Analysis of Students' Difficulties in Writing English Recount Texts

Abstract

English writing proficiency is essential for secondary school students, including those in Madrasah Aliyah, particularly in composing recount texts that narrate past experiences chronologically. This study explores the difficulties faced by students in writing English recount texts at Madrasah Aliyah Kota Tanjungbalai and the factors influencing these challenges. A qualitative descriptive approach was employed, involving writing tests, interviews, and document analysis with tenth-grade students and English teachers. Findings reveal that students struggle with using the simple past tense, limited vocabulary, incorrect sentence structures, and inadequate understanding of text organization, including orientation, events, and re-orientation. These difficulties are shaped by internal factors, such as low motivation and confidence, and external factors, including limited writing practice, constrained classroom time, and insufficient feedback. The study underscores the importance of contextualized teaching strategies, regular writing exercises, and continuous guidance to enhance students’ writing skills. The results provide insights for educators and policymakers to develop more effective English writing instruction in Madrasah Aliyah, contributing to both theoretical and practical advancements in language education.