INDONESIAN EFL STUDENTS’ WRITING CHALLENGES: A QUALITATIVE META-ANALYSIS
Abstract
Numerous Indonesian EFL students have difficulty with their writing because the process is complicated. This study aims to determine various writing challenges of Indonesian EFL students over the last ten years. This study used qualitative meta-analysis through journal articles about students' writing challenges from 2014-2024. The primary data comes from Google Scholar because reputable and managed by credible and competent institutions in their respective fields. This study was analyzed using a checklist flow diagram PRISMA, which consists of identification, screening, and include. The results of keyword searches found articles totalling (n=6.791). Then, the researcher was identified based on the title and abstract, and screening through inclusion and exclusion criteria was conducted by the researchers. The researchers found (n=21) articles to be discussed. The results of this study show several aspects of writing problems, including affective (38.71%), linguistic (45.16%), and cognitive (16.13%). Researchers found grammar dominates in linguistic challenge, writing anxiety dominates in affective challenge, and difficult to developing ideas in cognitive challenge. This study suggests that educators using a textual approach to emphasize the understanding of language, an error analysis learning approach in linguistic. Building a positive atmosphere, providing constructive psychological support in an affective challenge. Emphasize students using writing processes as a cognitive strategy. Another recommendation for policymakers is to ensure that writing a teaching curriculum is more integrated and holistic between cognitive, linguistic, and affective aspects. In conclusion, this study highlights the various Indonesian writing challenges to integrating these aspects into teaching strategies and curriculum design to achieve educational success.
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