Linguistic features of the writing competence of the alternative learning system students

• Published in: Journal of Education and Learning (Yogyakarta, Indonesia) Vol. 19; no. 4; pp. 2128 - 2138
• Main Authors: Barbecho, Emardy T., Gorro, Ken D., Comeros, Jihan S., Capuno, Gypsy Rose J.
• Format: Journal Article
• Language: English
• Published: 01.11.2025
• ISSN: 2089-9823; 2302-9277
• DOI: 10.11591/edulearn.v19i4.22862

This study examines the linguistic proficiency of the Philippines alternative learning system (ALS) learners, focusing on their writing skills. ALS offers flexible education through school-based and community-based modalities, using standard modules across various subjects. An assessment titled “The students’ greatest responsibility” showed that the linguistic development level (LDL) for two schools was “developing,” with a weighted mean score of 79%, indicating that basic writing skills are still being developed. Two additional schools had students at the “approaching proficiency” level, with mean scores of 81% and 82%, reflecting basic discourse competence. Identified errors reveal implications for the ALS curriculum: cognitive problems, such as difficulties in generating ideas and organizing thoughts, suggest a need for activities that enhance critical thinking and creativity. Graphomotor issues, including writing short sentences and slow writing, indicate potential motor skill difficulties affecting written expression. Problems with paragraph unity, including cohesion and coherence, highlight a need for better writing structure and organization. Addressing these issues through targeted curriculum interventions could improve students’ academic performance and confidence, enhancing their readiness for further education and employment.