NAME: SUAIDA

CLASS: PBI 4-B

NIM: 2042300043

SUBJECT: RESEACH PROPOSAL

Difficulties faced by Indonesian EFL Students’ in Writing English Essays

Abstract

This qualitative case study was conducted to gather information difficulties faced by EFL
students’ in writing english essay. Information was gathered from five writing class students.
This qualitative study employed a document analyses and interviews for data collection.
Document analyses were used to examine the evidance difficulties in wriring essay of the
EFL students. Semi-structured interviews were used to explore the main data from graduates
and collect information from the participants.

A. Background of the study

Writing an essay is difficult and challenging for EFL students’ because the
writing prosses there are many issues: generating and organizing an ideas, drafting,
revising, and editing. For native speakers and non-native speakers writing is difficult
skill, because writers must be able write it in multiple issues (Harmer 2007). For some
students writing might be more difficult than other skills like listeing, reading, and
speaking. Saveral years ago (Richard 1997) said that learnig to write correctly is very
difficult and need length process, because it induces axiety and frustation in many
learners. Constructing satisfactory essay is difficult that prohibit many EFL students.
Students dificulties in writing essay may occur because of many factors. The
major difficulties found in students writing are commonly because lack of vocabulary
and bad grammar mastery. According to Rababah (2003) informed that the students
are unable to express them appropriately in their writings due to their limited
vocabulary. Another dificulties faced by EFL students’ in writing an essay are
coherence and cohesive sentences. EFL students’ face difficulties in finding ways to
employ the different types of sentences and the ill use of some cohesive devices
(Qaddumi 1995).
According to (Alfaki 2015), difficulties in writing consist of linguistic and
cognitive. Linguistic diffculties in writing are: grammatical, sentence structure, and
 diction. Grammatical difficulties often faced by EFL students, they difficult when
arrange the sentence and determine subject verb agreements. And cognitive dificulties
in writing are: punctuation, capitalization, spelling, content and organization. Many
students have difficulties when organizing paragraph, difficulties in remaining word
classes, getting lost the generic structure, making a conclusion, and putting
punctuation.
There are some studies conducting the issue about difficulties in writing.
Hemmati (2002), interviewed thirty (30) Iranian EFL students. In the study the
reseaarcher found concerning vocabulary difficulties in their writing. Ridha (2012),
investigated the errors in English essay writing of EFL Iraqi college students. The
researcher reveal errors were categorized into grammatical, lexical, semantic,
mechanics, and word order types of errors mostly led by Arabic interference. Na
Phuket and Normah's (2015) study explored the primary sources and types of errors in
the writing of EFL students. Results showed that the most frequent types of errors
were translated words from Thai, word choice, verb tense, preposition, and comma.
The previous study the reseacher only reveal the difficulties in writing essay
and not able to reveal overcoming the problems in writing essay. Previous study
about exploring essay writing difficulties encountered by EFL students, spesifically in
the English Education Department, is still very limited. Researchers are interested in
researching this research with research questions:
1) What are the difficulties faced by EFL students’ in writing english essay?
2) What the student do to overcome the problems in writing essay?

B. Research Method
To reveal the phenomena this study use case study. A case study is a research
approach that is used to generate an in-depth, multi-faceted understanding of a
complex issue in its real-life context. Creswell (2007) and Merriam (1998) argued that
of the five qualitative traditions (biography, phenomenology, ethnography, grounded
theory, and case study) case study was one of the traditions appropriate for studying
an understudied topic regarding a person, a program, an institution, a process, and a
group.
The term case study is used in varied ways, but the primary defining features
of a case study are that it draws in multiple perspectives (whether through single or
 multiple data collection methods) and is rooted in a specific context which is seen as
critical to understanding the researched phenomena.

C. Research Design
This study is design by using qualitative research. Yin (2006) defines the
“case” within a case study as a “unit of analysis” (122). Within a case, subcases can
be embedded. This qualitative case study is intend to report essay writing difficulties
in writing class EFL students’ at Nurul Jadid University. Qualitative case study was
adopt to gather information about EFL students’ difficulties in writing eaasy to reveal
difficulties faced by EFL students’ in writing english essay.

In this study, the researcher carries out the research stages, the research steps are
described as follows:

Step 1: determine if a case study approach is appropriate to the research

The first thing the researcher do to identify the phenomenon is determine if a case
study approach is appropriate to the research problem. A case study is a good
approach when the inquirer has clearly identifiable cases with boundaries and seeks to
provide an in-depth understanding of the cases or a comparison of several cases.

Step 2: Identifying the case

Next the researcher need to identify their case or cases. These cases may involve an
individual, several individuals, a program, an event, or an activity. In conducting case
study research, I recommend that investigators first consider what type of case study
is most promising and useful. The case can be single or collective, multi-sited or
within-site, focused on a case or on an issue (intrinsic, instrumental) (Stake, 1995;
Yin, 2003).

Step 3: Select one or more participants to study

In this step, the reearcher select the random partisepants in writing class.

Step 4: Collecting the data

The data collection in case study research is typically extensive, drawing on multiple
sources of information, such as observations, interviews, documents, and audiovisual
materials. In this study researcher uses interwiews and document to collect the data.

Step 5: Analyzing the data

 To analyzing the data the researcher becoming familiar with the data by read it in
saveral times. And then the researcher transcribing all data from partisipant. Next the
reseacher generating codes and classifying codes into themes.

Step 6: Report findings about the data

In the final interpretive phase, the researcher reports the findings of the data. The
findings report based on the data from partisipant document and interviews.

D. References
Alfaki, I. M. (2015). University students’ English writing problems: Diagnosis and
remedy. International Journal of English Language Teaching, 3(3), 40-52.
ISSN 2055-0839

Creswell, J, W. (2007). Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, CA: Sage Publications.

Harmer, J. (2007). The practice of English language teaching. Malaysia: Pearson

Education Limited.

Hemmati, F. (2002). Vocabulary problems in the EFL writing of Iranian students:

Taxonomies and strategies (Doctoral dissertation). University of Essex, UK.

Na Phuket, P. R., & Othman, N. (2015). Understanding EFL students’ errors in

writing. Journal of Education and Practice, 6 (32). ISSN 2222-288X.

Rababah, G. (2003). Communication problems facing Arab learners of English: A

personal perspective. TEFL Web Journal, 2(1).

Ridha, N. S. (2012). The effect of EFL learners' mother tongue on their writings in
English: An error analysis study. Journal of the College of Arts. The
University of Basrah. No. (60)

Qaddumi, M. (1995). Textual deviation and coherence problems in the writing of

Arab students at the University of Bahrain: Sources and solutions ( Doctoral
dissertation). University of Nottingham, UK. From https://www.iasj.net/iasj?
func=fulltext&aId=58267