Writing Anxiety among EFL Students of John Senior High School

Authors

  • Alvian Adhi Nugroho English Education Master’s Program, Sanata Dharma University, Yogyakarta, Indonesia, Indonesia https://orcid.org/0000-0002-9673-5188
  • Ouda Teda Ena Sanata Dharma University, Yogyakarta, Indonesia, Indonesia

DOI:

https://doi.org/10.24256/ideas.v9i1.1885

Keywords:

avoidance anxiety, cognitive anxiety, somatic anxiety, writing anxiety

Abstract

The objective of this is to examine the level of deep writing anxiety experienced by high school students in learning English as a foreign language for various reasons and consequences of the anxiety. Many results of research on scientific papers in this decade indicate that writing anxiety in foreign languages has negative effects on attitudes, success, student achievement, hinders the writing process, and reduces interest in writing. In this study, the quantitative research method is used to measure the level of anxiety experienced by students. This study adapted the Second Language Writing Anxiety Inventory questionnaire compiled by (Cheng, 2004). The results showed that the participants had high and moderate writing anxiety. Cognitive anxiety showed the highest result. Whereas, avoidance anxiety was reported in the second position of writing anxiety. The lowest score was performed by somatic anxiety that occurred in the result. They have problems in choosing a topic to write on, finding helpful ideas, time constraints, and a lack of effective feedback are the most worrying factors, followed by grammar, brainstorming, idea organization, and topic sentence writing.

Author Biography

Alvian Adhi Nugroho, English Education Master’s Program, Sanata Dharma University, Yogyakarta, Indonesia

Alvian Adhi Nugroho earned his B.Ed. (S.Pd.) degree from Univesitas Kristen Satya Wacana Salatiga of English Language Education Program in 2017. After a few years of EFL teaching in Bandung, Indonesia, he returned to Yogyakarta for the pursuit of a master's degree in the area of English Education at Sanata Dharma University. Recently he is working on his research report in the area of EFL teaching and learning, vocabulary acquisition, and teacher identity construction.

References

Saragih, S., & Johan, M. (2020). Maxims in Novel “The Fault in Our Stars†by John Green: Pragmatics Approach. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(1), 340 - 352. doi:https://doi.org/10.24256/ideas.v8i1.1401

Abrar Ajmal, & Humaira Irfan. (2020). Effects of Process-Genre Approach on Writing Anxiety among English Academic Writing Learners in Pakistan. Journal of Business and Social Review in Emerging Economies, 6(2), 741–752. https://doi.org/10.26710/jbsee.v6i2.1215

Arindra, M. Y., & Ardi, P. (2020). The correlation between students’ writing anxiety and the use of writing assessment rubrics. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 76–93.

Ariyanti, A. (2017). Foreign Language Anxiety in Academic Writing. Dinamika Ilmu, 17(1), 143–152. https://doi.org/10.21093/di.v17i1.815

Ariyanti, D. P. (2020). Students’ anxiety in writing English academic article [Universitas Islam Negeri Sunan Ampel Surabaya]. http://repositorio.unan.edu.ni/2986/1/5624.pdf

Aytaç Demirçivi, K. (2020). Personal factors predicting EFL Learners’ writing anxiety. Global Journal of Foreign Language Teaching, 10(4), 257–267. https://doi.org/10.18844/gjflt.v10i4.5104

Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001

Dörnyei, Z. (2005). Introduction: Definition, brief history, and taxonomy of individual differences. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, 1–9.

Fitrinada, D. M., Loeneto, B. A., & Fiftinova. (2018). Students’ writing anxiety and its correlation with writing performance. The Journal of English Literacy Education, 5(2), 194–207.

Griffee, D. T. (2012). An Introduction to Second Language Research Methods: Design and Data (First Edit). TESL-EJ Publication. http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf

Haritini, N., Nurkamto, J., Sharda, R., Surakarta, U. N., Raj, H., & Vidyalaya, M. M. (2020). An Analysis of University Students’ Argumentative Writing: Functional Perspective. Academic Journal PERSPECTIVE: Language, Education and Literature, 8(November), 147–155. https://doi.org/http://dx.doi.org/10.33603/perspective.v8i2.4373

Hartono, H., & Maharani, M. M. (2020). English Writing Anxiety and the Writing Problems of Indonesia EFL Learners. Advances in Social Science, Education and Humanities Research, 409(2nd Social and Humaniora Research Symposium (SoRes 2019)), 513–517. https://doi.org/10.2991/assehr.k.200225.111

Hjortshoj, K. (2010). Writing from A to B: A Guide to Completing the Dissertation Phase of Doctoral Studies. Cornell University.

Horwitz, E. K. (2016). Factor structure of the foreign language classroom anxiety scale: Comment on park (2014). Psychological Reports, 119(1), 71–76. https://doi.org/10.1177/0033294116653368

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125. https://doi.org/10.2307/327317

Hudayani, N., Husein, R., & Dirgeyasa, I. W. (2020). Reasons of EFL Students’ Anxiety in Writing Scientific Paper. Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020), 488(5), 163–166. https://doi.org/10.2991/assehr.k.201124.036

Huerta, G., Goodson, P., Beigi, M., & Chlup, D. (2017). Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy, and Emotional Intelligence. Higher Education Research & Development, 36(4), 716–729. http://researchonline.ljmu.ac.uk/id/eprint/4221/

Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4), 733–746. https://doi.org/10.29333/iji.2019.12447a

Jebreil, N., Azizifar, A., & Gowhary, H. (2015). Investigating the Effect of Anxiety of Male and Female Iranian EFL Learners on their Writing Performance. Procedia - Social and Behavioral Sciences, 185, 190–196. https://doi.org/10.1016/j.sbspro.2015.03.360

Kabigting, R. P., Gumangan, A. S., Vital, D. P., Villanueva, E. S. V, Mosuela, E. S., Muldong, F. B., Pamintuan, K. P., Mallari, M. R., & Sagum, M. G. L. (2020). Anxiety and Writing Ability of Filipino ESL Learners. International Journal of Linguistics, Literature and Translation (IJLLT), 3(7), 126–132. https://doi.org/10.32996/ijllt

Karabıyık, C., & Özkan, N. (2017). Foreign language anxiety: A study at Ufuk University Preparatory School. Journal of Language and Linguistic Studies, 13(2), 667–680.

Kusumaningputri, R., Ningsih, T. A., & Wisasongko, W. (2018). Second Language Writing Anxiety of Indonesian EFL Students. Lingua Cultura, 12(4), 357–362. https://doi.org/10.21512/lc.v12i4.4268

Liu, Y. (2020). The Effect of Sentence-Making Practice on Adult EFL Learners’ Writing Anxiety A Comparative Study. English Language Teaching, 13(6), 34. https://doi.org/10.5539/elt.v13n6p34

Nawas, A. (2020). Grading anxiety with self and peer-assessment: A mixed-method study in an indonesian efl context. Issues in Educational Research, 30(1), 224–244.

Nazari, M., Farnia, M., Ghonsooly, B., & Jafarigohar, M. (2020). Contradictions in Writing Anxiety : A Qualitative Case Study of Expansive Learning among Iranian EFL Learners Professor of Applied Linguistics , Department of English Language and Literature , Ferdowsi Associate Professor of Applied Linguistics , Departme. Journal of Language and Translation, 10(2), 87–103.

Nurhalimah, S. (2019). Writing Anxiety of EFL Students at SMA IT Al- Fityah Pekanbaru. State Islamic University of Sultan Syarif Kasim Riau.

Putra, A. J. (2013). the Effect of Peer Assessment and Anxiety on Writing Competency of Grade X Students of Sma Negeri 5 Denpasar. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1, 1–11.

Rezaei, M., & Jafari, M. (2014). Investigating the Levels, Types, and Causes of Writing Anxiety among Iranian EFL Students: A Mixed Method Design. Procedia - Social and Behavioral Sciences, 98, 1545–1554. https://doi.org/10.1016/j.sbspro.2014.03.577

Rudiyanto, M. (2017). English writing anxiety toward indonesian efl learners: a descriptive study. Interaksi, 12(2), 98–111.

Sabti, A. A., Rashid, S. M., & Hummadi, A. S. (2019). Interrelationships between writing anxiety dimensions and writing goal orientation among Iraqi EFL undergraduates. International Journal of Instruction, 12(4), 529–544. https://doi.org/10.29333/iji.2019.12434a

Setyowati, L., Mujaddidah, A., Sukmawan, S., El, A. A., Java, E., & Java, E. (2020). Comparing the High and Low Achiever Students’ Difficulties in Learning Writing During Remote Learning. Academic Journal PERSPECTIVE: Language, Education and Literature, 8(November), 107–121. https://doi.org/http://dx.doi.org/10.33603/perspective.v8i2.4074

Sivaci, S. (2020). The Effects of Peer Feedback on Writing Anxiety Levels of Pre-Service English Teachers. Reading Matrix: An International Online Journal, 20(2), 131–139. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=146505274&site=ehost-live

Tosun, B. (2018). Oh no! Not ready to speak! An investigation on the major factors of foreign language classroom anxiety and the relationship between anxiety and age. Journal of Language and Linguistic Studies, 14(1), 230–241. online at www.jlls.org JOURNAL

Türnük, T., & Aydın, S. (2020). Interlanguage effect on writing anxiety in a foreign language context. The Literacy Trek, 6(1), 1–19.

Umam, S. W. & M. K. (2017a). An Analysis on Writing Anxiety of Indonesian Efl. Jeels, 4(1), 105–128.

Umam, S. W. & M. K. (2017b). An Analysis on Writing Anxiety of Indonesian Efl. Jeels, 4(1), 105–128.

Walker, M. J., & Panayides, P. (2014). Rasch measurement in language research: Creating the foreign language classroom anxiety inventory. Europe’s Journal of Psychology, 10(4), 613–636. https://doi.org/10.5964/ejop.v10i4.782

Wang, S., & Zeng, X. (2020). The Effect of Writing Anxiety in College English Teaching and Its Countermeasures. 2020 3rd International Workshop on Advances in Social Sciences (IWASS 2020), Iwass, 317–322. https://doi.org/10.25236/iwass.2020.063

Yayli, D., & Genc, E. (2019). The Second Language Writing Anxiety: The Perceived Sources and Consequences. Pamukkale University Journal of Education, 45(45), 235–251. https://doi.org/10.9779/puje.2018.231

Yosintha, R. (2020). Indonesian Students’ Attitudes towards EFL Learning in Response to Industry 5.0. Metathesis: Journal of English Language, Literature, and Teaching, 4(2), 163–177. https://doi.org/10.31002/metathesis.v4i2.2360

Downloads

Additional Files

Published

2021-06-02

Issue

Vol. 9 No. 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Section

Articles

Citation Check

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)