidance can be particularly
challenging for students who are not native speakers of
English or who may not have had access to the same resources
as their peers.

To sum it all up, writing is a complex skill that

requires a range of competencies, including language
proficiency, time management skills, and the ability to
express ideas clearly and concisely. This study highlights
the various problems that students encounter in writing and
proposes strategies to overcome these challenges.

Statement of the Problem

This study aimed to determine the common problems

encountered in writing English by Grade 8 students.

Specifically, it attempted to answer the following:

1. What are the difficulties encountered by students in

writing English?
2. What are the strategies that helps best the students in
English writing?
3. What intervention activities may be proposed to develop
students’ English writing?

Scope and Delimitation of the Study

This study focused on identifying the problems

encountered by students in writing English. This study
covered students from junior high and high school levels who

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were enrolled in Oriental Mindoro Academy, Inc. The

respondents to the study were 19 males and 16 females from
Grade 8-Lyra. This study was conducted during the third
grade period of the academic year 2022-2023.

Significance of the Study

This study was beneficial to the following:

Students. The study on English writing help students in

improving their writing skills, which is essential for
academic success and future careers. It also helps them to
develop their critical thinking, communication, and problem-
solving skills, which are valuable in many fields.

Teachers. The study provides teachers with insights

into effective teaching strategies, techniques, and tools
for improving students’ writing skills. It also helps them
in identifying areas of weaknesses and develop targeted
interventions to address them.

School Authorities. The ideas inform school authorities

about the quality of English writing instruction in their
schools and provide evidence-based recommendations for
improvement. It also helps them to identify resources and
support that teachers and students need to enhance their
writing skills.

Parents. This study provides parents with information

about the quality of their children’s English writing skills
ang how they can support their children’s learning at home.
It will also help them to understand the importance of good
writing skills for their children’s future success.

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Future Researchers. The findings of the study will be

used as a source of information for future studies relevant
to problems encountered by the students in terms of writing.

Definition of Terms

For clarity, the terms used in the study are as follows:

Writing. It is the process of expressing thoughts,

ideas, and information through written language.

Problems. These refers to difficulties or challenges

that Grade 8 students encounter in writing, such as spelling
errors, grammar mistakes, unclear or disorganized writing,
lack of coherence and cohesion, poor word choice, and
limited vocabulary.

Fluency. It refers to the ability to write with ease

and coherence, expressing thoughts and ideas in a clear and
structured manner.

Vocabulary. It is the range of words known to and used

by a writer. A limited vocabulary can affect the quality of
writing, making it sound repetitive and uninteresting.

Grammar. It is known to be the set of rules that govern

the structure of language. A good understanding of grammar
is essential for constructing clear and concise sentences
that convey meaning effectively.

Syntax. It refers to the arrangement of words and

phrases to create well-formed sentences. Understanding
syntax is crucial for organizing ideas coherently and
producing writing that is easy to follow.

Time management. It is the ability to manage time

effectively to meet deadlines Poor time management can

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result in rushed writing, poor quality work, and reduced

grades.

Writing styles. These refers to different conventions

and expectations for writing in various academic disciplines
Adapting to different writing styles can be a challenge,
particularly for students who are unfamiliar with the
specific writing conventions of a particular discipline.

English as a second language (ESL). It is the students

who speak English as a second language may face additional
challenges when it comes to writing in English. This
includes difficulties with grammar, syntax, and cultural
differences.

Theoretical Framework

This study was anchored in various educational theories

and insights that were of great relevance to the problems
encountered in writing by the students being discussed.

Piaget Theory, (Kohlberg, 2023) emphasizes that

individuals construct and reconstruct their knowledge of the
world as a result of interactions with the environment.
Piaget also concludes that children begin in a
“heteronymous” stage of moral reasoning characterized by
strict adherence to rules and duties and obedience to
authority.

The theory applies to the present study because

instruction in English could be better performed by the
teachers when they show themselves as authority in teaching-
learning process, specifically in reading and spelling which
yield respects and compliance. This makes the teaching-
learning process more effective and responsive as learning

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takes place as expected. The quality instruction can be

maintained in this setup.

Thorndike’s Primary Laws of Learning supports this

study because the formation of students’ concepts of letters
and words or the development of competence in reading and
writing could be attained through the application of the
laws of exercise, readiness, and effect.

The first law is the ‘Law of Readiness’ or the ‘Law of

Action Tendency’ states that, in learning, the more
frequently a stimulus and response are associated with each
other, the more likely the particular response will follow
the stimulus. The law implies that one learns by doing and
one cannot learn a skill, for instance, by watching others.
It is necessary to practice the skill, because by doing so
the bond between stimulus and response is strengthened. In
applying this to motor learning, the more often a given
movement is repeated, the more firmly established it
becomes.

The second law of learning is the ‘Law of Exercise’,

which means that drill or practice helps in increasing
efficiency and durability of learning and according to
Throndike’s S-R Bond Theory, the connections are
strengthened with trail or practice and the connections are
weakened when trial or practice is discontinued. The ‘law of
exercise’, therefore, is also understood as the ‘law of use
and disuse’ in which case connections or bonds made in the
brain cortex are weakened or loosened. Many examples of this
case are found in case of human learning. Learning to drive
a motor-car, typewriting, singing or memorizing a poem or a

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mathematical table, and music etc. need exercise and

repetition of various movements and actions many times.

Meanwhile, the Law of Effect states that, learning is

strengthened if it gives satisfaction to the learners. It is
weakened if it gives annoyance to the learner. The Law of
Effect maintains that an individual will be more likely to
repeat satisfying experiences than those that are annoying.
In fact, the ‘law of effect’ signifies that if the response
satisfy the subject, they are learnt and selected, while
those which are not satisfying are eliminated. Teaching,
therefore, must be pleasing. The educator must obey the
tastes and interests of his pupils. In other words, greater
the satisfaction stronger will be the motive to learn. Thus,
intensity is an important condition of ‘law of effect’.

Moreover, another relevant theory to the present study

is the Achievement Need Motivation Theory which says that a
man strives to improve the quality of his tasks due to
achievement motive. The higher the achievement motivation,
the higher achievement would be attained. Conversely, the
lower the achievement motivation, the lower would be the
actual achievement. Thus, to achieve higher performance in
English the learners should be well motivated in attaining
academic success.

Expectancy Theory proposed by Victor Vroom as cited by

Meca (2011) also supports this study because forces in
individual learners and the environment combine to determine
behavior also determines the academic performance of the
learners to excel in English or in any learning area
entirely depends on their own decision to do so.

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The Developmental Stage Theory also known as Phase

Theory (young 2007) states the impact of social experience
across the whole lifespan. Erikson was interested in how
social interaction and relationships played a role in the
development and growth of human beings. Erikson's theory was
based on what is known as the epigenetic principle. This
principle suggests that people grow in a sequence that
occurs over time and in the context of a larger community.

Each stage in Erikson's theory builds on the preceding

stages and paves the way for following periods of
development. In each stage, Erikson believed people
experience a conflict that serves as a turning point in
development. In Erikson's view, these conflicts are centered
on either developing a psychological quality or failing to
develop that quality. During these times, the potential for
personal growth is high but so is the potential for failure.

If people successfully deal with the conflict, they

emerge from the stage with psychological strengths that will
serve them well for the rest of their lives. If they fail to
deal effectively with these conflicts, they may not develop
the essential skills needed for a strong sense of self.

Gentry notes that the change from the spelling stage to

the next is a gradual one and that examples from more than
one stage may coexist in a particular sample of writing.

Developmental Stage Theory, also supports this study

because learner’s ability to write and read is continuing
and proceeds to varying rates.

All of the forgoing theories supports the present study

because each of these discusses how writing and other

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students’ developmental learning ability and instruction

could be effective.

Conceptual Framework

Based on the theoretical framework, the researchers

drew the conceptual framework as used in dealing with the
problems encountered in writing by Grade 8 students.

INPUT PROCESS OUTPUT

I. I. I.
Difficulties Administering Intervention
encountered the survey activity to
in writing questionnaire enhance the
English by . writing
the students. skills of
II.
Grade 8
II. Presentation,
students.
Strategies Analysis, and
that helps Interpretatio
best the n of the
students in data.
writing
skills.

Figure 1: Problems Encountered in Writing by Grade 8

Students

The input of the study consisted of difficulties

encountered in writing English by the students and
strategies that helped them enhance their writing skills.

The process involved administering the survey

questionnaire and deciding how the researchers would handle
the collected data.

The output is an intervention activity to enhance the

writing skills of the grade eight students.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the related literature and

studies after a thorough and in-depth study and analysis by
the researchers. The reviewed studies and literature greatly
helped the researchers to conduct the same study. The
purpose of this chapter was to present and analyze
information related to the present study on problems
encountered by the students in writing

Foreign Literature

As one of the productive skills (Jabali, 2018; Toba et

al., 2019), writing is crucially essential for learners,
particularly for the students at the tertiary level. In an
academic setting, enhancing writing skills for the students
is the primary objective in education (Al Khazraji, 2019).
For students to develop their writing competence, they are
expected to produce a well-structured piece of writing
(Ceylan, 2019). Moreover, mastering how to organize,
regulate writing behavior, review the composition, and
provide readers awareness (Bakry and Alsamadani, 2015) have
also become the crucial aspect for creating a well-produced
of writing.

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Despite the importance of writing for students, it has

still become the onerous skill for them. This phenomenon has
occurred in many different contexts around the world with
several aspects of writing difficulties committed by
students in following areas: structural, grammatical,
mechanical, and vocabulary (Ariyanti and Fitriana, 2017;
Ginting 2019; Sabarum, 2019). In addition, writing
difficulties are also affected by learning process and
strategy while writing (Bakry and Alsamadani,2015).
Consequently, they could not produce their ideas in well-
written paragraphs or essays.

Okpe and Onjewu (2017) pinpointed the acquiring writing

skills may be the one of great beneficial things to do as it
can improve day-to-day communication, obtain good grades,
and be a better professional. Consequently, writing becomes
a notable subject for students. In the Indonesian context,
higher education curriculum is highly required the students,
particularly in the English Education Department, to produce
a well-written text. As stated in the course objectives of
the writing course in one of a private university in Jember,
Indonesia, they must attend a class for 150 minutes n a week
to gain theoretical and practical knowledge of English
Writing.

As aforementioned, writing also becomes the most

difficult skill, particularly in English education, which
through complex processes that engages several competencies.
Also, students experienced various obstacles in their
processes of writing. The obstacles derive from many aspects
as the foregone researches such as vocabulary and diction
(Meslissorgou and Frantzi, 2015; Nugraheni and Basya, 2018;
Toba et al., 2019; Zhan 2015), grammatical features

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(Ariyanti and Fitriana, 2017; Hajeid, 2018), exploring and

generating ideas (Asadifard and Koosha 2014), organization,
and teaching process. Accordingly, the aforementioned shown
that the major difficulties found in students’ writing are
mostly in the areas of vocabulary and grammar. In other
words, those literature reported that students’ writing
problem is concerning their linguistics competence.

However, the students’ writing strategies have also

been considered as the other factor affecting significantly
on their writing process and production. Furthermore,
Winarto (2015) has also revealed that EFL students’ writing
strategies influence to their writing performance. Various
types of writing strategies have been applied by
practitioners in various realms: direct strategies including
memory, cognitive, and compensation strategies, and indirect
strategies including metacognitive, affective, and social
strategies. Those strategies can be implemented successfully
depending on each language learning context where they are
integrated.

Local Literature

Several literatures have revealed that there is an

alarming problem with the writing skills of Filipino
students. As reported by De Guzman (2020), Filipino students
falling behind in reading and writing levels in Southeast
Asia. In his report, it revealed that in terms of writing,
only 1% of Grade 5 learners in the Philippines achieved
“higher levels” of proficiency, or those who met the highest
level in the standards used by the study. These learners are
those with the ability to “write cohesive texts with
detailed ideas and a good range of appropriate vocabulary."

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Almost half or 45% of Grade 5 learners in the Philippines

were in the lowest band, which means they have “limited
ability to present ideas in writing.”

Similarly, Magsambol (2020), in his report "Senior high

school students struggle to write in English", it showed
that some senior high school students (SHS) cannot even
write a decent English sentence.

Regal Flore (2011), commend by Manalo (2016), in her

conference discussion entitles, "Teaching English in the
Philippines from a World Englishers Paradigm" states that
many central questions/issues related to the teaching and
learning of English as a global language are posed. This is
given the reality that boundaries in terms of language,
geography, and ideology persistently evolve and became fluid
in the process. Learners and teachers are challenged to be
aware and responsive to these changes/development for it
will greatly contribute most specially in improving
students' abstract and critical thinking skills and writing
skills they need to practice.

According to Hidalgo (2005), cited by Matutina (2014),

poor English has been the culprit for students' low
performance in all subjects taught in English as medium of
instruction. Unsatisfactory English has been the scapegoat
for the defects in our education system. Schools need not
remain mum on the issue of students' unsatisfactory English
but take a good grip instead on the state of English, and
ease problem after its having served as a medium of
instruction of years. Teachers should note that on the part
of learners, incentives that motivate them to acquire and

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use good English writing should be considered and what

learning atmosphere inspires them.

Cusipag, et al (2008) with the same aforementioned

citation, in an article, "Teachers' Guide to Critical
Thinking Through Reading and Writing" said that to better
instruct learners, directions in different activities need
to be properly explained in detail to develop the creativity
of the learners. The objectives of English activities should
be in behavioral terms depending on the skill intended to be
taught such as writing. The background information should
also be provided by the teachers to include important
concepts that the teachers may use in teaching the writing
activities.

All the forgoing discussions of local literature are

closely related to the current study for these showed and
discussed that the learners' ability to write is affected by
various circumstances that must be handled properly by
facilitators for a comprehensive, meaningful and quality
writing outputs.

Foreign Studies

Each student may face different challenges in learning

writing. All the students are special and unique in their
own ways. These challenges will somehow pull back the
students from moving forward to produce a good piece of
writing. The following paragraphs are about challenges faced
by students in writing.

Lack of vocabulary has caused the students to face

challenges in acquiring writing skills claimed Misbah et al.
(2017). Vocabulary is the fundamental element in
constructing sentences which is the core of effective

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writing skills Asep (2015). Students almost use spoken and

written words every single day to communicate their ideas,
beliefs and feelings with people around them. Good
vocabulary repertoire can help students to speak or write to
deliver their thoughts. Usage of electronic dictionary and
more reading activities can help students with limited
vocabulary.

Some elementary school students are also having trouble

with grammar. Grammar plays an important role in writing.
Grammar provides information that helps the readers to
understand its meaning. It is a structure that conveys the
detailed meaning of the writer to the reader. Grammar also
explains the forms and structure of words, called morphology
and how they are arranged in sentences, called syntax. By
having very limited knowledge in grammar, students will face
anxiety to write sentences with correct grammar. According
to Muhammad Fareed et al. (2016) students make mistakes in
subject-verb agreement, pronouns, tenses, articles,
prepositions and basic sentence structures. Grammar ability
can be improved through reading activity and grammar related
activities.

Poor spelling is another cause of anxiety for students

in learning writing skill and this is supported by Nyang’au
Benard (2015). Having good ability in spelling will lead to
positive learning of writing skill. If the students are
struggling with spellings, it will hold them back to move
forward. The students have the habit to spell according to
their pronunciation and this will lead to wrong spelling as
mentioned by Afrin (2016). The students will either add or
leave letters of the words. For an example “ballon” instead
of “balloon.” According to Nyang’au Benard (2015)

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memorization of the spelling will help the students to have

good spelling.

Al-Mukdad's (2019) study focused on investigating the

English academic writing problems that Arab International
University students encounter from their perspective. The
main objective was to identify possible solutions to address
these challenges. The analysis of the data revealed that the
students perceived academic writing as challenging in all
aspects. One reason identified was the students' inability
to distinguish between academic and general English writing
due to a lack of background knowledge in academic writing.
The study also found that the students struggled with
different linguistic elements, even at a supposed high
proficiency level. Based on the findings, the study proposed
various ways to address the issues.

Overall, Al-Mukdad's study highlighted the difficulties

that Arab International University students face when it
comes to English academic writing. The study's results
suggest that a lack of knowledge about academic writing and
difficulty with various linguistic elements contribute to
these challenges. The study's proposed solutions can serve
as a starting point for addressing these issues and
improving students' academic writing abilities.

The study by Ali and Ramana (2018) explores the

difficulties that teachers of English face when teaching
writing skills to foreign language students, particularly at
the undergraduate level in Saudi Arabian universities.
Writing is a complex skill that requires mastery of grammar,
vocabulary, self-expression, and critical thinking. However,
many students view writing as a dry exercise that is only

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useful for passing exams. This is especially true for

students with poor English language skills, which poses a
challenge for teachers. The authors of the study attempted
to use both traditional and modern teaching methods to
address this issue and found that the reasons for poor
writing skills were not entirely new, but differed from
those of Indian students. In Saudi Arabia, students do not
see writing as a challenge, unlike in India where students
are motivated to learn writing for official purposes. The
paper also presents the methods used to teach writing to
foreign students whose mother tongue is Arabic.

Local Studies

Cabigao (2021) conducted an action research to

remediate the low level of basic writing skills among Grade
7 learners in Filipino class/subject in a government high
school. The study aimed to improve the learners' writing
skills, particularly in cursive writing, capitalization,
punctuation, spelling, and paragraphing. The study
highlights the importance of teachers in arousing learners'
interest in writing and making them realize its
significance. The research approach employed involved
collaborative work with teachers to develop appropriate
learning activities and worksheets that address the unique
needs of each learner. Classroom observations, interviews,
and assessments were used to collect data, and the study
revealed that providing appropriate learning materials and
activities significantly improve learners' writing skills.
The study concludes that conducting research is an effective
and systematic way of remedying classroom- and school-based
problems and that documenting such research can guide other

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teachers and school heads in addressing the gaps in schools

effectively.

Saavedra (2020) conducted a study to investigate the

factors that contribute to the poor writing skills of
elementary pupils in English and Filipino in one of the
Divisions in the Zamboanga Peninsula. The study revealed
five factors that language teachers believed influenced poor
writing skills, which are: 1) lack of vocabulary in the
target language; 2) difficulty in conveying and organizing
ideas; 3) pupils’ perception that writing is a hard task; 4)
lack of motivation and interest in writing; and 5)
difficulty in spelling, grammar, and sentence construction.
These factors were found to be attributed to the pupils'
first languages, which are Chabacano, Bahasa Sug, and
Cebuano, with English and Filipino being considered only as
L2. Although the teachers exerted effort to teach writing,
they acknowledged that the pupils' writing skills did not
meet the standard. Therefore, the study suggests that
following the K to 12 curricula may improve the pupils'
writing skills, and curriculum planners, especially language
specialists, should consider helping pupils improve their
writing skills in L2.

Trianjani (2019) performed research at the Laboratory

School of Tarlac Agricultural University, Philippines, aimed
at identifying the types and dominant types of errors in the
descriptive writing produced by 77 students. The study found
a total of 620 errors in four categories: cohesion,
grammaticality, mechanics, and dictions. Cohesion errors
included pronoun reference, conjunction, substitution, and
parallel structures. Grammaticality errors included subject
and verb agreement, verb tense, preposition, articles,

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adjective clause, noun, part of sentence, quantifier,

gerund, and adverb. Mechanics errors included
capitalization, punctuation, misspelling, word space, and
paragraph indenting. Dictions errors included 44 errors. The
results indicated that the two dominant error categories
were mechanics with 285 errors and grammaticality with 238
errors.

The study conducted by Batalla and De Vera (2019) aimed

to identify the difficulties in English writing skills of
sophomore college students enrolled in the Bachelor of
Elementary Education program at Pangasinan State University,
Sta. Maria Campus. The research investigated the
relationship between students' writing difficulties and
various factors such as sex, type of high school graduated
from, highest educational attainment of parents, academic
performance in an English writing course, preferred reading
resource material in English, and number of hours spent
using social networking sites on a weekly basis.

The study revealed that most of the respondents were

female, and more of them graduated from public high schools
than private ones. The majority of the respondents' mothers
had undergraduate degrees, and the same goes for their
fathers. Furthermore, most of the respondents received a
fair rating for their academic performance in an English
writing course. They also preferred textbooks as their
reading resource material in English. In terms of their
social media usage, the respondents spent an average of 6.08
hours per week using social networking sites, with a range
of 1 to 30 hours.

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Overall, the study suggests that there are significant

challenges in the English writing skills of sophomore
college students, particularly in the areas of grammar,
punctuation, sentence structure, and vocabulary. It
highlights the need for universities to provide students
with additional support and resources to address these
difficulties, such as workshops, tutoring, and writing
centers. Additionally, the study emphasizes the importance
of promoting effective reading practices, particularly in
textbooks, to enhance students' language skills and improve
their writing performance.

The study by Pablo and Lasaten (2018) investigated the

writing difficulties and quality of academic essays of
Senior High School students. Using a descriptive-qualitative
research design, the researchers analyzed the content of the
academic essays written by the students and compared the
quality of the essays from public and private schools.

The findings of the study indicated that Senior High

School students face various difficulties in writing
academic essays, including the lack of variety of ideas in
terms of content and ideas, lack of connectives in terms of
organization, incorrect word or idiom and word usage in
terms of vocabulary and word choice, poor sentence
structures in terms of language use, use of first-person
pronoun in terms of formality and objectivity, and lack of
citations in terms of referencing.

Moreover, the overall quality of the academic essays of

the students was found to be ranging from poor to fair.
Interestingly, the quality of the academic essays of the

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students from private schools was better compared to those

from public schools.

In general, the study highlights the need to address

the writing difficulties of Senior High School students and
improve the quality of their academic essays, especially
among students from public schools. The study also
emphasizes the importance of providing appropriate writing
instruction and support to improve students' writing skills
and academic performance.

Synthesis of the Study

This literature was highly relevant to the problems

encountered by students in writing English. It highlighted
the importance of writing skills in academic and
professional settings and emphasized that the ability to
produce well-structured and well-written pieces was a
primary objective in education. However, despite its
importance, writing had become an onerous skill for many
students, particularly in the areas of vocabulary and
grammar.

The literature also discussed the various obstacles

that students faced in the writing process, including
vocabulary and diction, grammatical features, and generating
ideas, among others. It emphasized that the major
difficulties found in students' writing were mostly related
to their linguistic competence.

Moreover, the literature considered the students'

writing strategies as a significant factor that affected
their writing process and production. It provided insights
into various types of writing strategies that could be
applied by practitioners in different contexts and

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highlighted the need for language teachers to be aware of

their students' learning atmosphere, motivation, and
incentives.

To sum it all up, this literature shed light on the

challenges faced by students in writing English and provided
valuable insights into how language teachers could better
instruct learners to improve their writing skills.

Chapter III

RESEARCH METHODOLOGY

This chapter presented the research design, research

locale, respondents of the study, research instrument, data
gathering procedures, scaling and quantification of data,
and statistical treatment.

Research Design

This study was conducted using qualitative descriptive

research. The data gathered was used to form descriptive
findings, conclusions, and recommendations that were
connected to the study. As explained by Shona McCombes

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(2022), descriptive research aims to accurately and

systematically describe a population, situation, or
phenomenon. It can answer "what, where, when, and how"
questions, but not "why" questions. A descriptive research
design can use a wide variety of research methods to
investigate one or more variables. Unlike in experimental
research, the researcher does not control or manipulate any
of the variables, but only observes and measures them.

According to Adi Bhat, the descriptive research method

primarily focuses on describing the nature of a demographic
segment, without focusing on "why" particular phenomenon
occurs. In other words, it "describes the subject of the
research, without covering "why" it happens.

(Shona McCombes, 2022), descriptive research is an

appropriate choice when the research aim is to identify
characteristics, frequencies, trends, and categories.

Meanwhile, qualitative research according to Busetto,

L. Wick, W. & Gumbinger, C. defined as the study of the
nature of phenomena and is especially appropriate for
answering questions of why something is (not) observed,
assessing complex multi-component interventions, and
focusing on intervention improvement.

Research Instrument

To determine the problems and difficulties in writing

English of the respondents, and the strategies that will
help best to enhance their English writing, the researchers
prepared a self-made questionnaire in the form of a
checklist composed of twenty (20) items. The questionnaire
was divided into two (2) parts as presented in the table
below.

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Parts of the Questionnaire No. of Items

I. Difficulties encountered 10
by students in writing
English
II. Strategies that help 10
best the students in writing
English
Total 20

Respondents of the Study

The respondents of the study were the selected Grade 8

students, specifically from the section of Lyra. The study
had a total of thirty-five (35) respondents composed of
nineteen (19) males and sixteen (16) females. Those
respondents were chosen from a total of sixty-nine (69)
Grade 8 students.

Research Locale

This study was conducted at Oriental Mindoro Academy,

Inc. which is located at Strong Republic Nautical Highway,
Poblacion IV, Victoria, Oriental Mindoro, a short distance
from the town proper of Victoria. The school is spearheaded
by Dr. Niela Sacro-Rosales, School Administrator, and is
composed of 23 teaching staff, including Mr. Richard N.
Navalta, Assistant Administrator, and Mrs. Daisy R. Milo,
Principal. The school was chosen because of its proximity to
the researchers.

Data Gathering Procedures

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The process of data collection started by seeking the

approval of the authorized personnel to conduct the study.
The researcher provided a request letter before
administering the questionnaires to the randomly selected
respondents from Oriental Mindoro Academy, Inc.

Moreover, the researcher distributed the questionnaires

to the respondents personally. The selected Grade 8-Lyra
students were asked to answer the questionnaires, which were
in the form of a checklist. Furthermore, the responses of
every respondent were recorded and documented. The data
collected were analyzed using descriptive statistics to
formulate factual descriptive findings, conclusions, and
recommendations. In addition, an educational intervention
was proposed as an output of the study.

Statistical Treatment

The responses were analyzed using statistical tools

included in descriptive statistics. The information gathered
was tabulated and processed manually and with a computer to
determine the precise interpretation of the results. The
data were collated, tabulated, and analyzed. The following
statistical tools were used in the analysis of data.

1. Frequency and Percentage

Percentage Frequency distribution is a presentation of

data that specifies the level of observations for every
information point or data gathering. It is a valuable method
for expressing the relative frequency of survey responses
and other information. Percentage Frequency distribution is
mostly shown as tables. pie graphs, or bar graphs.

Percentage

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This tool was used to know the proportion of

distribution of the respondents by the group.

Formula:

f
P= x 100
n

Where:

P = Percentage

f = frequency of each group of respondents in the sample

size n = sample size = 100

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets data

gathered from Grade 8 students of Oriental Mindoro Academy,
Inc. The various results are presented in the succeeding
tables with corresponding analysis and interpretation.

Table 1. Difficulties encountered by the Grade 8 students in

writing English

Items Frequency Percentage

1. I find it difficult to use

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punctuation when writing a sentence. 12 34.29%

2. I struggle the most with using
appropriate vocabularies in writing 25 71.43%
activities.
3. I find it difficult to organize
ideas when writing. 29 82.86%
4. I have problems in terms of time
management when writing. 19 54.29%
5. I find it challenging to use
capital letters when writing. 9 25.71%
6. Of all the types of writing,
making an essay is the most 27 77.14%
difficult for me.
7. Generating ideas is the most
difficult part of writing. 21 60%
8. One of the factors that
contributes to my writing
difficulties is a lack of knowledge 19 54.29%
and skills.
9. I have difficulties using correct
spelling when writing. 22 62.86%
10. Of all the aspects of writing, I
struggle the most with drafting and
outlining. 24 68.57%

Table 1 presented the difficulties encountered by the

Grade 8 students in writing English.

The survey included ten items related to various

aspects of writing, such as using punctuation, vocabulary,
organizing ideas, time management, using capital letters,

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writing essays, generating ideas, knowledge and skills,

correct spelling, and drafting and outlining. Among the ten
items, "I find it difficult to organize ideas when writing"
was identified as the most frequent writing difficulty, with
82.86% of participants identifying it as a challenge. The
item "Of all the types of writing, making an essay is the
most difficult for me" ranked second, with 77.14% of
participants identifying it as a challenge. The item "I
struggle the most with using appropriate vocabularies in
writing activities" ranked third, with 71.43% of
participants identifying it as a challenge. The item "Of all
the aspects of writing, I struggle the most with drafting
and outlining" ranked fourth, with 68.57% of participants
identifying it as a challenge.

The remaining items were identified as writing

difficulties by less than 70% of participants. "I have
difficulties using correct spelling when writing" was
identified by 62.86% of participants, ranking it fifth in
terms of frequency. "Generating ideas is the most difficult
part of writing" was identified by 60% of participants,
ranking it sixth in terms of frequency. "One of the factors
that contribute to my writing difficulties is a lack of
knowledge and skills," was identified as a writing
difficulty by 54.29% of participants, ranking it seventh in
terms of frequency. Other items, such as struggling to use
punctuation or capital letters, were identified by less than
35% of participants, indicating that they were less common
writing difficulties.

As gleaned from the table, it was observed that

organizing ideas was the most frequent writing difficulty
encountered by the students. This indicated that a

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significant majority of the students struggled with this

particular aspect of writing. This was aligned to the study
conducted by University of Illinois at Urbana-Champaign,
organizing your ideas and structuring your paper are
difficult tasks no matter the field. Even when you have
plenty of ideas, fitting them into one cohesive, unified
structure within your paper can be a daunting task—
especially when you realize that papers can be structured in
numerous different ways that are affected by the genre and
the communicative goal(s) of the paper.

Table 2. Strategies that help best the Grade 8 students in

writing skills

Items Frequency Percentage

1. I use the dictionary to check
things I am not sure about before I 20 57.14
write.
2. I make notes in my native
language and translate them into 20 57.14
English.
3. I use online writing tools and
apps to overcome my writing 20 57.14
difficulties.
4. I prefer to get involved in peer
reviewing or receiving feedback
from my classmates in our writing 20 57.14
activities.
5. I have a habit of making
journals to improve my writing 9 25.71
skills.
6. I think of the relationships

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between what I already know and the

new things that I learn when I do 19 54.29
writing tasks.
7. After writing, I go back to my
output to edit the grammar, 24 68.57
vocabulary, spelling, and
punctuation I used.
8. I discuss my written work with
my teacher to get feedback on how I 22 62.86
can improve it.
9. I brainstorm with my classmates
and write down ideas before I begin
to write. 24 68.57
10. I make an outline or plan
before I do my writing activities. 16 45.71

Table 2 showed the strategies that help best the

students in English writing.

According to the data provided, the most frequently

selected responses were related to editing and receiving
feedback on writing, as well as utilizing resources like
dictionaries and online tools. Collaborating with peers and
planning or brainstorming before writing were also popular
strategies. Making journals to improve writing skills was
less commonly selected. The statement "After writing, I go
back to my output to edit the grammar, vocabulary, spelling,
and punctuation I used" received the highest frequency count
of 24 and was selected by 68.57% of the respondents, giving
it a rank of 1. Similarly, "I brainstorm with my classmates
and write down ideas before I begin to write" was also

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selected by 24 respondents, and 68.57% of the respondents,

ranking it at number 1. The second most commonly selected
response was "I discuss my written work with my teacher to
get feedback on how I can improve it," with a frequency
count of 22 and a percentage of 62.86%, ranking it at number
2. In addition, several other strategies were identified as
effective writing practices, including “I use the dictionary
to check things I am not sure about before I write" and "I
prefer to get involved in peer reviewing or receiving
feedback from my classmates in our writing activities" were
also popular choices, with a frequency count of 20 and a
percentage of 57.14%, and a rank of 3 for both. Likewise, "I
use online writing tools and apps to overcome my writing
difficulties" was selected by 20 respondents and 57.14% of
the total respondents, giving it a rank of 3. Furthermore "I
think of the relationships between what I already know and
the new things that I learn when I do writing tasks" was
selected by 19 respondents, with a percentage of 54.29%, and
a rank of 4. Another effective strategy was "I make an
outline or plan before I do my writing activities" received
a frequency count of 16, with a percentage of 45.71%, and a
rank of 5. Finally, the statement "I have a habit of making
journals to improve my writing skills" received the lowest
frequency count of 9, with a percentage of 25.71%, and a
rank of 6.

As gleaned from the table, the most frequent writing

strategy chosen by the respondents was going back to their
output to edit the grammar, vocabulary, spelling, and
punctuation, as well as brainstorming with classmates before
writing. This indicates that students recognize the
importance of revising and editing their work to improve its

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clarity and readability. Similarly, a study by Janet Emig,

"The Composing Processes of Twelfth Graders," published in
the National Council of Teachers of English in 1971, found
that revising was the most common and effective strategy
used by high school students to improve their writing. The
study also emphasized the importance of feedback and
collaboration in the revising process.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of finings,

conclusions and recommendations that are formulated based on
the gathered data.

Summary of Findings

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1. Difficulties encountered by the Grade 8 students in

writing English

The most common writing difficulty experienced by

participants was organizing ideas when writing. This
particular aspect of writing was reported by 82.86% of the
participants as a challenge. It suggested that many students
have difficulties in structuring their ideas and presenting
them in a coherent manner. In contrast, the least frequent
writing difficulty among the surveyed participants was using
capital letters, which was reported by only 28.57% of them.
These findings indicated that using capital letters is not a
major challenge for most students, whereas organizing ideas
is a significant hurdle that needs to be addressed.

2. Strategies that helps best the grade 8 students in

writing skills

Going back to one's output to edit the grammar,

vocabulary, spelling, and punctuation, as well as
brainstorming with classmates before writing, received the
highest frequency count of 24 and were selected by 68.57% of
the respondents, ranking them at number 1. This suggests
that students recognize the importance of revising and
editing their work to enhance its clarity and readability,
as well as the value of collaboration in generating ideas
for writing. On the other hand, making journals to improve
one's writing skills received the lowest frequency count of
9, with a percentage of 25.71%, and a rank of 6, indicating
that this strategy is less commonly practiced among the
respondents. These findings provide insights into the
writing strategies that students use and can be useful for

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educators in designing writing instruction programs that

cater to the needs of their students.

Conclusions

Based on the findings of the study, the following

conclusions were drawn:

1. The study found that students commonly experience

challenges with organizing their ideas when writing.

2. Using capital letters is not a significant challenge for

most students.

3. The study indicates that students recognize the

importance of revising, editing, and collaborating with
classmates to generate ideas for writing.

4. Making journals to improve writing skills is less

commonly practiced.

Recommendations

Based on the result of the study, the following were

the suggestions that are hereby recommended:

1. The school or institutions must provide workshops or

resources specifically focused on helping students organize
their ideas when writing, as this was identified as the most
frequent writing difficulty.

2. Teachers must offer additional support or guidance for

students when it comes to writing essays, as this was
identified as the second most frequent writing difficulty.

3. Teachers and parents must consider offering vocabulary-

building activities or resources to help students improve
their use of appropriate language in their writing.

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4. Teachers must encourage students to practice drafting and

outlining, as this was identified as the fourth most
frequent writing difficulty.

5. School and teachers should provide opportunities for

students to practice and improve their spelling, such as
through spelling bees or spelling-focused activities.

6. Teachers should offer strategies or resources for

generating ideas, such as brainstorming techniques or
prompts.

7. Teachers and/or parents should provide additional

instruction or resources to help students develop the
knowledge and skills necessary for effective writing.

8. Institution must consider providing online writing tools

or apps to help students overcome writing difficulties.

9. Teachers and institution must encourage students to make

connections between what they already know and what they are
learning through writing tasks, as this was identified as an
effective writing practice.

10. A leaflet is made to enhance the knowledge of students

and to address students' needs and help them overcome common
writing challenges.

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Contained in the Students' Descriptive Writing
Product: A Study in Tarlac Agricultural University,
Philippines.
[Link]

Weaver, C., & Kuo, L. J. (2014). The impact of teacher

commentary on student revision. Journal of Second
Language Writing.

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

APPENDIX A

LETTER TO CONDUCT THE STUDY

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

APPENDIX B

RESEARCH QUESTIONNAIRE

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

Research Questionnaire

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

APPENDIX C

VALIDATION SHEET

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

APPENDIX D

DOCUMENATION OF THE STUDY

Administering the survey questionnaire

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

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 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

APPENDIX D

CURRICULUM VITAE Your formal picture

here
Name : Sharmaine B. Escalona
white background
Birthday : April 27, 2006

Birthplace : Loyal Victoria Oriental Mindoro

Sex : Female

Address : Loyal Victoria Oriental Mindoro

Father’s Name : Dennis M. Escalona

Mother’s Name : Jeraldine B. Escalona

EDUCATIONAL BACKGROUND

Senior High School: Oriental Mindoro Academy, Inc. Poblacion

IV, Victoria, Oriental Mindoro

S.Y. 2022-present

With High Honors

Junior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2021-2022

With Honors

Elementary : Loyal Elementary School, Victoria, Oriental

Mindoro

S.Y. 2017-2018

Valedictorian

Philosophy : Never stop learning, because life never stops

teaching.

CURRICULUM VITAE

Your formal picture 54

here

white background
 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

Name : Bryan C. Tejam

Birthday : March 26, 2006

Birthplace : Babangonan, Victoria,

Oriental Mindoro

Sex : Male

Address : Babangonan, Victoria, Oriental Mindoro

Father’s Name : Norbert B. Tejam

Mother’s Name : Jenielyn C. Tejam

EDUCATIONAL BACKGROUND

Senior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2022-present

With Honors

Junior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2021-2022

Elementary : Victoria Central School, Poblacion IV,

Oriental Mindoro

S.Y. 2017-2018

Philosophy : When you learn to survive without anyone,

you can survive anything.

CURRICULUM VITAE

Your formal picture

here 55
white background
 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

Name : Chelsea V. Perez

Birthday : April 02, 2006

Birthplace : Leido, Victoria, Oriental Mindoro

Sex : Female

Address : Poblacion IV, Victoria Oriental Mindoro

Father’s Name : Ferdinand M. Perez

Mother’s Name : Gina M. Yara

EDUCATIONAL BACKGROUND

Senior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2022-present

With Honors

Junior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2021-2022

With Honors

Elementary : Victoria Central School, Poblacion IV,

Oriental Mindoro

S.Y. 2017-2018

Philosophy : Don’t regret on anything you do and your

past because at the end, it makes who you
are.

CURRICULUM VITAE

Your formal picture 56

here

white background
 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

Name : Liza Mae R. Paguyo

Birthday : August 23, 2006

Birthplace : Urdaneta, Victoria,

Oriental Mindoro

Sex : Female

Address : San Pedro, Naujan, Oriental Mindoro

Father’s Name : Gregorio D. Paguyo

Mother’s Name : Jeneven R. Paguyo

EDUCATIONAL BACKGROUND

Senior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2022-present

With Honors

Junior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2021-2022

Elementary : San Pedro Elementary School, Naujan,

Oriental Mindoro

S.Y. 2017-2018

Philosophy : Success is not final, failure is not

fatal: it is the courage to continue that
counts.

CURRICULUM VITAE

Your formal picture 57

here

white background
 ORIENTAL MINDORO ACADEMY, INC.
Poblacion IV, Victoria, Oriental Mindoro, Philippines 5205

Name : Joanna Marie U. Tolentino

Birthday : December 10, 1991

Birthplace : Poblacion I, Victoria,

Oriental Mindoro

Sex : Female

Address : Poblacion I, Victoria,

Oriental Mindoro

Father’s Name : Rosalio M. Tolentino

Mother’s Name : Precila D. Umali

EDUCATIONAL BACKGROUND

Senior High School: Oriental Mindoro Academy, Inc.

Poblacion IV, Victoria, Oriental Mindoro

S.Y. 2022-present

Junior High School: Alternative Learning System, Victoria,

Oriental Mindoro

S.Y. 2021-2022

Elementary : Good Shepherd Elementary School, Victoria,

Oriental Mindoro

S.Y. 2003-2004

Philosophy : If you can dream it, you can do it.

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