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This study analyzed the writing skills in English expository text. There are five indicators in writing expository text: content, organization, grammar, vocabulary, and mechanics. This study aimed to investigate the students' writing skill on expository text related to the five indicators of English expositorytext and investigated the difficulties in writing English expository text. This research study used a descriptive quantitative research design. The participants were first semester students at English Literature Study Program of Universitas Trunojoyo Madura. The data collected from students' writing expository text test and analyzed by using Heaton’s theory. The result data analysis showed that: 1) 47% of students were average to good in writing content, 2) 51% of students were average to good in writing organization, 3) 31% of students were average to good in using grammar, 4) 36% of students were very good to excellent in using vocabulary, 5) 44% of students were very good to excellent in writing mechanics. This research found some difficulties the students when writing expository text. First, students cannot develop their ideas. Second, students are unable to develop their idea based on topic that they have to explain in expository text. Third, students struggle with grammatical structure of expository text. That means, they have to more understand about the simple present tense. Fourth, they were difficult to select appropriate vocabulary when writing expository text. The last, they miss-spelt words and were unsure of proper punctuation that was causing an error of mechanics.    

The purpose of this research is that those who are studying have a definite goal of gaining as much knowledge as possible and getting good results on exams, for those who are working, the goal is to work as best as possible to complete existing responsibilities and get good income from what they do. . The research method used is a qualitative method in the form of a literature study where the author presents and discusses overcoming PAK Learning Difficulties, and invites all of us to dedicate what we do in our daily lives just to glorify His name. The Lord God will see whether what we are doing glorifies His name or not. By teaching PAK so that more and more souls are saved.

This study aims to determine students' learning difficulties in chemistry by using zoom in achieving cognitive, sociological and psychological aspects and to further examine the difficulties faced by students. Data collection using questionnaires and tests, then using the K-Means Cluster data analysis technique, with three clusters (groups) followed by crosstab and graph analysis, using SPSS IBM 22 and followed by the RASH model. the results obtained are that (a) cognitive aspects in the form of student thinking, followed by sociological aspects and psychological aspects related to students' internal factors (b) cognitive results are tested more deeply with the Expended Score Graph. The ICC is in accordance with the RASH Model, the difficult questions to work on are questions 10 and 13 are in the analysis (C4), the Outfit MNSQ value is between 0.5-0.15 and then from the Probability graph of Student Cognitive Ability is well distributed, thus the difficulty in the cognitive aspect lies in the questions presented. These results are very useful for identifying students' cognitive limitations in chemistry learning. Thus, from the results, it is explained that cognitive is the main difficulty, with the RASCH test it is known that the level of difficulty is at the analysis.

The entrepreneurial part of the program encourages graduates to think creatively, innovate, and take risks. This will help students develop the capacity to come up with innovative ideas, spot opportunities, and confront difficulties in novel ways. The goal of this research is to determine what variables hinder graduate creativity and how entrepreneurial orientation in learning might help increase graduate creativity. This study employed a qualitative technique with a library approach. Data sources were obtained via library examination of papers, journals, publications, and so on. The findings of this study show that factors inhibiting graduate creativity include an overly structured curriculum, monotonous teaching methods, and limited resources and facilities in the form of infrastructure, which are among the most significant barriers to students developing creative ideas..

There are many aspects discussed in English Grammar, one of them is passive voice, Students usually found the difficulties when they are learning passive voice, such as lack of vocabulary, less of simple past tense understanding and also they got hard time to distinguish between active and passive voice because they did not know the basic tenses mainly in simple past tense form, so when they were shown the formula of passive voices, especially in simple past tense, they barely understood and confused. This researcher used qualitative method, the design of the research was case study. Researcher analyzed and described the data from the output of the test by using qualitative method. Then,researcher analyzed the students’ errors in transforming the passive voice, and to find out the type of errors, that the students made most in their test in transforming voice of simple past tense, and also to know in terms of verb “be”,correct verb, transformation active sentence into passive sentence and transformation passive sentence into active sentence. The results of this researcher are concludes that the types of error that were made by the in transforming the passive voice from the highest percentage to the lowest are error of misformation, error of omission, and error of misordering. Researcher found that the commonest errors made by the students were the errors of misformation which take up 108 errors or 57%. It i s followed by errors in omission with percentage 23%, and errors in misordering with percentage 20%.