Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal Erudita: Journal of English Language Teaching
Alkhasanah, Ainun Nisa
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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

Found 1 Documents
Search

 1 
Breaking through undergraduate thesis writing barriers: insights from Indonesian EFL students Alkhasanah, Ainun Nisa; Kholis, Nur
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i2.8899

Abstract

Many EFL students experience barriers to completing their final project writing of the thesis, which is required for graduation. In response to this, this study aims to explore students’ barriers and potential solutions in writing their undergraduate theses. The research was designed with qualitative method employing a case study approach. Five undergraduate students in an Islamic university in Pekalongan, Central Java, Indonesia were recruited to participate in this study, regarding the criteria: the EFL students completed writing their theses and signed a consent form. Data were garnered through interviews and document analysis. The data were analyzed using thematic analysis. The study findings demonstrate that the undergraduate EFL students faced several barriers to their thesis writing. The barriers dealt with psychological, sociocultural, and linguistic problems. The most common and frequently mentioned problems from interviews were barriers with psychological factors, sociocultural factors, and linguistic factors. This study also portrays that the participants found various solutions to tackle the barriers when writing their theses, including cognitive solutions, metacognitive solutions, affective solutions, and social solutions. The present study concludes with practical implications for how university EFL students overcome the problems faced in writing an undergraduate thesis.
Co-Authors Nur Kholis