DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

EFL students' writing anxiety and their writing performance

Nur Izzati Fajriyah

Abstrak


Abstrak

 

Seeing the increasing interest in investigating the levels, types, causes and effects of second/foreign language writing anxiety on second language (L2) and EFL (English as Foreign Language) learners’ writing performance over the last three decades, the potential sources of that phenomenon have not been widely researched and identified, particularly in Indonesian EFL contexts. Therefore, the present studymainly explores and investigates the levels, types, potential factors associated with writing anxiety and the correlation between writing anxiety and students’ writing performance in the context of Indonesian EFL learning.

A mixed methods approach (MMA) was used in this study to address the research questions. The methods that are used in this study are by describing and correlating the collected data. Therefore, quantitative and qualitative data were collected and analyzed respectively.

A total of one hundred and ten students(46 males and 64 females)of English Department at the State Islamic University of Maulana Malik Ibrahim Malang and University of Kanjuruhan Malang plus two EFL instructors of the students were involved in this study. Quantitatively, two survey questionnaires (Second Language Writing Anxiety Inventory and Sources of Writing Anxiety Questionnaires) and students’ writing scores were used to investigate the anxiety levels, types, sources and the correlation of students’ writing anxiety and their writing performance. For the qualitative phase, eight highly-anxious students, eight low-anxious ones and two writing lecturers were individually interviewed to deepen understanding about the possible sources of writing anxiety undergone by the students. Additionally, focus group discussions with three students of each university were held to explore their perspectives on the coping strategies they use.The quantitative data were coded and entered in the SPSS program which was used to generate tabulated reports, descriptive statistics andScheffe hoc test to test the significant difference between two most revealed factor domains of writing anxiety. Qualitatively, the descriptive data were analyzed by using both deductive and inductive analysis method.

The findings show that the students as the respondents of this study undergo high levels of writing anxiety when they write English compositions. In addition, somatic anxiety was the type of writing anxiety encountered by most of the students. It means that the students undergo such physiological aspects and effects as tension, nervousness and unpleasant feelings when they are about to write and while they are writing English compositions. Furthermore, the findings indicate that high levels of writing anxiety could primarily be attributed to cognitive and linguistic factors. For the last research question of this study, it was found that there was a statistically significant negative correlation between students’ writing scores and their levels of anxiety. It can be concluded then that the higher the writing anxiety level, the lower the writing scores was and vice versa.Based on these findings, pedagogical implications and suggestions for are provided for educators, policymakers and other researchers.