WRITING DIFFICULTIES IN ENGLISH LANGUAGE SUBJECT BY SELECTED GRADE 11 HUMANITIES AND SOCIAL SCIENCES STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

The writing difficulties in the English language faced by selected Grade 11 Humanities and Social Sciences students play a critical role in challenges such as writer's block, grammatical errors, and environmental factors. The researchers, having encountered similar struggles during their own Grade 11 experience, observed that not all students could effectively follow English-based subjects. This observation prompted the initiation of the study. This research aims to assess and address the writing difficulties experienced by selected Grade 11 Humanities and Social Sciences students at Bestlink College of the Philippines. The study seeks to contribute to the improvement of students' writing skills, focusing on grammar, spelling, and overall writing proficiency. Additionally, it serves as a foundational reference for understanding and enhancing English language writing skills within the academic setting. This study employed a descriptive-qualitative research design to examine the writing difficulties in the English language among selected Grade 11 Humanities and Social Sciences students at Bestlink College of the Philippines. A purposive quota sampling technique was used to gather data from 200 students across 11 different sections. The primary instrument for data collection was a survey questionnaire, which was administered in person. The study's findings indicate that the selected Grade 11 Humanities and Social Sciences students agreed on the need to reduce writing difficulties in English, particularly in areas such as writer's block, grammatical errors, and environmental factors. This is supported by an overall weighted mean of 3.24. In conclusion, the study highlights the writing difficulties faced by students in the English language, emphasizing the need to address challenges related to grammar, spelling, and writer’s block. The findings reveal a shared consensus among Humanities and Social Sciences students on the importance of improving grammatical accuracy and spelling proficiency.  Based on these results, it is recommended that initiatives be implemented to enhance students' writing skills, particularly in grammar and spelling. This study serves as a foundation for future efforts aimed at improving students' writing proficiency, ultimately fostering better academic performance and communication skills.