Submitted to the English Program of the Faculty of Tarbiyah of the National Islamic Institute of Parepare in partial fulfillment of the requirements. The researcher realized that he could never complete this skripsi without the help of other people. Therefore, the researcher would like to express her gratitude to her beloved parents Hj. Hasmawati and Aris for their incredible patience, endless love and affection, incredible support and motivation, and to her entire family.
The teachers and staff of the State Islamic Institute (IAIN) are ready for their guidance during the years of her studies. Finally, the researcher realized that this skripsi still shows some weakness and is still far from perfect. Title of thesis: The difficulties of students in learning writing skills in the English program of IAIN Parepare.
Students' problems with writing is the condition that makes it difficult for students to do something or makes it difficult for students to write. Based on data analysis, the result of this research indicated that there are three aspects that make writing difficult for students.
INTRODUCTION
Research Question
Neutral or Sometimes", means that 47.5% of students sometimes find it difficult, but sometimes do not find it difficult in writing and speaking. It means that 47.5% of students have difficulty in writing because they have no motivation when learning English. It means that only six students did not find it difficult to write because they have a strong motivation and desire to learn to write.
Netral or Sometimes”, this means that 22.5% of students sometimes have difficulty writing, but sometimes not so difficult writing because of interest. It means that 52.5% of the students have difficulty writing because they did not know what to write. In addition, 10 students (25%) answered “Only or Sometimes”, meaning that 25% of students sometimes find it difficult to write, but sometimes not so difficult to write because they rarely read books.
Neutral or sometimes', this means that 27.5% of students sometimes have problems with writing, but sometimes they do not really have problems with writing because they do not understand the lesson. Because writing is not difficult for them, because it is difficult to spell correctly/from words.
The Objective of the Research
Significance of the Research
REVIEW OF RELATED LITERATURE
The Concept of Writing Skill
2 Dwihandini, "The analysis of the factors that influence undergraduate students' problems in writing dissertations in the English department of the Mahasaraswaty University" (E.Journal Program Pascabachelor Universitas Pandidikan Ganesha, 2016). Think about how to express it and organize it into statements and paragraphs that will be clear to a reader.5 Another definition of writing is proposed by Harmer, who states that writing (as one of the four skills of listening, speaking, reading and writing) have always formed part of the syllabus and the teaching of English. 6. From definition above, the researcher concludes that writing is one of the four skills, process of generating ideas, person's ability to communicate information to someone or others.
The existence of organization in writing is seen as important because it provides a framework to help readers meet their expectations of the text. Well-organized writing helps readers follow the text easily. Content is an element in writing, which is seen as the knowledge of how to develop a thesis correctly and thoroughly.
As students progress, they are increasingly expected to express in writing what they know about many different subjects. Writing is often confusing due to the process of putting words on paper in the same structure as a sketch, drawn up with the right style and vocabulary. The main ideas in some cases are often arranged about the correction of mechanical and grammatical errors.10.
The Concept of Difficulties in Learning Writing Skill
From some of the similarities above, we can conclude that learning is an intentional change to gain experience or change behavior through practice and problem solving. I barely realized I wrote this until I did. loughs.) one of those things that just fell from the sky. In addition, some of the topics that EFL students have to write are too difficult, because most of these students still have problems and worries to compose a complete sentence.
Anxiety as a subjective feeling of tension, fear, nervousness and restlessness associated with an arousal of the autonomic nervous system. Psychologists also seek an understanding of emergent properties of the brain, linking the discipline to neuroscience. Students with learning difficulties are not motivated to write in English for a number of possible reasons.
The desire on the part of the writer to communicate something is very important because it is much more difficult for students to write about something they do not have. Writing for Academic Purposes: Issues Facing Arab Postgraduate Students in Collage of Business”. In educational psychology book explained that:" situation of the family (father, mother, sister, brother) very influential for children of success in the family.
But it can also be a factor behind learning difficulties.23 It is meat that the family is one of the factors that promote students' success in the learning process. A teacher has a very heavy responsibility, not only for classroom duties, but also for the teacher to play an important role in the school and in society. The teacher's behavior, personality, education, and the way he/she teaches determine student achievement.24.
We believe that establishing the link between reading and writing will be better for the students' writing assignments. It is also suggested that peers and teachers are crucial for the development of the students' writing performance because by. interaction, the students receive feedback and comments that promote problem-solving skills needed in writing.26. Writing, on the other hand, is learned through a process of teaching: we must master the written from the language and learn certain structures that are less used in speech, or perhaps not used at all, but which are important for effective communication in writing.
Conceptual Framework
Operational Definition of Variable
METHODOLOGY OF THE RESEARCH
In addition, 7 students (17.5%) answered "Neutral or Sometimes", this means that 17% students sometimes find it difficult, but sometimes they do not feel difficult to learn writing skills. In addition, 14 students (35%) answered "Neutral or Sometimes", this means that 35% students sometimes find it difficult, but sometimes they do not feel difficult to choose the correct vocabulary. This means that only one student did not find it difficult to choose the correct vocabulary.
In addition, 5 students (12.5%) answered "Neutral or sometimes", this means that 12.5% students sometimes have a hard time, but sometimes they do not have a hard time making sentences because of tenses. This means that only five students did not have difficulty making sentences because of tenses. In addition, 12 students (30%) answered "Neutral or sometimes", this means that 30% students sometimes have difficulty using conjunction, but sometimes do not have difficulty using conjunction.
It means that only five students did not find it difficult to use the conjunction when writing. Also, 11 students (27.5%) answered "Neutral or Sometimes", which means that 27.5% of students are sometimes lazy to practice and sometimes they are not lazy to practice outside the classroom. Also, 15 students (37.5%) answered "Neutral or Sometimes", which means that 37.5% of students sometimes find it difficult to write because they have no motivation when they write.
In addition, 17 students (42.5%) answered "Neutral or Sometimes", it means that 42.5% students sometimes feel difficult because the techniques used by teacher in teaching are not maximum but sometimes do not feel difficult. In addition, 11 students (27.5%) answered "Neutral or Sometimes", this means that 27.5% students sometimes do not know what they should write and sometimes they know what they should write. In addition, 15 students (37.5%) answered "Neutral or Sometimes", this means that 37.5% of students sometimes find it difficult to write lessons because the lecturer explains that it is not optimal but sometimes they do not find problems.
It means that 18 students did not have difficulty because the lecturer explains that it is not optimal. Also, 13 students (32.5%) answered "Neutral or Sometimes", which means that 32.5% of students sometimes find it difficult to write, but sometimes not very difficult in writing, because the learning resources or the media is not optimal. It means that 10 students did not have a hard time because the learning resources or media are not optimal.
Also, 16 students (40%) answered "Neutral or Sometimes", which means that 40% of students sometimes find books to write, but sometimes they do not find the book they are looking for. Also, 5 students (12.5%) answered "Neutral or Sometimes", which means that 12.5% of students sometimes find it difficult to write, but sometimes not very difficult to write, because they do not know how to spell the word correctly. Also, 10 students (25%) answered "Neutral or Sometimes", which means that 25% of students sometimes find it difficult to write, but sometimes not well to determine punctuation.
In addition, 6 students (15%) answered "Neutral or Sometimes", this means that 15% of students sometimes find it difficult to write but sometimes not difficult to determine capital letters.
