Unveiling Grammatical Errors and Reasons for Difficulties in Writing Application Letters Toward a Learning Intervention

This study examined the grammatical errors and factors contributing to writing difficulties among Grade 11 students of Bambang National High School during School Year 2024–2025. Using a Basic Qualitative Research Design, the study employed Content Analysis and the Error Analysis approach to examine students’ application letters and responses to an open-ended question. Forty students participated, with seventeen responses selected for qualitative analysis based on data saturation. Findings revealed 67 grammatical errors, with misformation as the most frequent, followed by omission, addition, and misordering. Grammar and correctness were identified as the main reason of writing difficulty by 70.6% of participants, alongside pressure, organization, and limited word choice. Based on these findings, a grammar-focused learning intervention was developed, incorporating error-focused workshops, mini-lessons, SRSD-guided practice, and layered feedback. The intervention aimed to improve grammatical accuracy, confidence, and independence in writing formal application letters.