This research aimed to identify the common difficulties in using transitional devices of 35 Grade 11 General Academic Strand students in terms of addition, contradiction, condition, effect and example. The researcher employed quasi-experimental method. The data obtained were used to develop an intervention material that enhanced students' performance in English with the use of transitional devices. The intervention material was validated by the experts and strongly agreed on the content, adequacy of scope, and appropriateness of the material. After which, the validated activities were introduced to the participants to improve their writing difficulty. Findings show that the students have difficulties in using transitional devices in each category. Generally, students have improved in using appropriate transitional devices after the intervention was implemented. The intervention material used in the study may be proposed to the Department of Education as supplementary teaching material to assist English teachers in helping learners improve their writing performance.