Abstrak
Writing paragraphs can be a difficult task for individuals who are not native English speakers. This study aims to discover and analyze errors in paragraph writing among second-semester students in the English Department, as well as to determine the underlying causes of these errors. This study investigates intricate social processes through a qualitative and descriptive methodology. The study included a sample of 39 second-semester English Department 2023 local A1 students recruited via purposive sampling. Data were gathered through document analysis and interviews, which yielded an extensive understanding of the writing talents of the pupils. The data analysis process adheres to the structure developed by Miles and Huberman, which consists of three main stages: data condensation, data display, and conclusion drawing and verification. The study uncovers a substantial disparity between students' writing abilities and anticipated results, emphasizing the necessity for focused interventions in summarization, grammar, vocabulary, and mechanics. Interviews with instructors validate these concerns, and it is suggested that a combination of teaching methods, such as direct instruction, mind mapping, workshops, and ongoing feedback, be employed to enhance abilities and cultivate a favorable learning atmosphere.