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

 

Fajriyah, Nur Izzati. 2016. EFL Students’ Writing Anxiety and Their Writing Performance.

Thesis. English Language Teaching. Graduate Program. State University of Malang.

Advisors: (I) Prof. Utami Widiati, M.A., Ph.D., (II) Prof. A. Effendi Kadarisman, M.

A., Ph.D

 

Key words: writing, writing anxiety, writing performance

 

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 study mainly 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 and Scheffe 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.