ABSTRACT

Name : Linda Julianti
Department : English Education Study Program
Title : Students’ Experiences in Writing Thesis Research

Proposal at UIN STS Jambi.

In many EFL contexts, undergraduate students face complex challenges in

academic writing, especially when required to produce extended and research-
based texts such as thesis research proposals. These challenges stem from

linguistic limitations, limited methodological knowledge, affective pressures, and
institutional constraints. This study aims to explore students’ lived experiences in
writing their thesis research proposals, focusing on academic and non-academic
challenges as well as the strategies and reflections they employed. Using a
qualitative phenomenological approach, data were collected through in-depth
interviews with five undergraduate students from an English education program.
The findings revealed that students experienced both academic challenges
including writing anxiety, difficulties in structuring ideas, limited critical
engagement, and lack of methodological knowledge and non-academic challenges
such as psychological pressure, time management issues, and social expectations.

To address these, they used a range of academic strategies (e.g., structured pre-
writing, iterative feedback, digital tools) and non-academic strategies (e.g., time

scheduling, emotional support, self-care), supported by reflective practices that
fostered resilience and identity development. The study concludes that writing
thesis research proposals is a multidimensional process requiring cognitive,
emotional, social, and institutional support.
Keywords: students’ experiences, writing thesis research proposals, academic
challenges, non-academic challenges, strategies, phenomenological study