HOPE OF MANITOBA ESSENTIAL ACADEMY, INC.

Senior High School

Tabangay St., Poblacion East, Rizal, Nueva Ecija

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

I. Rationale

Despite the importance of writing skills as the foundation of

knowledge, it cannot be denied that many students face challenges that

hinder their ability to express their thoughts properly and effectively. Lack

of vocabulary has caused the students to face challenges in acquiring

writing skills (Misbah et al. 2017). A students needs to have a broad

vocabulary in order to write well. Lack of vocabulary is one of the barriers

that can present challenges for students in their writing endeavors.

Writing is a cognitive process that test memory, and thinking ability

to successfully express the ideas (Perkin et al. 2014). It is an academic

skill that opens the door to deeper knowledge. Writing plays a central role

in these areas, making it crucial to understand the specific challenges in

writing among students majoring in Humanities and Social Sciences.

This study addresses possible obstacles that students may

encounter in their writing abilities, including grammatical errors that

students make, as well as punctuation issues, which can affect

significantly affects the clarity and readability of text. Mistakes in word

order (word choice) can result in errors in the sentence structure of the

students and in their selection of appropriate vocabulary. Struggles with

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

grammar and vocabulary impact their capacity to write well in a second

language or target language such as English. When students struggle with

expressing ideas through the target language, it results errors that can

hinder to produce satisfactory written works. Furthermore, spelling can

also hinder their ability to convey their thoughts and ideas clearly and

effectively. When students struggle with spelling, it often results in errors

that can distract readers and undermine the credibility of their work.

II. Statement of the Problem

a.) What are the barriers affecting the writing skills of Humanities and

Social Sciences students in Hope Of Manitoba Essential Academy?

b.) What presents the biggest challenge for students’ writing abilities?

c.) How do writing barriers affect the creation of written works?

III. Hypothesis

Alternative: There's a significant effect between the barriers and the

writing skills of the Humanities and Social Sciences Students in Hope

Of Manitoba Essential Academy.

Null: There is no significant effect between the barriers and the writing

skills of the Humanities and Social Sciences Students in Hope Of

Manitoba Essential Academy.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

IV. Significance of the Study

The result of this study will benefited the following:

Teachers. This study can be a guide for teachers to better understand the

needs of their students and improve their teaching methods.

Students. This research can help students understand and remedy the

obstacles they face in writing, paving the way to further improve their

skills.

Future Researchers. This may serve as a source of information about

what barriers affects the writing skills of students.

V. Conceptual Framework

INPUT
Barriers affecting the writing OUTPUT
skills
PROCESS Grade 11 and 12
 Struggle with word
order
HUMSS students
• Structured
 Grammatical Errors / • Writing barriers will
Punctuation Issues
Survey (Table
affect the writing skills
Format) of Grade 11 and 12
 Spelling Difficulties
Humanities and Social
 Difficulties in Arranging Sciences students.
Ideas

 Lack of Vocabulary /
Shortage of Knowledge

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

VI. Definition of Terms

 Writing Skills - Ability to convey ideas effectively through written

language

 Robust Vocabulary - Extensive and varied word knowledge

 Writing Endeavors - Creative writing pursuits

VII. Scope and Limitation

This study entitled "Identifying the barriers affecting the writing skills

of Humanities and Social Sciences students in Hope of Manitoba

Essential Academy" sought to identify the barriers that affecting on writing

skills of the students. This study also examined the effect of barriers in

writing skills of the students. The study will be done with hard copy

questionnaire as a survey and reference. The study shall have a female

and male students of Humanities and Social Sciences strand in Hope Of

Manitoba Essential Academy.

This study will not cover the other problems that are not necessarily

connected on writing barriers in writing skills of Humanities and Social

Sciences. The data was collected from grade 11 and 12 Humanities and

Social Sciences Students of Hope Of Manitoba Essential Academy on the

2nd term of 1st semester school year 2023-2024.

VIII. Review of Related Literature

Barriers in Writing

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

They are unable to create a strong topic sentence to begin a

paragraph. Their lack of vocabulary linked to the subject matter of their

writing. Additionally, because most students struggle with grammar,

particularly when it comes to employing the correct tenses, they have a

hard time organizing their concepts in the right order (Radjan, 2013). This

statement highlights the challenges students face when writing in a

language that is not their first language. Radjan highlighted some of the

difficulties they encountered: Express ideas clearly, construct strong topic

sentences, lack related vocabulary and grammar problems that can lead

to a not satisfactory written works. The insufficient exposure to the English

language is an additional issue. It is determined that the students make

mistakes including the usage of word order (mistakes in word choice)

(Vijayalakshmi, 2013). According to this study, it indicates that students

tend to make errors in various areas, specifically mentioning word order

issues and word choice errors. This suggests that limited exposure to

English may result in difficulties for students, leading to errors in how they

arrange words in sentences and in their selection of appropriate

vocabulary. Students also suffered severely in using the punctuation

marks appropriately in their text. The students' writing exhibited severe

errors, including the omission of capital letters at the beginning of

sentences, incorrect use of colons, absence of exclamation marks when

necessary, lack of question marks, and omission of commas after

introductory elements (Younus et al. 2015). According to this statement, it

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

can be seen that the punctuation mark is one of the problems students

face in writing their schoolwork. Students struggle with where to put the

correct punctuation marks when they are doing school work. When

students struggle with placing punctuation marks correctly, it not only

affects the sentence structure, but it can also make the intended idea less

clear. On the other hand, argued that uncommon differences between the

local and target languages were the reason why students found it difficult

to write in English. Many of the grammatical rules in English which are

confusing for non-English background (Mohammed, 2018). According to

this statement, students have difficulties in English writing because of the

difference between the language used or the local language and the target

language that will be used for writing. Just like grammar English has many

grammar rules, it is confusing because the target language is not the one

that they always used to write written works. As a result, there is a wrong

sentence structure when doing written works and the result of the written

work may not be good or satisfactory. Moreover, a positive learning

experience for writing skills will result from having a good spelling skills.

The students' ability to advance will be hampered if they have spelling

difficulties. The students practice of spelling according to pronunciation

results in incorrect spelling (Afrin, 2016). A student's ability to write can

be hampered by spelling difficulties since they cause them to lose

attention and make more mistakes. It is crucial to promote good spelling,

which frequently requires memory and comprehension of word patterns, in

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

order to improve writing abilities. Furthermore, developing thoughts about

the subject, selecting appropriate words to convey ideas, and organizing

ideas coherently are the other issues in writing that are examined. Most of

the students investigated have difficulty coming up with and organizing

ideas (Tuzlukova et. al. 2014). According to this statement, the specific

problems examined include challenges in organizing ideas coherently,

choosing appropriate vocabulary for expressing ideas, and gaining a clear

understanding of the topic. This indicates that when it comes to efficiently

arranging ideas in their written work, students frequently struggle with idea

organization, and students finding it difficult to put their ideas into precise

words that can results to a not satisfactory written work.

Vocabulary Limitations in Achieving Effective Writing

A crucial component of successful sentence formation and the

foundation of writing abilities is vocabulary (Asep, 2014). A good

vocabulary is essential for writing effectively because it allows you to

select the words and phrases that will accurately and effectively represent

your ideas. Without a robust vocabulary, constructing sentences, and

engaging text becomes challenging.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

CHAPTER II

METHODOLOGY

Research Methodology

The researchers will use quantitative research to analyze numerical data and

draw statistical conclusions, providing a structured and measurable approach to study

the effects. This study was conducted to know what are the barriers affecting the writing

skills of the students in Hope Of Manitoba Essential Academy. According to E.R. Babbie

(2014) The focus of quantitative approaches is on numerical analysis and objective

measures of data gathered by surveys, polls, and questionnaires.

Research Design

This study aims to gather information on the specific barriers affecting the writing

skills of Humanities and Social Sciences students at Hope Of Manitoba Essential

Academy. Therefore, this study will particularly employ a descriptive research approach

to explain the barriers affecting the writing skills among Humanities and Social Sciences

students in Hope Of Manitoba Essential Academy.

Sampling Procedure

Using cluster sampling, a probability sampling technique, the researcher

separates the population into groups or clusters and then chooses at random which full

clusters to include in the study. When it is difficult or impractical to sample each member

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

of the population separately, this method is especially helpful. Every member of the

chosen clusters is included in the sample, and these clusters are used as the main

sampling units.

Research Participants

The participants of this study will be the Humanities and Social Sciences

students in Hope Of Manitoba Essential Academy. There are twelve (12) students in

grade 11 and fifth teen (15) students in grade 12 Humanities and Social Sciences

excluding the researchers. There are twenty-four (24) total of students participants in

Humanities and Social Sciences.

Data Gathering Instrument

The researchers will use a survey questionnaire that they adopted from three

sources: A study of factors affecting writing skills of undergraduate students in ENL 113

class at Rangsit University; Observing writing classes to explore students' writing

problems: A Secondary level Scenario of EFL Class; and A survey on the difficulties in

writing essays of English majored sophomores at Tay Do University, Vietnam . The

questionnaire is divided into two parts: Part I contains questions about the participants'

basic information; and Part II asks about the factors causing students to have error in

writing, exploration of students' writing problems, and the difficulties in vocabulary and

idea arrangement.

Data Gathering Procedure

1. The researchers constructed a questionnaire checklist (table format).

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 HOPE OF MANITOBA ESSENTIAL ACADEMY, INC.
Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

2. The researchers requested a consent form from the adviser for permission to survey

study participants.

3. After the consent form has been signed, the researchers request that the advisers of

Grade 11 and 12 Humanities and Social Sciences students complete a survey in their

spare time.

4. Questionnaires were personally distributed by the researchers to grade 11 & 12

Humanities and Social Sciences students. The researchers explains to the respondents

the importance of their response to the study and reassure the participants that the

information being gathered would be only used for research.

5. After they gathered the data, the researchers will compile the answer of the students

to know the results of the study.

6. After that, a pie chart will be utilized to explain and illustrate the data that will be

examined.

Data Analysis

In order to determine the survey results, the mean, average was used. The three

point scale below was use to find out if (always, sometimes, never) the barriers in

writing happens to respondents.

Verbal Interpretation Scale

Never 1-1.06

Sometimes 1.07 - 2.2

Always 2.3 - 3
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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

Statistical Treatment

When conducting a study, statistical approaches are used for planning,

organizing, gathering data, analyzing, coming up with insightful interpretations, and

publishing the results. The statistical analysis breathes life into the lifeless data by

providing sense to the meaningless numbers (Ali and Bhaskar 2016). To present,

analyze and interpret the data gathered from the respondents, the researchers may

utilize using the following statistical tools. One type of average is a weighted mean.

Rather than every data point adding the same amount of weight to the final mean, some

data points contribute more than others (Andale 2014).

Formula:

𝑾𝑭

𝑾𝑴=

Where:

WM = Weighted Mean

WF = Weighted Frequency

N = Total Number of Respondents

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

Standard Deviation

A measure of how dispersed the data is in relation to the mean. The most often

used and trustworthy indication of the degree of dispersion is a measure of variability.

The standard deviation was employed in the study to ascertain how dispersed the

impact of writing barriers was on the students' writing abilities. A statistic called a

standard deviation is used to quantify how dispersed a dataset is in relation to its mean.

By calculating each data point's variation from the mean, the standard deviation can be

computed as the square root of variance (Hargrave 2021).

Formula:

Where:

SD = Standard Deviation

ΣX2 = Sum of the squared X

CF = Correction factor

N = Number of cases

Z – Test

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

The Z-test is a statistical tool that can be used to compare or assess the

significance of various statistical measures, especially the mean of two independent

samples or a sample from a population that is normally distributed. This computation

helps in determining if the hypothesis is an alternative or a null hypothesis.

Formula:

x−μ
z=
SD √ n

Where:

N = Number of respondents

μ = Mean

x ̅ = Value of mean

SD = Standard deviation

Locale of the Study

The researchers will conduct the study face to face in Hope of Manitoba

Essential Academy Senior High School located in Tabangay St. Rizal Nueva Ecija.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

CHAPTER III

INTERPRETATION AND PRESENTATION OF DATA

This chapter presents the data gathered, the result of the statistical analysis, and

interpretation of findings. Moreover, this provided more accurate information for the

completion of this research study. It includes the results, arranged in tables, along with

an explanation and an interpretation for further understanding. For more precise

information about the barriers affecting the writing skills of students studying the

Humanities and Social Sciences, descriptive statistics such as mean values and

standard deviation are used.

Figure 1.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

I often struggle with word order, leading to errors in my writing

8% 8%

Always

Sometimes

Never
84%

This pie chart shows that 20 respondents or Eighty Four percent (84.00%) of the

Humanities and Social Sciences students answered “sometimes”, 2 respondents or

Eight percent (8.00%) of respondents answered “always”, while 2 respondents or Eight

percent (8.00%) of the Humanities and Social Sciences students answered that they

“never” struggle with word order, leading to errors in their writing.

Figure 2.

I face significant challenges with punctuation in my writing

12% 17%

Always Sometimes

Never

71%

This pie chart shows that 17 respondents or Seventy One percent (71.00%) of the

Humanities and Social Sciences students answered “sometimes”, 4 respondents or

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

Seventeen percent (17.00%) of respondents answered “always”, while 3 respondents or

Twelve percent (12.00%) of the Humanities and Social Sciences students answered

that they “never” face significant challenges with punctuation in their writing.

Figure 3.

I am having a hard time producing a well - written work

because of subject - verb agreement

Always
33%
Sometimes

Never
67%

This pie chart shows that 16 respondents or Sixty Seven percent (67.00%) of the

Humanities and Social Sciences students answered “sometimes”, and 8 respondents or

Thirty Three percent (33.00%) of the students answered that they “always” having a

hard time producing a well - written work because of subject - verb agreement.

Figure 4.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

I encounter significant challenges in writing, mainly due to

the target language, such as English

12.50% 12.50%
Always

Sometimes

Never

75%

This pie chart shows that 18 respondents or Seventy Five percent (75.00%) of the

Humanities and Social Sciences students answered “sometimes”, 3 respondents or

Twelve percent (12.00%) of respondents answered “always”, while 3 respondents or

Twelve percent (12.00%) of the Humanities and Social Sciences students answered

that they “never” encounter significant challenges in writing due to the target language.

Figure 5.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

I usually commit misspelled words whenever I am writing

8% 13%

Always Sometimes

Never

79%

This pie chart shows that 19 respondents or Seventy Nine percent (79.00%) of the

Humanities and Social Sciences students answered “sometimes”, 3 respondents or

Thirteen percent (13.00%) of respondents answered “always”, while 2 respondents or

Eight percent (8.00%) of the Humanities and Social Sciences students answered that

they “never” commit misspelled words whenever they are writing.

Figure 6.

I feel confusion when attempting to express my ideas due

to a limited vocabulary

12% 17%
Always

Sometimes

Never
71%

This pie chart shows that 17 respondents or Seventy One percent (71.00%) of the

Humanities and Social Sciences students answered “sometimes”, 4 respondents or

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

Seventeen percent (17.00%) of respondents answered “always”, while 3 respondents or

Twelve percent (12.00%) of the Humanities and Social Sciences students answered

that they “never” feel confusion when attempting to express their ideas due to a limited

vocabulary.

Figure 7.

I get some difficulties when I try to explain my ideas be-

cause I do not know how to arrange my ideas effectively

16% 17%
Always

Sometimes

Never

67%

This pie chart shows that 16 respondents or Sixty Seven percent (67.00%) of the

Humanities and Social Sciences students answered “sometimes”, 5 respondents or

Seventeen percent (17.00%) of respondents answered that they are “always” get some

difficulties when they are trying to explain their ideas because they don’t know how to

arrange ideas effectively, while 3 respondents or Sixteen percent (16.00%) of the

Humanities and Social Sciences students answered that they “never” get some

difficulties when they are explaining their ideas because they know how to arrange their

ideas effectively.

Figure 8.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

They don't know how to develop ideas due to an unfamil-

iar topic because of the shortage of background knowl-
edge

Always

Sometimes

Never
79%

This pie chart shows that 19 respondents or Seventy Nine percent (79.00%) of the

Humanities and Social Sciences students answered “sometimes”, while 5 respondents

or Twenty One percent (21.00%) of respondents answered that they “always” doesn’t

know how to develop ideas or their writing due to an unfamiliar topic because they have

shortage of background knowledge.

Figure 9.

I am slow and not good at finding the right word(s) to

express an idea

Always Sometimes
35%

65% Never

This pie chart shows that 16 respondents or Sixty Five percent (65.00%) of the

Humanities and Social Sciences students answered “sometimes”, while 8 respondents

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

or Thirty Five percent (35.00%) answered that they “always” slow and not good at

finding the right word(s) to express an idea.

Figure 10.

I struggle to produce satisfactory written works when faced

with barriers to writing

22%
Always Sometimes

Never
78%

This pie chart shows that 18 respondents or Seventy Eight percent (78.00%) of the

Humanities and Social Sciences students answered “sometimes”, while 6 respondents

or Twenty Two percent (22.00%) of Humanities and Social Sciences students answered

that they always struggle to produce satisfactory written works when they faced with

barriers to writing.

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

This table shown below presents the value of mean and standard deviation of the

barriers affecting the writing skills of Humanities and Social Sciences students along

with the verbal interpretation of the data gathered.

Statements Mean Standard Verbal

Deviation Interpretation
1. I often struggle with word 2 6.32 Sometimes
order, leading to errors in my
writing.
2. I face significant 2.04 5.15 Always
challenges with punctuation
in my writing.
3. I am having a hard time 2.33 5.21 Always
producing a well-written work
because of subject-verb
agreement.
4. I encounter significant 2 5.53 Sometimes
challenges in writing, mainly
due to the target language,
such as English.
5. I usually commit 2.04 5.92 Always
misspelled words whenever I
am writing.
6. I feel confusion when 2.04 5.15 Always
attempting to express my
ideas due to a limited
vocabulary.
7. I get some difficulties when 2.08 4.08 Always
I try to explain my ideas
because I do not know how

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Tabangay St., Poblacion East, Rizal, Nueva Ecija

to arrange my ideas
effectively.
8. I do not know how to 2.21 6.06 Always
develop ideas or my writing
due to an unfamiliar topic
because I have a shortage of
background knowledge.
9. I am slow and not good at 2.33 5.21 Always
finding the right word(s) to
express an idea because of
shortage of knowledge.
10. I struggle to produce 2.25 5.74 Always
satisfactory written works
when faced with barriers to
writing.
TOTAL 2.13 5.51 Always

Barriers in writing is one of the problem that may affects the writing skills of

students. However, with a mean value of 2.33 with the standard deviation value of 5.21

(M = 2.33, SD = 5.21), item number 3 and item number 9 got the highest mean which

means that the respondent having a hard time in producing a well-written work because

of subject-verb agreement (I am having a hard time producing a well-written work

because of subject-verb agreement) and not good at finding the right words to express

an idea (I am slow and not good at finding the right word(s) to express an idea) with a

verbal interpretation of always.

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Tabangay St., Poblacion East, Rizal, Nueva Ecija

In the same table above, item number 1 with a verbal interpretation of sometimes

got the lowest mean with a mean value of 2 (I often struggle with word order, leading to

errors in my writing) with the standard deviation value of 6.32 (M = 2, SD = 6.32). Item

number 4 also got the lowest mean with the mean value of 2 (I encounter significant

challenges in writing, mainly due to the target language, such as English) with the

standard deviation value of 5.53 (M = 2, SD = 5.53). In short, the barriers in writing was

always affecting the writing skills of Humanities and Social Sciences students, and the

mean value of all items is located between 1.07 and 3.

Z – Test

The Z - Test was conducted to examine the null hypothesis, which there is no

meaningful correlation between writing barriers and students' writing skills of the

Humanities and Social Sciences. The results indicate a relationship between students'

writing skills and writing barriers, with the Alternative Hypothesis being accepted and the

Null Hypothesis rejected.

Z – Test Computation

x−μ
z=
SD √ n

2.13−3
z=
5.51 √24

−0.9
z=
5.51/4.90

−0.87
z=
1.12

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Tabangay St., Poblacion East, Rizal, Nueva Ecija

z = - 0.78

There is a relationship between students' writing skills and writing barriers, as

indicated by the computed relationship between the two variables of -0.78. This value is

equivalent to the Alternative Hypothesis (H1).

CHAPTER IV

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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study was conducted to know the barriers affecting the writing skills of grade

11 and 12 Humanities and Social Sciences students in Hope Of Manitoba Essential

Academy. To explore the effects in an organized manner, the researchers will employ

quantitative research to asses numerical data and make statistical findings. The cluster

sampling was used to select the grade 11 and 12 Humanities and Social Sciences

students with the total of 24 respondents. Also, the researcher adopted a questions from

previous study to use as survey questionnaires. The researchers used Z-test to

analyzed if their study is null hypothesis or alternative hypothesis. After they gathered

the data, the researchers found that the barriers in writing have an effect on the

students’ writing skills.

Conclusion

Based on the results, the following conclusions were made:

What are the barriers affecting the writing skills of Humanities and Social

Sciences students in Hope Of Manitoba Essential Academy?

It is concluded that the barriers affecting the writing skills of Humanities and

Social Sciences students in Hope Of Manitoba Essential Academy are struggle with

word order, grammatical errors, punctuation issues, spelling difficulties, having a

difficulties in arranging ideas, and lack of vocabulary or shortage of knowledge.

What presents the biggest challenge for students’ writing abilities?

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Tabangay St., Poblacion East, Rizal, Nueva Ecija

Having a hard time producing a well-written work because of subject-verb

agreement or grammatical errors and not good at finding the right word to express an

idea because of shortage of knowledge presents the biggest challenge for students'

writing skills with the highest mean value of 2.33 with the verbal interpretation of always,

which means that this barrier in writing (grammatical errors and shortage of knowledge)

was always affecting the writing skills of the students whenever they are writing.

How do writing barriers affect the creation of written works?

The study including 24 respondents, showed that 78% agreed that sometimes

they struggle to produce satisfactory written works when they faced with barriers to

writing, while 22% of the respondents also agreed with the verbal interpretation of

always. As a result, writing barriers affect the creation of written works by producing a

not satisfactory written works.

Alternative Hypothesis: There is a significance relationship between barriers in writing

and students writing skills

Decision: Alternative hypothesis is accepted

Null Hypothesis: There is no significance relationship between two variable

Decision: Null hypothesis is rejected

Recommendation

Based on the conclusions reached by the researchers, the researchers

recommend the following:

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For Teachers:

Give enough attention to students who are not very good at writing or who still

have mistakes in writing because they can teach them to improve their writing skills. By

paying attention to teaching, students can easily understand the steps in writing, and

the outcome of their schoolwork can also be good. Customizing instruction to address

individual challenges helps these students grasp writing concepts more effectively. This

personalized attention fosters a positive learning environment, leading to improved

academic performance and a sense of accomplishment in their schoolwork.

For Students:

Don't hesitate to ask your teacher for guidance if you experience writing

challenges. Asking questions fosters a learning environment that allows you to clarify

uncertainties and enhance your understanding of writing concepts. Consistent practice

is key to improving writing skills. Practice writing to practice your skills, gradually

building confidence and writing skills.

For Future Researchers:

Use this study to deepen your future research and to cite more references. To

enhance the knowledge you have about the barriers affecting the writing skills of the

students. By building upon this knowledge base, you can contribute to a more

comprehensive and insightful exploration of the challenges students face in developing

effective writing abilities. This approach not only strengthens the validity of your

research but also broadens the scope of solutions and interventions that can be

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Tabangay St., Poblacion East, Rizal, Nueva Ecija

proposed to address these barriers. Consistent practice is key to improving writing

skills. Practice writing to practice your skills, gradually building confidence and writing

skills.

REFERENCES

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Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

Asep, S. (2014). The Challenges in Teaching Writing Skill at Junior High School:

Problems and Solutions.

https://www.scirp.org/journal/paperinformation.aspx?paperid=97129

Afrin, S. (2016). Writing Problems of Non-English Major Undergraduate Students in

Bangladesh: An Observation. Open Journal of Social Sciences, 4, 104-115.

https://www.scirp.org/journal/paperinformation.aspx?paperid=97129

Misbah, N. H., Mohamad, M., Yunus, M., & Ya’acob, A. (2017). Identifying the Factors

Contributing to Students’ Difficulties in the English Language Learning.

https://www.scirp.org/journal/paperinformation.aspx?paperid=97129

Mohammed, M. H. (2018). Challenges of Learning English as A Foreign Langauge

(EFL) by Non-Native Learners. International Journal of Social Science and Economic

Research, 3(4).

https://journal.uhamka.ac.id/index.php/uicell/article/download/4142/1263

Perkins, D. N., & Smith, E. E. (2014). The teaching of thinking . Rout-ledge, United

Kingdom

https://www.taylorfrancis.com/books/mono/10.4324/9781315792538/teaching-thinking-

nickerson-smith-perkins

Tuzlukova, Victoria. (2014). Writing problems and strategies: An investigative study in

the Omani school and university context. Asian Journal of Social Sciences &

Humanities, 3(4), 37-48. Ali, Sheeba Sardar & Ramana, VSV Lax

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 HOPE OF MANITOBA ESSENTIAL ACADEMY, INC.
Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

https://www.researchgate.net/publication/

351048985_Problems_in_Writing_in_English_among_High_School_Learners

Vijayalakshmi. (2013). Error analysis- its use in the teaching of English to malayalee

learners of English [Doctoral dissertation].

https://www.researchgate.net/publication/

351048985_Problems_in_Writing_in_English_among_High_School_Learners

Younes, Z., & Albalawi, F. S. (2015). Exploring the most common types of writing proble

ms amongEnglish language and translation major sophomore female students at Tabuk

University.

https://www.academia.edu/79842912/Punctuation_Errors_in_Writing_A_Comparative_S

tudy_of_Students_Performance_from_Different_Pakistani_Universities

Appendix A

Survey Form

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 HOPE OF MANITOBA ESSENTIAL ACADEMY, INC.
Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

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 HOPE OF MANITOBA ESSENTIAL ACADEMY, INC.
Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

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 HOPE OF MANITOBA ESSENTIAL ACADEMY, INC.
Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

Appendix B

Consent Form

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 HOPE OF MANITOBA ESSENTIAL ACADEMY, INC.
Senior High School
Tabangay St., Poblacion East, Rizal, Nueva Ecija

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