WRITING DIFFICULTIES OF HUMANITIES AND SOCIAL SCIENCES

(HUMSS) LEARNERS IN PHILIPPINE POLITICS AND GOVERNANCE

An Action Research

Presented to

Morong National High School

Senior High School Department

Morong, Rizal

Ena Josel F. Portillo, LPT, MPA

HumSS Master Teacher I

SEPTEMBER 2019
 TABLE OF CONTENTS

PAGE

TITLE PAGE ……………………………………............ i

TABLE OF CONTENTS ……………………………………............ ii
ABSTRACT ……………………………………............ iii
ACKNOWLEDGMENT ……………………………………............ iv
I CONTEXT AND RATIONALE 1
II INNOVATION, INTERVENTION, & STRATEGY 2
III ACTION RESEARCH QUESTIONS 3
IV ACTION RESEARCH METHODS 4
A. Participants / Sources of Data and Information 5
B. Data Gathering Methods 6
a. Data Collection 6
b. Ethical Issues 7
c. Data Analysis 7
V DISCUSSION OF RESULTS, CONCLUSIONS, AND
RECOMMENDATIONS

The Writing Difficulties Committed By Grade Eleven

HumSS Learners When Developing a Topic in
Philippine Politics and Governance as Revealed
by the Different Phases of Coding 9

The Ways on How Grade Eleven HumSS Learners

Develop a Topic When Given a Writing Task in
Philippine Politics and Governance 13

The Enhancement or Intervention in Order to

Address the Writing Difficulties of Grade 11
HumSS Learners When Developing a Topic
in Philippine Politics and Governance 17

Conclusions 20
Recommendations 21
VI ACTION PLAN 22
VII GANTT CHART 23
VIII REFERENCES 24
IX FINANCIAL REPORT 34
APPENDICES
a. Permit to Conduct Research 35
b. Letter for Administration of Study
c. Request Letter for Validation 36
d. Certification of Instrument Validation 38
e. List of Participants of the Study
f. The Research Instrument 39

ABSTRACT
 Writing is a very intricate skill to acquire among the four language

skills. According to Gomaa (2010), writing is the most difficult language skill.

This qualitative study was conducted to determine the writing difficulties

committed by Humanities and Social Sciences (HumSS) learners and analyze

how they develop a topic in Philippine Politics and Governance (PhPoliGov).

Participants of the study were the Grade 11 learners of Morong NHS, Morong,

Rizal, who took up the said subject for S.Y. 2019-2020 in its First Semester.

Twelve (12) learners from the six (6) HumSS classes were considered using

Systematic Sampling Technique. This study employed Grounded Theory

approach to examine the written output of HumSS learners using codes from

the three (3) phases of coding – Open, Axial, and Selective Coding. After the

coding process, significant themes emerge and were subjected for analysis.

Findings revealed that most of the participants used Exposition,

Narration, Analogy, and Examples in developing a topic. It is also unveiled

that the most common difficulties committed by the participants are

Unnecessary Shift in Tense, Ambiguous Pronoun Reference, Loose

Sentence, Erroneous Grammar, Improper Use of Diction, Sentence Fragment,

and Dangling Modifier. Remarkably, most participants have used political

concepts inappropriately in the three phases of coding. This implied that in

order for HumSS learners to provide a bigger picture for discussions of

political issues and concepts, effective writing discourse must be first

established.

Keywords: Writing Difficulties, Paragraph Development, Humanities and

Social Sciences Learners, Philippine Politics and Governance

 ACKNOWLEDGMENT

The researcher would like to extend her sincerest gratitude and

appreciation to all those who made this study possible.

Mr. CELESTINO A. SANTIAGO, Principal III, Morong National High

School, for his permission and approval of the conduct of the study;

Mr. ALLAN C. DILAGAN, Asst. School Principal II, Morong National

High School, for his encouragement to conduct this study;

Mrs. KRISTINE JOY S. PEDROSO, Asst. School Principal II, Morong

National High School, for her support to the researcher in the conduct of the

study;

Mr. EUGENE RAY F. SANTOS, Master Teacher I, Morong National

High School, for his unwavering motivation and significant input to finish this

study;

Dr. NENITA M. MATIGNAS, Master Teacher I and EMIS Coordinator,

Mrs. ANABELLE E. PERALTA and Mrs. KRISTINE JOY D.S. URRIZA, both

HumSS Master Teacher I, and Ms. CLARISE M. SAN JUAN, STEM Master

Teacher II, all from this High School, from their meticulous expertise in

validating the instrument of the study; and,

To SENIOR HIGH SCHOOL LEARNERS, for their cooperation, for the

realization of the study;

And lastly, to ALMIGHTY GOD, for the gift of knowledge and strength

towards the realization of all plans including this research.

- The Researcher
I.CONTEXT AND RATIONALE

Senior High School (SHS) learners possess skills that enable them to

fulfill different tasks in their chosen fields. It is expected to most TVL learners

to have technical skills, STEM learners to have mathematical skills, and ABM

learners with their entrepreneurial skills, among others. For HumSS learners,

it is expected that they should possess several, if not all of the four

foundational language skills -reading, writing, listening and speaking. These

basic language skills are the cornerstones of learning a language (Sharma,

2018).

In Morong National High School, Grade Eleven Humanities and Social

Sciences (HumSS) learners took their Philippine Politics and Governance

(PHPoliGov) subject on the First Semester of School Year 2019-2020. The

subject requires HumSS learners to share their thoughts and ideas on various

matters related to politics. The only means for the HumSS learners to do this,

if not through recitations or speaking, is through writing.

According to Ochoa (2019), writing is a skill that is developed with hard

work and repetitive—to the point of boring—practice. Writing is a skill which

learners actually need to positively comply on the requirements brought by the

K to 12 Curriculum. This is true especially to Senior High School (SHS)

Humanities and Social Sciences (HumSS) learners.

Today, writing is important to every HumSS learners. This is an integral

skill needed in order to comply in most of their requirements in their SHS

years, including research subjects- Practical Research 1, Practical Research

2, and 3I’s (Inquiries, Investigations, and Immersions) and specialized HumSS

subjects. HumSS learners should be able to at least develop a topic if not to

produce an exemplary output. However, for Richards (1990), learning to write

well is a difficult, lengthy process, one that induces anxiety and frustration in

many learners.

As to Barrot (2016), a composition can either be a paragraph or an

essay. A paragraph is a group of interrelated sentences that talk about one

main idea while an essay is a group of paragraphs that talk about one central

idea. A paragraph is composed of the topic sentence, the body which consists

of the supporting details, and the closing sentence. However, groups of

paragraphs that have a more elaborate structure, is then again, an essay.

In many instances, it is noticeable that HumSS learners also give

emphasis on the quality of being lengthy of their outputs, not in the content of

their works. Though teachers gave instructions and provided rubrics to follow,

still the quality of their works are affected with their mindset that a lengthy

work is much commendable than a short one.

Thus, this action research is conducted in order to determine the

difficulties of HumSS learners in developing paragraphs and also to craft a

material to enhance learners’ writing skills.

This paper also aims to analyze the writing difficulties committed and

encountered by HumSS Learners in Philippine Politics and Governance when

given a writing activity based on a learning competency. Further, this study

also seeks to know how Grade Eleven HumSS learners develop a topic when

given a writing task.

This study is anchored on the theory of Flower and Hayes (1981)

identified as a cognitive process theory of writing. This theory emphasized

that the process of writing is best understood as a set of distinctive thinking

processes which writers orchestrate or organize during the act of composing.

Said processes have a hierarchical, highly embedded organization in

which any given process can be embedded within any other. Additionally, the

act of composing itself is a goal-directed thinking process, guided by the

writer's own growing network of goals. Lastly, writers create their own goals

by developing sense of purpose, and then, at times, by changing major goals

or even establishing entirely new ones based on what has been learned in the

act of writing.

Moreover, for this study, an assessment tool will be developed based

on HumSS learners’ writing output on the said learning area. Also, through

this research, the proponent believed that the results will highly contribute

towards the enhancement of writing skills among HumSS learners especially

in Social Sciences subjects.

II. INNOVATION, INTERVENTION, AND STRATEGY

This action research focused on the writing difficulties committed by

Grade Eleven Humanities and Social Sciences (HumSS) learners from

Morong National High School, Morong, Rizal when given a writing activity in

Philippine Politics and Governance.

It further explored the strategies HumSS learners apply in developing a

topic once instructed by a subject teacher. This study utilized qualitative

research design as it focused on the analysis of the written outputs of HumSS

learners to identify their writing difficulties with the aid of grounded theory

approach.
 The data collection process involved the collection and analysis of

written output of HumSS learners once instructions on how to develop a topic

for an essay in Philippine Politics and Governance were given to them.

Moreover, this research study does not focus on a lengthy output of learners,

but on the quality of its content alone.

III. ACTION RESEARCH QUESTIONS

This action research aims to determine and analyze the writing

difficulties committed by Humanities and Social Sciences (HumSS) learners in

Philippine Politics and Governance when given a writing activity.

Specifically, this action research seeks answers to the following

questions:

1. What are the writing difficulties committed by Grade Eleven

HumSS learners when developing a topic in Philippine Politics and

Governance as revealed by the different phases of coding?

2. How do Grade Eleven HumSS learners develop a topic when

given a writing task in Philippine Politics and Governance?

3. What enhancement and/or intervention may be done in order to

address the writing difficulties of Grade 11 HumSS learners when

developing a topic in Philippine Politics and Governance?

IV. ACTION RESEARCH METHODS

A. Participants / Sources of Data and Information

The participants of the study were the Grade Eleven Humanities

and Social Sciences (HumSS) learners of Morong National High

 School, Morong, Rizal who took up Philippine Politics and Governance

subject for the school year 2019-2020 in its first semester.

There were three hundred ninety five (395) HumSS learners

coming from the six (6) sections of HumSS classes. However, for the

purpose of this study and equal representation, two (2) participants of

each HumSS section is the sampling size. A total of twelve (12) HumSS

learners as participants from the total population of the HumSS learners

were considered for this study. Participants were chosen through

systematic random sampling for the sake of validity and objectivity of the

study.

Systematic sampling is a type of probability sampling method in

which sample members from a larger population are selected according to

a random starting point but with a fixed, periodic interval (Hayes, 2019).

Since this study followed the abovementioned type of sampling, names of

all learners from each section were arranged alphabetically to get the two

(2) participants from each of the six (6) sections after identifying the nth.

B. Data Gathering Methods

a. Data Collection

The proponent of the study sought the permission of the

School Head and the Humanities and Social Sciences (HumSS)

Strand Subject Group Head (SGH) for the conduct of the study.

Data were collected through the written outputs from Grade

Eleven HumSS learners. Twelve (12) HumSS learners as

participants of the study were given questions involving situational

 and contextual analysis related to topics in Philippine Politics and

Governance. This study adapted the Grounded Theory Approach

wherein methods of analyzing data involved Open Coding, Axial

Coding, and Selective Coding. Also, the participants have

undergone three (3) phases of writing in order to determine

significant themes from the Coding.

Time Persons Performance

Targets
Frame Involved Indicator/Output

a. Acquisition of June The Signed Permit to

Permit to Conduct 2019 Researcher/ Conduct Action
Action Research The School Research and
Head Revised Action
Research
Proposal

b. Discussion of July 2019 The Accomplished

topic based from Researcher, Written Output
Learning The from HumSS
Competency and Participants Learners
Construction of
Written Output

c. Tabulation and July 2019 Statistician Documentary

Interpretation of The Analysis(HumSS
Data Researcher Learners’ Output)

d. Formulation of August The Action Research

Findings, Results 2019 Researcher Manuscript
and
Recommendation

In the first writing activity, participants were asked to

develop a paragraph based from the question “With the moral

belief that life is sacred against the aim to decrease heinous

crimes in the country, do you believe that it is about time for the

reinstatement of death penalty? Why or why not?”. For the

second writing activity the given question was “Culturally, Filipinos

 do give importance on the sanctity of marriage while some

believed that at this point, now is the time to legalize divorce in

the country. What is your stand on this issue?” Lastly, the

question that was given to the participants was “The previous

administration of Pres. Aquino firmly stands on our claim on the

West Philippine Sea issue raising it to International Tribunal.

However, Pres. Duterte put the territorial dispute at the side of the

table while expanding economic ties with China. Do you think it is

better to set aside the issue with regards to this territorial dispute?

Why or why not?”

All the written outputs were subjected for coding in order to

identify significant themes needed to determine the writing

difficulties of HumSS learners in Phil. Politics and Governance.

b. Ethical Issues

For the study to be successful, permission of the different

authorities was acquired from the immediate supervisors and

school head.

The data that were acquired from the written output of

Humanities and Social Sciences (HumSS) learners as

participants were used for and solely for this action research and

will be treated with utmost confidentiality.

After the conduct of the study, results are reported

immediately to the school administration including the

Humanities and Social Sciences (HumSS) Strand Subject Group

 Head (SGH) to establish transparency and to collaborate on

possible plan of actions.

Additionally, results are also discussed to Grade Eleven

HumSS learners who acted as respondents to enhance their

writing techniques when given a topic in Philippine Politics and

Governance and in other related learning areas.

c. Data Analysis

Data analysis is an ongoing process during research. This

form of analysis involves analyzing participant information, and

researchers typically employ general analysis steps as well as

those steps found within a specific design. However, general

steps might include the organization and preparation of data;

initial reading through the information; coding the data; developing

from the codes a description and thematic analysis; using

computer programs; representing the findings in tables, graphs,

and figures; and interpreting the findings (Creswell J. and

Creswell J.D., 2018).

The first problem of the study was answered by employing

Grounded Theory Approach. Grounded theory is a design of

inquiry from sociology in which the researcher derives a general,

abstract theory of a process, action, or interaction grounded in the

views of participants. The process involves using several stages

of data collection and the refinement and interrelationship of

 categories of data gathered (Charmaz, 2006; Corbin & Strauss,

2007, 2015).

Research
Research
Problem Design/
Instrument
Method

1. What are the writing Qualitative Grade Eleven

difficulties committed Grounded Theory HumSS
by Grade Eleven Approach learners’
HumSS learners when Written
developing a topic in Output
Philippine Politics and
Governance?

2. How do Grade Eleven Content Analysis Grade Eleven

HumSS learners HumSS
develop topic when learners’
given a writing task in Written
Philippine Politics and Output
Governance?

3. What enhancement Content Analysis Grade Eleven

and/or intervention HumSS
may be done to learners’
address the writing Written
difficulties of Grade 11 Output
HumSS learners when
developing topic in
Philippine Politics and
Governance?

Moreover, grounded theory has systematic steps to follow

(Corbin & Strauss, 2015; Strauss & Corbin, 1990, 1998). These are

generating categories of information (open coding), selecting one of the

categories and positioning it within a theoretical model (axial coding),

and then explicating a story from the interconnection of these

categories (selective coding).

Meanwhile, for the second and third problem of the study,

content analysis was employed. Content analysis is a research tool

 focused on the actual content and internal features of media. It is used

to determine the presence of certain words, concepts, themes,

phrases, characters, or sentences within texts or sets of texts and to

quantify this presence in an objective manner. In particular, this kind of

analysis looks directly at communication via texts or transcripts, and

hence gets at the central aspect of social interaction.

V. DISCUSSION OF RESULTS, CONCLUSIONS, AND

RECOMMENDATIONS

1. The Writing Difficulties Committed By Grade Eleven HumSS

Learners When Developing a Topic in Philippine Politics and
Governance as Revealed by the Different Phases of Coding.

The three phases of writing that participants have undergone in

order to get codes on their writing difficulties provided significant data

for the study.

It is found out in this study that the most common difficulties

committed by Grade 11 HumSS learners when developing a topic in

Philippine Politics and Governance are Unnecessary Shift in Tense

(UST), Ambiguous Pronoun Reference (APR), Loose Sentence (LS),

Erroneous Grammar, Improper Use of Diction, Sentence Fragment

(SF), Dangling Modifier (DM), and Inappropriate use of Political

Concept.

It was emphasized in the study of Gomaa (2010) that writing is

the most difficult language skill for ELLs to master. Students’ first

language affects learning the target language is one of the reasons

why students make certain mistakes and repeat them.

 A participant of this study also committed code switching and

code mixing which is also a problem in an L2 classroom. It is noted by

Krashen (1981) that there are several ways in which a classroom can

promote language acquisition. Intake is available via meaningful and

communicative activities supplied by the teacher that is the most direct

way the classroom can promote language acquisition.

Additionally, it was mentioned in the study of Chou (2011) that

L1 interference, inadequacy of ideas, and unclear instructions of the

task are some of the causes leading to difficulty in writing.

This implied that First Language may be a contributing factor

that prevents the participants in producing commendable written

outputs in Philippine Politics and Governance.

Furthermore, some participants do not also have sufficient

background information about the issue they are writing about in

Philippine Politics and Governance subject though issues were tackled.

A reason might be the lack of confidence of learners in expressing their

views through writing. Consequently, this made them uncertain to

include ideas in their written work. According to Becker (1986), (cited in

Murry & Moore, 2006), comments advising students to not

underestimate their aptitudes for skillfully expressing their own views

will be essential in the writing process.

This implied that lacking of basic information related to issues

given to the participants of the study is a factor that hindered learners

to develop their topics.

2. The Ways on How Grade Eleven HumSS Learners Develop a Topic
When Given a Writing Task in Philippine Politics and Governance.

Participants were oriented based on the purpose of this study.

They are given three different issues related to the topics in Philippine

Politics and Governance. Among the contemporary societal issues that

participants tackled through writing were the reinstatement of death

penalty, legalization of divorce, and the country’s claims on West

Philippine Sea.

It is revealed in the study that most of the participants used

Exposition, Narration, Analogy, and Examples/Illustrations in

developing a topic when given a writing task in Philippine Politics and

Governance. It is also found out that participants also discussed and

developed their topics by Persuasion and Comparison and Contrast.

Lorcher (2019) believed that there are various ways on how to

be able to write and develop a good. The most frequently methods use

are Definition, Classification, Comparison and Contrast, Process

Description, Cause and Effect and Narration.

Through the use of definition, paragraph can be expanded. It

could be done by showing the details, describing, giving examples or

analyzing using symbols and more. Secondly, Classification method

can be done if information will be break down into smaller parts, in

simplifying a concept or in explaining something such as a series of

things.

The next methodology is the Description of Process that is

usually done in describing a series of connected actions in

chronological manner. The process of description might be in the form

of natural, mechanical or historical processes. Like the other methods,

it can also be used to expand the idea in the paragraph. Another

method is through Comparison and Contrast that is used in order to

show some similarities with the given ideas. On the other hand,

contrast is used to point out differences in ideas. The next is the use

of Cause and Effect. This is used to expand the idea in the paragraph

by establishing or explaining what happened as a result of something.

Writer can use signal words such as the words such as because,

cause, due to, for the reason and other words for the cause.

The next one is through the use of Narration. In here, the writer

could expand the concept of an idea in the paragraph by arranging the

ideas in order; in chronological, or in place, or in the level of importance

telling what happened first and what will be in the next. While, for

chronological or time order, words such as, such as first, second then,

after, later are commonly used.

Furthermore, some of the participants also had their difficulties

in introducing topics and developing paragraphs in the course of the

writing task given. In the study of Santos (2018) titled “Overcoming

Writing Apprehension Through Photovoice: Basis for Interdisciplinary

Approach in Teaching Creative Nonfiction”, it is revealed that learners

also struggled in choosing topics, crafting a good beginning paragraph

and paragraph development when given a writing activity because of

different factors.
 It is also noted by Al Murshidi (2014) that one of the barriers that

hinders students to push through in their writing is the generation of

ideas.

Additionally, there are various methods on how to develop a

paragraph. Rieder (2007) emphasized the use of the acronym AXES to

construct a convincing and well-developed paragraph. In the AXES

method, A stands for Assertion wherein the topic sentence states the

specific arguable point an individual will make in the paragraph.

Moreover, the assertion provides a connection between the paragraph

and the thesis (claim). X stands for eXample where the examples are

the evidence that supports assertion. These could be a direct quote

from the text or a detailed description of a visual object, data, etc. The

third letter in the AXES method is E that stands for Explanation.

Examples never speak for themselves, it must have explanations that

clarify how and why the evidences relate to assertions and central

claim. Lastly, S is for Significance. Statements of significance discuss

the importance of the points made in the paragraph in the light of the

thesis. This part of the method is crucial for the reason that it needs to

strengthen an argument by stating its purpose.

It can be implied that students found it hard to produce an

effective written output because of underlying factors affecting their

paragraph development. In the study of Alsamdani (2010), it was

mentioned that in order to have a free-error piece of writing, learners

should carefully consider how to form a thesis statement, to write

convincing supporting sentences, and finally edit them.

 Another idea which can be drawn is that a variety of factors may

contribute to the writing difficulties of the participants that have a direct

effect in their ways and strategies on how to develop a topic in Philippine

Politics and Governance.

3. The Enhancement or Intervention in Order to Address the Writing

Difficulties of Grade 11 HumSS Learners When Developing a
Topic in Philippine Politics and Governance.

Based from the results of the study, participants have encountered

several writing difficulties that hindered them in expressing their views with

regards to the three (3) topics given to them.

In a study of Adas and Bakir (2013), students in the Arab world

have experienced writing difficulties in English. However, through Blended

Learning approach and innovative modes of assessment instructors were

able to (1) develop students understanding and use of some related points

and writing mechanism, (2) emphasize group effectiveness skills using

technology, (3) emphasize communication skills that encouraged students

to share ideas and opinions, and, (4) facilitate learning the foreign

language easily in informal settings among the students in their free time.

Furthermore, it is recommended in the practice guide of Grahams,

S. et. al. (2016) titled “Teaching Secondary Students to Write Effectively”,

to explicitly teach appropriate writing strategies using a Model-Practice-

Reflect instructional cycle, integrate writing and reading to emphasize key

writing features, and use assessments of student writing to inform

instruction and feedback.

 Figure 1. Framework in Writing Difficulties of Humanities and Social
Sciences (HumSS) Learners in Philippine Politics and Governance

It is shown in the figure that through open, axial, and selective coding,

significant themes that are the writing difficulties committed by HumSS

learners were identified – grammatical error, inappropriate use of political

concepts, and inappropriate choice of vocabulary. These are also the writing

difficulties that arise several times during the process of coding.

Meanwhile, from the identified writing difficulties, appropriate writing

interventions can be a quick response in aiding the struggles of HumSS

learners in the writing process.

Al-Gharabally (2015) pointed out tips and suggestions to aid L2

learners with writing. The following suggestions were getting ideas by

brainstorming and discussion (i.e. planning and making idea maps), writing

ideas in note form, using questions to plan writing, writing a draft-learners can

be allowed to make rough drafts before producing the final draft, improving

the draft, devising and correcting checklists before handing in final draft,

comparing/ sharing ideas with other peer groups whilst writing, and

exchanging and reading each other’s work.

It is emphasized in the study of ________________ that most mistakes

of learners related to mechanics, grammar and usage will disappear once the

ESL student becomes more proficient in English, so mainstream teachers

need not focus too much attention on them. However, it is still a priority of the

mainstream teacher to help ESL students to improve in the more fundamental

aspects of writing well. This applies particularly to subject-specific genres

such as lab reports, persuasive essays, critical assessments of historical

figures, etc.

http://esl.fis.edu/teachers/support/mistakes.htm

Furthermore, motivation and encouragement are also important factors

in teaching writing to second language learners. Some of the ways to escalate

their interest to write can include short writing periods, “competitions” for the
best beginning, sharing a paper, and writing with students, pointing at good

starts and good organisation, and presenting rewards for the best final

papers. (look for: Grabe and Kaplan, 1996)

Identifying students' needs and difficulties

Significantly, AL Khairy (2013) emphasized the importance of the

diagnostic tests at the beginning of the semester in order to identify students'

problems and needs according to which the content of the program will be

tailored.

Chou (2011) also mentioned examples of the areas that should be

covered which are making students autonomous learners, exposing them to

different types of references, asking them to intensively read, and improving

their analytical skills. That is they should be trained how to write not merely

what to write.

Moreover, it is also emphasized by Richards (2019) that the primary

reasons why students avoid writing can be (1) students have a hard time

getting started and feel overwhelmed by the task, (2) students need to

concentrate to form letters: it is not an automatic process, (3) students

struggle to organize and use mechanics of writing, (4) students are slow and

inefficient in retrieving the right word(s) to express an idea, (5) students

struggle to develop their ideas fluently (poor ideation), (6) students struggle to

keep track of their thoughts while also getting them down on paper, (7)

students feel that the process of writing on paper is slow and tedious, (8)

students feel that the paper never turns out the way they want, (9) students

realize that the paper is still sloppy even though substantial time and effort

were spent, (10) students are dysgraphic, which causes multiple struggles at
the basic processing levels, and, (11) students are dyslexic, which causes

very poor spelling and interferes with automatic use of writing mechanics.

An article from Rough Draft Solutions (2017) titled “How to Beat 5

Common Writing Struggles”, identify the five common writing struggles were

thinking of a relevant topic, coming up with a catchy title, getting started

writing, being too wordy, and spending hours editing.

In a study of Abderraouf (2016) titled “Investigating EFL Students'

Writing Difficulties and Common Errors in Writing”, it is concluded that

improving students’ writing skill is a challenging task especially in the case of

foreign learners. The complexity of writing as a cognitive process requires

profound considerations to the rules, and careful use of the target language.

During writing composition, students generally hesitate to write, for they strive

to find the proper words, struggle with the grammar of the language, or they

may find punctuation difficult. Majority of errors found were in relation to

spelling, capitalization, punctuation and vocabulary (word choice).

Writing intervention is significant in the study of Boscolo, P., Arfe, B.,

and Quarisa, M. (2007). In this study, 52 undergraduate students of University

of Padua (Italy) were the participants for duration of 12 weeks. They practiced

academic writing by composing texts which were revised by the teachers, and

discussing the samples of academic texts. At the end of the intervention, it

was found out that ability of students to write a synthesis showed an

improvement.

Also, it is noted by Gordon (2008) that readings such as books,

journals, and even some websites are invaluable source on which learners
could rely to enrich their lexicon with academic vocabulary and expressions is

of great help.

However, the study titled “A Meta-Analysis of Writing Interventions for

Students with Learning Disabilities” by Gillespie A. and Graham S. (2014)

proved that writing interventions had a statistically positive impact on the

writing quality of students with learning disability.

Lastly, peer feedback as form of intervention is also emphasized in

improving students’ abilities. Plutsky and Wilson (2004) found out in their

study that peer feedback helped students become proficient writers. Yang et.

al. (2006) also proved that peer feedback is beneficial for the development of

students critical thinking, learner autonomy and social interaction among

students. Walkabayashi (2013) also mentioned that peer feedback made

learners engage in critical evaluation of peer text for the purpose of

exchanging help for revision.

Conclusions

In the light of the findings of this action research, the following

conclusions are drawn.

1. The most common difficulties committed by the participants when

developing a topic in Philippine Politics and Governance are

Grammatical Error, Inappropriate Use of Political Concepts, and

Inappropriate Choice of Vocabulary. It is also found out that

Unnecessary Shift in Tense (UST), Ambiguous Pronoun Reference

(APR), Loose Sentence (LS), Sentence Fragment (SF), Dangling

Modifier (DM), and Wordy Sentence (WS) are next in line.

 2. Significantly, most participants committed inappropriate use of political

concept in the three (3) phases of writing activity.

3. Participants of this study choose to develop their topics in the form of

Exposition, Narration, Analogy, and Examples/Illustrations. More so,

participants in this study also found it hard to develop a topic when

given a writing task in Philippine Politics and Governance due to

language constraints evident in their writing outputs.

4. Most of the participants failed to mention appropriate persons, events,

and concepts related to politics and current issues given the fact that

most current societal issues in this study are integrated in the topics in

Philippine Politics and Governance.

Recommendations

From the conclusions drawn, the following are hereby recommended.

1. Teachers of Araling Panlipunan, Philippine Politics and Governance,

and other related HumSS subjects should motivate students and

provide lessons that will develop their political and social awareness.

2. Teachers of Humanities and Social Sciences specializing in language

and communication are encouraged to provide HumSS learners

different activities that will enhance their language and communication

skills. This is to lessen students’ errors that will also make them provide

big discussion on political concepts when not apprehended by different

language limitations.

3. Students should also update themselves of the current societal issues

through reading newspapers, watching current news, and visiting

 different social media platforms that are news reliable and fact-base in

order to become aware of significant issues and events which are part

of their concern as HumSS learners.

4. Rigorous study on HumSS learners writing difficulties using other

research methodology is highly encouraged.

5. Further studies on the writing difficulties of HumSS learners in other

learning areas are recommended.

VI. ACTION PLAN

Research Concerns/ Objectives Targets Performance Budget

Indicator/
Activity Issues
Output

a. Acquisi- Availability Acquire Secure Signed N/A

tion of of the Permit to permit to Permit to
Permit to approving Conduct conduct Conduct
Conduct Immediate Action research Action
Action Superior Research and Research
Research parents’ and Revised
consent Action
Research
Proposal

b. Collection Availability Obtain Create Soft and Print 1,100.00

of Data of quantitative accurate copy of
Documents data on the data- Graphical
related to status of presentatio Presentation
the Morong n in non- of Data,
research NHS for linear form. Narrative
topic Education Reports and
4.0 in terms Pictorials
of different
aspects.

c. Analysis Availability Analyze Accurately Transcription 1,100.00

and of Written and analyze and s
Interpretation Outputs interpret interpret
of Data from data data from
HumSS HumSS
Learners learners’
written
output

d. No Arrive at Formulate Action N/A

Formulation issues/conc sound acceptable Research
of Findings, erns conclusion and sound Manuscript
Results and and findings out
Recommend recommend of the action
ation ations research.

VII. GANTT CHART

Research Activity June July August Sept

2019 2019 2019 2019

a. Acquisition of Permit to
Conduct Action Research

b. Collection of Data

c. Tabulation and /
Interpretation of Data

d. Formulation of Findings,
Results and
Recommendation

VIII. REFERENCES

Al Badi I. (2015) ACADEMIC WRITING DIFFICULTIES OF ESL

LEARNERS. The 2015 WEI Intl Academic Conference Proceedings.
Spain, Barcelona

Abderraouf, A. (2016) INVESTIGATING EFL STUDENTS' WRITING

DIFFICULTIES AND COMMON ERRORS IN WRITING. Retrieved
from:
https://www.academia.edu/29046914/INVESTIGATING_EFL_STUDE
NTS_WRITING_DIFFICULTIES_AND_COMMON_ERRORS_IN_WRI
TING on July 11, 2019.

Al Fadda, H. (2012). Difficulties in academic writing: From the

perspective of King Saud University postgraduate students. English
Language Teaching, 5(3),123-130.

Al-Gharabally, M. (2015). THE WRITING DIFFICULTIES FACED BY

L2 LEARNERS AND HOW TO MINIMIZE THEM. International Journal
of English Language and Linguistics Research Vol.3, No.5, pp.42-49,
August 2015 Published by European Centre for Research.
Ali Bakeer, A. (2018) Writing difficulties and new solutions: Blended
learning as an approach to improve writing abilities. Retrieved from
https://pdfs.semanticscholar.org/946f/90183397a02797983b2e357801
677cc3e428.pdf on July 11, 2019.

Al Murshidi, G. (2014). UAE university male students' interests impact

on reading and writing performance and improvement. English
Language Teaching, 7(9), 57-63.

Alsamdani, H. A. (2010). The relationship between Saudi EFL

students’ writing competence, L1 writing proficiency, and self-
regulation. European Journal of Social Sciences, 16(1), pp. 53-63.

Amin, S., & Alamin, A. (2012). Skills and strategies used in the
comprehension and production of academic writing in Taif University.
English Language and Literature studies, 2(3), 135-139.

Andrade, H. G. (2001). The Effects of Instructional Rubrics on

Learning to Write. Retrieved July 5, 2019, from
https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1630

Chou, L. (2011). An investigation of Taiwanese doctoral students'

academic writing at a U.S. University. Higher Education Studies, 1(2),
47-60.

Gordon, L. (2008). Writing and good language learners. In C. Griffiths

(Ed.), Lessons from good language learners (pp. 244-254).
Cambridge: Cambridge University Press.

Harvey, L. (2004-2019). Analytic Quality Glossary. Retrieved July 12,

2019, from
https://www.qualityresearchinternational.com/glossary/blendedlearnin
g.htm

http://www.sdkrashen.com/content/books/
sl_acquisition_and_learning.pdf

Second Language Acquisition and Second Language Learning,

Stephen D Krashen 1981, University of Southern California, First
printed edition 1981 by Pergamon Press Inc.

Lorcher, T. (2019) Skip to content Brief Overview of the Basic

Methods of Paragraph Development: Organization in Writing.
Retrieved from: https://www.brighthubeducation.com/help-with-
writing/34215-methods-of-paragraph-development/ on July 11, 2019.

Murry, R., Moore, S. (2006). The handbook of academic writing: A

fresh approach. Berkshire, England: Open University Press.

Pablo, J. & Lasaten, R. (2018). Writing Difficulties and Quality of

Academic Essays of Senior High School Students. Asia Pacific
Journal of Multidiciplinary Research, Vol. 6, No. 4, November 2018
Issue.

Paragraph development. (n.d.). Retrieved July 6, 2019, from

https://englishforuniversity.com/academic-writing/paragraph-
development/
Richards, R. (2019) Understanding Why Students Avoid Writing.
Retrieved from: http://www.ldonline.org/article/5892/ on July 10, 2019.

Richards (1990) The English Language Teaching Matrix: Cambridge

University Press.

Rieder, J. (2007) rev. (2011) AXES Method of Paragraph

Development. Retrieved from:
https://marshall.ucsd.edu/doc/doc3/AXESMethodParagraphDevelopm
ent.pdf on July 11, 2019.

Rough Draft Solutions (2017) How to Beat 5 Common Writing

Struggles. Retrieved from:
http://www.roughdraftsolutions.com/blog/2017/6/28/how-to-beat-5-
common-writing-struggles on July 10, 2019.

San Luis, G. (2019, July 4). Why good writing is always relevant.
Retrieved July 4, 2019, from https://business.inquirer.net/273633/why-
good-writing-is-always-relevant

Santos, E. (2018). Overcoming Writing Apprehension Through

Photovoice: Basis for Interdisciplinary Approach in Teaching Creative
Nonfiction.

Walkabayashi, R. (2013). The effects of the peer feedback process on

reviewer’ own writing. English Language Teaching, 6 (9), 177-192.
http://dx.doi.org/10.5539/elt.v6n9p177.

Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer
and teacher feedback in Chinese EFL writing class. Journal of Second
 Language Learning, 15 (3), 179-200.
http://dx.doi.org/10.1016/j.jslw.2006.09.004.

IX. FINANCIAL REPORT

The following are the expenses for the entire conduct of this

action research.

Item(s) Quantity Price/Unit Estimated Cost

1. Bond 3 200.00 600.00

Paper(Short)

2. Bond Paper 3 200.00 600.00

(long)

4. Print 1,000 1 1,000.00

Total Cost Php 2,200.00

APPENDIX A
PERMIT TO CONDUCT RESEARCH

Republic of the Philippines

 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
MORONG NATIONAL HIGH SCHOOL
(Grade 7 to 12)
Morong, Rizal

June 17, 2019

MARITES A. IBAŇEZ, CESO V

Schools Division Superintendent
Division of Rizal
Cabrera Road, Kaytikling, Taytay, Rizal

MADAM:

Greetings in the name of quality and inclusive education!

The undersigned is a Master Teacher of this High School who is eager to pursue her
action research entitled “Writing Difficulties of Humanities and Social Sciences
(HumSS) Learners in Philippine Politics and Governance”.

In this light, I would like to request permission from your office to conduct the said
study in her station/school.

Your positive response to this request will be a great help to the researcher. Thank
you very much in advance!

Very truly yours,

ENA JOSEL F. PORTILLO, MPA

Researcher

Noted:

ALLAN C. DILAGAN
Asst. School Principal II

Recommending Approval: APPROVED:

DR. EVELYN R. MINA MARITES A. IBAŇEZ, CESO V

Division Research Coordinator Schools Division Superintendent
APPENDIX B
LETTER FOR ADMINISTRATION OF THE STUDY

Republic of the Philippines

 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
MORONG NATIONAL HIGH SCHOOL
(Grade 7 to 12)
Morong, Rizal

August 13, 2019

SUBJECT TEACHERS
This High School

Sir/Madam:

Greetings in the name of quality and inclusive education!

The undersigned is a Master Teacher of this High School who is eager to pursue her
action research entitled “Writing Difficulties of Humanities and Social Sciences
(HumSS) Learners in Philippine Politics and Governance”.

In this light, I would like to request the twelve (12) HumSS learners whose names
are attach in this letter, to be excused in their classes today from 11:30 AM onwards.
Said students are the participants of the abovementioned research study.

Your positive response to this request will be a great help to the researcher. Thank
you very much in advance!

Truly yours,

ENA JOSEL F. PORTILLO, MPA

Researcher

Approved:

KRISTINE JOY S. PEDROSO, MAT

Assistant School Principal II

APPENDIX C
REQUEST LETTER FOR VALIDATION

Republic of the Philippines

DEPARTMENT OF EDUCATION
 Region IV-A CALABARZON
Division of Rizal
MORONG NATIONAL HIGH SCHOOL
(Grade 7 to 12)
Morong, Rizal

August 25, 2019

____________________

____________________

MADAM:

Greetings in the name of quality and inclusive education!

The undersigned is a Master Teacher of this High School who is eager to pursue her action
research entitled “Writing Difficulties of Humanities and Social Sciences (HumSS)
Learners in Philippine Politics and Governance”.

In this light, I would like to ask for your support by validating the attached instrument which
will be the main data of the study to answer the following research questions.

1. What are the writing difficulties committed by Grade Eleven HumSS learners
when developing a topic in Philippine Politics and Governance as revealed by the
different phases of coding?

2. How do Grade Eleven HumSS learners develop a topic when given a writing task
in Philippine Politics and Governance?

3. What enhancement and/or intervention may be done in order to address the

writing difficulties of Grade 11 HumSS learners when developing a topic in
Philippine Politics and Governance?

Your positive response, comments, and suggestions to will be a great help to the attainment
of the objectives of the study. Thank you very much in advance!

Very truly yours,

ENA JOSEL F. PORTILLO, MPA

Researcher

APPENDIX D
CERTIFICATION OF INSTRUMENT VALIDATION
Republic of the Philippines
DEPARTMENT OF EDUCATION
 Region IV-A CALABARZON
Division of Rizal
MORONG NATIONAL HIGH SCHOOL
(Grade 7 to 12)
Morong, Rizal

This is to certify that the content of the instrument that was used in the
action research of ENA JOSEL F. PORTILLO entitled “WRITING
DIFFICULTIES OF HUMANITIES AND SOCIAL SCIENCES (HUMSS)
LEARNERS IN PHILIPPINE POLITICS AND GOVERNANCE” has been
validated by the experts.

NAME POSITION SIGNATURE DATE

Morong NHS
RICHELLE ELAINE D.G. English Dept.
DELA ROSA Chairman
Head Teacher II

Morong NHS-SHS
CLARISE M. SAN JUAN
Master Teacher II

Morong NHS-SHS
KRISTINE JOY D.S. URRIZA
Master Teacher I

Morong NHS-SHS
DR. NENITA M. MATIGNAS
Master Teacher I

Morong NHS-SHS
ANABELLE E. PERALTA
Master Teacher I

APPENDIX E
LIST OF PARTICIPANTS
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
MORONG NATIONAL HIGH SCHOOL
(Grade 7 to 12)
Morong, Rizal
 The following is the list of participants in the study entitled “Writing
Difficulties of Grade Eleven Humanities and Social Science (HumSS)
Learners in Philippine Politics and Governance”

SECTION NAME OF HUMSS LEARNER

Lunag, Christian
Echo
Ello, Ferry Heart
Gutierrez, Alexis
Foxtrot
Competente, Abegael
Manalo, Ronel
Golf
De Leon, Kirstein Kyla
Francisco, Glifforddex
Hotel
De Leon, Din Ross Jen
De Vera, John Ryl
India
Casagan, Iana Carylle
Galanza, John Loyd
Juliet
Diaz, Kathlyn Monique

APPENDIX F
THE RESEARCH INSTRUMENT

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
MORONG NATIONAL HIGH SCHOOL
(Grade 7 to 12)
Morong, Rizal
OPEN CODING

Writing Activity Question No.1

With the moral belief that life is sacred against the aim to decrease heinous
crimes in the country, do you believe that it is about time for the reinstatement of
death penalty? Why or why not?
PARTICIPANT EXTRACT WRITING DIFFICULTY/
ERROR
Why death penalty is pushing back in Interrogatives
the country of the Philippines? To
what? To kill the bad people? What is
the difference to the bad people?

1 People life is very important. Because Run-On Sentence (ROS)

our life is giving by our glory Jesus. If Sentence Fragment (SF)
you see the other people is living in
the road, because they no have a
permanent work. But if you see their
face is still positive thinker in their life.

In our country we have so many poor. Unnecessary Shift in

And in the province we have a lot of Mood (USM)
poor, the number one work in the
province is fishing. Advice to the bad
people, you need to work hard to
reach that I want.
Life is sacred, life is beautiful, life is Unnecessary Article
important. If you truly believe that life Faulty Parallelism (FP)
is a precious like a diamond, do you
agree that we need to bring back
death penalty?
Loose Sentence (LS)
It is not the time for the reinstatement
of death penalty and never has a time
to bring back. Every crime that we do,
and we will do is paid by Him.
Everyone of us need a second
2
chance. Death penalty is not a solution
to solve and decrease heinous crimes.
Ambiguous Pronoun
Many Filipinos nowadays attempt Reference (APR)
crime because of poverty. Most Improper Use of Diction
especially Filipino youth who has that
kind of life, attempting crime at least
once. They say the youth is the key to
the next generation so if we agree of
the reinstatement of death penalty, it’s
like we’re killing the next generation.
3 Our society are experienced a lot of Unnecessary Shift in
heinous crimes right now and it Number (USN)
existing everyday. Heinous crimes is Unnecessary Shift in
the one problem of our country that Tense (UST)
 may lead to negativity, the crimes in Fragment
our society is increasing a lot of crimes
that can affect few individual. So that
is the death penalty should be answer
in all crimes?
Unnecessary Shift in
Death penalty needed a wise decision Tense (UST)
if it is necessary in society or not. A lot
of possible effects that can lead to
positive or negative in every society so
that the government should think
wisely if the death penalty is deserves
to be back right now.
Philippines is known as the one of the Ambiguous Pronoun
country that has many number of Reference (APR)
crimes. Many Filipinos, most of them S-V Agreement
believed that life is sacred so no one
have the rights to kill someone, or
anyone.
Unnecessary Shift in
Nowadays, there was a huge number Tense (UST)
crime. It increases day by day. Crime Faulty Coordination (FCO)
is an act that might get you in trouble. Periodic Sentence (PS)
4
Worst is, you may be involve in the Loose Sentence (LS)
bigger situation. There are so many Improper Use of Grammar
crimes that can be do by someone like
killing, shipping illegal things but the
most common is killing. When Marcos
was on his position, killing is a legal
act that controlled by the government.
In some ways, there is an advantage
and it lessen the people for doing such
things. But we can’t deny the fact that
it worsen the situation and before it
was lessen, the heinous crimes
already spread.
5 With the moral belief of the sacred life Improper Use of Grammar
I’ll favor in continuing the death Unnecessary Shift in
penalty or its time to reinstatement of Tense (UST)
death penalty.
Unnecessary Shift in
I’ve chosen to reinstatement of death Tense (UST)
penalty because many lives or human Improper Use of Diction
lives died just because of the heinous Ambiguous Pronoun
crime in the country. Although the life Reference (APR)
is a sacred but what if we could Zigzag Sentence (ZS)
sacrifice one life to a many life loss Wordy Sentence (WS)
just because of the criminal or heinous
crime. I know that the criminal already
done doing it would have a chance to
do it again when he/she was in the
freedom or when is outside in the jail.
That’s why I’m in the side of Loose Sentence (LS)
reinstatement of death penalty.
 I believe in my opinion that many of us
could do the same in me. Because I
think or I’ll depends on how many
suffer or lives loss than to one person
who doing a heinous crime.
For me, maybe the reinstatement of Sentence Fragment (SF)
death penalty is sacred right now to Wordy Sentence (WS)
our country because of the people
who, crimes nowadays is difficult to us
and to help our country that is time to
reinstatement of the death penalty to
give us chance to improve the self of
the Filipino. Dangling Modifier (DM)
Life is too short and it is important to Wordy Sentence (WS)
us that the life is sacred against the
6
aim to decrease heinous crimes in the
country so that the other people who is
doing the crime, do not do this. Death
penalty is a decrease heinous crime in
the country. Unnecessary Shift in
Tense (UST)
It is a time to due the death penalty to Improper Use of Diction
our country because of the people of a
crimes and the incidents will do
everyday.
Death penalty is known for legal killing
associated by the government.

The most common problem of our Loose Sentence (LS)

county is crime. Crime is an illegal act.
7 It deals with the action that doesn’t
depend on the situation it is voluntary
act someone.
Improper Use of Grammar
I disagree with this, because killing
not the key for the peaceful country.
8 Why do reinstatement of death penalty Unnecessary Shift in
if want to build a new life? Let’s give a Mood (USM)
chance to those people who do that Improper Use of Diction
crime.
Sentence Fragment (SF)
What if he do’s that crime because of Wordy Sentence (WS)
problem and no one can help here to
solve the problem that we have, it is
not a time we need a peaceful mind
and forget the bad memories that he Code Switch
had let’s give him a chance to correct Code Mix
the failure that he had, mahaba pa ang
panahon para makabawi sa lahat ng
nagawang kamalian, that we all
people nilikha para matutunan ang
pagkakamali not all goods. Improper Use of Diction

Give here a chance to take a new life

 not for his self it is for who give here a
chance to take her life better.
I do not favor death penalty on the Improper Use of Grammar
grounds that only God has the right to
judge this person.
Improper Use of Diction
9 In addition, the person still has
conscience remaining even when he is
guilty, he still has the opportunity to
change that he will never enjoy if he is
sentenced to death penalty.
As a student, the moral beliefs that our Unnecessary Shift in
life is very sacred, crime is the one Tense (UST)
who doing of one people, why need Unnecessary Shift in
have to decrease heinous crime of our Mood (USM)
country? Improper Use of Diction
They have crimes is example of Ambiguous Pronoun
raping, drugs, more people killing in Reference (APR)
10 our country. You can relate our beliefs
they you have not a crime.
Sentence Fragment (SF)
About in the beliefs are they finally to Grammar
relate of a past few days crime in our Improper Use of Ideas and
country. Death penalty is associated Concepts in Politics and
by the governance. Governance

Because the morale belief are the Loose Sentence (LS)

same of country are the reading of
systematically to the sacred.

With others believe to country are the Loose Sentence (LS)

same time you can see the country at
come which the statement of due to
11
the penalty, to relate the country are
you should be not crimes.
About the belief are the same time of
reinstatement because the finally to
relate of the countries is people to
saying the belief.
12 The death penalty is important
because the people have no idea for
death penalty, they are people make a
crime to innocent. Then the people
who cannot give a justice to that
crime, because of financial problem.
The heinous crime is a penalty to they
people have no peace of there heart.
Because we can need to justify there
opinion to see a crime or not. Because
some people can not afford there
voice. Because we scared to tell them
a true story of there suspect. And
Wordy Sentence (WS)
Dangling Modifier (DM)
Loose Sentence (LS)
Faulty Parallelism (FP)
Improper Use of Ideas and
Concepts in Politics and
Governance
Improper Use of Ideas and
Concepts in Politics and
Governance
Ambiguous Pronoun
Reference (APR)
Sentence Fragment (SF)
Improper Use of Grammar
Loose Sentence (LS)
 because he scared to tell them he pick
to quiet because we need to protect
our self.

AXIAL CODING

Writing Activity Question No.2

Culturally, Filipinos do give importance on the sanctity of marriage while some
believed that at this point, now is the time to legalize divorce in the country. What is
your stand on this issue?

PARTICIPANT EXTRACT WRITING DIFFICULTY/

ERROR
What divorce is need to legalize in our Interrogatives
country? And what is the purpose of
that if divorce is legalize in the
country?
Sudden Shift in Tense
The divorce is the major issues in our
society for the past years. Divorce
varied widely across historical period,
religious faiths and cultures but not in
1
the Philippines. But into other country,
Philippines have many religion we
have Christian, Muslim, Born Again,
and Iglesia ni Cristo. Divorce can
break a family and to change the
status of life of people. Maybe now
you are married but your mind is
change, because you’re not ready to
create a family.
Marriage is sacred, marriage is Improper Use of Diction
important to many people, so why
being married to someone you don’t
love? Why giving “I do’s” to someone
you don’t want to be with in the first
place? Improper Use of Diction

Most of the people say they fell out of

love but I can say to this “you cannot
2
unlove someone just like that”.
Marriage is as sacred like a church,
so if you do divorcing your partner, it
is like your vows to our Almighty God
is not true because you let your
promises be broken. So, for me I
don’t want to legalize divorce in our
country because in my own
perspective it is against God’s will.
3 A lot of Filipinos give value and Improper Use of Grammar
importance on the sanctity of
marriage. Marriage is necessary and
important in every partners because it
is the state of being wife and husband
 of a one partners but what if the
partners in life wants to separate to
their partners? Sentence Fragment (SF)
Improper Use of Grammar
Every partners should think wisely if
the divorce can help in their. And it is
needed a good decision if the divorce
can gave them freedom. In a
relationship, we should take a risk to
love each other. We should give
importance in one relationship.
Divorce is the act of voiding the Improper Use of Grammar
marriage in some reasons. It deals Shift in Pronoun
with the time, papers, and Improper Use of Ideas and
connections. Most of the Filipinos give Concepts in Politics and
importance on the sanctity of Governance
marriage. It is not legal in our country,
only the annulment. The paper,
4 gowns, the money that has been
already used is worthless when two
people file a case in annulment. While
divorce is two people filing case for
some reasons like separation for
freedom. As the time passes by, our
generation adopting the culture of the
other nation.
I think now is the time to legalize Ambiguous Pronoun
divorce in the country. Because many Reference (APR)
5 of our Filipinos wants to separate in
their partner legally. Because of some
problem or to marry somebody.
The marriage is important to the Improper Use of Grammar
Filipino women because of in the first
place his or her if you love the person
you will never file an divorce.
Improper Use of Ideas and
6
We need a lot of time to decide who Concepts in Politics and
we want to be with in our life. Divorce Governance
law would be contrary to the
constitutional and to protect the
marriage.
The effects of divorce on the Sentence Fragment (SF)
American culture are immense. Social
7
scientists have been studying this
effect for many years now.
8 People argue for the right of spouse Improper Use of Diction
to be happy and seek new partners
when the ones they chose turned out
to be the wrong choice. I too want
these spouses to be happy. But will
divorce make them happy? If we look
at statistics, we can observe the
divorcees frequently do not stop at
one. They get another and another.
 They’re really not happy.
Marriage is to last forever and vows Unnecessary Shift in Point
usually include the phrase, “til death of View (USPOV)
do us part”. These are the words that Interrogatives
most of us believed. Marriage is
regarded as a sacred union between
9 a man and a woman. Thus, what if
the love that a couple once shared
fades away? What if the love
becomes weak and unstable as time
passes by? What if life full of misery
would be the divorce?
For me, marriage is meant to last and Sentence Fragment (SF)
forever, regarded union between a Improper Use of Ideas and
man and woman. Divorce is be a Concepts in Politics and
10
legalize in Philippines. Divorce Governance
marriage giving a couple of the
freedom born in relationship.
Because marriage is a point of views Sentence Fragment (SF)
the country is about the time to Loose Sentence (LS)
legalize in the country. Some believed
11 that the point is every time a most
information on the sanctity of
marriage will be happen to the divorce
in the country.
In the Philippines the only of the other Loose Sentence (LS)
country is illegal to do so. The Improper Use of Diction
purpose measure is also to support Improper Use of Ideas and
the main sponsor to legalize the Concepts in Politics and
12 divorce of the marriage of two people. Governance
The legalize divorce is the reason
why are kids are feel bully to other
kids because of there parent is cannot
love each other.

SELECTIVE CODING

Writing Activity Question No.2

The previous administration of Pres. Aquino firmly stands on our claim on the
West Philippine Sea issue raising it to International Tribunal. However, Pres. Duterte
put the territorial dispute at the side of the table while expanding economic ties with
China. Do you think it is better to set aside the issue with regards to this territorial
dispute? Why or why not?

PARTICIPANT EXTRACT WRITING DIFFICULTY/

ERROR
The International Tribunal is a kind of Misspelled Word
low about the sea. International court Improper Use of Diction
1 tried individuals accused of crimes Improper Use of Ideas and
against humanity and war crimes. Concepts in Politics and
Governance
2 It is better to just set aside the issue Improper Use of Grammar
 than having a war with China. Being a Improper Use of Diction
Filipino citizen I agree to set aside the
issue to avoid any conflict. Set asiding
this issue is better than having a war,
cause we know that if we fight to the
Chinese we don’t have enough
weapons to go against them. Improper Use of Grammar

So if we know it better I agree to Pres.

Duterte to set aside this matter. Being
a Filipino students we also knowing
the importance of our country to never Improper Use of Grammar
be ruined by the other country.

Set asiding something is better than

fighting for nothing. Set asiding is like
we’re thinking for better solution.
Philippines has a great relationship Improper Use of Grammar
with China. However, our country Loose Sentence (LS)
received a lot help of China that
cause of expanding economic ties.
But our President Duterte give
3
permission to China that they can go
in the West Philippine Sea.
Philippines and China has
encountered an issue regarding the
territorial dispute.
West Philippine Sea is part of the Improper Use of Ideas and
territory of the Philippines. Owning the Concepts in Politics and
part of the country is considered as Governance
our territory.

Our Pres. Aquino stands on our

claims on the West Philippine Sea. As Ambiguous Pronoun
the time passes by, and our Reference (APR)
administration changed. President
4
Duterte set aside the issue about the
territory claiming and he’s focusing on
the expansion on the economic ties
with China. Expanding the
connections between two countries.
Our President wants a good
relationship to China. Besides, he
doesn’t want to ruin the ties that lie
along the two countries.
I think no, not to set aside the issue of Improper Use of Grammar
West Philippine. There’s so much S-V Agreement
5 natural resources in that area. Like a
natural gas or the other organism
living in that area.
6 Philippine Sea are being discussed at Improper Use of Grammar
length in the media these days, and S-V Agreement
the marine resources of the South
China Sea. Permanent loss of coral
 reef in human history as well as
marine.
It is hard to defense something that Improper Use of Grammar
has really label that tells us that it is Improper Use of Diction
our if we are going to argue about this
issue we need to move accurately so
that we will win this discussion.
7 Improper Use of Grammar
The Philippines had obtain a 400
million dollars loan from China to fund
the project, and sourced the rest of
the capital requirement from the
Development Bank of the Philippines.
No, we cannot set aside that kind of Dangling Modifier (DM)
issue because first of all we realized
8 that putting disputes aside and
seeking cooperation with China brings
most benefits to our country.
For me yes, favor because as a Improper Use of Grammar
person President Duterte also needs Improper Use of Diction
rest so he can think and fix problems,
just as we make organized decisions,
because we know the consequences.
9
By doing that, the two countries would
not be hot for the issue, but there will
be a sincere solution to the problem
that is organized and guaranteed.
As a student, President Benigno Improper Use of Grammar
Aquino is a leader of a developing
country heavily dependent in China.
He become the only President who
brought China to court over a dispute
involving the South China.
10
Improper Use of Grammar
The Aquino administration is to
proceeding after a stand off between
the Philippine and Chinese Vessels.
Because the economic should be the
attract of China Sea.
11 As a student, President Bonifacio Misspelled Word
Aquino is are the leader of country is Dangling Modifier (DM)
the same time will be happen to
China is the distruck to avoid the Incorrect Political Terms
issue is country will be the point the
raising to International Tribunal are
not distruck the international
economic.
Improper Use of Diction
The expanded to China are the
President Duterte. I will be happening
to see to the point the really inside of
the country are the same time to
China see can be the terror aside
 from the better than to see.
The West Philippine Sea is increasing
the pressure of policy of his own Pres.
Rodrigo Duterte has be praise the
12 sectors of the West Philippines Sea
and the country of China. Therefore,
the West Philippines and China it
have a war.
Improper Use of Grammar
S-V Agreement
Improper Use of Ideas and
Concepts in Politics and
Governance