Writing Apprehension in the Writing Class: Indonesian EFL Learners Context

Sundari, Hanna; Febriyanti, Rina Husnaini

doi:10.30998/deiksis.v9i01.863

Cited by 9 publications

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“…The results of this study are supported by several other research studies in ESL/EFL contexts (Aljafen, 2013; Alluhaybi, 2014; Alnufaie & Grenfell, 2013; Friesen, 1990; Kostić-Bobanović, 2016; Pimsarn, 2013; Sundari & Febriyanti, 2017). They all found that the writing apprehension level was moderate among their participants.…”

Section: Findings and Discussionsupporting

confidence: 88%

Writing Apprehension Among English as a Foreign Language Postgraduate Students

2021

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Although many studies have investigated writing apprehension among students of different education levels during the last decades, several of its aspects have remained uninvestigated in different contexts. One of these contexts is North Cyprus. For this reason, this study aimed to measure the level of writing apprehension experienced by English as a foreign language (EFL) postgraduate students at this particular context when writing in English. The study also tried to explain whether variables such as age, gender, academic level, and socioeconomic status were correlated with writing apprehension. To achieve these aims, the researchers adopted Daly and Miller’s questionnaire called Writing Apprehension Test. A total of 37 EFL postgraduate students belonging to different ages, genders, academic levels, and socioeconomic statuses took part in the study. The collected data were analyzed using the SPSS program to reveal whether there was a significant correlation between the aforementioned variables. Mean scores, standard deviations, Pearson correlation, frequencies, and percentages were employed to reveal the results. The study demonstrated that, though almost nearly half of the students were highly apprehensive, the majority of them experienced a moderate level of apprehension when writing in English and the relationship between writing apprehension levels and the variables was not statistically significant, that is, the results showed that age, gender, academic level, and socioeconomic status did not have any influence on writing apprehension.

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Section: Findings and Discussionsupporting

confidence: 88%

Writing Apprehension Among English as a Foreign Language Postgraduate Students

2021

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“…To address the research question of the type of anxiety most respondents suffered from, the data of questionnaire were grouped into Somatic Anxiety, Cognitive Anxiety, and Avoidance Behaviour which were based on the items of the questionnaire. Somatic anxiety was indicated by items number 2,9,11,13,15,17,18,20,22, and 23 (10 items), cognitive anxiety was indicated by items number 1, 3, 5, 10, 16, 17, 19, 24, 25, and 27 (10 items), and avoidance behaviour was indicated by items 2, 4, 6, 8, 12, 14, 26 (7 items).…”

Section: A the Resultsmentioning

confidence: 99%

“…Slightly different from the two studies mentioned, the study by Sundari and Febriyanti investigated the correlation between writing apprehension and writing skill by involving 66 students. It found that writing apprehension and writing skill were not significantly correlated [18].…”

Section: Introductionmentioning

confidence: 93%

English Writing Anxiety and the Writing Problems of Indonesia EFL Learners

Hartono¹,

Maharani²

2020

Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019)

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This descriptive research investigated the level of English writing anxiety experienced by Indonesian EFL students. The respondents were 38 undergraduate students of English Literature program of a university in Semarang Central Java, Indonesia taking Essay Writing course which adopted portfolios as the assessment method. Data were collected by two closed questionnaires; the one was for collecting data of English writing anxiety and the second was for collecting data of writing problems faced by students which may trigger the anxiety arousal. The results show that the students experienced a high level of English writing anxiety and cognitive anxiety was the students suffered most. Gender doesn't affect the level of anxiety experienced by the students; neither does the perception of writing difficulties. Grammar problem becomes the most mentioned-cause of anxiety followed by vocabulary problem and insufficient writing practice. To reduce the anxiety, therefore, it is recommended that writing teachers sufficiently address the issue of grammar and vocabulary as well as provides students with a lot of more writing practices.

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“…Despite the fact that second or foreign language WA is becoming an established field of research in the Indonesian context, this notion has largely been underresearched (Kusumaningputri, Ningsih & Wisangkono, 2018). Available literature shows common strands of researches on this topic are levels, types, and causes of Indonesian EFL students' WA (Wahyuni & Umam, 2017;Ariyanti, 2017;Kusumaningputri, Ningsih & Wisangkono, 2018), WA and its relation to other aspects of writing such as writing performance and topics of writing (Cahyono, Amelia, & Mutiaraningrum, 2016;Sundari & Febriyanti, 2017). Although these researches can shed some lights to the notion of foreign language WA in the Indonesian context, there are two rooms that need to be explored.…”

Section: Introductionmentioning

confidence: 99%

Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies

2019

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This research aimed at investigating foreign language writing anxiety experienced by Indonesian EFL learners studying at Universitas Negeri Padang. The numbers of participants involved in this survey were 132 students comprising of sophomores, junior, and senior students. This research employed three research instruments: Second Language Writing Anxiety Inventory (SLWAI) to collect data on students’ levels of writing anxiety; Causes of Writing Anxiety Inventory (CWAI) to gauge information about sources of students’ writing anxiety; typologies of tactics to cope with writing anxiety. The result of this research reveals that the level of students’ writing anxiety is moderate. In addition, no significant relationship between students’ writing anxiety level and their academic level is revealed suggesting moderately anxious students outnumbering those with high and low writing anxiety at any academic level. In addition, the sources of students’ writing anxiety are problems with topic choice, linguistic difficulties, and lack of writing practice. The coping strategies used by students to overcome writing anxiety are preparation, positive thinking, relaxation, peer-seeking, and resignation (most-frequent to least frequent respectively).

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Writing Apprehension in the Writing Class: Indonesian EFL Learners Context

Cited by 9 publications

References 0 publications

Writing Apprehension Among English as a Foreign Language Postgraduate Students

Writing Apprehension Among English as a Foreign Language Postgraduate Students

English Writing Anxiety and the Writing Problems of Indonesia EFL Learners

Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies

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