Abstrak
This study aims to identify the factors influencing post-proposal thesis writing procrastination among students of the English Education Department at UIN Mahmud Yunus Batusangkar. The background of this research was motivated by the phenomenon thatseveral students delayed continuing their thesis writing after completing the proposal seminar. This study employed a quantitative approach with a descriptive design. The respondents consisted of 45 English Education students who had completed their proposal seminar. The sampling technique used was total sampling since the population was fewer than 100 (Sugiyono, 2019). The data were collected through a closed-ended questionnaire using a five-point Likert scale. The instrument was adapted from Hayu (2022), which consisted of 50 items. The instrument had been validated by two validators with a percentage of 100%, indicating a very high level of validity, in line with McHugh (2012) who stated that validity can be measured through percentage agreement among raters. The reliability test using Cronbach’s Alpha resulted in a coefficient of 0.969, categorized as very high reliability, consistent with Nunnally (1978), who asserted that a reliability coefficient above 0.70 is considered acceptable.The questionnaire was distributed through Google Form and filled out by the respondents. The collected data were analyzed using descriptive quantitative methods with the assistance of Microsoft Excel and SPSS software. The findings revealed that the physical condition factor obtained a mean score of 16.6 and was categorized as high, the psychological condition factor obtained a mean score of 54.02 and was categorized as low, and the environmental condition factor obtained a mean score of 33.49 and was categorized as low. Therefore, it can be concluded that physical condition was the most influential factor in students’ post-proposal thesis writing procrastination.