<![CDATA[Writing is a complex cognitive and self-regulatory process that requires learners to generate and organize ideas, solve problems, monitor their writing, evaluate their texts, and regulate their writing activities. This study aimed to explore the cognitive challenges experienced by Grade XI students during the English writing process at SMK SPP Muhammadiyah Siney. A qualitative case study design involving 15 students (n=15) was employed to obtain an in-depth understanding of students’ writing processes in their actual learning context. Data were collected through interviews, observations, and documentation of students’ writing activities, and analyzed using thematic analysis following the interactive model of data condensation, data display, and conclusion drawing. The findings revealed that students experienced interconnected difficulties across the writing process. The most prominent challenge was problem-solving (73.3%), particularly when students encountered difficulties with vocabulary and grammar and relied on dictionaries, translation tools, peers, or teachers. Planning and evaluation were the next most prominent difficulties (66.7% each), as many students began writing without systematic pre-writing activities and demonstrated limited systematic revision. Self-monitoring was also problematic (60%), with students rarely checking their writing while composing. In addition, 60% of students experienced difficulties in time management. Overall, the findings indicate that students tended to prioritize completing the written product rather than engaging consistently in the recursive processes of planning, monitoring, and revision. These findings highlight the need for process-oriented and self-regulated English writing instruction that explicitly supports planning, strategic problem-solving, self-monitoring, time allocation, and systematic revision.]]>
