This study determines the composition writing skills of senior high school students. The respondents consist of 88 Grade 11 Humanities and Social Science (HUMSS) students representing the Aurora Senior High School. Descriptive correlation design, Pearson r, t test and tabular value were used to analyze the data. The result of the study revealed that self-interest, peers, parents, school administration and teachers’ support, as well as social media are factors that help in improving the writing performance of the students. It was observed that the students are remarkably weak in grammar, paragraph structure and voice but they are good in observing the structure (introduction, body, conclusion, mechanics, word choice) of a written composition. Concomitant to this study, it was found out that not all students having above fair grade in English 11 are good writers. The researchers recommend that the support of teachers, school administration, peers and parents, students’ interest and use of social media should be given consideration for the continuous development of the learners in composition writing. Teachers should give appropriate attention to teaching of grammar, paragraph structure and voice of students’ written composition. The use of gadgets relative to the academic-related activities of the students should be properly monitored and supervised.
Grammar, composition, macro skills, academic performance, English language
