Post-Pandemic Writing Skills of Senior High School Honor Students: A Content Analysis

Abstract

This study aimed to explore the social and cultural factors influencing writing skills and determine the common errors senior high school honor students commit post-pandemic. The researcher used qualitative content analysis. The study was conducted during the school year 2022-2023. Using the purposive sampling technique, the researcher chose seven participants based on the set inclusion and exclusion criteria. The participants were given tasks to write a total of 21 essays, which were content analyzed. Five themes emerged regarding the social and cultural factors. These were the value of relationships, time management, long–term effects of the pandemic, and challenges in communication and information. Using Keshavarz's error analysis with the omission, addition, substitution, and permutation indicators, the researchers found that the participants committed 461 errors, where substitution had the highest frequency, with 188 errors, corresponding to 40.78%. In comparison, permutation had nine errors, corresponding to 1.95%. These findings suggest that academic institutions may plan and innovate writing interventions to enhance students' English writing skills, including honor students. It also confirmed previous studies' findings that the two-year non-face-to-face classes significantly affected students' abilities, mainly writing.