LINGUISTIC CHALLENGES IN INDONESIAN ACADEMIC WRITING: AN ERROR ANALYSIS PERSPECTIVE

Academic writing in English is a complex and demanding skill for Indonesian university students.
This study aims to identify the linguistic challenges encountered in academic writing through an
error analysis approach. The data were drawn from 80 essays—40 expository and 40
argumentative—produced by 40 undergraduate students. In addition, semi-structured interviews
with 10 participants were conducted to explore their perceptions of writing difficulties.
The analysis revealed a total of 1,560 errors classified into four categories: grammatical (46.2%),
lexical (21.8%), syntactic (17.9%), and discourse-level (14.1%). Grammatical errors, particularly
in verb tenses, article usage, and subject–verb agreement, emerged as the most dominant. Lexical
errors were largely influenced by limited vocabulary and literal translation from Indonesian. At
the syntactic level, students often produced fragmented sentences, run-on sentences, and wordorder mistakes. Meanwhile, discourse-level errors included weak coherence, insufficient cohesion,
and underdeveloped arguments, especially in argumentative essays.
The interviews highlighted that students perceived grammar as their main challenge, followed by
vocabulary limitations and fear of making mistakes. However, they also acknowledged that errors
could serve as valuable learning opportunities. These findings confirm that error analysis functions
not only as a diagnostic tool for teachers but also as a reflective practice for learners. By viewing
errors as insights rather than failures, the process of learning academic writing becomes more
effective and meaningful.