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Journal Corner of Education, Linguistics, and Literature
Published by CV. Tripe Konsultan
ISSN : 2807355X     EISSN : 28073568     DOI : https://doi.org/10.54012/jcell
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal Corner of Education, Linguistics, and Literature (JCELL) is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: Education Psychology, Adult Education, Education Administration, Educational Planning and Theories, Curriculum Study, E-Learning, Higher Education, Pedagogy, Special Education, Teaching and Reading Skills, English Language Teaching, Literature Study, Applied Linguistics, Language Teaching Skills, Language Acquisition, Bilingualism, Language Assessment, Communicative Language Teaching (CLT), Task Based Language Teaching (TBLT), Translation Studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 281 Documents
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Challenges Faced by Islamic Higher Education Students in English Writing Classes: A Qualitative Approach Amrizal, Amrizal; Setiawan, Anjar
Journal Corner of Education, Linguistics, and Literature Vol. 5 No. 001 (2025): Special Issues
Publisher : CV. Tripe Konsultan

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Abstract

This study looks at the challenges university students face in English writing classes at STAIN Mandailing Natal, Indonesia, using a qualitative approach. Writing is often seen as one of the hardest skills in English as a Foreign Language (EFL), especially at the university level, where students must produce academic texts. Although English academic writing is becoming more important in higher education, there has been little qualitative research on students’ writing challenges in Indonesian Islamic universities, particularly in regional areas.This study employed a descriptive qualitative design and included undergraduate students enrolled in English writing courses at STAIN Mandailing Natal. Data were collected through semi-structured interviews and students’ reflections on their writing experiences. Thematic analysis was used to find common patterns in students’ writing difficulties and their views on teaching practices.The findings reveal four major themes of challenges: linguistic challenges, cognitive and rhetorical challenges, affective challenges, and instructional challenges. Students reported difficulties in grammar usage, limited vocabulary, and sentence construction. They also struggled with organizing ideas, developing arguments, and maintaining coherence in academic writing. Affective factors such as writing anxiety, low confidence, and fear of making mistakes further hindered students’ engagement. In addition, students perceived that instructional practices and feedback were often insufficient to support their writing development. The study concludes that English writing challenges among Indonesian EFL university students are multidimensional and context-dependent. The findings suggest the need for more student-centered, process-oriented, and context-sensitive writing instruction. This study contributes to the EFL writing literature by providing empirical insights from an under-researched Islamic higher education context in Indonesia.

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