Writing Apprehension in the Writing Class: Indonesian EFL Learners Context (original) (raw)
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AN ANALYSIS ON WRITING ANXIETY OF INDONESIAN EFL COLLEGE LEARNERS
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This study aims at analyzing the writing anxiety of English students of STAIN Kediri. Writing anxiety is one of anxiety that occurs in foreign language anxiety. It is a fear of writing when a person has to start, work on, or finish a given writing task. By conducting a qualitative research, this study described the levels, dominant type, and main factors of writing anxiety of the English students. Fifty English students at the fourth semester joined in this study. Two closed-ended questionnaires, Second Language Writing Anxiety Inventory (SLWAI) proposed by Cheng, and Causes of Writing Anxiety Inventory (CWAI) proposed by Rezaei and Jafari were employed to collect the data. The findings revealed that there were 27 students (54%) who experienced high level of writing anxiety, 22 students (44%) who experienced moderate level of writing anxiety, and only 1 student (2%) who experienced low level of writing anxiety. The dominant type of writing anxiety was cognitive writing anxiety, which is based on the highest mean among two other types of writing anxiety. Then there are four main factors that cause writing anxiety. They are linguistic difficulties, fear of teachers’ negative comments, insufficient writing practice, and time pressure.
This study examined the relationship between the respondents' achievement in writing and their level of writing apprehension as well as the relationship between the respondents' level of writing performance and their level of writing apprehension. The respondents were the English 9 (Advanced Grammar and Composition) students who were enrolled for the second semester of academic year 2014-2015 at Mindanao State University. The instruments used in this study were the English as Second Language Composition Profile, the Daly and Miller's Writing Apprehension Test (WAT) and an interview. The findings showed that majority of the respondents were female, taking up Bachelor of Arts major in Islamic Studies and many were in third year level. Many of the respondents had a grade of 2.00 in their previous writing class. Majority of the respondents writing performance was 'Good to Average' and most of them were moderately apprehensive based on their WAT scores. Based on the perception of respondents, writing different kinds of essay were the typical writing activities done by the respondents in their English 9 class, their feeling towards writing in English varytime limit, grammar, people's evaluation, inability to express himself were some factors that make the respondents' apprehensive when writing in English. Lastly, the level of confidence of the respondents' writing ability in English also varies. With regard to the relationship between the respondents' achievement in writing and their level of writing apprehension, it was found out that there was no significant relationship between them. Furthermore, there was also no significant relationship between the respondents' level of writing apprehension and their level of writing performance in terms of context, organization, language use, vocabulary use, and mechanics.
STUDENTS' WRITING ANXIETY AND ITS CORRELATION WITH WRITING PERFORMANCE
The Journal of English Literacy Education, 2018
The present study was aimed at investigating the correlation between students' writing anxiety and their writing achievement. Eighty five EFL students of English Education Study Program of FKIP at Sriwijaya University in academic year 2016/2017 were selected by using purposive sampling. The study used a quantitative research method of correlational design. The data were collected by distributing writing anxiety questionnaire and a writing test which were analyzed statistically. The results of correlational analysis showed that a fair negative significant correlation between students' writing anxiety and their writing achievement with r obtained =-.545 and p-value-.000. Another finding from this study showed that a significant correlation between each aspect of writing anxiety to writing achievement (somatic anxiety was-.000, avoidance behaviour was-.000, and cognitive anxiey was-.000). Lastly, the contribution of writing anxiety on students' writing achievement was .297, and it indicated that students' writing anxiety gave significant effect in the level of 29.7% toward writing achievement.
A Study of Learners’ Writing Anxiety in EFL Context
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP
The present research purposes were to find the factors of students’ writing anxiety and to know what the type of writing anxiety in writing encountered by the participants who followed writing for academic communication course of English education study program at Hamzanwadi University, Nusa Tenggara Barat, Indonesia. This study was categorized as descriptive quantitative method research. The researcher took 15 subjects who were chosen by using purposive sampling. The data collection methods were two closed-ended questionnaires, then second language writing anxiety inventor (SLWAI) designed by Cheng and Causes of Writing Anxiety Inventory (CWAI) proposed by Reraei and Jafari were applied to obtain the data. Observation and interviews were conducted to strengthen the result. The finding of research proved that the highest writing anxiety was avoidance behavior, which turned out the most predominant type among other types of writing anxiety which could be known from the highest mea...
Writing apprehension and writing skills on English department students: A correlational design
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By two different types of instruments—a questionnaire to determine students' writing apprehension and a writing test using descriptive texts to decide students' writing skills—this study investigated the correlation between writing apprehension and students' writing skills. This study used quantitative correlational research, and the English department served as the study's target population. Additionally, the researchers employed cluster sampling and correlational design, which can choose a representative sample and represent the population. To conduct the analysis, the researchers chose one class as a sample, and thirty-five students from the third semester were chosen as the sample. According to the researchers, writing apprehension and students' writing skills were shown to be negatively correlated, who concluded that the correlation between the two was r = -0.642. The inverse correlation indicates that students did not perform as good as on writing tests the...
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This research aimed at investigating foreign language writing anxiety experienced by Indonesian EFL learners studying at Universitas Negeri Padang. The numbers of participants involved in this survey were 132 students comprising of sophomores, junior, and senior students. This research employed three research instruments: Second Language Writing Anxiety Inventory (SLWAI) to collect data on students’ levels of writing anxiety; Causes of Writing Anxiety Inventory (CWAI) to gauge information about sources of students’ writing anxiety; typologies of tactics to cope with writing anxiety. The result of this research reveals that the level of students’ writing anxiety is moderate. In addition, no significant relationship between students’ writing anxiety level and their academic level is revealed suggesting moderately anxious students outnumbering those with high and low writing anxiety at any academic level. In addition, the sources of students’ writing anxiety are problems with topic cho...
Factors affecting male and female Indonesian EFL students’ writing anxiety
Indonesian Journal of Applied Linguistics
This study is aimed at investigating the writing anxiety levels of foreign language learners and factors affecting the foreign language writing anxiety levels on the learners based on the gender variable. It applies close-ended questionnaires as instruments to collect the data, adopted from Cheng (2004) about Second Language Writing Anxiety Inventory (SLWAI), and Causes of Writing Anxiety Inventory (CWAI) questionnaire adopted from Younas (2014). The results of the study show that Indonesian English learners suffered a mediocre level of English writing anxiety, especially cognitive anxiety as preference. In relation to gender, female students tend to have significantly higher anxiety level than male in terms of writing English compositions. The study reports that both male and female learners suffered from anxiety due to lack of linguistic competence.
English Writing Anxiety and the Writing Problems of Indonesia EFL Learners
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This descriptive research investigated the level of English writing anxiety experienced by Indonesian EFL students. The respondents were 38 undergraduate students of English Literature program of a university in Semarang Central Java, Indonesia taking Essay Writing course which adopted portfolios as the assessment method. Data were collected by two closed questionnaires; the one was for collecting data of English writing anxiety and the second was for collecting data of writing problems faced by students which may trigger the anxiety arousal. The results show that the students experienced a high level of English writing anxiety and cognitive anxiety was the students suffered most. Gender doesn't affect the level of anxiety experienced by the students; neither does the perception of writing difficulties. Grammar problem becomes the most mentioned-cause of anxiety followed by vocabulary problem and insufficient writing practice. To reduce the anxiety, therefore, it is recommended that writing teachers sufficiently address the issue of grammar and vocabulary as well as provides students with a lot of more writing practices.
International Journal of English Literature and Social Sciences
This study was carried out to investigate the relationship between second language writing anxiety and students' writing performance .The study employed correlation and descriptive study design. First year English language and literature students of Wolkite University were the participants of the study and they were selected by using simple random sampling technique. Questionnaire, writing performance tests and semi-structured interview were used as data collecting instruments. These data were analyzed using Pearson's Product moment correlation, qualitative description of students' interview results and one way ANOVA. In order to identify the significance of differences between the pairs of SL writing anxiety, multiple comparisons or post hoc test was also conducted .The results revealed that there was a significant, negative correlation between SL writing anxiety and writing performance. The semi-structured interview revealed that linguistic difficulties, insufficient writing practice, fear of tests, lack of topical knowledge and low self-confidence in writing performance. The results of the questionnaire showed that there is statistically significant difference in level of anxiety among high, average and low achievers and Avoidance Behavior and Cognitive anxiety are the most common and dominant type of ESL/FL writing anxiety. The investigation results also showed that the mean differences were statistically significant between the low anxiety and average anxiety, low anxiety and high anxiety and average anxiety and high anxiety.
Writing Anxiety Among Indonesian EFL University Students
Advances in social science, education and humanities research, 2023
This study explores the distribution of writing anxiety experienced by Indonesian EFL university students. More specifically, it compares writing anxiety levels of EFL undergraduate sophomore and junior groups. A total of 303 EFL university students were involved in this study. It consists of 141 sophomores and 162 junior students. A 22-item of Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004) was used to find out the levels and types of anxiety. The result showed that the majority of students for both levels faced high anxiety with a mean score of 73.88 (sophomores) and 72.42 (juniors). Further statistical analysis using an independent sample t-test indicated that there is no significant difference in the level of anxiety of both groups. In terms of the types of anxiety, sophomores and juniors faced three types of anxiety, namely avoidance behavior, somatic anxiety, and cognitive anxiety. Cognitive anxiety obtained the highest mean score for both groups; 26.11 for sophomores and 25.78 for juniors. The study demonstrated students' writing anxiety in English writing which was influenced by their concern about others' perceptions of their writing. Pedagogical implications and suggestions for future research were also given in this study.