Abstract
Abstract 
 
 This research is intended to present the writing difficulties that second language learners have encounter through their learning process. Linguists have proved that English second language learners (ESLL) face some difficulties in their writing because it is hard to understand ESLL perspectives. Many samples of ESLL writing have been examined and proved that their writing lacks some linguistic features. Coherent, accurate and creative text is the goal for English language teachers to be produced by their students. Word class (parts of speech) and morphology are the key features of language that indicate its linguistic system, especially sentence structure. The researcher tries to analyze word class and morphology in two selected texts of stage 2 and stage 4 in a second language learning center. One of the findings of this research is the use of bound grammatical morpheme (inflectional morpheme) for both texts is to some extent justifiable although the writer of S2 text makes some mistakes in producing the right word to give new meaning.
Highlights
Word classWord classes The finding from quantitative method for S2 and S4 is clearly showing that the word classes are varied.Quantitative analysis reveals that the writer of S2 text produced 121 times of noun phrases while the writer of S4 text produced 47 times in which consistent with Hinkel (2002)
Word class and morphology are the key features of language that indicate itslinguistic system, especially sentence structure.We can make a distinction between words according to their simplicity and complexity McGregor (2010) such as the word ‘play’ is simple word because it seems a minimal unit which cannot be brocken into meaningful parts while ‘player’ is complex word because it has a structure ‘er’with it and it can be broken
This research has attempted to investigate how ESL writing varies in terms of the use of word classes suchas and morphological items such as
Summary
Word classes The finding from quantitative method for S2 and S4 is clearly showing that the word classes are varied.Quantitative analysis reveals that the writer of S2 text produced 121 times of noun phrases while the writer of S4 text produced 47 times in which consistent with Hinkel (2002). The use of preposition phrases in S2 text is more than in S4 text which reveals that the S2 text writer repeating preposition phrases where he should not do that for example, (my friend went back to their home and I went back to my home)which isin line with McGregor (2010). The writer repeated the same adjective (afraid) five times where he should make his writing interesting by including different varieties of adjectival phrases like the writer of S4 text when he used the adjective (disastrous, more vulnerable) with few exceptions such he uses two adjectives (more vulnerable) where he should write (more vulnerability) because the NS does not produce that in such text.
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