Getsempena English Education Journal (GEEJ) Volume 12.
Number 1, 2025 pp.
P-ISSN: 2355-004X E-ISSN: 2502-6801
Open Access: https://ejournal.
id/geej INDONESIAN EFL STUDENTSAo WRITING CHALLENGES: A QUALITATIVE
META-ANALYSIS
Muhammad Hasan Hamdani*1.
Nuskhan Abid2 1,2Institut Agama Islam Negeri Kudus.
Kudus * Corresponding Author: danihasan55@gmail.
ABSTRAK
Numerous Indonesian EFL students have difficulty with Article history:
their writing because the process is complicated.
This Received : Jan 2, 2025 Revised : Apr 24, 2025 study aims to determine various writing challenges of Accepted : May 19, 2025 Indonesian EFL students over the last ten years.
This study Available online : May 31, 2025 used qualitative meta-analysis through journal articles about students' writing challenges from 2014-2024.
The Keywords:
Indonesia.
Qualitative Meta-analysis, primary data comes from Google Scholar because Writing Challenges reputable and managed by credible and competent institutions in their respective fields.
This study was analyzed using a checklist flow diagram PRISMA, which consists of identification, screening, and include.
The results of keyword searches found articles totalling .
=6.
Then, the researcher was identified based on the title and abstract, and screening through inclusion and exclusion criteria was conducted by the The researchers found .
articles to be discussed.
The results of this study show several aspects of writing problems, including affective .
71%), linguistic .
16%),
and cognitive .
13%).
Researchers found grammar dominates in linguistic challenge, writing anxiety dominates in affective challenge, and difficult to developing ideas in cognitive challenge.
This study suggests that educators using a textual approach to emphasize the understanding of language, an error analysis learning approach in Building a positive atmosphere, providing constructive psychological support in an affective challenge.
Emphasize students using writing processes as a cognitive Another recommendation for policymakers is to ensure that writing a teaching curriculum is more integrated and holistic between cognitive, linguistic, and affective In conclusion, this study highlights the various Indonesian writing challenges to integrating these aspects into teaching strategies and curriculum design to achieve educational success.
ARTICLE INFO
This is an open access article under the CC BY-NC license.
Copyright A 2025 by Author.
Published by Universitas Bina Bangsa Getsempena
INTRODUCTION
Writing has become a part of the curriculum of EFL classes in Indonesia today, so writing skills are taught at various levels of education.
It cannot be denied that challenges in writing exist at every EFL educational level and background.
Mustafa et al.
, .
explained that despite having taught English for more than six years, students in Indonesia have yet to demonstrate satisfactory English language skills after graduation.
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EFL students can experience various challenges because they must undergo a complex writing process.
The writing process requires a lot of concentration, conscious effort, and practice in all its steps.
There are at least five processes for writing, including pre-writing, drafting, revising, editing, and publishing (Maolida & Mustika, 2.
First, pre-writing is the stage for determining the topic, collecting ideas, conducting research, creating an outline, and Technical preparation is not used in this stage, but requires cognitive abilities and critical thinking.
Cognitive abilities are used for observation, connecting ideas, considering the relevance of the information collected, and making initial decisions about the writing outline.
Second, drafting is the process where the writer expresses ideas.
In this process, the writer only focuses on the idea and does not care about spelling or other mechanics.
Therefore, only the appropriate and relevant ideas should be taken to the next step of the writing process.
Next, in the revision stage, the writer provides feedback and reconsiders their writing.
This step provides an opportunity to see if ideas need to be corrected or developed before being made into a final script.
Next, editing is done to correct grammatical errors, punctuation, and spelling.
Apart from that, writers or students can proofread for teachers or editors.
After everything is finished, the author can publish it to the audience via print or digital media.
This complex process must be undertaken to produce quality writing, which makes it less popular.
However, writing remains an important skill for academics, and when done correctly, it can become a valuable tool in language development.
In the last ten years, research on EFL students' writing challenges in Indonesia has been carried out by many previous researchers.
Toba et al.
, .
investigate students' writing skills, covering abilities, problems, and reasons why they have issues comparing and contrasting essays.
This study found some content, text organization, grammar, vocabulary, and mechanics challenges.
This study only examined textual writing problems, focusing on students' final writing results.
It did not examine other aspects, such as the mental and emotional aspects.
In other words, this study only analyzes text by evaluating students' writing results.
A study by Mustafa et al.
, .
investigated Junior High School EFL writing This study found that students at one of the junior high schools produced the most severe errors, categorized into surface strategy and linguistic category taxonomy errors.
the surface strategy, students have writing errors in misspelling words.
In the linguistic taxonomy, students found grammatical concepts like verbs, plurals, articles, non-finite P-ISSN: 2355-004X E-ISSN: 2502-6801
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verbs, and prepositions that are difficult.
This study investigated writing challenges just on the surface strategy taxonomy and the linguistic category taxonomy, but did not investigate other aspects of writing challenges.
A study by Febriani .
investigated writing challenges and their factors.
This study revealed that students have a challenge in vocabulary mastery.
Students said they were confused about word choice and used formal language.
Next, researchers found grammar issues, cohesion, coherence and the development of their ideas.
This study also found psychological factors: writing anxiety, motivation, self-esteem, and self-efficacy.
Last is the linguistic factor, especially grammatical errors.
They argue that they did not master grammar well, which makes it challenging to write essays.
This previous study categorized individual studies or just one group, but this study synthesizes various qualitative studies.
Likewise.
Bulqiyah et al.
, .
analyzed studentsA perspectives on writing essay The findings revealed studentsA determined writing challenges in 3 aspects:
affective challenge in students and lecturer attitude.
In the cognitive challenge, students struggled to write their viewpoint, transfer language, and the writing process.
Meanwhile, they got confused in lexico-grammar, vocabulary, and essay structure in the linguistic Study by Bulqiyah et al.
, .
differs from that of Febriani .
Using a mixed-methods approach, this study investigated students' perspectives on writing essay Meanwhile.
Febriani .
investigated studentsA writing challenges and their factors in narrative inquiry.
Wahyuni and Umam .
analyzed studentsA writing anxiety.
This article revealed the levels of anxiety, a common type, and its factors.
The result showed that 54% of students have a high level, 44% moderate, and 2% have a low level.
Cognitive anxiety was a common type of writing anxiety.
Then, the factors causing writing anxiety were linguistic, the teacher's negative feedback, and time pressure.
It can be concluded that anxiety, cognition, and linguistics are interrelated and have causal relationships that can lead to students' writing challenges.
This study only focused on students' writing anxiety and its factors.
Previous studies have investigated students' writing challenges, but only certain Despite numerous studies, no comprehensive synthesis has examined various students' writing challenges.
it remains separate without synthesizing them.
This aggregation provided a general overview of students' writing challenges.
To the best of our knowledge, no research has synthesized various students' writing challenges.
To fill
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this gap, qualitative meta-analysis holistically synthesizes various writing challenges and provides recommendations for educators to design effective strategies.
This qualitative approach differs from previous research methods that focused on specific case studies of students' writing issues, whereas this article will identify all the various students' This study aims to explore and synthesize the challenges faced by Indonesian EFL students in their writing skills through a qualitative meta-analysis.
It provides a deep understanding of the students' writing challenges to educators and policymakers to optimize the learning process and provide a practical approach to overcoming the students' EFL writing challenges in Indonesia.
RESEARCH METHODS
Research Design This study used a qualitative meta-analysis to collect data regarding the various studentsA writing challenges in Indonesia.
Qualitative meta-analysis is a methodology for collecting data from numerous studies regarding the same topic or outcome measure (Park & Gretzel, 2.
The aim is to provide a more comprehensive description of a phenomenon and to discuss the influence of research methods on the findings (Azis & Abduh, 2.
The findings from this study can be categorized as qualitative because of the small sample size and primarily qualitative samples (Abid, 2.
Quantitative metaanalysis combines data then processes it and draw into statistical conclusion (Yusuf.
They both differ in several aspects.
Qualitative meta-analysis uses qualitative data in collecting data samples.
the data type is textual, and PRISMA is used to analyze the This approach emphasizes the thematic synthesis of qualitative data derived from the descriptive findings of various studies.
Meanwhile, quantitative meta-analysis uses quantitative samples, where the data type is statistical data, and systematic coding is used to analyze.
This approach is appropriate when investigating a variable's influence on a broad scale.
The present study focused on writing challenges researched in previous studies published over the last ten years .
The range of years was chosen because it is not too broad, aligns with and focuses on the current education context, encompassing policy, curriculum, and technological developments.
The primary data came from journal articles from Google Scholar.
Google Scholar was chosen because it is reputable and managed by credible and competent institutions in their respective fields.
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Data Collection The data was collected from Google Scholar over ten years .
In this stage, researchers used keywords that match the topic.
Researchers conducted several experiments to find keywords pertinent to the topic, and the final keywords were AuELT or English language teaching AND L2 AND EFL or TEFL AND writing AND challenges or obstacles or problems or difficulties AND IndonesiaAy.
This keyword was chosen because it showed search results matching the research focus, including sufficient and representative literature.
Inclusion and Exclusion Criteria The researcher determined the inclusion and exclusion criteria to screen studies irrelevant to the topic.
These criteria ensured the search for articles specific to the research objective and topic.
The inclusion criteria were drawn up to guarantee that the articles used were of good quality and pertinent to the topic of the students' writing challenges.
The selected articles were conducted in Indonesia, published in 2014-2024, in the English language, accessible, and related to EFL students' writing challenges.
Then, the articles were used in qualitative or mixed-methods research to get in-depth data on writing Undergraduate theses, theses, and books were excluded because of limited accessibility, which also applied to paid journals.
Proceedings were also excluded because journals are more credible and reputable.
Moreover, articles were not published in 20142024, and non-English language articles were excluded.
Finally, the data collected based on the criteria was analyzed synthetically to identify students' writing challenges.
Inclusion and exclusion criteria information is shown in Table 1.
Table 1.
Inclusion and Exclusion Criteria Criteria Literature Type Inclusion - Journal .
esearch articl.
- Focus on EFL students' writing - The study was conducted in Indonesia - Full text Language Timeline Exclusion - Did not discuss EFL writing - Book/Undergraduate Thesis/Thesis/Dissertation - Conference proceedings - Qualitative method or mix method - The study was not conducted in Indonesia - Paywall Journal English Language - Not accessible - Used a quantitative method uantitative did not get indepth dat.
Non-English language Outside 2014-2024
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Data Analysis This study was analyzed using qualitative meta-analysis steps and a checklist diagram on PRISMA based on students' writing challenges.
The PRISMA 2020 guidelines help systematic review researchers by clearly, transparently, and sufficiently detailing their findings to allow for reproducibility (Rethlefsen & Page, 2.
The aim is to highlight data or help extract more accurate and good-quality data from all the data produced (Ahn & Kang, 2.
The PRISMA flow diagram consists of identification, screening, and include (Rethlefsen & Page, 2.
This present study used thematic analysis to categorize the findings.
Thematic analysis is the process of identifying themes of qualitative data and utilizing these themes to address the research or provide insights into an issue (Maguire & Delahunt, 2.
This method involves several steps.
First, become familiar with the data to identify potential Then, in the coding step, label data segments that correspond to writing Next, in the search for themes step, group codes to form broader themes that represent significant patterns.
Following this, review the themes to ensure they are coherent and related to the writing challenge topic.
Next, define the themes by naming them .
inguistic, affective, cognitiv.
The final step is reporting.
The PRISMA identification stage included results retrieved from the Google Scholar database.
In the screening stage, the titles and abstracts were examined to ensure relevance to the topic of students' writing challenges.
At the same time, duplicate data were removed and assessments were based on inclusion and exclusion criteria.
Articles that meet the criteria were recorded in the include step.
The researchers found .
=6.
data from the keywords searched in 10 years .
Afterwards, articles were classified per year to identify.
This process is shown in Figure 1.
Figure 1.
Keywords and identification result
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The grouping data were transferred to Mendeley for the identification process to find titles and abstracts that match the article topic.
The title and abstract should be based on the keywords AuELT or English language teaching AND L2 AND EFL or TEFL AND writing AND challenges or obstacles or problems or difficulties AND Indonesia.
Ay This keyword got more specific and appropriate results for the research.
More details are shown in Table 2.
Table 2.
Identification results from year to year
Year
TOTAL
Identification Outcomes Result In Table 2, the data collected from the keyword .
= 6.
was identified based on the title and abstract that discuss the writing challenges.
The researcher found a type of data identification totalling .
= .
papers, consisting of .
= .
journal articles, .
= .
Undergraduate Thesis/theses/dissertations, and .
= .
Proceedings.
There were .
= .
articles that were not related to the criteria and were not focused on the studentsA writing challenges topic.
Furthermore, the identification results were collected for the screening steps.
More details are shown in Table 3.
Table 3.
Type of result data in identification stage No.
Items Journal Book Undergraduate Thesis/Thesis/Dissertation Prossiding The research not retrieved Total Amount At the screening step, the data only focused on identification results .
= .
and then screened to find eligible data.
This process went through inclusion and exclusion criteria determined by researchers.
The results were from .
= .
data, screened through P-ISSN: 2355-004X E-ISSN: 2502-6801
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inclusion and exclusion criteria, and were .
= .
In conclusion, the eligible data were .
= .
articles to be discussed.
Identification of studies via databases and registers Records identified from Google Scholar for ten years .
Database .
= 6.
Records Excluded:
The tittle and abstract did not discuss the studentsAo writing challenges topic.
= 6.
Records screened from article and abstract.
= .
Records Excluded:
- Book/Undergraduate Thesis/Thesis/Dissertation:
Because limited accessibility .
= .
- Proceeding: Because journals are more credible and reputable .
= .
Reports sought for retrieval .
= .
Reports Excluded:
- Articles was not conducted in Indonesia .
= .
- Used Quantitative method: To get in-depth data, quantitative is excluded .
= .
- Paywall Journal .
= .
- Not accessible .
= .
- Non-English .
= .
Reports assessed for eligibility .
= .
Reports Excluded .
= .
Studies included in review .
= .
Reports of included studies .
= .
Figure 2.
PRISMA 2020 (J.
McKenzie et al.
, 2.
Ethical Consideration This qualitative meta-analysis study follows research ethics with transparency and accuracy regarding the analyzed articles.
The researchers uphold academic integrity by citing the analyzed articles to honor the authors.
The inclusion and exclusion criteria established by the researchers were determined objectively to avoid data bias.
The analysis was conducted while maintaining the context of the studied research, and the researcher is committed to reporting the findings transparently.
RESULT AND DISCUSSION
Result The results of the students' challenges research in the article published from 2014 to 2024 show some of the main issues.
Most of them experience three challenges: affective, linguistic, and cognitive.
Figure 3 displays a graph of the results of synthesizing the P-ISSN: 2355-004X E-ISSN: 2502-6801
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eligible students' writing challenges data.
The results showed that there were several writing problems among students, including affective .
71%), linguistic .
16%), and cognitive .
13%).
The main challenge that students most often experience is linguistics due to a lack of in-depth understanding of linguistics.
The final results of data identification and screening of .
= .
studies were .
= .
articles focus on affective problems.
Furthermore, the researchers found .
= .
articles that discussed linguistic issues.
= .
Articles discuss three aspects of writing challenges .
ffective, linguistic, and cognitiv.
= .
Journal that discusses affective and cognitive factors.
Last, .
= .
article that discusses cognitive and linguistic A more detailed explanation and findings related to the research objective, methodology, populations, and findings can be seen in Table 4.
38,71%
Affective 45,16% 16,13% Lingusitic Challenge Cognitive Amout Figure 3.
Percentage of articles for each students' writing challenges Discussion Figure 3 shows the results of various students' writing challenges, covering three aspects: linguistic, affective, and cognitive.
Each aspect is explained below.
StudentsAo writing challenges in the linguistic aspect As analyzed from the data, the researcher found that many variants of linguistic Thirteen studies show that grammar dominates the students' writing challenge.
This challenge is caused by language interference or the linguistic habit of the first language into the second language.
Interference affects the habit of using sentence structures and grammar of the first language used in the second language.
Grammar becomes a potential interference when the transfer process into English.
Therefore, language interference makes it difficult for students to learn a second language.
Studies by Febriani .
Bulqiyah, et.
Toba et al.
, .
Helmiyadi .
, and Mustafa et al.
, .
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challenges in understanding grammar structure.
Students confirm that they have difficulty expressing their ideas clearly due to their grammar ability.
They understand grammar concepts but struggle with their application, which is caused by grammar interference while transferring to the target text.
This grammar interference, related to a previous study conducted by Mustafa et al.
, .
used error analysis to revealed the related issue of language interference.
The issue occurs when students translate sentences directly into the second language without knowing how the target language typically structures its writing.
The errors are caused by literal translation, translating word by Similar to the studies conducted by Mandarani .
Hendrawan .
, and Puspita .
, this issue indicates that most interference came from morphological and grammatical aspects.
Many students were unaware of textual translation, which resulted in inappropriate grammar in the target language.
These studies reinforce the finding that many students have low language competence, causing grammatical interference.
This finding is significant in indicating weak mastery of the linguistic and its application in This finding shows that writing requires an emphasis on a practical approach rather than a textual approach.
StudentsAo writing challenges in affective aspects The affective aspect is one of the various students' writing challenges, with a percentage of 38.
There were twelve related articles on the affective aspect.
It was found that there were seven articles discussing writing anxiety as a writing challenge.
The levels experienced by students vary from moderate to high.
This issue occurred due to a lack of linguistic ability.
They did not think in English directly because of a lack of vocabulary mastery and structure.
A previous study conducted by Wahyu & Umam .
revealed the level of writing anxiety and its causes.
Most students indicate a high level of writing anxiety.
Language difficulty being a common cause, makes it difficult for them to express their idea clearly.
Studies conducted by Rudiyanto .
Yanti & Hidayati .
, and Nugraheni .
showed that writing anxiety has a high percentage caused by linguistic difficulties dealing with grammar, vocabulary, and structure.
These studies reinforce the finding that many students have high writing anxiety because of their linguistic ability.
This finding shows that writing anxiety is closely related to linguistics and confirms that P-ISSN: 2355-004X E-ISSN: 2502-6801
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limited linguistic abilities will not only impact writing performance but will also affect students' psychology, causing them writing anxiety.
Students have a positive attitude.
they were excited and struggled in learning writing (Rosdiana, 2.
However, some articles are not in line with these findings, such as studies conducted by Bulqiyah et.
Setyowati & Sukmawan .
, and Qamariyah .
showing that students predominantly have a negative attitude towards writing, and they do not practice academic writing and avoid writing assignments.
consider writing difficult and stressful.
This discrepancy can occur due to differences in context, study background, and level of education, thus affecting the results of the writing StudentsAo writing challenges in cognitive aspects The last writing challenge analyzed was related to cognitive factors, where the students believed that the complexity of the writing process depends on individual cognitive ability.
From the data analysis, the cognitive challenge had a percentage of The pre-writing process requires critical thinking to explore and develop ideas.
Cognitive issues occur during this process, and students rarely use the steps in the writing The paragraph's structure is still disorganized due to problems of coherence and Through this, it was confirmed that the challenge may disrupt the overall writing process.
The findings are in line with previous studies investigated by Bulqiyah et.
, showing that students have difficulty finding ideas, language transfer, and difficulty in the writing process.
The students confirm that they do not fully understand the writing Furthermore, due to its complexity, they do not always carry out the writing This study reinforces the finding that many students have not fully used the writing process and have difficulty developing their ideas.
Meanwhile, the study conducted by Adelita et.
contradicts Bulqiyah et.
the result was no significant cognitive problems, and the majority of students chose neutral and disagreed with the cognitive challenges area when writing.
This discrepancy can occur due to differences in context.
The cognitive context referred to by Bulqiyah et.
refers to ideas, language transfer, and difficulties in the writing Meanwhile, the cognitive context referred to by Adelita et.
refers to capitalisation, punctuation, spelling, and paragraphing.
This context mismatch underlies the differences in findings of cognitive challenges.
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The analysis and discussion offer several implications for educator and Teachers must be aware of the students' writing challenges in the linguistic, affective, and cognitive aspects.
Teachers implement strategies and approaches to encourage students to understand language use and context.
Language interference, lack of language proficiency and its application is not enough if they only use a textual approach to emphasize the understanding of language use.
Teachers can also use an error analysis learning approach to understand students' errors and provide feedback.
Teachers also need to be aware of students' emotions by building a positive atmosphere and providing constructive psychological support when they experience Teachers need to emphasize that students use steps in the writing process, such as pre-writing, drafting, revising, editing, and publication, as a cognitive strategy.
This strategy encourages students to become familiar with the writing process and enables them to express their ideas clearly.
Another recommendation for policymakers is to emphasize materials that compare the structure of the first language and English, contextual tasks, and curriculum of instructional strategies that build self-confidence.
Then, a writing teaching curriculum that is more integrated and holistic between cognitive, linguistic, and affective aspects.
This qualitative meta-analysis study has research limitations.
Firstly, the data was collected from the Google Scholar database.
Relevant articles from other databases were not analyzed.
This study presents a general understanding of various levels of education, so it is unclear whether every student has the same dominant writing problems at each level of education.
This study also focuses on writing problems in formal education, so informal education has not been researched.
These limitations are highlighted for future research to collect a broader database, focused on each level of education, and analyze informal education.
Table 4.
Data Extraction of Indonesian EFL StudentsA Writing Challenges .
No.
Tittle Author Method Population EFL Indonesian StudentsA Attitude Writing in English Setyowati Sukmawan .
Quantitative (Questionnai re, interview, and self Fifty sevens s of English Education Department STKIP PGRI Pasuruan P-ISSN: 2355-004X E-ISSN: 2502-6801 Research Objective This paperAs objective to describe the EFL studentsA Findings Students have a moderate attitude and think writing could be stressful and Many who have a good attitude think that writing is | 25 Muhammad Hasan Hamdani.
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No.
Tittle Author Method Population Research Objective English Writing Anxiety Towards Indonesian EFL Learners: a Descriptive Study English Rudiyanto Descriptive .
xplanatory Thirty-nine learners from Indonesian State Senior High School separated into ten male and twenty-three This paper Indonesian learnersA related to writing in English.
Errors in Final Report Abstracts:
A Case in English Report Writing Course at a Secretarial Academy Hendrawa n .
This article under the umbrella of case study Ninety-five students in the semester at the Bandung Academy of Secretary The study's objective is to look at the performed in English Grammatic al Error of EFL Senior High School Learners in Mandarani .
This study using library based on Four studies published or released over the last five years are used as primary This paper aims to the most P-ISSN: 2355-004X E-ISSN: 2502-6801 Findings interesting and Studies revealed that learners had a moderate level of somatic anxiety, while higher levels of anxiety than male learners First, several kinds of challenges are such as tense, words, passive and active voices, subject and verb mistakes in sentence loops, and improper word usage.
Second, most errors belong to grammatical Third, problems are classified as Fourth, and negligence Most errors resulted interference in the grammar
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No.
Tittle Author Writing: A Review of Language Interferenc e Studies Method Population written by with the same topic as the aim.
Investigati on into The Grammatic al Errors of StudentsA Writing Hidayat, al .
The were 10thgrade high students with English Students' Grammatic al Errors in Essay Writing: A Pedagogic Grammar Reflection Fitrawati and Safitri .
Descriptive Thirty secondyear students in Universitas Negeri Padang's English Department who took an essay writing Error Analysis of Inflectional Affixation Academic Writing of Florianus and Syamsi Descriptive .
rror Eight first-year
Sampoerna
University of Indonesia
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Research Objective that students experience in writing, with a focus on context, the aspects that influence it, and the process itself.
This study aimed to errors made by pupils by The errors made te EFL students in were shown in this study, along with that they The main objective of this study is to present a Findings caused by incorrect verb usage and the omission of the copula "be" The top three found were articles, and tenses in a specific order.
The following errors were case, and singular/plura The essays written by the Verb
usage was the most frequent
Students still struggle with plurals, and subject-verb
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No.
Tittle Author Method Population Freshman Students Error Analysis of Indonesian Grammatic Interferenc e in StudentsA English Compositi Puspita Elicitation Sixty sevens Second Grade Students of Plantation Management Study Program in State Polytechnic of Agriculture.
Samarinda Investigati ng writing in essay Tertiary studentsA Bulqiyah, al .
The semistructured and webbased e findings y using a method in Twentyone program of English Education Department, at one of a university in Jember.
Six of them were invited to the A Study of LearnersA Writing Anxiety in EFL Context Prasetyanin grum, et.
Two closedended es, followed by the Causes of Fifteen students of English Education Department at Hamzanwadi P-ISSN: 2355-004X E-ISSN: 2502-6801 Research Objective al issues in writing and their causes.
The study's objective is to find the most kind of and the factors that caused to it in students' English This study's primary aim is to how college perceive the challenges of This paper wants to the factors of studentsA Findings Additionally, it discovered transfer from their first This study reveal that and syntactical issues were the most Results from the attitudes of both students and lecturers and learning are the main category of the Linguistic issues with and essay The issues are the with writing transfer, and the writing The highest level of anxiety was | 28 Muhammad Hasan Hamdani.
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No.
Tittle Author StudentsA Writing Anxiety and Its Implicatio n to Local Context Yanti and Hidayati .
Investigati ng EFL studentsA Grammarl y as Tambunan, al .
Cohesive Devices Used in Argument Essays by Undergrad uate EFL Rokhaniya h, et.
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Method Population Writing Anxiety Inventory (CWAI) and Cheng's Second Language Writing Anxiety Inventor (SLWAI).
The study qualitative in nature and using the approach, a technique for literature on a specific The present study used an ex post difficulties in the target language, the data was applied to the students' University NTB are in the The method of this research is Argumentati ve essays were the target of A total of fiftyfive learners Ponorogo University's program in International Relations Research Objective anxiety and to identify what writing anxiety is in Findings Students had a high frequency of writing low selfconfidence in writing, time pressure, and problems with topic choice The available research is the published over five years from 2017 to 2021.
The subjects in this research are English The main objective of this study is to identify the trends for the local and national Pupils have moderate to high anxiety and affective are the strategies used by students At Indonesia fifty-four English students take an academic writing course.
This study aims to employ an AWE
Grammarly, to investigate Indonesian EFL
profiles in and style
Investigating how EFL
students use devices in ve essays, the frequency of This paper's results shed
light on the problems that Grammarly detects in studentsA
critical book
critical article reviews, and mini-research
One hundred sixty-eight
errors were identified in used by EFL
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No.
Tittle Author Learners Method Population discussion in this study.
Research Objective problems in their work, and the causes of why EFL students use devices are the goals of this study.
The Writing Challenges Faced by Indonesian Undergrad uate EFL Learners at University of Islam Malang Asnas Descriptive The are Fifty-five sixth-semester English students at the University of Islam Malang.
Out of the fifty-five students, five This study's focus was on have when and how they can Investigati Academic Writing in EFL Contexts:
StudentsA Voices on Complexiti es and Coping Strategies Asnas, et.
The present The was an An interview was carried out to get views on the Four female English s in their 8th semesters at a Indonesian This study aimed to views on the issues that and the they employ to deal with P-ISSN: 2355-004X E-ISSN: 2502-6801 Findings Cohesive item use was heavily relied The number of errors was 9%, and the percentage of transfer errors The students used seven ways to get past their reading many articles, using online tools, writing, using a dictionary, and selfediting their Twelve were found to be involved:
low student motivation, a lack of feedback from lecturers, a lack of translation, a lack of references, a lack of time, a lack of low student confidence, a lack of writing experience, a lack of reading proficiency, a | 30 Muhammad Hasan Hamdani.
Nuskhan Abid .
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PP.
No.
Tittle Author Method Population Research Objective Difficulties Strategies Producing English Writing Text: What do EFL StudentsA Perceive? Adelita, al .
Qualitative case study .
uestionnair e and an Twenty-nine This article focuses on how EFL with writing in English and how Investigati ng the Essay Writing Challenges Experience d by Students at Bima Sarana Informatik University Bakhtiar Qualitative .
lose-ended Bina Sarana Informatika University This paperAs objective to identify and evaluate the studentsA issues in Mapping Undergrad uate EFL StudentsA Nugraheni .
Qualitative (Questionnai re and semistructured Twenty five
learners of This paper
aims to explore the studentsA
P-ISSN: 2355-004X E-ISSN: 2502-6801
Findings lack of critical thinking skills, not enough and a lack of a Students .
ocabulary, language use, problems .
ack of teacher and feedbac.
There were no with cognitive Based on this students stated that lexical issues are the most frequent they face when writing essays, mistakes are the least failure to use the right words and diction based on the Students had the highest levels of | 31 Muhammad Hasan Hamdani.
Nuskhan Abid .
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No.
Tittle Author Writing Anxiety:
Trajectorie s From Responses.
Reasons.
Strategies Method Population English Department at a private Research Objective reasons and The StudentsA Writing Anxiety at the Fourth Semester Students in Academic Writing Paramarti, al .
Descriptive Students taking an writing course during their semester at Universitas Muhammadiy ah Purworejo This research aimed to identify the level of what causes it, and how to manage AuFrom Time to Time.
I Feel PressuredAy : EFL Graduate Student Psychologi Feelings in Writing Research Papers for Publication Pramudita Qualitative (Narrative Inquir.
Graduate studying in English Education Department at one of universities in Central Java This study focuses on by graduates in English Education Department when writing articles for P-ISSN: 2355-004X E-ISSN: 2502-6801 Findings anxiety out of all anxiety Linguistic obstacles, lack of writing ability and practice, test limited time, and negative evaluation are the causes of The students level of anxiety .
because of the high frequency .
%).
Students overcame their anxiety by g with asking friends for help, and Students have factors, such as gaps in because they difference in the learning cultures of and graduate | 32 Muhammad Hasan Hamdani.
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No.
Tittle Exploring StudentsA Challenges Academic Writing: A Qualitative Study on the Talent Scouting Program Author Zaki et.
Method Descriptive .
uestionnair e and Population Twenty five program batch 2022 of UIN Salatiga Research Objective This research focused to the studentsA when they are joining writing class Findings stress because they must balance their academic and , and fear of not finishing the paper and publishing it in order to earn a grade.
The research finds that the students face lack of correct words, and presenting clear ideas.
Writing and a hostile are also part of the issues.
CONCLUSION
This article aims to synthesize students' writing challenges from 2014-2024.
The focus of this research is to determine various students' writing challenges.
The results showed that there were several writing problems among students, including affective .
71%), linguistic .
16%), and cognitive .
13%).
Researchers found grammar dominates in linguistic challenge, writing anxiety dominates in affective challenge, and difficult to developing ideas in cognitive challenge.
The analysis and discussion results suggest that educators to use a textual approach to emphasize the understanding of language use and an error analysis learning approach to understand students' errors and provide feedback.
In affective, teachers have to building a positive atmosphere and providing constructive psychological support when they experience difficulties.
Teachers also need to emphasize students using writing processes as a cognitive strategy.
Another P-ISSN: 2355-004X E-ISSN: 2502-6801
| 33
Muhammad Hasan Hamdani.
Nuskhan Abid .
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Vol.
PP.
recommendation for policymakers is to ensure to make the writing teaching curriculum is more integrated and holistic between cognitive, linguistic, and affective aspects.
REFERENCES