Tesis

Exploring students\' writing anxiety: level and contributing factors / Novinda Rosayanti

Abstrak
Writing has long been perceived as the hardest skill to master in foreign language learning. As the consequence many learners encounter writing anxiety a phenomenon which involves mental behavioral and cognitive aspects of EFL learners. Therefore this current study attempted to explore the students rsquo writing anxiety level and the contributing factors to students rsquo writing anxiety. This current study address the research questions into (1) What was the level of writing anxiety in the third semester students of English Education Department and (2) What were the contributing factors to the writing anxiety in the third semester students of English Education Department This study utilized qualitative case study as the design to explore the level and contributing factors to the students rsquo writing anxiety. One hundred sixteen -students responded to the questionnaire and 10 students who participated in the semi structured interview. They were selected proportionally using purposive sampling based on the need of the study. In addition a closed-ended questionnaire consisting of 22 statements was employed to measure the writing anxiety level of the students. Meanwhile a semi structured interview was employed to explore the contributing factors to the students rsquo writing anxiety. The validity and reliability of the questionnaire was measured by SPSS which showed that all the statements considered valid and had Cronbach Alpha score 0.702 which was interpreted as reliable. In analyzing the result of the questionnaire the Likert Scale (1-5) value and then measured the mean score to find the dominant types of writing anxiety perceived by the students. Furthermore the results of the interview were analyzed by using thematic analysis based on Cresswell rsquo s suggestions. The result of data analysis exposed that 104 students were in high levels of writing anxiety. Meanwhile 11 students in moderate level of writing anxiety and 1 student in low level of writing anxiety. The findings also showed that most of the students perceived cognitive anxiety. Additionally based on the result of a semi structured interview some contributing factors to the students rsquo writing anxiety were discovered. Some different factors contributed to each level of writing anxiety were found. At a high level five contributing factors to the students rsquo writing anxiety were found they are fear of tests low self-confidence linguistic difficulties lack of topical knowledge and insufficient writing practice. Furthermore in the moderate level four contributing factors to the students rsquo writing anxiety were found they are fear of tests low self-confidence lack of topical knowledge and insufficient writing practice. Meanwhile in the low level two contributing factors to the students rsquo writing anxiety were also found they are lack of topical knowledge and insufficient writing practice. Also fear of negative evaluation found as a new factor contributing to the students rsquo writing anxiety in high and moderate levels. Appertaining to the findings of this current study some recommendations are also noted on this matter. To begin with the teachers need to realize that writing is one of the necessary skills that the students have to acquire therefore they have to prepare their students to have a proficient performance in writing. The teachers can start improving the students rsquo topical knowledge in writing and increase the amount of time in writing practice. Besides by increasing the amount of time in writing practice they also can improve their students rsquo self-confidence and make them not fear of tests because their linguistics knowledge in writing also improves. In addition for the teacher of higher education it is also necessary to know the students rsquo feelings during writing class. Therefore the teacher needs to pay attention more to their students in order to know what students rsquo want and need in writing class. Besides there are a lot of interesting issues related to students rsquo writing anxiety that need to be investigated since this current study only takes place in undergraduate programs of higher education.

Informasi Detail

DDC

Rt 421 ROS e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2022.

Deskripsi Fisik

xvii, 62 lembar : il. ; 30 cm.

Bahasa

Indonesia

No Reg

06870/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2022

Subjek

1. BAHASA INGGRIS - MENULIS
2. ENGLISH - WRITE

Pembimbing

1. Bambang Yudi Cahyono ; 2. Niamika El Khoiri

Lampiran Berkas