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DEFINE

This section presents the aim, objectives, statement of the problem, and a review of related

literature supporting the most prevalent problems identified in the initial findings.

The study aims to investigate and address the challenges faced by first-year Bachelor of

Secondary Education Major in English (BSED-English) students at Northern Bukidnon State College

in writing academic texts with clarity, coherence, and proper structure. While elements such as

grammar, vocabulary, and spelling are fundamental, this research places greater emphasis on the

structural aspect of writing specifically, structuring a text implies separating it into an introduction,

main body, and conclusion and visualizing this division through paragraphs. In terms of coherence,

linking ideas seems to be central (Taye and Mengesha, 2024). Incorporating text structure

knowledge into reading and writing instruction can significantly improve educational outcomes, as

evidenced by various studies and interventions (He, 2023).

Initial findings were based on writing samples and interviews conducted with fifteen first-year

BSED-English students. These revealed a common struggle among students to organize their ideas

effectively. Their writings were often marked by mixed-up thoughts, missing transitions, and

paragraphs that lacked singular focus. Many respondents admitted confusion about how to begin or

end a paragraph, often including too many unrelated ideas in one section or shifting topics abruptly

without clear linkage. As one student stated during the interview: “Usahay, kabalo ko nga naa jud

dapat paragraphs, pero diko sure unsaon nga mag connect sila ug sakto para akong mga idea mag

sunod na ang flow” (Sometimes, I know there should be paragraphs, but I'm not really sure how to

connect them properly so my ideas flow). Many students struggle with recognizing and applying

cohesive devices and structural elements in their writing, which can lead to disorganized narratives

and unclear arguments (Nurhayati, 2024). Another similar sentiment: “Kana ganing ang idea kay

naa ra sa akong ulo, pero kung isulat na nako bita kay feeling nako nag sagol-sagol” (It’s like I have

the ideas in my head, but when I try to write them down, it just feels disorganized). Text structure
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serves as a framework for organizing ideas, which is crucial for effective writing. Studies show that

teaching text structures, such as problem-solution and compare-contrast, significantly improves

students' writing composition skills and reduces anxiety associated with writing tasks (Algaragere &

Al-Khawaldeh, 2023).

According to Sulaiman et al., (2023), despite these challenges, some students may perceive

their difficulties differently, often underestimating the impact of structural issues compared to

grammar or vocabulary problems. Many students struggle with arranging their ideas logically,

leading to illogical sequences in their writing. These accounts reflect a deeper issue of translating

mental concepts into a structured and coherent form of writing. Poor Organization: Many students

struggle with structuring their essays logically, leading to illogical sequences of ideas (Thao &

Quyên, 2020). This disorganization can confuse readers and detract from the clarity of the argument.

Based on initial observations and student engagement during the Empathize stage, it was

found that many first-year BSED-English students struggle significantly with organizing their written

ideas. Their outputs often reflect mixed-up thoughts, missing transitions, and unfocused paragraphs.

Common problems include difficulty in beginning or ending a paragraph, placing too many ideas

within one paragraph, or shifting topics abruptly. These struggles point to a lack of awareness and

skills in structuring academic texts, which negatively affects the coherence and clarity of their writing.

Guided by these initial observations, the study sought to answer two central research

questions:

1. Is there a need to improve the text structure and coherence in the academic writing of first-

year BSED-English students enrolled at the Institute for Teacher Education, Northern

Bukidnon State College?

2. Which specific aspects of text structure and coherence were least mastered by the first-year

BSED-English students enrolled in the Institute for Teacher Education at Northern Bukidnon

State College?
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The initial findings of the analysis reveal significant structural weaknesses in students’ writing,

particularly in their ability to craft effective introductions and conclusions. Most students struggled to

present a clear and engaging opening statement that establishes the context and purpose of the

essay. This lack of a strong introduction suggests a limited understanding of how to effectively frame

the topic and guide the reader into the discussion. Additionally, some essays lacked a coherent

concluding sentence that summarizes or ties back to the main ideas, further reflecting challenges in

structuring their written work. The introduction emerged as the weakest area, underscoring the need

for targeted instruction in this aspect of essay writing. A poorly developed introduction weakens the

entire essay by failing to establish direction and relevance (Hyland, 2003). These problems suggest

that students require more instruction and modeling in how to construct purposeful introductions and

conclusions that clearly frame and complete their arguments.

In terms of coherence, the output of the respondents was rated as generally good. However,

based on the data, the respondents can improve on formulating clear thesis statements to guide

their essays and develop arguments with sufficient explanations, examples, and logical reasoning.

Writing instruction that incorporates text structure knowledge can enhance students' ability to

produce coherent and well-organized written work (Bonnie J.F et al., 2023). Nevertheless, their

current knowledge and skill on coherence poses little to no issue. This lack of a focused thesis

weakens the coherence of the entire text, as it becomes unclear what position the student is arguing

for (Tribble, 1996). This lack of elaboration compromises the persuasiveness and clarity of the

writing (Van Eemeren et al., 2002). A weak or unclear thesis statement undermines the entire

essay's focus and coherence (Tribble, 1996). A common challenge is formulating a clear thesis

statement and effective topic sentences, which are crucial for guiding the reader through the text

(Nenotek et al., 2022).

The underdevelopment of arguments, characterized by a lack of explanations, examples, and

logical reasoning, directly impacts the persuasiveness and clarity of the writing (Van Eemeren et al.,

2002). These issues indicate a need for focused instruction on writing strong, debatable thesis
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statements and developing arguments through logical reasoning and supporting details to enhance

coherence throughout the essay.

The analysis of students’ written outputs highlights that while there is some evidence of

foundational writing skills, the overall quality of text structure remains barely acceptable. Significant

weaknesses were observed in key structural elements, particularly in the formulation of introductions

and conclusions. Many students struggled to create engaging and purposeful opening statements,

often failing to establish a clear context and direction for their essays. Conclusions were similarly

problematic, with a number of students either omitting them or failing to effectively summarize or tie

back to the main points, resulting in essays that feel incomplete and unfocused.

Though coherence was generally rated as good, further analysis reveals that this strength is

somewhat superficial. Students often lacked a clear and focused thesis statement to guide their

arguments, and their body paragraphs frequently contained underdeveloped ideas, lacking sufficient

explanations or examples. This undermines both the persuasiveness and the logical flow of their

writing.

The implications of these findings suggest that students require targeted instruction in text

structure specifically in crafting strong thesis statements, organizing supporting ideas logically, and

composing purposeful introductions and conclusions. Without these skills, the overall effectiveness

and clarity of their writing remain limited. As it stands, the current level of proficiency in text structure

is barely acceptable, indicating a clear need for focused pedagogical intervention.