Difficulties and Strategies in Producing English Writing Text: What do EFL Students’ Perceive? What do EFL Students’ Perceive?
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
https://orcid.org/0000-0001-9730-8818
Eka Yuni Kurniati Sholihatul Hamidah Daulay
Abstract
This study aimed to discover the EFL students' viewpoints on the difficulties they encountered when writing in English, as well as their strategies for overcoming these hurdles. This study was conducted on EFL students in a senior high school in Medan. This research involved the involvement of twenty-nine eleventh-graders. The researchers utilized a questionnaire and an interview to collect data following their research themes. The questionnaire aims to identify the barriers students face when writing in English. The questionnaire was sent using a Google form with closed-ended questions based on Bryne's (1988) categories and a five-point Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree). Subsequently, an interview was conducted with a subset of participants (n = 5) specifically chosen to elicit further information about their strategies for overcoming writing difficulties. The interview was recorded using a cell phone by the researchers. Before data processing, the audio cassette was transcribed word-for-word. Thus, data collected with three instruments were analyzed using three approaches: frequency count for questionnaire data and content analysis for interview data. According to the findings, students encountered linguistic (grammar, vocabulary, language use, sentence construction) and psychological issues when composing English texts (lack of teacher instruction and feedback). There are no cognitive appearance issues. The students use mind mapping, translating materials from Indonesian to English, maintaining practice, and peer evaluation to overcome their writing difficulties. This research was expected to contribute to minimizing the difficulties experienced by students in writing English through the strategy revealed in this study
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright (c) 2023 Devika Adelita, Eka Yuni Kurniati, Sholihatul Hamidah Daulay
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Ahmed, A. H. (2010). Students’ problems with cohesion and coherence in EFL essay writing in Egypt: Different perspectives. Literacy Information and Computer Education Journal, 1(4), 211–221. https://doi.org/10.20533/licej.2040.2589.2010.0030 DOI: https://doi.org/10.20533/licej.2040.2589.2010.0030
Alexander, P. A., & Jetton, T. L. (1996). The role of importance and interest in the processing of text. Educational Psychology Review, 8(1), 89-121. DOI: https://doi.org/10.1007/BF01761832 DOI: https://doi.org/10.1007/BF01761832
Alisha, F., Safitri, N., & Santoso, I. (2019). Students’ difficulties in writing EFL. Professional Journal of English Education, 2(1), 20-25.
Al-Gharabally, M. (2015). The writing difficulties faced by L2 learners and how to minimize them. International Journal of English Language and Linguistics Research, 3(5), 42-49.
AlHassan, L., & Wood, D. (2015). The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: A quantitative research study. Journal of English for Academic Purposes, 17, 51-62. DOI: https://doi.org/10.1016/j.jeap.2015.02.001
Al-Issa, A. (2017). English as a medium of instruction and the endangerment of Arabic literacy: The case of the United Arab Emirates. Arab World English Journal (AWEJ), 8(3), 3-17 DOI: https://doi.org/10.24093/awej/vol8no3.1
Al-Jaro, M. S., Al-Quiadhi, A. M., & Ramadhan, K. Y. (2016). The Effect of Prewriting Techniques on Yemeni EFL Tertiary Learners’ Writing Skills. Academic Journal, 112– 126.
Anwar Siddiqui, M. (2015). Evaluating capitalization errors in Saudi female students' EFL writing at Bisha University. Arab World English Journal (AWEJ), 6(1), 232-250. DOI: https://doi.org/10.24093/awej/vol6no1.19
Alsalami, A. I. (2022). Challenges of Short Sentence Writing Encountered by First-Year Saudi EFL Undergraduate Students. Arab World English Journal (AWEJ), Vol.13. DOI: https://doi.org/10.31235/osf.io/etw3d
Al-samdani, H.A. (2010). The Relationship between Saudi EFL Students’ Writing Competence, L1 Writing Proficiency, and Self-regulation. European Journal of Social Sciences, 16(1), 53-63.
Al-Zyoud, A. A., Al Jamal, D., & Baniabdelrahman, A. (2017). Mind mapping and students' writing performance. Arab World English Journal (AWEJ) Volume, 8. DOI: https://doi.org/10.2139/ssrn.3094556
Ariyanti, A., & Fitriana, R. (2017). EFL students’ difficulties and needs in essay writing. Advances in Social Science, Education and Humanities Research. International Conference on Teacher Training and Education 2017 (ICTTE 2017), Surakarta, Indonesia. https://doi.org/10.2991/ictte-17.2017.4 DOI: https://doi.org/10.2991/ictte-17.2017.4
Ashrafzadeh, A., & Nimehchisalem, V. (2015). Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing. Journal of Language Teaching & Research, 6(2). DOI: https://doi.org/10.17507/jltr.0602.07
Bader, M., Burner, T., Iversen, S.H., & Varga, Z. (2019) Student perspectives on formative feedback as part of writing portfolios, Assessment & Evaluation in Higher Education, 44:7, 1017-1028, DOI: 10.1080/02602938.2018.1564811 DOI: https://doi.org/10.1080/02602938.2018.1564811
Baker, K. M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education, 17(3), 179-192. DOI: https://doi.org/10.1177/1469787416654794
Boonyarattanasoontorn, P. (2017). An investigation of Thai students’ English language writing difficulties and their use of writing strategies. Journal of Advanced Research in Social Sciences and Humanities, 2(2), 111-118. DOI: https://doi.org/10.26500/JARSSH-02-2017-0205
Brian Tomlinson, 2005. “English as a Foreign Language” in Eli Hinnkell “Handbook of Research in Second Language Teaching and learning”. London: Lawrence Erlbaum Associate, Publisher.
Bryne, D. (1988). Teaching Writing Skill. London: Longman Group Limited
Budd, J. W. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35(1), 35–46. DOI: https://doi.org/10.3200/JECE.35.1.35-46
Bukhari, S. S. F. (2016). Mind mapping technique to enhance EFL writing skill. International journal of linguistics and communication, 4(1), 58-77. DOI: https://doi.org/10.15640/ijlc.v4n1a7
Bulqiyah, S., Mahbub, M., & Nugraheni, D. A. (2021). Investigating Writing Difficulties in Essay Writing: Tertiary Students' Perspectives. English Language Teaching Educational Journal, 4(1), 61-73. DOI: https://doi.org/10.12928/eltej.v4i1.2371
Casanave, C., & Hubbard, P. (1992). The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes,11(1), 33–49. https://doi.org/10.1016/0889-4906(92)90005-U DOI: https://doi.org/10.1016/0889-4906(92)90005-U
Ceylan, N. O. (2019). Student perceptions of difficulties in second language writing. Journal of Language and Linguistic Studies, 15(1), 151-157. DOI: https://doi.org/10.17263/jlls.547683
Coulmas, F., 2003. Writing Systems: An Introduction to Their Linguistic Analysis. Cambridge University Press, Cambridge. DOI: https://doi.org/10.1017/CBO9781139164597
Cooley, L., & Lewkowicz, J. (1995). The writing needs of postgraduate students at the University of Hong Kong: A project report. Hong Kong Papers in Linguistics and Language Teaching, 18, 121–123.
Cooley, L., & Lewkowicz, J. (1997). Developing awareness of the rhetorical and linguistic conventions of writing a thesis in English: Addressing the needs of EFL/ESL postgraduate students. In A. Duszak (Ed.), Culture and styles of academic discourse (pp. 113–129). Mouton de Gruyter. DOI: https://doi.org/10.1515/9783110821048.113
Cresswell, A. (2000). Self-Monitoring in Student Writing: Developing Learner Responsibility. ELT Journal, 54(3), 235-244. DOI: https://doi.org/10.1093/elt/54.3.235
Creswell, J.W., & Creswell, J.D. (2017). Research Design, Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?. Higher education, 62(3), 279-301. DOI: https://doi.org/10.1007/s10734-010-9387-6
Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children’s writing and understanding of letters. Early Childhood Research Quarterly, 23(4), 467–478. https://doi.org/10.1016/j.ecresq.2008.05.002. DOI: https://doi.org/10.1016/j.ecresq.2008.05.002
Duha, M. (2022). Students’ Difficulties in Writing Descriptive Text. FAGURU: Jurnal Ilmiah Mahasiswa Keguruan, 1(2), 13-25.
Durga, S. S., & Rao, C. S. (2018). Developing students’ writing skills in English. Journal for Research Scholars and Professionals of English Language Teaching, 2(6), 1–69.
Ellen Lavelle & Kathy Bushrow (2007) Writing Approaches of Graduate Students, Educational Psychology: An International Journal of Experimental Educational Psychology, 27:6, 807-822, DOI: 10.1080/01443410701366001 DOI: https://doi.org/10.1080/01443410701366001
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors, and suggestions. Journal of Education and Social Sciences, 4(2), 81-92. DOI: https://doi.org/10.20547/jess0421604201
Fithriani, R. (2017). Indonesian Students' Perceptions of Written Feedback in Second Language Writing. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/87
Farooq, M. S., Uzair-Ul-Hassan, M., & Wahid, S. (2020). Opinion of second language learners about writing difficulties in English language. South Asian Studies, 27(1).
Ghabool, N., Mariadass, M. E., & Kashef, S. H. (2012). Investigating Malaysian ESL students’ writing problems on conventions, punctuation, and language use at secondary school level. Journal of Studies in Education, 2(3), 130-143. DOI: https://doi.org/10.5296/jse.v2i3.1892
Haider, G. (2012). An insight into difficulties faced by Pakistani student writers: Implications for teaching of writing. Journal of Educational and Social Research, 2(3), 17-17.
Hajeid, M. R. (2018). Developing students essay writing. Canadian Center of Science and Education, 11(12), 101–105. https://doi.org/10.5539/elt.v11n12p101 DOI: https://doi.org/10.5539/elt.v11n12p101
Hama, F. M. (2021). An investigation into the difficulties of using transitional words in Kurdish EFL students’ writing at the university level. UKH Journal of Social Sciences, 5(1), 107- 117. DOI: https://doi.org/10.25079/ukhjss.v5n1y2021.pp107-117
Hansen, J., & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, 59, 31–38. DOI: https://doi.org/10.1093/elt/cci004
Ismayanti, E., & Kholiq, A. (2020). An Analysis of Students’ Difficulties in Writing Descriptive Text. E-link Journal, 7(1), 10-20. DOI: https://doi.org/10.30736/ej.v7i1.260
Jabali, O. (2018). Students’ attitudes towards EFL university writing: A case study at An-Najah National University, Palestine. Heliyon, 4, 1–25. https://doi.org/10.1016/j.heliyon.2018. e00896 DOI: https://doi.org/10.1016/j.heliyon.2018.e00896
Jacobs, H. L., Zinkraf, S.A., Wormuth, D.R., Hartfiel, V.F., & Hughey, J.B. (1981). Testing ESL composition: A practical approach. Rowley. Mass.: Newbury House.
Keumala, M., Firdani, F., Ismail, N. M., Ramadhani, H., & Idami, Z. (2019). Strategies Fashioned by EFL Students in Enduring Academic Writing. Proceedings of EEIC, 2, 42-49.
Kim, Y. S. G., Yang, D., Reyes, M., & Connor, C. (2021). Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students. Educational Research Review, 34, 100408 DOI: https://doi.org/10.1016/j.edurev.2021.100408
Kurniati, E. Y., & Rahman, B. I. (2021). Errors in EFL Students' Reflective Journal Writing on Online Blogging: A Review. Journal of Community Research and Service, 5(2), 62-70. https://doi.org/10.24114/jcrs.v5i2.28219
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23-40. doi:http://dx.doi.org/10.1007/BF03173109 DOI: https://doi.org/10.1007/BF03173109
Kroll, B. (1990). Second language writing (Cambridge applied linguistics): Research insights for the classroom. Cambridge, UK: Cambridge University Press DOI: https://doi.org/10.1017/CBO9781139524551
Lai Ping Florence Ma (2020): Writing in English as an additional language: challenges encountered by doctoral students, Higher Education Research & Development, https://doi.org/10.1080/07294360.2020.1809354 DOI: https://doi.org/10.1080/07294360.2020.1809354
Latif, M. M. A. (2012). Sources of L2 writing apprehension: A study of Egyptian University Students. Journal of Research in Reading, 00(00), 1–19. https://doi.org/10.1111/j.1467- 9817.2012.01549.x
Lin, L. H., & Morrison, B. (2021). Challenges in academic writing: Perspectives of Engineering faculty and L2 postgraduate research students. English for Specific Purposes, 63, 59-70. DOI: https://doi.org/10.1016/j.esp.2021.03.004
Loretto, A., DeMartino, S., & Godley, A. (2016). Secondary students' perceptions of peer review of writing. Research in the Teaching of English, 134-161.
Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer's own writing. Journal of second language writing, 18(1), 30-43. DOI: https://doi.org/10.1016/j.jslw.2008.06.002
Mäkipää, T. (2021). Students’ and teachers’ perceptions of self-assessment and teacher feedback in foreign language teaching in general upper secondary education – A case study in Finland, Cogent Education, 8:1, DOI: 10.1080/2331186X.2021.1978622 DOI: https://doi.org/10.1080/2331186X.2021.1978622
Maamuujav, U & Olson, C & Chung, H. (2021). Syntactic and lexical features of adolescent L2 students’ academic writing, Journal of Second Language Writing, 53. https://doi.org/10.1016/j.jslw.2021.100822 DOI: https://doi.org/10.1016/j.jslw.2021.100822
Maduwu, B. (2016). Pentingnya pembelajaran bahasa Inggris di sekolah. Warta Dharmawangsa, (50).
Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46, 274–284 DOI: https://doi.org/10.1093/elt/46.3.274
Martínez, R. A., Orellana, M. F., Pacheco, M., & Carbone, P. (2008). Found in translation: Connecting translating experiences to academic writing. Language Arts, 85(6), 421-431.
Meslissorgou, M. N., & Frantzi, K. T. (2015). Testing writing in EFL exams: The learners’ viewpoint as valuable feedback for improvement. Procedia - Social and Behavioral Sciences, 199, 0–37. https://doi.org/10.1016/j.sbspro.2015.07.483 DOI: https://doi.org/10.1016/j.sbspro.2015.07.483
McGrath, D., & Liardét, C. (2022). A corpus-assisted analysis of grammatical metaphors in successful student writing. Journal of English for Academic Purposes, 56, 101090. DOI: https://doi.org/10.1016/j.jeap.2022.101090
Nasser, S. M. (2018). Iraqi EFL students’ difficulties in writing composition: An experimental study (University of Baghdad). International Journal of English Linguistics, 9(1), 178- 184. DOI: https://doi.org/10.5539/ijel.v9n1p178
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81–87. https://doi.org/10.1016/j.jslw.2016.05.001 DOI: https://doi.org/10.1016/j.jslw.2016.05.001
Nazim, M., & Ahmad, J. (2012). Developing writing skills: A practical remedy of common writing problems among students of writing skills courses at preparatory year, Najran University KSA. Language in India, 12(3).
Novita, R. (2014). An Analysis of grammatical errors in the 1st year students’ writings at the English Department, Andalas University. Vivid Journal, 3(2), 1–15.
Nurkamto, J., Djatmika, D., & Prihandoko, L. A. (2022). Students’problems Of Academic Writing Competencies, Challenges In Online Thesis Supervision, And The Solutions: Thesis Supervisors’perspectives. TEFLIN Journal, 33(1), 123-147. DOI: https://doi.org/10.15639/teflinjournal.v33i1/123-147
Okasha, M. A., & Hamdi, S. A. (2014). Using strategic writing techniques for promoting EFL writing skills and attitudes. Journal of Language Teaching and Research, 5(3), 674–681. doi:10.4304/jltr.5.3.674-681. DOI: https://doi.org/10.4304/jltr.5.3.674-681
Ozdemir, E., & Ayd € ın, S. (2015). The effects of wikis on motivation in EFL writing. Procedia Social and Behavioral Sciences, 191, 2359–2363. doi:10.1016/j.sbspro.2015.04.241 DOI: https://doi.org/10.1016/j.sbspro.2015.04.241
Pablo, J. C. I., & Lasaten, R. C. S. (2018). Writing difficulties and quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46-57.
Putra, P. P. (2012). The use of mind mapping strategy in the teaching of writing at SMAN 3 Bengkulu, Indonesia. International Journal of Humanities and Social Sciences, 2(21), 60- 68.
Randaccio, M. (2013). Writing skills: theory and practice. Quaderni CIRD, no. 7, 1-24.
Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46, 168-184. doi:http://dx.doi.org/10.1080/00461520.2011.587723 DOI: https://doi.org/10.1080/00461520.2011.587723
Saldaña, J. (2012). The coding manual for qualitative researchers. Sage.
Shweba, A. A. A., & Mujiyanto, Y. (2017). Errors of spelling, capitalization, and punctuation marks in writing encountered by first-year college students in Al-Merghib University Libya. English Education Journal, 7(2), 93-103
Thi-Huyen Nguyen, Wu-Yuin Hwang, Xuan-Lam Pham & Thao Pham (2020): Self- experienced storytelling in an authentic context to facilitate EFL writing, Computer Assisted Language Learning, https://doi.org/10.1080/09588221.2020.1744665 DOI: https://doi.org/10.1080/09588221.2020.1744665
Telaumbanua, T. (2020). Students’ Difficulties in Writing Narrative Text at the Ninth Grade Students of SMP Swasta Kristen BNKP Teluk dalam. Jurnal Education and Development, 8(1), 464-464.
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506 DOI: https://doi.org/10.21093/di.v19i1.1506
Uba, S. Y., & Souidi, N. M. (2020). Students' Writing Difficulties in English for Business Classes in Dhofar University, Oman. International Journal of Higher Education, 9(3), 86- 97. DOI: https://doi.org/10.5430/ijhe.v9n3p86
U. Salma, “Problems and Practical Needs of Writing Skill in EFL Context: An Analysis of Iranian Students of Aligarh Muslim University,” J. Humanit. Soc. Sci., vol. 20, no. 11, 2015.
Vijayavalsalan, B. (2016). Mind mapping as a strategy for enhancing essay writing skills. The New Educational Review, 45(1), 137-150. DOI: https://doi.org/10.15804/tner.2016.45.3.11
Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL Students' Writing Errors in Different Text Types: The Interference of the First Language. English Language Teaching, 6(1), 67- 78. DOI: https://doi.org/10.5539/elt.v6n1p67
Yalch, M. M., Vitale, E. M., & Kevin Ford, J. (2019). Benefits of peer review on students’ writing. Psychology Learning & Teaching, 18(3), 317-325. DOI: https://doi.org/10.1177/1475725719835070
Yoandita, P. E. (2019). An Analysis of Students’ Ability and Difficulties in Writing Descriptive Text. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 7(1). DOI: https://doi.org/10.35194/jj.v7i1.534
Zhan, H. (2015). Frequent errors in Chinese EFL learners’ topic-based writings. Canadian Center of Science and Education, 8(5), 72–81. https://doi.org/10.5539/elt.v8n5p72 DOI: https://doi.org/10.5539/elt.v8n5p72
Zemach, D. E., & Rumisek, L. A. (2003). College Writing from Paragraph to Essay. Macmillan.
Zhang, C., & Quinn, M.F. (2020). Preschool Children Interest in Early Writing Activities and Perception of Writing Experience. The Elementary School Journal, 121 (1). DOI: https://doi.org/10.1086/709979