English Writing Skills and Challenges of Grade 12 HUMSS Students: Basis for an Intervention Program

ABSTRACT : This study examined the level of English writing skills of Grade 12 Humanities and Social Sciences (HUMSS) students in terms of vocabulary, coherence, and grammar, as well as the challenges they encountered in writing. Using a descriptive quantitative design, data were gathered from 105 HUMSS students through a writing task assessed using rubrics and a survey questionnaire on writing challenges. Results indicated that the students demonstrated a proficient level of writing skills across vocabulary, coherence, and grammar. The most prominent challenges reported were difficulty in presenting strong and convincing arguments, lack of confidence in writing, and challenges in vocabulary and grammar. No significant differences were found in writing skills and challenges when grouped according to sex and age. Moreover, no significant relationship was established between the level of writing skills and the challenges encountered. Based on the findings, an intervention material was proposed to further enhance students’ English writing proficiency.

KEYWORDS : English writing skills, HUMSS students, vocabulary, coherence, grammar, writing challenges