Voices Behind the Pen: Exploring the Difficulties of Senior High School Students in Creative Writing in Cawayan West District
DOI:
https://doi.org/10.5281/zenodo.21757767Keywords:
creative writing, writing difficulties, senior high school students, phenomenological study, coping mechanismsAbstract
This phenomenological study explored the lived experiences, difficulties, personal factors, and coping mechanisms of Senior High School students in Cawayan West District, Masbate Province, in relation to creative writing. Using a qualitative research design, data were gathered through semi-structured interviews with eight (8) purposively selected students and analyzed using thematic analysis. The findings revealed that students experienced creative writing as both challenging and enjoyable, contributing to the development of writing knowledge, creativity, and self-expression. However, they encountered significant difficulties in grammar, spelling, sentence construction, idea organization, and understanding literary concepts such as metaphor and simile. Environmental and socioeconomic barriers, including physical exhaustion, hunger, and livelihood responsibilities, further hindered their learning. Personal factors such as interest, motivation, confidence, and environmental inspiration influenced their engagement and performance in writing tasks. Students employed various coping mechanisms, including seeking academic support from teachers and peers, utilizing online resources, independent learning, and self-regulated learning strategies such as recording and reviewing lessons. The study concluded that creative writing instruction should be holistic, integrating explicit instruction in foundational skills, scaffolded learning activities, and context-sensitive teaching approaches that consider students' lived realities. The insights drawn from students' experiences highlighted the importance of strengthening foundational writing skills, fostering creativity and self-expression, creating supportive learning environments, and promoting independent and self-regulated learning. The study recommends the implementation of Project LAeAG (Learning through Authentic Adventure and Audience–Based Goal Setting), a writing enhancement program that connects writing tasks to students' real-life experiences, to improve their writing proficiency, engagement, and confidence.
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