Common
Writing Problems
Writing well is not just an
option for students now, but a necessity in the study of a second or foreign
language. Along with others skill in English, writing is
considered as one way to measure individual’s language proficiency. From
a pedagogical point of view, writing is not a natural activity but is a highly
complex task. Learning to write fluently and expressively is the most difficult
of the four macro skills for all language users regardless of whether the
language in question is a first, second or foreign language (Nunan, 1979: 35).
Based on this theory, many researchers have proved that almost
student has greater difficulty in writing than other. Beside
low knowledge of
grammar and sentence structure, some of students also difficult to formulate
ideas and opinion because
they are limited by literacy support.
Students who find writing very difficult and
frustrating will not
interested doing the task, and
will try to avoid writing whenever possible. As
a result, there are many factors which influence the students’ writing
difficulties such as literacy crisis, lack of language capability
and low motivation.
First of all, lack of engagement with literacy is one major problem
that will create obstacles throughout students’ writing processes. Literacy
represents the ability to read and to write. In case, students often do not ‘enough’
information to support their creativity in
writing, so that the ideas not connected and relevant with the topic. They are also not sure that neither these
ideas nor the vocabulary they use is unnecessarily repetitive. Literacy
would be most helpful in require creativity and critical thinking to improve
students’ writing ability. Graham and Perin (2007:7) note that writing is
sometimes seen as the “flide side” of reading. It shows that students must be
skilled readers to be skilled writers. Much of reading is useful
to enrich writers’ background of knowledge which necessary
to present an idea, developing and organizing the idea into good written form.
Another of difficulties in
writing is lack of language capability which consists of grammar mastery,
vocabulary, and structure of sentences. It can be shown by recent study (Bahri
& Sugeng, 2009) found that eight most common errors of students’ writing
were: verb-tenses, articles, word forms, capital letters, punctuation, missing
words, spelling, and prepositions. Apparently some students possess limited
vocabulary and poor understanding of grammar. So, they get difficulties in
doing their writing tasks. Moreover, good writing relies on a student's
language abilities. A language problem may manifest student's writing itself as
awkward
phrasing and inappropriate use complete sentences in their writing.
In addition to
literacy crisis and less of language capability, finally is about motivation.
Motivation has long been a major problem for most teachers of
English as a Second Language (ESL) or as a foreign language. Lack
of motivation is a reason for failure and low self esteem in writing
activities. Student lacking in motivation usually passive in writing activities. According to Lo and Hyland (2007) motivation is also
influenced by learners’ sense of agency and feelings of mastery and control
over the learning activity and their interest in it. There could be many
reasons why the student is not motivated, for example a weaknesses in literacy
support and language capability. The combining of those problem become
distorted image of self indirectly, stuck their mind as difficulty getting
started on writing assignments. Even though student may have good writing
intentions, focusing mostly on grammar
seems more difficult to do. There are many errors that they will make,
when they do writing. Furthermore, formulating an idea in writing can be
difficult because it involves transforming or reworking information, which is
much more complex if the students’ lack of literacy support. So that, students felt under pressure every
time dealing with writing task and consider writing as uninterested activities.
To conclude,
writing is produced in different formats, such as sentences, lists, outlines,
paragraphs, essays, letters, and books. The ability to write well is not a
naturally acquired. It is must be practiced and learned through experience.
Otherwise, students writing in a second language can not get beyond in language
problems when doing their writing. Individuals may have difficulty with one or
more aspects of written language such as proper use of grammar, vocabulary,
organizational skills, and initiating writing. Also, the lack of
literacy support and unconfident with own writing product can make the task of
writing even more complicated.
REFERENCES
1.
Lo,
J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in
writing: The case of primary students in Hong Kong. Journal of Second
Language Writing, 16(4), 219–237.
2.
Nunan,
David. 1979. Designing Tasks for the Communicative Classroom. New York: Cambridge
University Press.
4. Graham, S., & Perin, D. (2007). Writing next:
Effective strategies to improve writing of adolescents in middle and high
schools – A report to Carnegie Corporation of New York.Washington,
DC:Alliance for Excellent Education.
5. journal.uny.ac.id/index.php/joe/article/.../98 DIFFICULTIES IN WRITING IN VOCABULARY
AND GRAMMAR OF THE SECOND YEAR STUDENTS OF SMPN I SELONG EAST LOMBOKWEST NUSA
TENGGARA IN THE SCHOOL YEAR 2008/2009
Saiful Bahri (Hamzanwadi College Selong Lotim NTB)
Bambang Sugeng (Yogyakarta State
University)
