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All Journal English Education and Applied Linguistics Journal (EEAL Journal) Jurnal Ragam Pengabdian
Irsyad Nugraha
Institut Pendidikan Indonesia Garut
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF DIFFICULTIES IN WRITING ESSAY AT SECOND GRADE OF EDUCATION COLLEGE OF STKIP Irsyad Nugraha
EEAL Journal (English Education and Applied Linguistics Journal) Vol 1, No 1 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v1i1.46

Abstract

Writing as one of the four skills in English has an important role for undergraduate students. This is because writing is productive skill which can build and rebuild the student’s motivation in mastering language. Writing is a basic skill for students, because it can improve students’ abilities in mastering language. In the process, writing skills has so many problems and solutions to enrich student’s capabilities.According to Harmer (2007), “writing is used as practice tool to help students practice and work with language they have been studying”. For example, ask a class to write five sentences using a given structure, or using five of the new words or phrases they have been learning. Writing activities like this are designed to give reinforcement to students. Another kind of writing for learning to occur is when we have students write sentences in preparation for some other activities. Brown (2001) claims that writing is a way of life, it means that in order to succeed in a course, students should express themselves with some oral skills and written skills about their ideas and abilities. When students can generate some ideas, thoughts and feelings in written, they have already succeeded to be creative students in processing some information.Population for this research is one purposed random sampling of second grade English Department students. The writer tries to get the sample only 20 students, which were taken from 90 students of second grade populations furthermore the writer tries to choose students with high cumulative mark and low cumulative mark to get the varieties problems of Essay Writing.    The writer obtained the instrument of data by using some questionnaires and interview for students in order to analyze whether the problem of writing essay and teaching techniques of writing essays
The Relationship between Personal Factors and Institutional Environment on English Learning Motivation in Islamic Boarding Schools: A Study of the L2 Motivational Self System Luzain Habibah Al-Athar; Irsyad Nugraha; Mohammad Soni
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/sj4cd925

Abstract

This study examines the motivational orientation of Islamic boarding school students toward English language learning and challenges the common assumption that religious identity may reduce acceptance of English as a global language. The research aims to describe students’ perceptions of the importance of English, sources of motivation, perceived learning difficulty, and preferred learning materials within the pesantren context. This study employed a quantitative descriptive survey design. Data were collected through a structured online questionnaire distributed to students who actively participated in English classes. Total sampling was applied to respondents who completed the questionnaire. The instrument consisted of closed-ended questions measuring perceived importance of English, motivational sources, level of difficulty, and instructional preferences. The collected data were analyzed using descriptive statistical techniques in the form of frequency and percentage distribution. The findings indicate that most students consider English an important subject despite perceiving it as difficult. Internal motivation emerged as the dominant source of learning drive, followed by teacher encouragement. Students showed greater interest in communicative daily conversation materials than in religious text-based materials. These results suggest that students’ motivation is future-oriented and internally driven rather than externally imposed. In conclusion, English learning motivation among Islamic boarding school students is characterized by positive perception, strong self-driven orientation, and resilience despite perceived difficulty. The findings confirm that religious educational settings do not inherently hinder students’ engagement with English as a global language.
Co-Authors Luzain Habibah Al-Athar Mohammad Soni