Sakkir, et.al., ARRUS Journal of Social Sciences and Humanities, Vol.4, Issue.

4 (2024)
https://doi.org/10.35877/soshum2968

ISSN [Print]: 2776-7930

RESEARCH ARTICLE

The Challenges of New Students of Universitas

Negeri Makassar (UNM) in Essay Writing
Geminastiti Sakkir1,Syarifuddin Dollah2, Rini Isnaeni Sakkir3

English Education Department, Universitas Negeri Makassar, Indonesia. Email:

Abstract: This research investigates the challenges faced by new students of

the English Language Education Study Program at Universitas Negeri
Makassar (UNM) in writing essays. Writing is a complex skill that involves the
organization of ideas, proper use of grammar, and clarity of expression. New
students often struggle with various aspects of essay writing, which can hinder
their academic progress. The study employs a qualitative research approach,
*Corresponding author: Geminastiti focusing on 142 students from the second semester of the 2023/2024
Sakkir, English Education Department, academic year. Data was collected through interviews and analyzed
Universitas Negeri Makassar,
Indonesia
descriptively. The findings reveal several key challenges that students
encounter when writing essays. These include difficulties with English
E-mail: [email protected] grammar, low vocabulary, challenges organizing ideas, and issues expressing
thoughts clearly. Additionally, students face non-technical obstacles such as a
lack of confidence, poor time management, and the physical strain of writing.
The study highlights that the essay writing process is multifaceted, requiring
not only technical skills but also critical thinking and self-management abilities.
Understanding these challenges provides valuable insights for educators in
designing more effective teaching strategies. By addressing both the technical
and psychological barriers to writing, lecturers can help students improve their
essay-writing skills and better prepare them for higher academic demands. The
research emphasizes the importance of a comprehensive approach to teaching
writing, one that considers the diverse challenges faced by students and aims
to enhance their overall academic performance.
Keywords: Challenges, New Students, Writing, Essay.

1. INTRODUCTION
Language plays an important role in our lives. We must be aware of this, especially by
language teachers in particular and teachers in general fields of study. In their daily tasks,
language teachers must understand that the ultimate goal of language teaching is for students
to be skilled in language, skilled in listening, skilled in reading, skilled in speaking, and skilled
in writing. (Tarigan, 1986: 2).
Language is divided into two types, namely written language and spoken language. Both
spoken and written language is the most effective means of communication in social
interactions when compared to other means.
Language in written form requires careful research in grammar and sentence structure.
Because the advantages and disadvantages of writing will be seen very clearly (Nafiah, 1981:5)
If we use written language, then we assume that the person we are speaking to is not in front
of us. As a result, the language used needs to be clearer and clearer in meaning. Because

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ISSN [Print]: 2776-7930

gestures accompany this language, glances or nods as a sign of affirmation on the part of the
speaker or understanding on the part of the listener. That is why written sentences must be
more careful. (Alwi, et al., 2000:7)
Developing writing skills involves many types of competencies and skills in using linguistic,
sociolinguistic, and discourse structures. Research on written discourse has focused on issues
such as error correction, composition strategies, and the role of the teacher in the research
process. Teachers can make students more aware of their writing strategies by providing
writing activities with a variety of different purposes. Through writing skills, students can see
their ability to understand the rules of sentence construction, gain knowledge and experience,
and use language well and correctly.
The growing attention and teaching of writing as an important means of receiving
communication can be seen in some writing teaching literature. However, the best way to
write remains forgotten and neglected.
General factors should not be forgotten, for example: intelligence, memory, and speed of
understanding that students possess because this can influence students' writing skills. With
the availability of supporting facilities from the school concerned, it is easier for students to
practice writing using these facilities and have higher motivation for teaching writing.
Based on the description above, it is necessary to pay close attention to the current level of
writing ability of new students and the challenges they face. Therefore, this research needs to
be carried out with the following focus: "Essay Writing Challenges for New Students of
UNM English Language Education."
2. Literature Review
2.1. Writing
Writing is deriving, imitating, or depicting graphic symbols that describe a language that is
understood by someone, so that other people can read the graphic symbols can understand
the language and graphic images (Tarigan, 1985: 2). This is in line with Abdurrahman and
Waluyo (2000: 23) that writing is a visual depiction of thoughts, feelings, and ideas using
written language for communication purposes or conveying certain messages.
Having the ability to write certainly allows humans to communicate ideas, appreciation, and
experiences to other people. This writing ability is acquired through intensive training and
guidance which must be taught in elementary school.
The definition of writing was also put forward by Suparno and Yunus (2007: 4) "Writing is
the activity of conveying messages using writing as a medium".
Thus, it is clear that writing and painting graphic symbols are very different. According to
Tarigan (1985: 24): A person who writes does not only describe the graphic symbols of a
particular language but that person must understand the meaning of these graphic symbols.
Meanwhile, people who depict graphic symbols are not required to understand the meaning
of the graphic symbols they depict, because paintings are not for other people to read but for
their beauty to be enjoyed.
Writing can be said to be a process of thinking and expressing those thoughts in the form of
an essay. According to Hernowo, writing is giving birth to feelings or thoughts through
writing. Thus, writing is a series of activities to express opinions or ideas in the form of
written language symbols so that they can be read by other people. Writing requires
complexity of activities to compose an essay well because it involves an orderly way of
thinking and various requirements related to writing techniques. These requirements are: (1)
the existence of unity of ideas; (2) the use of clear sentences; (3) the paragraphs are well
structured; (4) the application of correct spelling rules; (5) adequate vocabulary mastery.
Based on the description above, writing can be defined as a series of complex activity

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ISSN [Print]: 2776-7930

processes that require stages and put them into written form so that readers can understand
the content of the ideas conveyed.
Abdurrahman and Waluyo (2000: 223) state that "the aim of writing for elementary school
students is to copy, take notes and do most of the tasks given at school in the hope of
practicing language skills well". Graves (in Akhadia, 1991: 14-15) states that by mastering
writing skills, students can: (1) increase their intelligence, (2) develop initiative and creative
power, (3) foster courage and (4) encourage children's motivation to search and find
information.
From the several writing objectives above, it can be seen that writing is one of the skills that
elementary school children absolutely must have, after listening and speaking skills. Syafe'ie
(1989: 256) states that reading and writing abilities and skills must be immediately mastered
by students because these abilities and skills are directly related to all teaching and learning
process activities in elementary schools.
Writing can be viewed as a flexible series of activities. A flexible series of activities means
pre-writing, drafting, editing revisions, and publication or discussion. Children's development
in beginning writing also occurs slowly, at this stage children need to receive guidance in
understanding and mastering how to transfer thoughts into writing.
Based on the explanation above, it can be seen that by writing, we can recognize the personal
potential that exists within us. The writer will understand to what extent the knowledge is
mastered about the topic to be written. To further strengthen the results of their writing, the
writer must be able to increase their understanding and knowledge of the topic they want to
write about.
Writing a simple essay is required to fulfill several basic requirements which are almost the
same as when we want to write a complex essay. Simple writing requires choosing a topic,
limiting it, developing ideas, presenting them in logically arranged paragraphs or sentences,
and so on. However, the ability to write is not only possessed by talented people. The ability
to write can be possessed by everyone who is serious about practicing and intends to express
their ideas in written form.
2.2. Essay Writing
Writing essays is a normal thing for students. In the world of lectures, essays are classified as
scientific papers that are often written. It is not uncommon for lecturers to give essay writing
assignments. Moreover, there are usually many essay writing competitions for students. This
article will help you write easy essays and examples.
Essays are different from other types of scientific writing such as papers, research reports,
theses, theses or dissertations. Essays have their structure and rules.
For anyone who is still confused, here is an explanation of essays. Even if you can't write an
essay properly, here's how to write a complete essay that is easy for beginners to follow.
In short, an essay or essay according to Dalman is the author's opinion on a particular subject.
According to Wijayanti et al., an essay is an essay or writing that conveys events that occur in
society or the environment in the form of facts or experiences. The nature of an essay is
argumentative and subjective because its content can contain the author's opinion.
Another opinion was expressed by Widyamartaya, et al in Yanma Hidayah. An essay is seen
as an attempt to present a view on a topic in a short form and in the best way possible. The
most important point in an essay is not what is talked about, but how to talk about it (explain
it).
So, an essay in the definition above is a short piece of writing about a certain subject which
is usually written by students. Often essays describe the author's views or opinions about the
topic discussed.

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The characteristics of a good essay include: Prose writing (exposition) written some of
paragraphs. An essay is neither poetry nor fictional prose; Compared to other types of
scientific writing, essays are not too long. It could be said to be relatively short. However, the
content is concise and clear. The issues or topics studied are generally interesting, important,
and frequently discussed; Be subjective about actual problems using analysis, interpretation
and reflection; The writing style can be formal or informal with the author's distinctive style
according to the author's writing character; Contains the author's opinions, views, thoughts,
attitudes and stance based on facts, sharpness of ideas and strength of argumentation; It has
three general structures, namely introduction, body and conclusion.
2. 3. The Challenges in Writing
Students are still not ready to write an essay, determine ideas based on the theme to be
described and students are still confused and need to be given examples first to open students'
thinking. Students do not write in rough form the ideas they have first. Therefore, students
sometimes forget to express their ideas in the form of words/sentences. The ideas compiled
by students are still classified as less organized because the ideas that are arranged into
words/sentences are still less related between one word/sentence and the next
word/sentence. Most students are reluctant to revise or add new ideas to their work. In other
words, students are poor in words.
Students still find it difficult to express what needs to be written and are confused about
where to start and what they are going to write without paying attention to spelling, capital
letters, and sentence sequence. The research results of Purbania, Rohmadi, and Setiawan
(2020:70) explain that the difficulties faced by students in writing descriptive essays are
difficulty in expressing ideas, developing words into sentences, determining good and correct
spelling; and concentration in learning.10
So, it can be concluded that the obstacles faced, namely students' understanding, are
difficulties in developing ideas into writing, writing appropriately according to PUEBI, and
lack of interest in learning. Apart from that, the teacher factor is also very influential, namely
the teacher does not use a learning model that attracts students to get used to writing, so that
students rarely do composing exercises, and are confused when developing the words and
paragraphs in the essay.
In general, in every teaching process, there are bound to be several obstacles experienced by
teachers. Especially in teaching writing descriptive essays, there are several obstacles
experienced by teachers. Even though they encounter obstacles in teaching, teachers try to
find and think of ways to overcome the obstacles they experience. This is a challenge for
teachers to continue to practice and improve the quality of teaching to be able to overcome
these obstacles. In writing descriptive essays, teachers acknowledge that there are obstacles
that students usually face. They have difficulty putting their ideas into words and arranging
them into sentences. Teachers also find it difficult to open students' minds to express ideas
that already exist in students' minds into words/sentences. This results in a lack of words
arranged into an essay. Thus, teachers are required to be able to overcome the low demand
for reading, namely by providing interesting discourse so that students are motivated to enjoy
reading, and students get used to practicing seriously in writing essays so that they can arrange
words and develop sentences.
3. Research Method
This research uses a qualitative research approach. Qualitative Design is a qualitative research
design that attempts to describe and interpret objects according to reality. The descriptive
method was implemented because data analysis was presented descriptively and findings were
collected in written and not numerical format. This research was carried out by conducting
interviews with students in the Essay Writing course.
The subjects of this research were new students of the English Education Study Program,
Department of English, second semester because in that semester there was an Essay Writing

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course. Where this research analyzes the challenges that students face in writing essays,
namely new students of the English Language Education Study Program. Students in the
second semester of the 2023/2024 academic year who take this course consist of 7 classes
with a total of 270 students. The subjects of this research focus on 4 classes, namely classes
D, E, F, and G which consist of 142 students. Qualitative data from interviews was collected
and analyzed interactively as can be adapted from Miles and Huberman. Data was collected
and then analyzed. The results of the analysis are then presented and concluded.
Furthermore, the temporary conclusions obtained are verified or supplemented with other
evidence found through subsequent data collection activities.
4. Results and Discussions
Based on the results of data collection and analysis that was carried out on 142 students who
took the Essay Writing course in the English Education Study Program, data was found from
the third question regarding the challenges that students encountered in writing essays,
"Explain the challenges that new UNM English Language Education students face in writing
essays?”
The challenges for new students in essay writing include:
a. Complicated English grammar = G1, G4, G9, G10, G11, G16, G19, G23, G24,
G26, G32, G34, F2, F4, F8, F10, G37, F11, F13, F14, F17, F20, F22, F25, F28, F30,
G41, D6, D7, D9, D12, D17, D24, D30, E5, E6, E8, E10, E11, E13, E14, E19,
E22, E24, E25, E26, E32, E35.
b. No examples available = G2
c. Low vocabulary = G3, G4, G9, G10, G18, G23, G24, F1, G29, G30, G31, F9, F29,
F30, F31, D1, D4, D17, D22, D27, D29, E2, E4, E5 , E22.
d. Low English proficiency = G3, G27, F9, F30, D2, D5, D13, E5, E21.
e. Focus on topic = G5, G6, G14, F1, G30, G31, G34, G35, F6, F7, G37, F13, F16,
F17, F19, F21, F23, F26, F27, F32, G41, D9, D10, D14, D15, D16, D28, D29, E7,
E13, E14, E15, E16, E20, E24, E26, E30, D34.
f. Idea organization = G6, G28, G33, F2, F6, D8, D21, E13, E15, E24, E25, E26,
D34.
g. Untidy = G7, G39.
h. Speaking English = G8, E6, E10.
i. Critical thinking = G13, G19, E31.
j. Word selection = G13, G16, G31, G34, E16, E20, E24.
k. Source search = G14, G33, F1, F6, F27, F32, D16, E26, D34.
l. Proper expression of ideas = G15, E2, E12, E15, E24.
m. Correct placement of symbols/punctuation = G17, D11, D12.
n. Argumentation = G19, F6, D16.
o. Proofreading/ rechecking = G19, E1.
p. Lack of confidence = G19
q. Translating word by word = G19, G21, G22, G23, G25, G27, G36, D2, D31.
r. Material exploration = G20, F16, E15, E31.
s. Punctuation = G29, F8, F10, F27, D6, D12, D22, E8, E17, E32, E34.
t. Hard to start = G31, E9, E12, E13.
u. Time management = G33, D32, D33, E15, E26, D34.
v. Language styles = G34, F18, F30, E8.
w. Plagiarism = G35, F13
x. Paragraph placement = F3
y. Expression in writing = F5
z. Analysis ability = F6
aa. Use of capital letters = F8, D12, E34.
bb. Hand pain/physical = F12, G40, D9, D26, E23, E27.
cc. Cell phone use = F12
dd. Reading comprehension = F15

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ee. Sentence development = F17, F19, F27.

ff. Providing questions = G38
gg. Confidence = G38
hh. Comprehension = F24
ii. Learning system = D3
jj. Language feature = D7
kk. No problems = D18, E18, E33.
ll. Text type = D19, E27, E34.
mm. Linguistic/language rules = D20, D23, D25.
nn. Consistent = D30
oo. Poor handwriting = E3, E28, E29, E34, E35.
pp. Writing format problem = E14
The challenges faced by students in writing essays are quite varied, ranging from technical
aspects such as complicated English grammar, and low vocabulary, to non-technical aspects
such as lack of self-confidence and time management. This challenge reflects the complexity
of the essay writing process, which not only requires an understanding of the structure and
rules of writing but also critical thinking skills and good self-management (Atmowardoyo,
2021). For example, difficulties in organizing ideas and placing symbols/punctuation
correctly are common challenges often faced by novice writers, as stated by some theories in
essay writing which emphasize the importance of planning and preparing an outline before
starting to write.
The results of this research provide important insights for educators in designing more
effective learning strategies. By understanding the abilities and challenges new students face,
lecturers can develop teaching methods that not only focus on improving technical writing
skills but also help students overcome psychological and cognitive barriers that may prevent
them from producing quality essays (Sakkir, 2018). It is hoped that the integration of this
comprehensive approach can improve students' overall essay-writing abilities so that they are
better prepared to face higher academic demands in the future.
5. Conclusion
The challenges that new UNM English Language Education students face in writing various
essays include complicated English grammar; No examples available; Low vocabulary; Low
English proficiency; Focus on the topic; Organization of ideas; Choice of words; Source
search; Expressing the right ideas; Correct placement of symbols/punctuation;
Proofreading/ double checking; Lack of self-confidence; Translate word by word;
Punctuation; It's hard to get started; Time management; Language style; Plagiarism;
Paragraph placement; Expression in writing; Analytical skills; Use of capital letters; to physical
problems, hand injury or illness.
Acknowledgments
The researchers would like to thank the Rector of Makassar State University (UNM); the
Head of LP2M UNM and his staff; The Dean and staff of FBS UNM, as well as the lecturers
and students of the English education study program for all the support provided both
morally and materially so that this research can be carried out well. This research is funded
by a PNBP FBS UNM 2024.

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