This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia. This study described the levels, dominant type, and main factors of writing anxiety of the English students. Fifty English students at the fourth semester participated 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 54% of the students experienced high level of writing anxiety, 44% experienced moderate level of writing anxiety, and 2% 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. Key words: anxiety, foreign language anxiety, writing anxiety

Research findings show that in general Indonesian students’ reading ability is stilllow. This is attributable to, among others, poor reading habit, which is caused by lowreading motivation. Several aspects cause low reading motivation: (1) family andneighborhood environments that do not support reading habit, (2) society’s low bookbuyingpower, (3) limited number of good libraries, (4) negative effects of electronic mediadevelopment, (5) learning model that in general does not make students read, and (6)inappropriate learning system for reading. To improve reading motivation several attemptscan be made: (1) making children get used to reading since their early age, (2) providinginteresting books, (3) creating an environment conducive for reading, (4) reconstructingthe library performance to make it interesting, and (5) developing a learning model forreading that is enjoyable, varied, and educative.Keywords: reading motivation, literate society

The purpose of this research was to develop

Feedback provision in the process of writing has been believed that it is beneficial. However, different strategies of providing feedback may affect differently on writing quality of students. This study aimed at investigating the effect of different feedback provision on the writing quality of students having different cognitive styles. By conducting an experimental through a factorial research design, fifty-five of the fourth semester English students of STAIN Kediri were involved in this study. For analyzing the data, a two-way ANOVA was employed. The findings revealed that the effect of different feedback on writing quality of the students does not depend on the students' cognitive styles. The value of the obtained level of significance was .080 that was greater than the significance level .05. It means that the effect of feedback provision does not depend on the students' cognitive styles. Then the result of the main effect analysis revealed that there was no significant difference on writing quality of students getting direct corrective feedback and those getting indirect corrective feedback. The obtained level of significance was .653 which was greater than significance level .05 (ρ > ɑ). It means that the different types of feedback given do not make the students' writing quality significantly different

Research findings show that in general Indonesian students’ reading ability is stilllow. This is attributable to, among others, poor reading habit, which is caused by lowreading motivation. Several aspects cause low reading motivation: (1) family andneighborhood environments that do not support reading habit, (2) society’s low bookbuyingpower, (3) limited number of good libraries, (4) negative effects of electronic mediadevelopment, (5) learning model that in general does not make students read, and (6)inappropriate learning system for reading. To improve reading motivation several attemptscan be made: (1) making children get used to reading since their early age, (2) providinginteresting books, (3) creating an environment conducive for reading, (4) reconstructingthe library performance to make it interesting, and (5) developing a learning model forreading that is enjoyable, varied, and educative.Keywords: reading motivation, literate society