Case Study of Challenges Faced by Undergraduate Students in Writing Thesis

Abstract

Thesis writing is one of the main requirements that undergraduate students must fulfill to complete their studies. However, many students face various challenges during the thesis writing process, which often lead to delays or even failure in completing their final projects. This study aims to understand and analyze the obstacles experienced by students in the English Education Study Program at a private university in Tasikmalaya while writing their theses. The approach used in this research is qualitative with a case study design. Data were collected through questionnaires and semi-structured interviews with seven active students currently working on their theses. The data were analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion drawing or verification.

The results indicate that the challenges faced by students can be divided into three main categories: (1) basic knowledge of thesis writing, including difficulties in finding relevant and reliable references, understanding writing guidelines, and limitations in academic English skills such as grammar, vocabulary choice, and paraphrasing; (2) the consultation process with supervisors, involving limited guidance time, ineffective communication, and feedback from lecturers that is often unclear or difficult to understand; and (3) psychological factors, such as lack of motivation, anxiety toward proposal exams, self-doubt, and academic as well as non-academic pressures leading to mental fatigue.

The conclusion of this study affirms that thesis writing is a complex and multidimensional process that not only requires strong academic skills but also emotional support and consistent guidance. Based on the findings, it is recommended that supervisors provide clearer and more regular feedback and improve communication with students. Students are advised to be more active in seeking open-access references, manage their time well, and use language tools wisely. Furthermore, institutions should provide academic writing training and psychological support to assist students throughout the thesis writing process.