previous research most of the methods used were questionnaires and

quantitative methods.

1.2 Research Problems

This qualitative study answers the two gaps mentioned above through the

following research questions:

1) What mistakes do EFL students often make when writing argumentative

essays in English?

2) What are the perceptions of EFL students regarding learning to write English

argumentative essays they have made?

1.3 Study Objectives

The aim of this research is:

1) To find out the problems that occur with EFL students in writing English

argumentative essays

2) Describe students' perceptions of how learning to write English argumentative

essays they have learned.

By achieving these goals, it is hoped that it can help teachers, lecturers,

and other instructors understand the ability to write argumentative essays so that

they can provide appropriate learning methods for their students.

1.4 Originality of the Study

In previous research, most of the research examined the writing skills of

students majoring in English in general, see (Abdelmohsen, 2022; Esfandiari,

2022; Chico, 2022; Bulqiyah 2021; Pasaribu., 2022). My research is different

from previous research because previous research discussed English language

problems in general and researchers' times This study will focus on abilities,

problems, and reasons why EFL students still have difficulty in compiling

argumentative type essays that will complement the deficiencies of previous

research so that later it will produce new findings.

1.5 Significance of the Study

Theoretically, this research is expected to deepen the rooted theory put

forward by Abdelmohsen (2022) and develop a theory of writing skills that

studies the latest contexts in English writing-based learning in general. These

findings help researchers to find out more about the level of English students'

writing skills and the factors that influence them to examine the problems of

EFL students in writing argumentative essays. So that researchers can know the

shortcomings of EFL students in the scope of writing English in general. And

the results can provide information regarding the problems of EFL students in

writing argumentative essays. Practically, this research can contribute to other

researchers doing the same or different things. The results provide an overview

of information related to EFL students in general and English lecturers in

particular in tertiary institutions which will determine a supportive atmosphere

to stimulate students to be able to write argumentative essays while carrying out

English-based learning. Furthermore, when the teacher or lecturer focuses on

improving writing skills, the paradigm of teaching and learning English will

move from knowledge-based subjects to practice-based subjects resulting in a

better English learning experience. In addition, the results help English teachers

to identify their level of writing skills and identify the factors that motivate them

the most, and reflect on their learning experiences.

1.6 Scope and Boundary

The scope of this research is on the condition of students. Researchers also

targeted 8 fourth-semester students as research participants. Because only fourth-

semester students are involved as subjects, researchers will limit the number of

participants. 8 students were selected from the English department for this study.

In the end, the instruments used in this study were several questions

related to students' writing abilities regarding argumentative essays in English

while studying at private universities in Malang. The researcher used interviews to

find out what mistakes were made in the argumentative essay writing skills of

EFL students.
 REFERENSI

Acheampong, D. (2021). Persepsi kesulitan mahasiswa pascasarjana

internasional menulis proposal penelitian. Jurnal Internasional
Kemanusiaan dan Inovasi (IJHI) Vol. 4 No.1 Tahun 2021 hlm. 17-24.
Al Badi, I. (2015 ). Kesulitan Menulis Akademik Pelajar ESL. Prosiding
Konferensi Akademik Internasional.
Arikunto, Suharsimi (2006). Prosedur Penelitian Suatu Pendekatan Praktek
Jakarta: PT. Rincka Cipta.
Asmawan, Moh. Chairil. (2016). Analisis kesulitan Mahasiswa Menyelesaikan
Skripsi. Jurnal-UMS, 20 (2), 3331-7222.
Bulqiyah, Suhaimah, Moh Mahbub, and Dyah Ayu Nugraheni. "Menyelidiki

Kesulitan Menulis dalam Penulisan Esai: Perspektif Siswa Perguruan

Tinggi." Jurnal Pendidikan Pengajaran Bahasa Inggris 4.1 (2021): 61-73.

Clarke, V. & Braun, V. (2013). Mengajar Analisis Tematik: Mengatasi

Tantangan dan Mengembangkan Strategi Pembelajaran yang Efektif.
Psikolog, 26 (2), 120-123.
Creswell, John W. (2012). Penelitian Pendidikan merencanakan, melaksanakan,
dan mengevaluasi penelitian kuantitatif dan kualitatif. Amerika Serikat:
Pearson Education Inc.
Fasikh, M. and Murtadho, A.M. (2019). Error Analysis on English Writing Skill

for the Seventh Grade Students of Junior High School. Journal of English

Language and literature, 4(1), 85-94, DOI 10.2540/jell.v4i01.72

Ghanbari, Nasim, and Mostafa Salari. "Problematizing argumentative writing in

an Iranian EFL undergraduate context." Frontiers in Psychology 13 (2022).

Hadiani, D. (2017). Kesulitan Siswa dalam Menulis Pernyataan Tesis. Bandung.

Jurnal STKIP Siliwangi. Doi: https://doi.org/10.22460/semantik.v2il.p80 -
86
Kaweera, C., Yawiloeng, R., & Tachom, K. (2019). Individual, Pair and Group

Writing Activity: A Case Study of Undergraduate EFL Student

Writing. English Language Teaching, 12(10), 1-13.

Malimas, P. Ann, M. & Samson, S. (2017). Analisis Kesalahan Linguistik pada

Proposal Skripsi Mahasiswa. Jurnal Pembelajaran Bahasa IAFOR, v3 n2
p193-209 Menang 2017.
Moleong, Lexy J. (2002). Metodologi Penelitian Kualitatif. Bandung: PT Remaja
Rosda Karya.
Ma, Fengyi, and Yuan Li. "Critical thinking ability and performance in

argumentative essays of the education major students." Theory and Practice

in Language Studies 12.1 (2022): 143-149.

Nasution, S. (2009), Metode Penelitian (Penelitian Ilmiah). Jakarta: Bumi Aksara

Ningsih, N. (2020). Masalah Mahasiswa dalam Penulisan Proposal Penelitian di

IAIN Palangkaraya.
NUGROHO, Septian Oxy. EFL UNIVERSITY STUDENTS’GRAMMATICAL

ERRORS IN AN ARGUMENTATIVE ESSAY AT THE UNIVERSITY OF

 MUHAMMADIYAH MALANG. 2022. PhD Thesis. Universitas

Muhammadiyah Malang.

Ormrod, J. (2008). Psikologi Pendidikan: Mengembangkan Peserta Didik (edisi

ke-6 ) . Pearson: Colombus, Ohio.
PUTRI, Astri Nabila; KOMARA, Cahya. INVESTIGATING

UNDERGRADUATE EFL STUDENTS’ARGUMENTATIVE ESSAY:

ITS GENERIC STRUCTURE AND LANGUAGE FEATURES. In:

International Undergraduate Conference on English Education (IUCEE).

2022.

Peng, S. (2019). A Study of the Differences between EFL and ESL for English

Classroom Teaching in China. IRA International Journal of Education and

Multidisciplinary Studies (ISSN 2455-2526), 15(1), 32-35.doi:

http://dx.doi.org/10.21013/jems.v15.n1.p4

Peng, H. (2018). Pandangan pembimbing tentang kesulitan umum dalam

penulisan tesis/disertasi mahasiswa penelitian EFL Cina. Jurnal Linguistik
Terapan Asia Vol. 5 No. 1 Tahun 2018, hlm. 93-103.
Parwati, I. & Aprianti, F. (2021). Tantangan mahasiswa EFL dalam menulis latar
belakang penelitian di salah satu universitas di Cirebon. Konferensi Sarjana
Internasional tentang Pendidikan Bahasa Inggris.
Prasetyaningrum, A. Wati, L. Surayya, S. & Asrobi, M. (2021 ). Hambatan EFL
dalam Penulisan Proposal Skripsi . Fokus Bahasa Inggris. DOI:
10.24905/efj.v4i2.102
Suryatiningsih, N. (2019). Kesulitan siswa EFL dalam menulis proposal
penelitian. Jurnal Internasional Humaniora dan Inovasi (UJHI) Vol. 2 No.4
Tahun 2019 hlm.96-102.
Syah, M. (1997). Psikologi Pendidikan Dengan Pendekatan Baru. Remaja

Rosdakarya Bandung.
Srinawati, W., & Alwi, R. (2020). Critical thinking ability in EFL students'

argumentative essay writing: the difficulties and the strategies. Jurnal

Serambi Ilmu, 21(2), 200-210.

Septiyana, L., & Aminatun, D. (2021). THE CORRELATION BETWEEN EFL

LEARNERS COHESION AND THEIR READING

COMPREHENSION. Journal of Research on Language Education, 2(2),

68-74.

CHAPTER 1

INTRODUCTION

This chapter describes the research background, research problems,

research objectives, research originality, research significance, scope and

boundaries, and definitions of key terms. They will be described as follows.

1.1 Study Background

English is currently an important international language for various fields

along with the development of globalization and information technology.

Therefore, the ability to speak English is one of the competencies that must be

possessed by students, especially in terms of writing. EFL (English as a Foreign

Language) students must have good writing skills, but there are still many
mistakes made by EFL students in writing, especially in writing argumentative

essays.

In recent years, research related to Writing Skills in English has been

conducted in many countries, such as Scotland, Egypt, America, Germany,

Indonesia, and many more. These studies conclude that these studies seek to

investigate possible relationships between the collaborative completion of form-

focused assignments and linguistic development for undergraduate students.

1. Apakah Anda mengalami kesulitan dalam memilih topik esai ?

( kesulitan apa yang alami ketika memilih topik esai?)

2. Apakah Anda mengalami kesulitan dalam mengembangkan paragraf ?

(kesulitan apa yang Anda alami dalam memilih bahasa yang tepat untuk

digunakan ketika menulis esai ?)

3. Apakah Anda mengalami kesulitan dalam mengembangkan paragraf ?

( kesulitan apa yang alami dalam mengembangkan paragraf ?)

4. Apakah Anda dapat dengan mudah mengembangkan ide dalam menulis

esai?

( apakah anda dapat dengan mudah mengembangkan ide-ide anda dalam

menulis esai ? )

5. Apakah Anda dengan mudah mengatur kalimat dalam esai ?

( Apakah anda dapat dengan mudah menyusun kalimat dalam menulis

esai?)

6. Apakah Anda mengalami kesulitan dalam membuat argumen logika di

menulis esai ?

(Apakah kesulitan Anda dalam membuat argumentasi yang logis ketika

menulis esai?)

7. Apakah Anda mengalami kesulitan dalam membuat kesimpulan untuk

karangan?

( kesulitan apa yang anda alami dalam membuat kesimpulan ketika menulis

esai?)s