The Students’ Problems and Solutions in Writing an Argumentative Essay on Gender Issue

Setyowati, Lestari; Agustina, Fadiah; Sukmawan, Sony; El-Sulukiyyah, Ana Ahsana; Mabaroh, Barotun

doi:10.21462/jeltl.v5i3.424

Cited by 5 publications

(7 citation statements)

References 15 publications

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“…This means that more than half of the total respondents stated that in making an essay, they often have difficulty in finding ideas. This finding is in line with previous research by (Ozfidan & Mitchell, 2020;Setyowati et al, 2020) that the difficulties commonly experienced by students in writing argumentative texts are the organization of writing, thesis statements, scientific references, supporting evidence, opinions. disclaimer, academic tone, content, and writing development.…”

Section: Discussionsupporting

confidence: 92%

Islamic Students’ Perception on Essay Writing Challenges

Hikmah

Maulina²,

Nabila³

2022

ijoeel

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This study aims to find out the Islamic students’ perception of writing essay challenges. The sample of this research is 47 students majoring in English Education in one of the Pesantren-s in East Java. The research method used is descriptive quantitative with survey techniques. In this study, a questionnaire was used to determine the frequency of answers and the percentage. The data is calculated with Microsoft Excel. The main findings of this study are: there are 4 types of problems that students face in their essay writing course. They are confused in developing topics, grammatical errors, word choice problems, and poor organization. The overall mean of students' writing problems in the fourth semester is 3.35 and is categorized as "high". Specifically, students' problems in developing topics are 3.46, grammatical errors (3.20), word choice problems (3.51), and poor organization (3.21). Furthermore, from the interpretation of the mean score, most of the students agreed that they had dominant problems in vocabulary and topic development.

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Section: Discussionsupporting

confidence: 92%

Islamic Students’ Perception on Essay Writing Challenges

Hikmah

Maulina²,

Nabila³

2022

ijoeel

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“…Hence, it can be concluded that mechanics was difficult for the students. This finding corresponds with previous studies (e.g., Beniche et al, 2021;Rahmatunisa, 2014;Setyowati et al, 2020). In particular, Beniche et al (2021) observed sixty-eight Chemistry and Engineering Science students in Morroco and found that they encountered errors in punctuation and capitalization.…”

Section: My Difficulty Is About the Punctuation And I Don't Know If I...supporting

confidence: 91%

“…In Thailand, Ka-kan-dee and Kaur (2014) observed 60 English major students who were trained writers and found out they experienced difficulties in vocabulary, grammar, providing solid evidence, organization, time constraints, organizing ideas, writing a thesis statement, and understanding the topic. In Indonesia, many university students face linguistic, cognitive, and psychological problems in argumentative writing (Rahmatunisa, 2014;Saputra, Jumariati, & Febriyanti, 2021;Setyowati, Agustina, Sukmawan, El-Sulukiyyah, & Mabaroh, 2020). In addition, Indonesian undergraduate students confronted difficulties with insufficient grammar and vocabulary, pitching arguments, writing habits, topic unfamiliarity, and critical thinking (Fajaryani et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Non-English Majors Undergraduate Students’ Difficulties in Argumentative Writing at Mae Fah Luang University Thailand

Arihasta

2023

LLT Journal

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Argumentative writing has always been challenging for the majority of EFL learners across the globe. Many researchers have investigated English major students’ difficulties in argumentative writing. However, little did we know about the difficulties non-English major students experienced. Thus, this qualitative study aimed to discover the difficulties faced by non-English major EFL learners taking the English for Communication 2 course at Mae Fah Luang University, Thailand, in argumentative writing and its contributing factors. There were 201 students from 10 different majors from Thailand and Myanmar who were purposely selected as the participants of this study. A closed-ended questionnaire and semi-structured interview were used as the data collection instruments. The data analysis indicates that the majority of the students experienced difficulties in content (generating and developing ideas), grammar (using correct tenses and various sentence structures), organization (creating a claim, convincing evidence, a concluding sentence, etc.), vocabulary (lack of vocabulary and difficulty in using academic vocabulary), and mechanics (spelling, punctuation, and capitalization). Limited practice time, topic unfamiliarity, and pre-university writing class experience are among the contributing factors to these difficulties. This finding demands further research dealing with the recommended strategies to improve argumentative writing instruction in the future.

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“…The teacher might use social media like Facebook to teach writing (Annamalai, 2017), or using Self Regulated Strategy (Sartika & Rachmanita, 2017), or implement Collaborative Writing on Google Docs (Valizadeh, 2022). One of the most important keys and successful ways to enhance the students writing is when the student has a difficulty in writing, the English teacher should find a solution to solve it (Setyowati et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

Fauzan

Hasanah

Hadijah

2022

IJEFL

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The purposes of this research were to find out the students’ difficulties in developing a paragraph and to understand the students’ difficulties in implementing the writing elements in writing their undergraduate thesis proposals. This research used the descriptive qualitative method. The instrument used in this research were interviews, documentation, and Oshima & Hogue’s Paragraph Rubric. The research subject was 7 eighth-semester students of UINSI Samarinda. The data were collected from the background of the study of the student’s undergraduate thesis proposals and analyzed with the Miles and Huberman Model. The result showed that the difficulties in developing a paragraph experienced by the students were related to too specific and too general topic sentences, poor supporting sentences, the absence of concluding sentences, inconsistent topic discussion, and inharmonic sentences. At the same time, the students’ difficulties shown in implementing the writing elements were found in the organization (the failure to run the sentences smoothly), vocabulary (informal phrases, redundancy, unclear word), grammar (singular and plural error, wrong word choice errors, missing word error, article error, subject-verb agreement error, fragment error, conjunction error, wrong word form error, wrong word order error, and preposition error), and mechanics (capitalization error, punctuation error, and spelling error). The causes of these problems were the interference of students’ native language and the lack of knowledge about the rules of the development of paragraph and writing elements.

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The Students’ Problems and Solutions in Writing an Argumentative Essay on Gender Issue

Cited by 5 publications

References 15 publications

Islamic Students’ Perception on Essay Writing Challenges

Islamic Students’ Perception on Essay Writing Challenges

Non-English Majors Undergraduate Students’ Difficulties in Argumentative Writing at Mae Fah Luang University Thailand

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

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