This study aims to identify the problems faced by English Education Study
Program students in writing the contents of their thesis proposals and the strategies
they use to overcome them. This study uses a qualitative approach with an interview
method with ten students who are preparing their thesis proposals. The results of
the study indicate that students experience various difficulties, especially in writing
the research background, formulating research questions, defining key terms,
compiling theoretical studies, and determining research methods and data collection
techniques. Factors causing difficulties include limited access to relevant literature,
lack of understanding of research concepts, and minimal experience in academic
writing. To overcome these problems, students apply several strategies such as
seeking references from various sources, compiling a writing framework, reading
more deeply into relevant theories, studying previous theses, and consulting with
supervisors. These findings indicate the importance of strengthening academic
literacy skills and intensive guidance in the process of preparing thesis proposals.