Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Multidisciplinary Science: MIKAILALSYS
Siregar, Trysepta Ulina
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Environmental Science Physics Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Analysis of Students’ Difficulties in Writing Explanation Text in the Eleventh Grade at SMA Negeri 8 Medan Siregar, Trysepta Ulina; Tampubolon, Sahlan; Napitupulu, Fenty Debora
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Difficulties in writing explanation texts may limit students’ ability to communicate processes and phenomena clearly. This study identified students’ writing difficulties, examined contributing factors, and described strategies used to address them. A descriptive qualitative design involved 30 eleventh-grade students at SMA Negeri 8 Medan. Data were collected through a writing test and an open-ended questionnaire, analyzed descriptively, and triangulated across the two sources. Writing test results identified grammar as the most prominent difficulty (40%), followed by mechanics (36.7%), vocabulary (16.7%), and idea organization (6.6%). Questionnaire responses highlighted difficulty with idea organization (73.3%), revealing a contrast between the test findings and students’ reported experiences. Reported contributing factors included limited grammatical and vocabulary knowledge, insufficient writing practice, and low confidence. Students described using dictionaries, Google Translate, artificial intelligence applications, teacher and peer assistance, and writing practice to address these difficulties. The findings indicate that students require support with both linguistic accuracy and text organization. They suggest that instruction should combine explicit grammar and vocabulary support, structured writing exercises, and constructive feedback to address the difficulties identified through performance assessment and students’ self-reports.
Co-Authors Fenty Debora Napitupulu Sahlan Tampubolon