STUDENTS’ PROBLEMS IN WRITING PARAGRAPH AT ENGLISH EDUCATION PROGRAM OF STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

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STUDENTS’ PROBLEMS IN WRITING PARAGRAPH AT ENGLISH EDUCATION PROGRAM OF STATE ISLAMIC

UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

Submitted as partial fulfillment of requirement to get Undergraduate Degree (S.1) in English Education

RD. BIMA PURNAMA SAKTI TE. 151612

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2021

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STUDENTS’ PROBLEMS IN WRITING PARAGRAPH AT ENGLISH EDUCATION PROGRAM OF STATE ISLAMIC

UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

Submitted as partial fulfillment of requirement to get Undergraduate Degree (S.1) in English Education

RD. BIMA PURNAMA SAKTI TE. 151612

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2021

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iii Advisor I : Dr. Mahyuzhar Rahman, M.Ag Advisor II : Firdiansyah,SS, MA

To: The Dean Faculty of Education and Teacher Training the State Islamic University Sultan Thaha Saifuddin Jambi In Jambi.

OFFICIAL NOTE Assalamu’alaikum Warahmatullahi Wabarakatuh

After reading, giving guidance, and making necessary correction, we agree that the thesis of Name: Rd Bima Purnama Sakti

NIM: TE. 151612

Department: English Education Program

Title: Students’ Problem in Writing Paragraph of English Education Department at State Islamic University Sulthan Thaha Saifuddin Jambi

Has been progressed to be examined to fulfill the tasks and requirement to achieve undergraduate degree (S.1) in English Education Program Faculty of Education and Teacher Training of the State Islamic University Sultan Thaha Saifuddin Jambi. We assert the thesis can be accepted well. Thus, we hope this thesis will be useful for education, religion, and nation.

Wassalamu’alaikum Warrahmatullahi Wabarakatuh .

First Advisor Second Advisor

Dr.Mahyuzar Rahman, M.Ag Firdiansyah, SS, MA NIP: 1974122922003122003

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DEDICATION

In the name of Allah SWT, the most merciful and powerful, who has given the researcher mercy and blessing, health, and ability to finish this thesis. Sholawat and salam to the Prophet Muhammad SAW, who has brought us from the darkness to the lightness.

Alhamdulillahirabbil’aalamiin, I finally finish this thesis. But I can’t write this thesis without help of people that never stop giving their supports, attentions, guidance, and affections. So that, special thanks will be given to:

My Parents, my beloved father (Mr. Rd Syamsuri) and my mother (Mrs.

Sa'adah) who always give me everlasting love, guidance, motivation, always praying for me, supporting me to finish this thesis and to be successful in the future.

My big family, My beloved sister and brother (Rts Veni Purwanti & Rd Ardi Purwanto ) who always be there for me, support me, save me, help me and guide me. I love you so much.

My greatest advisors, Dr. Mahyuzar Rahman, M.Ag, and Firdiansyah, SS, MA who have given me all of the advice, suggestions, and motivation to finish this thesis.

Thank you very much. My best friends, who have been always giving me support. Then, all of My Classmates English Education of C 2015. Your support and your kindness make me strong to stand until now. And for all, I just want to say:

Thank you very much. All of people who keep supporting me wherever you are. May Allah SWT always loves and bless us. Aameen.

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vii MOTTO

1. "Read by (mentioning) the name of your Lord who created"

2. “Created man, out of a clot (of congealed blood).”

3. “Read (Proclaim!), and your Lord is the Most Generous, 4. “Who teaches (humans) with a pen.”

5. “He taught man what he did not know.” (QS. AL-‘Alaq : 1-5)

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ACKNOWLEDGEMENTS

Alhamdulillah, firstly, the researcher expresses to Allah SWT the greatest gratefulness for all the blessing and chances given so that I could finally finish this thesis as one of the requirements to get undergraduate degree (S.1).

secondly, sholawat and salam always be given to my prophet Muhammad SAW.

The researcher realizes that this thesis would have not been completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude the following paties and their contribution:

1. Prof. Dr. H. Su’aidi, MA., Ph.D., as the Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi.

2. Dr. Hj. Fadillah, M.Pd as the Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.

3. Wahyuni Fitria, S.Pd., M.Pd as the Chief of English Education Program of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.

4. Mahyuzar Rahman, S.Ag.,M.Ag my first advisor, thank you for your guidance 5. Firdiansyah, SS, MA my second advisor, thank you for your guidance.

It is expected that this thesis will give contribution to the Students of English Education Program especially in learning process. Then, the researcher realized that this thesis is still far from being perfect.

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Finally, this thesis is expected to be able to provide useful knowledge and information to the readers, and the researcher is pleased to accept more suggestion and contributions from the reader for the improvement of this thesis.

Jambi, November 2021 Researcher,

Rd Bima Purnama Sakti TE.151612

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x ABSTRACT

Name : Rd Bima Purnama Sakti Study program : English Education Program

Title : Students’ Problem in Writing Paragraph of English Education Department at State Islamic University Sulthan Thaha Saifuddin Jambi

The objective of this study was to know Students' Problems in Writing Paragraph at English Department of State Islamic University Sulthan Thaha Saifuddin Jambi. The research design in this study was qualitative descriptive approach. In collecting the data, the researcher use interview result. This research focuces on students problems in writing paragraph which was the areas to assess writing paragraphs are Format, Mechanics, Content, Organization and Grammar. In this research, the researcher used purposefully select some of Third Semester English Department as the participants. From findings and discussion that the students' problems in writing paragraphs were that students were very difficult to find the main idea in writing paragraphs, and there were still many students who had problems understanding basic grammar and had not been able to develop paragraphs using coherent threads of ideas aspects which was it the biggest students' difficulties in writing english paragraph. Knowing the students' difficulties in writing can also help to solve the problems of students in the subjects of writing in learning process.

Keywords: Learning problems, writing paragraph, EFL writing

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xi ABSTRAK

Nama : Rd Bima Purnama Sakti

Program Studi : Program Pendidikan Bahasa Inggris

Judul : Masalah Mahasiswa Dalam Menulis Paragraf Jurusan Pendidikan Bahasa Inggris Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi

Tujuan dari penelitian ini adalah untuk mengetahui Masalah Mahasiswa dalam Menulis Paragraf di Jurusan Bahasa Inggris Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. Desain penelitian dalam penelitian ini adalah pendekatan deskriptif kualitatif. Dalam mengumpulkan data, peneliti menggunakan hasil wawancara.

Penelitian ini berfokus pada masalah siswa dalam menulis paragraf yang menjadi bidang penilaian menulis paragraf adalah Format, Mekanika, Isi, Organisasi dan Tata Bahasa. Dalam penelitian ini, peneliti sengaja memilih beberapa Jurusan Bahasa Inggris Semester Ketiga sebagai partisipan. Dari temuan dan pembahasan bahwa permasalahan siswa dalam menulis paragraf adalah siswa sangat sulit menemukan ide pokok dalam menulis paragraf, dan masih banyak siswa yang kesulitan memahami tata bahasa dasar dan belum mampu mengembangkan paragraf menggunakan koheren thread. aspek ide yang merupakan kesulitan terbesar siswa dalam menulis paragraf bahasa Inggris. Mengetahui kesulitan siswa dalam menulis juga dapat membantu untuk memecahkan masalah siswa dalam mata pelajaran menulis dalam proses pembelajaran.

Kata kunci: Masalah pembelajaran, menulis paragraf, menulis EFL

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Furthermore for Indonesian students were as known that English is one of an important subject that they should be learned. So, all of students in Indonesia should have a good mastery of English both in oral and written form. Students should master four language skills such as listening, speaking, reading and writing.

Writing is one of the languages skill that needs to be mastered. Thought writing, people can express and share their ideas to the others. Writing is considered as an active processing involving some steps to write an understandable and informative writing in order to write a good writing, there are some aspect that need to be complete.

The aspect of writing arrange a good text. That components can help the writer control their writing. Baker (2011) mentions there are three components in writing skill. First grammatical still is the ability to construct meaningful sentence. It is the ability to arrange the sentence to be more meaningful. Second, compositional skill is the ability how the writer compose their ideas in writing. The last, domain knowledge is a component of writing skill that allows the writer to appreciate the perfective of the user. In short, component in writing such as content, organization, language use, vocabulary, and mechanic. The writer must pay attention to these components

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because is can support students achievement in writing. It also can help them to arrange and organize the writing.

English is very importance language in real communication in the world, so many people are interested in learning this language. There are four skills in English:

reading, listening, writing, and speaking. Writing which is one of four parts of skill has become an element of importance basic study of English. Writing is used for communication. Before writing, we need to determine what we write, we should have something meaningful to convey. To put forward our message successfully, we, the writers, apply a number of writing strategies. These strategies are not talent – oriented. Every writer can learn and apply them in her or his writing. Every learner is than encouraged to keep on practicing. In other cases, we realize that many students get problems to know how to write well. They can write but the result is far from the greeting well, so usually in the final test the result is not good enough. The students usually make mistake in deciding topic sentence and other part of paragraph. Finding the main idea is very useful.

In writing, the main idea gives unity and order to our paragraph. In addition to unity, coherence becomes important role in making a paragraph.. A coherent paragraph consists of interrelated sentences which have in such a smooth way. Many mistakes are also frequently found when the students start to write. They tend not to obey the rules in writing and say that writing is a complicated skill, that this skill is concerned with the talent. Writing is not easy. It involves much work and practices.

Trying to puts our ideas on paper in just the way we want them is never easy. When we write, we have to think of several things at the same time. In addition, it should be kept in mind that the writer has the right to present the readers with easy-to- understand writing.

There are many kinds of writing that have been taught in University, one of the is Paragraph writing. Paragraph writing is a compulsory subject for English

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Education Program student on the third semester in State Islamic University Sulthan Thaha Saifuddin Jambi. A paragraph is a group of sentences that fleshes out a single idea. In order for a paragraph to be effective, it must begin with a topic sentence, have sentences that support the main idea of that paragraph, and maintain a consistent flow.

The researcher choose on the third semester in State Islamic University Sulthan Thaha Saifuddin Jambi, because based on one of the results of student interviews that they often complain that writing assignments are very difficult, such as they find it difficult to find ideas what they want to write, and are unable to understand the material taught by the lecturer.

Based on explanation above, the researcher is conducting the research entitled

“Students’ Problem in Writing Paragraph of English Education Department at State Islamic University Sulthan Thaha Saifuddin Jambi.

B. Identification of The Problem

The research is aimed to describe students’ cause problems in writing paragraph C. Limitation of The Problem

Based on the background mention above, the problems in this research is limited on students' problem in writing paragraph on the third semester class C of English Education Department at State Islamic University Sulthan Thaha Saifuddin Jambi.

D. Formulation of The Research

What are the students’ problems in writing paragraph ? E. Objectives of The Research.

The objective of this research to describe students’ problems in writing paragraph in third semester at English Education Department of State Islamic University Sulthan Thaha Saifuddin Jambi.

F. Significance of the Study

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There are two major of significance in this research. They are theory and practically.

1. The result of the research is expected is provide information about the students problems writing paragraph.

2. Practically 1) The researcher

By doing this research, the researcher would obtain better and better understanding about the writing paragraph.

2) The lecture hope that finding would the useful for them in teaching writing paragraph for their students.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theory of Writing

1. The Definition of Writing

Writing is basic language skill that becomes the hard skill to master for the learner. As we know that writing is a productive skill that involves the way to generate and organize the ideas in written form. As supported by Maggie Sokolik “writing is a mental process of generating ideas and thinking about how to present them effectively in the form of a written text”(Nunan, 2015, p.78). It means that writing is unusual activity that every learner can do. The learner needs to have the ability in managing their idea and thinking about how to express it in the written form in effective way.

In addition, writing is among the most complex human activities. It involves the development of a design idea, the capture of mental representations of knowledge, and of experience with subjects (Jozsef, 2001, p.5). According to this view writing is still a complex skill to the writer, because it involved the writer’s knowledge and it experience for developing a design idea.

Besides, Richard stated that writing is the most difficult skills for second language learner to master of putting together strings of grammatically correct

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sentences (Richard, 2002,p. 303). It means that the writer especially English writer or the learner who study English must write something in a proper way based on grammatical rules in order to make correct sentence.

Moreover, Hoover also emphasizes that writing is vital component of comprehensive sinergy of literacy. Writing deals with three skills, those are reading, listening, and speaking. It means that writing is the way to express the ideas in written form.(Hoover, 2008.p. 1)

From some definitions stated above can be concluded that writing is a complex process of recording of system language by means of visible or tactile marks that result a meaningful text to express writers’ ideas by using the writer’s knowledge and resources without forgetting the linguistic rule.

2. The Writing Process

Process writing is an approach that encourages English learners to engage in writing even as they are developing the companion literacy skills of reading and speaking. (Walter,2004.p.78) Learning to write is a matter of learning about the stages and efficient methods of working through each stage and combining them into and efficient process. There are four stages in the writing process, they are (Renandya, 2002. p. 316—319). prewriting, drafting, revising, and editing.

a. Pre-Writing

In this stage, learner will be stimulated to gather the idea for getting started.

Most of learner often confused how to start writing because they have no idea how to manage the ideas and gathering information for writing. There are some activities provide the learning experiences for students at this stage, they are: Group Brainstorming, Clustering, Rapid Free Writing, and WH- Questions. In Group Brainstorming, learner will be dqdivided into some

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group. Every group members give ideas about the topic spontaneously. There are no right or wrong answer here. While Clustering, learner will be given form words related to a stimulus provided by the teacher. The words are circled and then linked by lines. In Rapid Free Writing activity, Learner only have limited time within 1 or 2 minutes, individual students freely and quickly write down single words and phrases about a topic. Finally, in WH- Questions, learner have to generate who, why, what, where, when and how questions about a topic. From those activities, hopefully it will help every learner how to get idea to start writing.

b. Drafting

Drafting is a design or concept or planning of a topic that will lead the learner in writing process. A drafting contents main idea and the most important point when a learner writing a topic. The draft of a topic that has been built in a paper will be improved by the learner later. At the drafting stage, the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness of the draft.

c. Revising

In the revising stage, the learner reviews their writing on the basis of the feedback given by a teacher. They revise what was written to see how effectively they have communicated their meanings to the reader. In revising process, it is done not only checking for language errors such as grammar, spelling, punctuation, et cetera but also improving global content and the organization of ideas so that the learner’s intent is made clearer to the reader.

According to Barnet, revising stage offered the writers knowing their weaknesses in their writing result. As stated in her book that the best way to learn to write is to do your best, revise it a few days later.( Barnet,1968. p. 25)

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Because in revising the offending passages, you will learn what your weaknesses are.( Barnet,1968. p. 25)

d. Editing

At this stage, learners are engaged in tidying up their texts as they prepare the final draft for evaluation by the teacher. In editing process, learner can edit whether by their own or by their peer’s work for grammar, spelling, punctuation, diction, sentence structure and the like.

B. Problem in Writing Paragraph

The writing tasks are challenging because many practical and theoretical issues are included. Writing process is a form of problem-solving which involves generating ideas, planning, goal setting, monitoring, and evaluating what has been composed (Arndt, 1991. P35). In fact, writing is still deemed to be an arduous task for most first and foreign language learners (Ingels, 2006. P.87).

Problems are the real indicators of the errors encountered by the learners.

According to Shanghness (1979. p.415). The major difficulties of students' are related to hand writing and punctuation, syntax, common errors (i.e. problems in the inflection of regular verbs and nouns, subject verb agreement and the use of articles), spelling, vocabulary and beyond the sentence (i.e. problems in presenting and elaborating of a central idea). Hailemariam (2011) found that students (L2 writers) conform several challenges such as vocabulary selection, punctuation errors, idea generating and organizing problems, spelling errors and appropriate grammar usage in writing activities. In general term, short age of vocabulary, idea generating and organizing problem, use of punctuation, capitalization and spelling errors with poor

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grammar usage are some of the problems students commonly face in developing independent and readable texts of any type (Hailemariam 2011,p.25-27).

From the above, it is possible to deduce that L2 students face difficulties to use appropriately all the essential features of any different genres of writings/ unless they are deliberately taught about where students can commit errors. Thus, similarly paragraph writing is a type of writing activity that learners may face the same problem in developing it for academic purpose.

As students learn how to write, many of them feel dissatisfied with what they have written to the point where they just give up or turn in an assignment that is poorly done due to insufficient effort. It's natural to feel unhappy with your work. In fact, that can be a good thing because it means that you see room for improvement.

But don't give up.

Common complaints about writing:

1. I can't think of anything to write.

2. I don't know how to fix my mistakes.

3. Everything I write sounds stupid.

4. I procrastinate.

There are many other problems that people have when it comes to putting ideas down in written form, but do you have these same problems when you are speaking with someone? Probably not. Can you tell a story at the dinner table? Can you explain to a friend or to another student how to do something? You already have the basic communication skills for writing if speaking isn't a problem. Remember that writing is like speaking, but the advantage in writing is that you can fix your mistakes. Let

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the words and ideas come out and deal with the problems later. (Hailemariam 2011,pp.28-30).

C. Causes for Students' Problems in EFL Paragraph Writing

Students writing in an EFL classroom context should show their awareness of their own communicative goals, of the reader and of the writing context. Paragraph writing, which constitutes a problem for many EFL students in Ethiopian schools, is a major challenge for both students and teachers of English at Bedeno Secondary School.

Despite some approaches to the teaching of writing having been involved from varies teaching methods, tackling EFL writing is still one of the perennial challenge for students in developing English paragraph. Therefore, this ever persisting challenge that EFL students encountered in developing good paragraph associated with varies factors such as:

1. Inadequate Exposure to the Target Language

Another factor that contributes to the contributor of the errors is the inadequate exposure to the target language. It is admitted that many students do not have good access or conducive environment to practice their English outside the classroom, especially both in writing and speaking. Therefore, there are no opportunities for students to practice and develop English. Because of this very weak students come to the high schools, with most of them are not anywhere hear to do anything with English at all level (Alemu, 2004 and Awol, 1999). When students have limited exposure to the language learnt, there will be a big possibility for them to commit errors in their language.

2. Lack of Practice

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Converting competence into performance requires practice. Italo (1999) states that the learners must take the responsibility for their learning if meaningful learning is to take place. He also adds that the best ways to learn any skill would be to practice it. To become best driver, the best way is to drive.

In addition, using the most effective approach to teaching EFL writing is not enough if learners do not practice enough writing. Writing is a skill acquired only through practice. It is, like dance and sport, an activity that could be improved only through practice (Andrews, 1999). Bambang (2010) states that mastering the form of passive voice is not the end of the story. Student should experience using passive voice themselves. Teaching is directing students to practice the language skills. “The psychology of the learning tells as that students are not merely there to absorb knowledge as sponge takes in water”

Halliday, Mcintosh and Steven, (1965:139). However learning is personal experience which requires the active and regular engagement of the learner.

Despite these facts which have been stated above, students in EFL classroom, especially in writing, are not well provided with sufficient writing activities and are not well practiced on regular based. This problem may be emanates from language teachers belief with teaching method, or lack of sufficient writing activities and tasks.

3. Problem of Writing Apprehension

Apprehension is the feeling of being worry about something. With regard to writing, it can be defined as the fear of writing process that out weights the projected gain from ability to write Maclntyre (1989). Learners could be affected with the understanding of the fact that writing anxiety clearly and negatively affects their writing performance Pajares and Johnson, (1994). This is to mean that when students are given a writing activity they begin worrying about writing a paragraph as psychological rather than assuming it as logistical.

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This indicates that writing anxiety is distinctive to productive language particularly of writing Horwitz et.al(1986). From the above context Scholars have become more sensitive to writing anxiety and target language relation has recently captured more attention.

4. Lack of Appropriate Feedback

Students gain benefits from sufficient writing practice and revisions on their drafts to produce a final piece of writing. In these processes, students often rely on feedback either from a teacher, peer, or self. Feedback that students receive from a source, or a combination of sources, provides them with information about what is good and what needs to be improved so that they can incorporate and use the feedback in their revisions and in the final product of their writing. Most EFL/ESL writing teachers would strongly agree with the statement that teacher correction feedback is a necessary part of any writing activity. Feedback on student writing can make learning more effective, as noted by Cardelle and Corno (1981),the more feedback students receive of their performance the better they understand what they need to do to correct their mistakes. Accordingly, the method of feedback provision could also be other factor that affects their achievement in writing good paragraph. A feedback provided for students is not creative because it doesn't inform them what they are expected to improve and how to formulate these improvement William,(2007). Black and William (1998) elucidate that 19 students can make gains in their learning when a given feedback is focused on the specific problems of the students’ work and demonstrate at them the errors with its way of correction.

5. Carelessness

Because of a variety of reason, EFL/ ESL learners may sometimes become careless in writing or speaking in target language (Norrish, 1983 and

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Edge, 1989). According to Norrish, carelessness may happen as a result of lack of motivation. This lack of motivation, on its part, may occur when the materials to be taught and the way these materials are presented do not suit the learners.

6. Lack of Vocabulary

In order to write quality paragraphs (or essays), students’ lexical knowledge or vocabulary is also vitally important. Words carry meanings and help students communicate with their readers effectively. Lack of words usually creates a breakdown in communication. Researchers such as Laufer and Nation (1995) and Putra (2009) asserted that students’ vocabulary knowledge and writing performance correlate significantly. As many agree, vocabulary knowledge alone, however, cannot end in accurate and effective writing.

Communication demands the use of words in sentences; that is, the need for grammatical knowledge is also unquestionable.

D. Relevant Studies

A research from Lely Refnita in 2013 entitled Students’ Grammatical Problems in Writing Simple Paragraphs: Lack of Grammatical Competency or Language Carelessness. This paper, developed based on a part of research results conducted in 2013/2014 academic year at the English Education of State Islamic University Sulthan Thaha Saifuddin Jambi. discusses the forms and types of students’

grammatical problems in writing simple paragraphs. In addition, the discussion continues to analyze whether the grammatical problems found in the learners‟ simple paragraphs can be academically assigned as lack of grammatical competency and/or their own language carelessness. The data are students‘ grammatical problems found in their written simple paragraphs. The data analysis may reasonably come to the conclusion that most of the grammatical problems belong to student‘s lack of grammatical competency and the others to their language carelessness.

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Another previous research by Hidayatul fitri (2010) entitled the students’

problem in writing descriptive at English Education Program of State Islamic University Sulthan Thaha Saifuddin Jambi. The purposes of this research is to investigate students’ problems of writing descriptive text and the factors that cause the students’ problem in writing descriptive text at English Education Program of State Islamic University Sulthan Thaha Saifuddin Jambi.Jambi. The research used a descriptive qualitative as the method. The researcher interviewed six participants in order to get the information. This research found that there were three difficulties faced by the third semester of students at English Education Program of State Islamic University Sulthan Thaha Saifuddin Jambi. Tthe students had lack of vocabulary, the students had poor of English Lack of motivation, environmental factors and the way the teacher teach, lazy to attend English activity, and lack of time. In conclusion, students’ problems can be solved if the students were motivated and interested in learning, the researchers suggest students should read a lot, do not be lazy to ask the teacher and more effort to better understand the English. From these problems, to reduce the existing problems the researcher suggests that teachers to use some media in teaching learning process, so the students are more motivated.

The last previous research by Abdul rohim (2017) entitled An Analysis of Students Writing Skill in Paragraph Writing. This research uses the descriptive qualitative research. The population of this research is all students of fourth semester for english study program in Muhammadiyah University of Tangerang.semester academic 2017/2018 consisting of five parallel classes namely class 4a1, 4a2, 4a3, 4b1, and 4b2. The objective of this research is to analyze students’ skill in their paragraph writing. After analyzing the data quantitatively and qualitatively, it was found that the highest average score is in the organization used student in writing indicated by the number 15,65, followed by content with an average value 15,34. The average value of the mechanic is 15,17 and for the grammar is 14,79, and the last

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indicator is vocabulary that shows 14,68 for it’s avarage. The result of their paragraph writing was catagorized as good, This is seen from average gain is 15,13.

The similarity of those researcher with this present research is in subject that is about the problem in writing. The first research was more focus on the grammar and vocabulary, while this present research will concern to the whole aspect of writing paragraph. The second was more focus on the problems descriptive text, while this present will concert to the paragraph and only focus on aspect writing. The third research only focus on analysis writing paragraph, while this present only focus on problems writing paragraph.

CHAPTER III

RESEARCH METODOLOGY A. Design of the Research

Research Design The research design in this study was a qualitative descriptive approach Qualitative descriptive is a study to describe the status of things in the present or in the past (Salkind: 1994, p.11). It means that the data collected (eg words pictures or behavior) were not analyzed in terms of statistical accounting numbers but analyzed in qualitative forms which was more than their numbers or frequencies. Frankel et al (in Cresswell, 1994, p.162) states that the qualitative study produces paragraph data that is obtained in form of word or picture rather than numbers. This research focuses on the Problems in writing English Paragraph

B. Setting

The research was conducted in 04 Febuary 2021 at English Education Department of state Islamic University Sulthan Thaha Saifuddin Jambi at third semester.

C. Subject of the Research

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In this research, the subject was English students at the third semester grade students at English Education Department of State Islamic University Sulthan Thaha Saifuddin Jambi in the Academic year of 2020/2021.

D. Data and Data Sources

In this research, primary data was be information about students problem in writing paragraph at English Education Department of State Islamic University Sulthan Thaha Saifuddin Jambi in the Academic year of 2020/2021. The data will be collected by interview of the students.

The researcher was get interview from students of English Education Department of State Islamic University Sulthan Thaha Saifuddin Jambi. The data source is subject where data is found. The source data in this research is the students of English Education Department of State Islamic University Sulthan Thaha Saifuddin Jambi. The researcher was gain the data from interview students` about writing paragraph at the third semester grade class C of students at English Education Department of State Islamic University Sulthan Thaha Saifuddin Jambi. In the academic year of 2020-2021. That consist 21 students who were majoring in English.

E. Technique of Collecting the Data 1. Interview

Interview was one of the ways to collect the data in qualitative research. In this section, the researchers conducted face to face interviews to Some of the students who became participants. The interview was the first step in collecting the data. The researcher uses the interview guides that had been prepared before doing the interview The researcher used semi-structured interviews were often preceded by observation, informal and unstructured interviewing in order to allow researchers to develop a keen understanding of the topic of interest necessary for developing relevant and meaningful semi- structured questions, The inclusion of open-ended questions and training of interviewers to follow relevant topics that may stray from the interview guide

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does; however, still provided the opportunity for identifying new ways of seeing and understanding the topic at hand. (Cohen D. Crabtree BF.

Qualitative Research Guidelines Project 2006. Available from:

http://www.qualres.org/HomeSemi-3629.html [Last accessed on 2013 July 16) At the beginning of the interview, the researcher introduces himself and tells her purpose of conducting the interview to each participant. All the participants would request to describe about themselves. After that, the researcher was asked to cach participant about their problems in writing the Paragraph. All interviews had been tape-recorded. Each interview lasted about 10 minutes, and with the permission of the participants. Because English was not a primary or first language for the participants, they might answer either in Indonesian or English. The researcher has transcribed the form to record and translates from Indonesian script into English.

F. Technique of Analysis the Data

The interviews did to the students on the third semester of the English Department Students at the State Islamic University Sulthan Thaha Saifuddin Jambi. In this research the researcher conducts paragraphs qualitative research, so the researcher did not need statistical data. At the research the researchers took the data from interviews and finally the conclusion and suggestion was drawn.

o Data Reduction

According to Sugiyono (2012: 247), data reduction is the process to summarize, select, focus, find the pattern of the data. Miles and Huberman (1994: 10), data reduction refers to the process of selecting, focusing, simplifying, abstracting and transforming the data that appears in the written-up field notes or transcriptions.

Based on the opinion by the expert above, the researcher concluded that the data reduction means to summary, to choose the point, and focus on the important things that relate to the topic. In this research, the researcher used the

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data reduction to select the needed data that related to the students' Problems in Writing English Paragraph on The Fifth Semester of English Department Students at State Islamic University Sulthan Thaha Saifuddin Jambi.

o Data Display

According to Sugiyono (2012: 249), data display is displaying the data in paragraphs, charts, relationships between categories, flowchart and so on.

(Huberman 1994. P.11), data display is the second flow of qualitative data analysis. Data display is organized, compressed assembly, of information that permits conclusion drawing and action.

In the data display the researcher presented all the information he had, and analyzed it. To make it clear, the researcher drew the data in a form of interview, which aims to find out the students problems in Writing English Paragraph on The Third Semester of English Department Students at State Islamic University Sulthan Thaha Saifuddin Jambi. The research of interviews and documentation is analyzed for the purpose of the research.

o Conclusion / Verification

According to Sugiyono (2012.p.253), data conclusions and verification are the data analysis where to conclude the collected. The conclusion of the research is that which has not been found before. (Huberman 1994. P.11) stated that verification is the fifth stage of data analysis when the data analyst verifies the data and vague data to be explicit and grounded inductively.

Then, the conclusion in qualitative research may be able to answer the research question formulated from the beginning, but maybe not, because as has been stated that the problem and the formulation of the problem in qualitative research is still temporary and will be developed after research in the field.

The researcher concluded that the conclusion / verification of the data had been left in the analysis to make sure nothing was left that was not relevant.

Conclusion was drawn after the researcher conducted the data analysis.

G. Trustworthiness

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In qualitative research, the trustworthiness features consist of authenticity and credibility. Validity does not carry the same connotation as it does in quantitative research, nor is it a companion of reliability. Validity is seen as strength and it is used to suggest determining whether the findings are accurate from the standpoint of the researcher, the participant, or the readers of an account (Creswell & Miller in Rohani, p.37). To enhance the credibility and the accuracy of the findings, the following strategy will be employed.

To establish the "trustworthiness" The researchers triangulated the data obtained from the two data research instruments mentioned above.

Bergman in Rohani argues that "the idea of triangulation is to reduce the chances of reaching false conclusions" (p.23). First, the researcher conducted the Interview 10-15 minutes depending on the questions and the condition23 Then to ensure the accuracy and reliability, all the transcripts are checked by the expert of qualitative. Afterwards, the researcher sent it to the participants to be checked and approved.

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CHAPTER IV

FINDING AND DISCUSSION A. Findings

In this study, the researcher chose the third semester as the research subject which consisted of three classes. The reason researchers chose the third semester as the subject is because students consider typical cases and the most potential data sources for research because they have experience in Writing. Researchers use techniques that most help researchers understand research problems and questions (Creswell, 2003, p. 166).

The researcher first asked the students of class A, B and C from the results of interviews from representatives of each class that class C was more dominant in having complaints and problems.

Interview was done on Friday, "Febuary 12th 2021 Interviews are carried out via zoom, the researcher first introduce herself and submitted the research objectives.

The participants were given the questions based on the interview one by one and for about 10 minutes. In this interview the researcher only took six students as the

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participant on the grounds that they had represented the entire participant. All the interviews had been tape-recorded and not all the participants were using English language, some of them used Indonesia language. Interviews script had translated from Indonesian script into English.

Interview Result From the interview result, the researcher got the general view that most of students has low ability in writing especially in aspect organization and grammar. Below was some of their statements.

STI told that when he wrote a paragraph he often trapped in the same words and he cannot develop into good paragraphs.

"I thought something blank to continue when I was writing. I had been trying to get practice in solving problem, but it was not maximal because I did not show the result of my writing practice to lecture. In fact I was only practiced in my leisure time. I also admited that I was weak in grammar structure "

ST2 said that she also lost idea in the middle of her job in writing. She said that she could not move to other sentence because she confused how the way to make an interesting sentence.

"I still confuse in arranging word by word to be a good sentence. I often lack grammar structure and didn't know what to write. Sometimes I forgot about new vocabulary, how to set up the right frame of ideas, it often makes me give up in writing assignments: I did not practice: regularly because I had other activity.

Sometimes I got practice when my lecture gave task about writing.

ST3 was the other student said that grammar was his big problem.

"I Confessed that I can't made different between the verb two or three.

Besides, I still confuxed to decide whether the sentence should be put in past tense,

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present tense or others. I tried to solve my problem by following the English course. I was trying to write better.

" ST4 stated that she often repeat the words for sometimes: Then she also stated that she can make a topic but the she cannot continue to the supporting sentences.

"I can make the topic but I confuse to continue the supporting sentences, even didn't know to develop the idea. 1 had been trying to seldom practice at home when I got this problem. I still lack in grammar and need effort to inprove my vocabularies.

"ST5 said that she got problem or difficult in deciding the tenjes and arranging the sentence well.

"I only to be able to make a short paragraph. I often stuck in the middle of the writing because I confused to choose the best word. I was often confused in placing the correct verb that corresponds to the language order, the differences between past and present tense. Sometimes got 1 Wils practice with my friends, but 1 did not ask the lecture to check our written

"ST6 stated that she often had difficulty in developing ideas. It was offen confuses her in arranging the supporting paragraph.

"Many things that made me confuse in writing, I often lost the iden and did not know what to write I was also difficult in arranging the grammar, even thought sometimes practiced at home and learned from my classmates, and I had been trying to follow the course if there is spare time.

Based on the interview result above, most of students confessed that they had problem in developing the ideas and arranging the tenses correctly, which were included in the estimate grammar and organization for even thought they knew their weaknesses but still they were lazy to practice.

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B. Discussion

Writing is a skill that is required in many contexts throughout life. For instance students can write an email to a friend, reflect on what happened during the day in their personal diary or write essay for their homework. Every day people faced with different types of problems and reasons can be different too. This research want to explain the most problems of writing paragraph.

According to an analysis conducted through interview results in form of English paragraph text that produced by students the researchers found problems experienced by students can be grouped into two, they are problems related to grammar and problems related to writing techniques. Problems. It can be said that students still show basic grammar errors. The students still experience problems in understanding grammar which are fundamental in nature, namely problems in terms of subject suitability to predicates, proper placement of to be and verb patterns, use of relative clauses in complex sentences and not being able to make correct passive sentences. The problem most students make is in making passive sentences. Students have not fully mastered the use of to be in passive sentences. This phenomenon illustrates that students' grammatical competence is still inadequate considering the mistakes shown by students are in the basic grammar category, even though the student is already in the third semester. Errors in Writing Techniques Besides mistakes in the grammar field, students also have problems in terms of writing techniques, namely in terms of paragraph development, making coherent relationships between paragraphs and not being able to lead the reader's mind through relevant backgrounds. This is supported by shanghaess (1979: 415). the major difficulties of students' are related to hand writing and punctuation, syntax, common errors ( problems in the inflection of regular verbs and nouns, subject verb agreement and the use of articles), spelling, vocabulary and beyond the sentence ( problems in presenting and elaborating of a central idea).

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Based on the results of data analysis, it can be stated that students are not yet fully skilled in developing paragraphs. In other words, students still have difficulty connecting one sentence to another to form a coherent paragraph. Paragraphs are said to be coherent when the topic sentences are developed coherently and logically to the next sentences. The difficulties experienced by students are not in making topic sentences but on how to develop topic sentences into supporting sentences to form a coherent paragraph. (central idea).

Based on the results of observations on the written works made by students, it can be stated that most students make topic sentences at the beginning of the paragraph, and this is not a problem for students. But when they have to develop the topic sentence into several supporting sentences, it can be stated that students still have difficulties because they spend a long time on it and there is a phenomenon that students are still writing one or two sentences that should not be part of a paragraph.

This is supported by Hailemariam (2011) found that students conform several challenges such as vocabulary selection, punctuation errors, idea generating and organizing problems, spelling errors and appropriate grammar usage in writing activities. In general term, short age of vocabulary, idea generating and organizing problem, use of punctuation, capitalization and spelling errors with poor grammar usage are some of the problems students commonly face in developing independent and readable texts of any type (Hailemariam 2011,pp.25-27).

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CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the results of the research and discussion, the researcher concluded that the students' problems in writing paragraphs were that students were very difficult to find the main idea in writing paragraphs, and there were still many students who had problems understanding basic grammar and had not been able to develop paragraphs using coherent threads of ideas aspects which was it the biggest students' difficulties in writing english paragraph.

Knowing the students' difficulties in writing can also help to solve the problems of students in the subjects of writing in learning process. Therefore, it is recommended for teachers to think of appropriate learning strategies and provide suggestions or input and encouragement for students, so that learning is more effective in understanding the basics of writing and understanding basic grammar.

B. Suggestion

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Based on the conclusion above, there some suggestions from the researcher, it may be becoming consideration;

1) The lecturer to give more arrangement and practice to the students thus they already understand all of the grammatical rules in writing English paragraph which is concern to its organization and grammar sentence.

2) The students to be more active and should pay more attention to learn structurally all aspects of it when taking practice in writing English paragraphs.

3) The findings of this research can be used as references for next researchers at the same field who will charge to prepare learning materials, especially writing, to prepare learning strategies, especially for learning writing, and for assessment makers, especially for writing assessment.

BIBILIOGRAPHY

Abdul Rohim. 2017. An Analisys of Students Writing Skill in Paragraph Wiring Arikunto, S.2010, Dasar-Dasar Evaluasi Pendidikan. Jakarta Bumi Aksara Bryne, Donn.1988. Teaching Witing Skill, London: Longman Group Limited Baker, sheridal, 2011. The practical stylish. New York: harper&row publicher

(Cohen D. Crabtree BF. Qualitative Research Guidelines Project 2006. Available from: http://www.qualres.org/HomeSemi-3629.html [Last accessed on 2013 July 16)

Cresswell, J.W. 2008. Educational Research: planning, Conducting, and Evaluating Qualitative and Quantitative Research (Third Edition). New Jersey : Pearson Internasional Edition

Hailemariam, W. (2011). Problems students face in Writing. AAU: MA Thesis (Unpublished).

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Hidayatul Fitri. 2010. Students’ problems in writing descriptive at English Education Program of State Islamic University Sulthan Thaha Saifuddin Jambi

Lely refnita, 2013. Students’ Grammatical Problems in Writing Simple Paragraphs:

Lack of Grammatical Competency or Language Carelessness. The English Education Program of State Islamic University Sulthan Thaha Saifuddin Jambi

Shanghness, 1979. Writing English Language Test. London: Longman Sugiyino, 2012. Metode penelitian kualitatif kuantitatif

David Nunan, Teaching English to speakers of Other Languages, (New York:

Routledge, 2015), p.78.

Horváth József, Advanced Writing In English As A Foreign Language, (Lingua Franca Csoport, 2001), p. 5.

APPENDIX I

Inteview Sheet

1. Please tell me what your problems in writing paragraph?

2. What do you do to solve your problem in writing especially in paragraph?

3. What time do you practice writing in a week?

4. What do you do in particular that helps you the most with your writing problems?

5. Did you always try to find the solution for your writing problems? Tell me about that.

6. What are you thinking when you are checking your task of writing your examination?

7. How do you manage your time to have good score in arrange writing a paragraph?

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APPENDIX II

Result Interview ST1

 Please tell me what your problems in writing paragraph?

 I'm still confused putting word by word into a good sentence

 What do you do to solve your problem in writing especially in paragraph?

 I try to solve my problem by taking an English course. I try to write better.

 What time do you practice writing in a week?

 No, I rarely study writing at home

 What do you do in particular that helps you the most with your writing problems?

 I've tried to practice in solving problems, but it's not optimal because I don't show the results of my writing practice to lectures. Actually I just practice in my class. leisure time.

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 Did you always try to find the solution for your writing problems? Tell me about that.

 Yes, I've tried to practice in solving problems, but it's not optimal because I don't show the results of my writing practice to lectures. Actually I just practice in my class. leisure time. I also admit that I am weak in grammatical structure

 What are you thinking when you are checking your task of writing your examination?

 I'm so afraid my grades are bad

 How do you manage your time to have good score in arrange writing a paragraph?

 I have to focus on studying and have to take advantage of the free time I have

ST2

 I feel like there's something empty to go on while I'm writing. I've tried to practice in solving problems, but it's not optimal

 I've tried to practice in solving problems, but it's not optimal because I don't show the results of my writing practice to lectures

 No, I rarely study because I have many activities outside of campus

 I don't practice: regularly because I have other activities. Sometimes I get practice when in college I give assignments about writing.

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 Did you always try to find the solution for your writing problems? Tell me about that

 Yes, I have a lot of trouble with grammar, even think I sometimes practice at home and learn from my classmates, and I've been trying to keep up. course if you have free time

ST3

 I'm still confused put together word by word into a good sentence.

 I try to solve my problem by taking an English course. I try to write better

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 I have to try to practice to be more active in making paragraphs. I'm still lacking grammar and need some effort to fix it. my vocabulary. Therefore I have to fix it again

ST4

 I often lose my mind and don't know what to write

 Actually I just practice in my class. leisure time.

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ST5

 I have difficulty in determining a good sentence structure, I can only make short paragraphs because I don't show the results of my writing practice to lectures

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 I rarely study sometimes I only study when I have an assignment

ST6

 I often lack grammar structure and don't know what to write

 . Actually I just practice in my class. leisure time.

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ST7

 I'm still confused putting word by word into a good sentence

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 I feel there is a void to continue while I am writing. I've tried to practice in solving problems, but it's not optimal because I don't show the results of my writing practice to lectures. Actually I just practice in my class. leisure time. I also admit that I am weak in grammatical structure

 What are you thinking when you are checking your task of writing your examination? I'm so afraid my grades are bad

 How do you manage your time to have good score in arrange writing a paragraph? I have to focus on studying and have to take advantage of the free time I have

ST8

 I often get stuck in the middle of writing because I am confused about choosing the best words

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 Yes, I have a lot of trouble with grammar, even think I sometimes practice at home and learn from my classmates, and I've been trying to keep up. course if you have free time

ST9

 I can't tell the difference between two or three verbs.

STUDENTS’ PROBLEMS IN WRITING PARAGRAPH AT ENGLISH EDUCATION PROGRAM OF STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

STUDENTS’ PROBLEMS IN WRITING PARAGRAPH AT ENGLISH EDUCATION PROGRAM OF STATE ISLAMIC

UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

RD. BIMA PURNAMA SAKTI TE. 151612

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2021

STUDENTS’ PROBLEMS IN WRITING PARAGRAPH AT ENGLISH EDUCATION PROGRAM OF STATE ISLAMIC

UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

RD. BIMA PURNAMA SAKTI TE. 151612

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2021

ACKNOWLEDGEMENTS

TABLE OF CONTENTS