Hijjatul Qamariah, Sri Wahyuni


Students’ difficulties in language learning have been extensively researched as they play an important role in teaching. The study can reveal the source of difficulties that can be used as consideration in determining the best remedy for the students and can provide a guideline for the teachers to create a better instruction.  To this concern, the current paper reported on an analysis of students’ paragraph writing papers, by focusing on the errors made by them. This study employed content analysis research method by examining 26 paragraphs scripts collected from the exam papers of the first year university students of Unit 1 majoring in English Education of State Islamic University of Ar-Raniry, Aceh academic year 2015-2016. The students were instructed to write free topics following the structure of paragraph. The students’ errors were identified, grouped and analyzed. The findings indicated that most of the students’ errors in terms of organization of paragraph were on all components; topic sentences, supporting sentences and concluding sentences. In addition, students’ errors were also found in language structure. It was also identified that Syntactic and stylistic errors were the most frequently mistakes committed by the students. The pedagogical recommendation of writing skill was also presented through this study.


Students’ errors; writing skill; paragraph writing

Full Text:



Abu Raas, R. (2015). Challenges face Arab students in writing well-developed paragraphs in English. English Language Teaching, 10(8), 49-59.

Abdul Kareem, N. T. (2014). Difficulties faced by EFL students in writing composition at the Iraqi preparatory schools. Al Fath journal, 60, 1-19.

Al-Buainain, H. (2007). Researching types and causes of errors in Arabic speakers’ writing. In M. Sadiq, A. Jendli, & A. Sellami (Eds.), Research in ELT context (pp. 195-224). Dubai: UAE.

Al-Khatib, M. (2001). The pragmatics of letter writing. World English, 20(2), 179-200.

Al-Seyabi, F., & Tuzlukova, V. (2014). Writing problems and strategies: An investigative study in the Omani school and university context. Asian Journal of Social Sciences & Humanities, 3(4), 37-48.

Bayat, N. (2014). The effect of the process of writing approach on writing success and anxiety. Education Sciences, 14(3), 1133-1141.

Bennui, P. (2008). A study of L1 interference in the writing of Thai EFL students. Malaysian Journal of ELT Research, 4, 72-102.

Boardman, C.A., & Frydenberg, J. (2008). Writing to communicate: Paragraph and essays (3rd Edition). New York: Pearson Longman.

Ghabool, N. (2012). Investigating Malaysian ESL students' writing problems on conventions, punctuation, and language use at secondary school level. Journal of Studies in Education, 2(3), 130-143.

Grossman, D. (2009). Process approach to writing. Birmingham: University of Birmingham.

Ho, B. (2006). Effectiveness of using the process approach to tech writing in six Hong Kong primary classroom. Perspective: Working papers in English and Communication, 17(1), 1-52.

Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29(2), 235-60.

Mohamed, M., & Zouaoui, M. (2014). EFL writing hindrances and challenges: The case of second year students of English at Djillali Liabes. Journal of Educational and Social Research, 4(3). 149-156.

Muslim, I. M. (2014). Helping EFL students improve their writing. International Journal of Humanities and Social Science, 4(2), 105-112.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Upper Saddle River, N. J.: Prentice Hall.

Raimes, A. (1993). Out of the woods: Emerging traditions in the teaching of writing. In S. Silberstein, State of the Art TESOL Essays. Washington, D. C.: TESOL.

Sun, C. (2009). Process approach to teaching writing applied in different teaching models. English Language Teaching, 2(1), 150-155.

Zitouni, N. (2015). Developing EFL students’ paragraph writing skills through teachers’ corrective feedback (a case study): Third year English students at Mohamed Khider University of Biskra. (Unpublished Doctoral dissertation). Mohamed Khider University of Biskra, Biskra.


  • There are currently no refbacks.