Undergraduate Students’ Difficulties in Writing Descriptive Paragraph

Marhatus Sholeha, Imam Ghozali2, Moh. Arif Mahbub3	
maratus.sho93@gmail.com

Abstract  The aim of this study is to identify the difficulties of linguistic aspects in writing descriptive paragraph experienced by undergraduate students at English Education Program of UIJ. It used descriptive qualitative research method. The subjects were 20 students of English Education Program at second semester. They were instructed to write 100 – 150 words about descriptive paragraph entitled “A Description of My Village”. After investigating students’ writing product, the result of the research revealed that the students faced some difficulties in linguistic aspects. The most common difficulties of linguistic aspects made by the students were vocabulary problems (21,5%). Secondly, a cognitive problem was capitalization (20,5%), then fragments (16%) as a sentence structure problem, punctuation (14%) as a cognitive problem, spelling (6%) as a cognitive problem, preposition (5,5%) as a grammatical problem, word order and SVA (5%) as sentence structure problems. In addition, the follow-up interview supported these findings by indicating that most students was still assisted by looking up the dictionary in determining appropriate vocabularies. It was suggested that provide specific descriptions of linguistic aspects in writing skill be designed by the writing’s lecturers to improve students’ writing.

Keywords: Students’ Difficulties, Writing, Descriptive Paragraph.

Introduction
As one of skills of English language, some experts proposed their opinions about writing skill. According to Shokrpour and Fallahzadeh, (2007:148) “The EFL teachers and students give opinion that tackling EFL writing still being one of the challenging areas”.Although , people almost practice writing in everyday life such as texting, tweeting, and emailing to share and communication in social media. (Graham & Hall, 2015:3). Elbow (as cited in Krashen 1993:31) stressed this point by saying that it needs much effort to hold more than one thought in mind at a time. When we write our ideas down, uncertainty and abstract must be clear and concrete. It is therefore, we need much exercises to improve writing skill and to create a good writing. 
The following lines will review related theories proposed by Shokrpour and Fallahzadeh (2007:148). Firstly, according to Alagozlu (2007:119) “Turkish EFL (English as a Foreign Language) students suffer from weaknesses in expressing their original thoughts in writing in a foreign language”. Secondly, Sermsook, et. al., (2017:102) in his study found that the writing sentences of Thai EFL students contain some types of errors. Therefore, these statements become the initiative for the researcher to study this skill.
Considerately, Indonesia government determines Curriculum Base Competence (KBK) for paragraph writing subject (KBI2217) in second semester expects the students to acquire practical knowledge of paragraph writing in various types of genre text in eligible English. More specifically, at the end of the course the students should be able to demonstrate familiarity with theories of paragraph writing. Moreover, they also should be able to find topics for writing, write good topic sentences, find supporting details, and develop paragraph of different types. Besides, they learn about types of sentences, sentence problems, the structure of paragraph, unity, coherence and types of supports. 
Hence, the researcher has interviewed the second semester students in English Education Program of Islamic University of Jember (UIJ) on May 30th, 2017 at 3.27 p.m. It indicates that they have some difficulties in writing a paragraph. Otherwise, it will appear a question : What are the difficulties of linguistic aspects experienced by undergraduate students at English Education Program of UIJ in writing descriptive paragraph?. It is therefore, due to the requirements of paragraph writing course, it was necessary to carry out an investigation that will provide adequate description of linguistic aspects of writing skill.

Literature Review
Learning Descriptive Genre
	In genre writing, the students learn about various texts which classified into different several types. Based on University Curriculum (KBI2217) for second semester, the students should master five genres of writing. They comprise narrative, descriptive, cause-effect, process, and comparison-contrast paragraphs. Before writing a paragraph, they should decide what type of genre they interest in to write, because each genre has a certain pattern. Descriptive genre is a kind of genre text that tells to the readers how something looks, feels, smells, tastes, and sounds (Oshima & Hogue, 2007:61) as if the readers can imagine what the writer means in their mind.
Learners’ Writing Problems
We can not ignore that the EFL writing students face some difficulties in conduct their writing (Shokrpour & Fallahzadeh, 2007:148, Alagozlu, 2007:119). According to Gustilo & Magno (2012:97) many studies have conducted that factors such as content, rhetorical strategy or linguistic (grammar, vocabulary, spelling) and non-linguistic features (organization, style, content) are able to separate less proficient and more proficient writing. In addition, Alfaki (2015:44) said that there are some aspects of linguistics that hinder students’ effective writing in English, they are: grammatical problems, mechanical problems, sentence structure problems, and diction problems.
a.	Grammatical Problems
Grammar is the most difficult area for EFL students in writing skill (Shokrpour and Fallahzadeh, 2007:148) & Fadda, 2012:123). Similarly, Harmer (2007:32) pointed out that grammar is not just concerned with syntax but the way words are arranged and it can change their forms in order to express different meanings. Furthermore, Harmer (2002:15) has noted that the rules of grammar in a language is subconsciously. 
b.	Sentence Structure Problems
According to Kharma (in Alfaki, 2015:45) stated that the students who have the problems in creating good sentences structure can’t produce longer sentences requiring subordination and coordination. Consequently, they lack of power to create writing sense. 
c.	Vocabulary Problems
According to Harmer (2007:33) points out that whenever we ask the students to read and listen we will want them to see what new words are used. Furthermore, Thornbury (2002:28) said that no wonder that the students make errors in vocabulary, errors can be devided into two major types: form-related error and meaning-related error.  
d.	Cognitive Problems
The cognitive problems can be devided into some types such as punctuation, capitalization, spelling, content and organization.
1.	Punctuation
According to Fadda (2012:124), “The punctuation involved the essential marks such as period, comma, semicolon, and colon”. Similarly, Byrne (in Alfaki, 2015:45) said that punctuation has never been standard to the extent as spelling, it makes a problematic. 
2.	Capitalization
	According to Gowere, et. al. (in Alfaki, 2015:45), “The rule of capitalization is not universal and classifying nouns as proper and common nouns are difficult for the students”.
3.	Spelling
	According to Harmer (2002:256,) “One of the reasons spelling is difficult for the students because the correspondence between the sound of a word and the way how it is spelt not always abvious.”
4.	Content
	Shokrpour & Fallahzadeh (2007:159) have noted that writing is more than grammar, punctuation, spelling, capitalization and organization. It is more virtues how the writer gives sense and power in the content its self.
5.	Organization
	According to Husna, et. al. (2013:5), “Good organization will help the readers better to understand the ideas are presented”. Furthermore, Kharma (in Alfaki, 2015:46) proposed that the students have many problems in structuring the paragraph, developing the topic in a paragraph, structuring the whole discourse and a theme in a discourse.

Method 
Research Design
To conduct this study, the researcher adopted descriptive qualitative to collect information and the data which would assist the goal of the study. According to Miles & Huberman (1994:1) qualitative displays a data which usually in the form of words rather than the numbers, the staple of some fields have always been in the social sciences, notably anthropology, history and political science. Furthermore,  Miles & Huberman (1994:10) said that qualitative data has major features that stronger than other data analysis. They focused on the natural occurance, the ordinary event in the natural setting, therefore we can handle on what the real life is like.
These following procedures are taken by the researcher to achive the aim of the study. The procedure is adopted to tell what the steps are the researcher done to show from the beginning until the result of the study. As cited in Fraenkel, et.al. (2012:20) said that the actual procedure of the study is what the researcher will do (with whom, when, where, what, and how) from beginning to end in the order in which they will occur, should be spelled out in details. The procedures are as following; (1) preparing instrument, (2) giving written test, (3) coding students’ writing difficulties focused on linguistic aspect, (4) calculating the result, (5) recording the follow-up interview, (6) and displaying the data as research findings.
Subjects
This study would be conducted in English Education Program at Islamic University of Jember. The subjects are about 20 participants from second semester which all are the major of EFL students. The participants are also non-randomly selected. It is quite representative from other classes. The researcher is a student in this university, so that the researcher is able to observe vividly and is easier to make a schedule of interviewing section. The students’ age ranges 18 to 25 years old.
Research Instrument
Qualitative research requires an instrument to adapt and response to human experiences and situations (Mahbub, 2014:52). It is therefore, the researcher herself is as the primary data collection tools for gathering and analyzing of the data.
Data Collecting Method
According to Fraenkel, et. al. (2012:423) points out that there are some common techniques are used to collect the data in qualitative research. Those are observation, interview and content analysis. This study didn’t apply all techniques, only both content analysis and interview.
a.	Content Analysis 
The students’ descriptive writing that are tested would be read and be coded based on linguistic difficulties. As previously described, the researcher gives opinion that the most appropriate technique is used to this study is content analysis. Content analysis is commonly focused to analyze the data are in the form of documents such as public records, textbooks, letters, films, themes, tapes, diaries or other documents (Ary, et. al., 2010:29). The document in this study is students’ written test that enables researcher to get thick description about linguistic difficulties from those.
b.	Interview
Fraenkel, at. al. (2012:450) has noted that interviewing (i.e. asking carefully about relevant questions) is a significance way to check the accuracy of – to verify or refute – the impressions she or he has gained through observation. Moreover, Gall, et. al. (2003:222) stated that the interviewer has largely in control of the response situation, scheduling a mutually agreeable time and place with the participant, and next controlling the pace and sequence of questions to fit the circumstances of the situation. As an action, after the researcher got the result of amount of linguistic errors, the researcher follow-up interview the students to verify and to support her findings.
Data Analysis Method
To analyse the data, the researcher adopted the three steps of Miles & Huberman Flows Model (1994:10-11), briefly described as follows:
a.	Data Reduction
The process of selecting, focusing, sampling, abstracting, and transforming belong to data reduction. As usual, those appear in written-up field notes or transcriptions. In this period, the researcher selects the students’ writing by collecting their some genres’ work. Then, the researcher focuses to take their descriptive writings because of some considerations. After that, the researcher takes the samples by using purposive sampling technique. Finally, the researcher makes a review of the study generally.
b.	Data Display
Data display is the second flow of analysis activity that organized and compressed assembly of information that permits conclusion drawing and action. Furthermore, the data are collected by the researcher must be arranged systematically and displayed to get the sum-up of the study.  
c.	Conslusion Drawing/Verification
Conclusion drawing and verification is the third flow of analysis activity where the researcher begins to collect the data and decides what the things mean – is noting regularities, patterns, explanations, possible configurations, casual flows, and propositions. In this step, the researcher starts to verify the validity and reliability of the study, so that the researcher is able to demonstrate that this study is true, accurate and justified. 
d.	Verbal Transcription
The researcher used interview as the second data collection technique. It will be analysed by verbal transcription. Hence, the researcher takes a record of the students’ interview; furthermore, she describes it as a field note.
e.	Triangulation 
To get comprehensive analysis and to avoid bias, the researcher examine validity and reliability using triangulation proposed by Denzin in Yeasmin & Rahman (2012:157) that any four forms of triangulation: 1) data ‘triangulation’, 2) investigator ‘triangulation’, 3) theoretical ‘triangulation’, and 4) methodological ‘triangulation’. Consequently, the researcher chooses only “methodological triangulation” for this study, because it has represented the most common meaning of the term. Methodological triangulation is a usage of more than one research method or data collection technique (Yeasmin & Rahman, 2012:157). Earlier statement, the researcher has proposed two data collection technique to this study, consisting content analysis and interview. 

Findings and Discussion 
The researcher presents the result and discussion of the research to answer the research problem proposed earlier. It will specify into two parts, consisting difficult frequency of linguistic aspects found in students’ descriptive paragraph and  the students’ perception of descriptive paragraph.
Difficult Frequency of Linguistic Aspects Found in Students’ Descriptive Paragraph
The researcher analyzes the data to get the deeper analysis. After the analysis, the researcher found that there were fifteen linguistic difficulties in writing descriptive paragraph made by UIJ students in grammar problems encompassed nouns, pronoun, adjective, prepositions, transition words, conjunction and articles. Similarly, sentence structure problems were also found here such SVA, tenses, fragments and word order. Then, vocabulary problems and cognitive problems were spelling, punctuations, capitalization.
To demonstrate the difficulties faced by the students, the researcher classifies the types of difficulties, frequency, percentage and rank of difficulties in the table below.

Table 4.1 Types of difficulties, frequency, percentage and rank of difficulties found in Descriptive paragraph.
Types of Difficulties	Frequency	Percentage	Rank	
Grammar Problems 				
Articles 	9	4,5%	8	
Preposition 	11	5,5%	6	
Transition Word	2	1%	12	
Conjunction 	5	2,5%	10	
Adjective 	1	0,5%	13	
Pronoun 	3	1,5%	11	
Noun 	6	3%	9	
Vocabulary Problems 				
Vocabulary/word choice	43	21,5%	1	
Sentence Structure Problems				
Word order	10	5%	7	
Tenses 	3	1,5%	11	
Subject-Verb Agreement	10	5%	7	
Fragments 	16	8%	4	
Cognitive Problems				
Spelling 	12	6%	5	
Capitalization 	41	20,5%	2	
Punctuation 	28	14%	3	
Total 	200	100%		

The table 4.1 showed that the most difficulties faced by the students was vocabulary problems (21,5%). Secondly, cognitive problems was capitalization (20,5%). Then, punctuation (14%), fragments (8%), spelling (6%), preposition (5,5%), word order and subject-verb agreement (5%), articles (4,5%), noun (3%), conjunction (2,5%), tenses and pronoun (1,5%), transition word (1%) and the last adjective (0,5%). 
The data 4.1 was going to be analysed by using theory of Alfaki (2015:44) that categorised students’ problems into four types were grammatical problems, sentence structure problems, vocabulary problems, and cognitive problems. The researcher intends to get the deeper analysis by showing some common difficulties faced by the students. It was consisting seven types of difficulties that revealed as the greatest difficulties or the most challenging areas in linguistic aspects are vocabulary, capitalization, punctuation, spelling, preposition, word order and subject-verb agreement.
a.	Vocabulary Problems
The data analysis presents the most errors made by the students are vocabulary appropriateness. It can be divided into two parts, consisting of inappropriateness and meaningless vocabulary. 
Example 1: Inhabition in this village is friendly and helpful.
(The inhabitant in this village is friendly and helpful.)
This example revealed that the writer knew the base word “inhabit” but s/he didn’t know “noun form” of this word. That is why, s/he proposed “-ion” as one feature of nouns. The writer just supposed the noun form of “inhabit” and finally, s/he formed a wrong word and meaningless. It indicated that the writer lack of knowledge to form derivational affixes.
Example 2: The air there is very cool  (The air is very cool)
The writer wrote “there” to indicate a place, but in the previous sentence, the writer has stated the name of the place. So that, it can be extravagance of word. It happened because the writer is still interfered by Bahasa Indonesia grammar “udara disana”. Meanwhile, in English grammar, the writer didn’t need to write “there”, but s/he is simply to write article “the” to indicate existance of something is being discussed.
Example 3: Which in your village be sides beautiful also tourist place. (My village is not only beautiful but also a tourist destination)
This sentence is totally wrong. The writer found some vocabularies and put them together incorrectly. It indicated that the writer didn’t know the base of English grammar and s/he has limit vocabularies. This sentence not only uses inappropriate vocabularies and meaningless but also error fragment, article and pronoun.  
b.	Capitalization (cognitive problems)
The greatest errors in capitalization were found in the name of place and the first word in the first sentences. These examples will expose the errors.
Example 4: moreover in the night I can see the thousand of stars in yard of my house (Moreover, in the night, I can see a thousand of stars in the yard of my house)
Example 5: Wonosari village at puger district, Jember district.
(Wonosari is at Puger District, Jember Regency)
The writer had inadequate of knowledge  that the first letter of sentence and the specific name of a place must be capitalized. S/he didn’t know that Bahasa Indonesia capitalization and English capitalization were almost same, so that s/he tends to ignore it and causes capitalization errors.
Moreover, punctuation, fragment and article errors are also found in these examples.
c.	Punctuation (cognitive problems)
The researcher find common three parts of punctuation errors. They are apostrophe (‘), comma (,) and period (.). These examples will reveal the facts.
Example 6: its really in the middle of the forrest. (It’s really in the middle of the forest).
The writer didn’t realize that there are some differences between spoken English and written English. The word “Its” couldn’t be identified as contraction of “it is” or possessive determiner “its” in spoken English, but it would be different if written English. This is happened because the writer is lack of knowledge to know the complexity of writing skills.
Example 7: Formerly in 2006 some of the villages experienced natural disasters that is very severe floods.... (Formerly, in 2006, some villages experienced natural disasters. That was a very severe flood....)
In the above example, period (.) and comma (,) was omitted. In these cases, it can be explained that comma is not used after a transition word and adverb of time. Moreover, the writer didn’t know the way to begin a new idea/sentence.
d.	Spelling (cognitive problems)
The deeper analysis found that the most error of spelling is “word addition”. 
Example 8: ...there is Lengkong hamflet, penitik hamflet, krajan hamflet, and karang Genting hamflet. (...there are Lengkong hamlet, Penitik hamlet, Krajan hamlet and Karang Genting hamlet.)
Example 9: The tumata biskit there is in the middle of the forrest... (The Tumata Biskit is in the middle of the forest...)
From these examples, the researcher found that the two writers didn’t know exactly how to spell those words. They just heard them mostly in spoken English but they has limited knowledge of their spelling.  
e.	Preposition (grammatical problems)
Preposition is the fifth of the most errors found in this analysis. The researcher found that preposition errors in misplacing and misleading were the majority. 
Example 10: ...because in my village near with a forrest, field and mountain range. (...because my village is near with a forest, field and mountain’s range.)
The researcher can explain that Bahasa Indonesia grammar still interfered in this phenomenon. S/he tends to begin a new sentence with a preposition word as a subject where it sometimes must be omitted. Another example of misplacement as follows:
Example 11: At west border with kasiyan village. (The west border is at Kasiyan village.)
It showed that the writer still had limited knowledge of preposition usage. Bahasa Indonesia grammar is still strongly impressed in writing this sentence. The writer didn’t need to add the preposition “with” before compliment. It made this sentence became meaningless. 
f.	Word order (sentence structure problems)
The errors of word order were mostly found in the misplacement of words.
Example 12: Usually at weekend I and my family holiday between tourist place in J88 and oleng sibutong.
(On the weekend, my family and I usually go holiday to J88 or Oleng Sibutong.)
This example can reveal that the writer had limited knowledge of vocabulary, English rules and sentence structure. S/he didn’t begin a sentence with a subject, but with an adverb. It’s totally wrong, because an adverb must be placed after subject in present tense. Moreover, the rule of English proposed subject “I” after another subjects if there are two or more subjects. We can see another example to expose word order errors.
Example 13: The route to get to the waterfall Rengganis a bit difficult.... (The route to reach Rengganis waterfall is a bit difficult...)
Here, the writer didn’t have complete knowledge how to form “strong” noun phrase. Moreover, it caused the errors of word order. 
g.	Subject-verb agreement (Sentence Structure Problems)
This type error can be divided into two parts, wrong verb and double verb. In another countries, it is a common error frequently made by EFL students (Huang, Wu & Garza in Sermsook, 2017:107). These are example of students’ confusion about the rules of subject-verb agreement.
Example 14: I is very happy can live in place it. (I am very happy to live in that place.)
Example 15: That look not so good, ... (that didn’t look so good, ...)
These two examples revealed that the writer still confuse to determine “verb” which is suitable with its subject. Moreover, they didn’t know the correct form of negative statement. Additionally, in Bahasa Indonesia, the form of verb unchanged with any subject. So, it is may be one of the reasons that the writer is interfered by their second language rules. Consequently, this shows that the writer has lack of knowledge in subject-verb agreement.
Example 16: It is makes me so relax and peaceful. (It makes me so relax and peaceful.)
Double verb occured because the writer apply the faulty of SVA rules. S/he might think that subject “it” commonly followed by linking verb “is” and s/he realized that subject “it” in simple present tense must followed by “s/es”. These awareness might appear in the same time that made the writer apply two verbs at once.

The Students’ Difficulties in Generic Structure
Generic structure of descriptive paragraph divided into three parts, including introduction, description and concluding sentence. Moreover, the data has revealed the students’ problems in generic structure and classified briefly as following:
a.	Introduction 
	The data showed that all students didn’t have any problem in writing introduction. They did not fail to write introduction and they also put it based on their generic structure.
b.	Description
	The data has revealed that the students can write description; nevertheless, one student failed to mark it. She didn’t describe her village, but she toldl about her feeling, her family and her holiday. Therefore, this data disclosed that the student didn’t know about descriptive paragraph. She could not differentiate descriptive or narrative paragraph.
c.	Conclusion/concluding sentence
	The data showed that there were only two students who can write concluding sentence. In addition, one student didn’t miss her concluding sentence, but it is more suitable a concluding sentence for narrative text. Furthermore, three students missed their concluding sentence.

The Students’ Perception of Descriptive Paragraph
To support the research findings, the researcher collected deep information about the students’ perception of descriptive paragraph through interview section with six students as sample. This was scheduled on Thursday, September 14th, 2017, at 14:30:54 to 15:25:35 p.m. 
The result of interview revealed that five students knew what descriptive paragraph is and its generic struture, but one student failed to understand it. They ever wrote descriptive paragraph in their Junior High School and Senior High School. Three students got advanced achievement, one student got minimal achievement and two students got basic achievement. It revealed that they were familiar with descriptive paragraph, but they still needed much improvement to write it.
Next section, three students said that writing descriptive paragraph is enjoyable; nevertheless, two others stated that writing descriptive paragraph is difficult, because they had more challenging to write their original ideas/thought with their limited vocabularies, grammar/tenses and word order. Another said that it depended on our vocabulary and our knowledge about our village. However, all students still said that writing a descriptive paragraph could not run smoothly without any difficulty. They said that vocabulary is the most difficult and then, tenses, word order and punctuation. 
Moreover, the next interview section disclosed that the students always check their writing result. They editted and reviewed the possible difficulties that come up; nevertheless, they didn’t check all linguistic aspects, only several aspects are known. Furthermore, three students stated that the lecturer’s method is enjoyable,  two students are doubt and one student said unenjoyable method. It indicated that these different opinions would produce different writing level of the students.
These interviews also revealed that the students’ perception of descriptive paragraph is vary. Their perception could be categorized into high level, intermediate level and basic level. Their levels of knowledge would influence their writing product.

Discussion
To help the students in developing paragrapah writing for their academic career, understanding the base of English grammar and linguistic aspects are the most essential. The result of the research reported that the students faced these problems. Table 4.1 revealed some categories to be main linguistic problems. The finding presented there are 200 difficulties faced by UIJ students found in word choice or vocabulary (43 times), capitalization (41 times) and punctuation (28 times), fragments (16 times), spelling (12 times), preposition (11 times), word order and SVA (10 times), articles (9 times), noun (6 times), conjunction (5 times), pronoun (3 times), transition word (twice) and adjective (once).
They needed much effort to determine the appropriate vocabulary, for instance they wrong to write “inhabitant” with “inhabition”, to write “the air” instead of writing “the air there”. It is double meaning. Furthermore, capitalization is strongly wrong in its placement. They wrote incorrectly the first letter of the first sentence. It is actually “Moreover”, but “moreover”. Other error in punctuation is name of a place. They wrote “puger district”, but it is  actually “Puger district”. Moreover, punctuation and misspelling are found in this errors, such as “Formerly in 2016 some of villages ....” they must write “Formerly, in 2006, some villages .... ” and misspelling in writing “hamlet” is strongly wrong with “hamflet”. These are four most errors found in the students’ descriptive paragraph instead of other errors. 
The result of the interview supported this finding. All students stated that vocabulary is the most difficult areas in writing a descriptive paragraph. They must look up the dictionary when they write. Moreover, two students said that their limited vocabulary force them to avoid their original thought in writing process and change them with words are known by them. Deep interview revealed that there were some causes of students’ problems in writing descriptive paragraph. All students agreed that the essential of writing is difficult, because there were so many aspects included. Two students said that sometimes inadequate time hinder them to continue their writing. Then, three students argued that they were lack motivation to improve their writing, because they feel lack of smart than the others. To complete the interview, one student said that he was lack of practice in writing descriptive paragraph and the lecturer doesn’t always give them feedback about their writing problems. 
A similar finding in a different study, Gustilo & Magno (2012:108) found that Filipino ESL writers made the most frequently errors at word choice and capitalization compared with the other types of error. Furthermore, Husna, et. all., (2013:11) concluded that none their students got excellent in vocabulary. In contrast, the previous study made by Jung (2013:123), pointed out that EFL Korean learners frequently made errors with the article and grammar categories. Similarly, Sweedler & Brown in Gustilo & Magno (2012:108) found that article errors were more challenging in predicting score of students’ essay. In addition, Weltig in Gustilo & Magno (2012:108) concluded that verb formation was the most fault to damage writing score than other types of error. 
In lines with the researcher’s findings, Sermsook, et. al., (2017:106), had proposed earlier about the similarities of types of errors, but their findings were different orderly with the researcher’s findings. They were involved punctuation, article, SVA, spelling, capitalization, fragments, verbs, prepositions, literal translation from Thai, nouns and pronouns, word choices, tenses, word order, adjective, parts of speech and transition word. Therefore, further studies are needed to verify the differentiation findings.
Deliberately, the students must learn more to add their knowledge about English rules and read more to add their vocabulary that being the most important aspect in surviving English world transition. Furthermore, the teacher must focus on students’ troubling in the research finding and apply various methods in teaching vocabulary which is being the most challenging  area. Furthermore, capitalization and punctuation must be reminded in writing descriptive paragraph, although the two are the next difficulties after vocabulary, but they had greatly influence. Therefore, teachers’ feedback were mostly important after taking exercises to improve students’ writing and to reduce students’ difficulties.

Conclusion  
A conclusion of this finding can briefly drawn as following: the result of the research spreaded into three parts, consisting error frequency found in students’ descriptive paragraph, students’ difficulties in generic structure and students’ perception of descriptive paragraph.
a.	Difficulty Frequencyof Lingustic Aspects Found in Students’ Descriptive Paragraph
	The researcher concluded that the most difficulties faced by the students was vocabulary problems (21,5%). Secondly, cognitive problems was capitalization (20,5%). Then, punctuation (14%), fragments (8%), spelling (6%), preposition (5,5%), word order and subject-verb agreement (5%), articles (4,5%), noun (3%), conjunction (2,5%), tenses and pronoun (1,5%), transition word (1%) and the last adjective (0,5%). 
b.	Students’ Difficulties in Generic Structure
	Generic structure of descriptive paragraph consist of introduction/orientation, description and concluding sentence. All students can write introduction; nevertheless, one student failed to write a description. However, four students failed to write concluding sentence.
c.	Students’ Perception of Descriptive Paragraph
	Students’ perception of descriptive paragraph is various. The various of perception can be categorized into high level, intermediate level and basic level. These facts would influence their writing product as long as their perception about descriptive paragraph.
Here, it is suggested for future work provide more specific description of linguistic aspects in writing to help educators teach writing materials that promote the importance of linguistic aspects of writing skill.

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