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

Wahyuni, Delvi; Oktavia, Witri; Marlina, Leni

doi:10.21512/lc.v13i1.5239

Cited by 18 publications

(29 citation statements)

References 23 publications

(54 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In line with anxiety, Wahyuni et al (2019) investigated foreign language writing anxiety experienced by Indonesian EFL learners studying at Universitas Negeri Padang. In their research, they found that anxiety still becomes a significant problem in writing the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

Examining the Effect of Contextual Teaching-Learning and Anxiety Towards Students’ Speaking Skills

Suadiyatno¹,

Firman²,

Hanan³

et al. 2020

JOLLT

View full text Add to dashboard Cite

This research was aimed at finding out whether: (1) Contextual Teaching Learning has better effect than conventional method towards students speaking skill; (2) the students having low anxiety have better speaking skill than those who have high anxiety; and (3) there is an interaction between CTL and anxiety towards students speaking skill. This research was experimental study within quantitative approach. The total samples of this study were 66 students of tour and travel class of SMKN 2 Mataram that consist of two classes that determined by cluster random sampling technique. The instruments that were used to collect the data were test and questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 and tuckey test. The result of this research revealed that the level of students anxiety that taught by CTL is lower than conventional, while students’ speaking skill score that taught by contextual method was higher than conventional method. The level of anxiety has significant effect toward students’ speaking skill. Therefore, it can be concluded that: 1) Contextual Teaching Learning method has better effect than Convetional method towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram; 2) The students who have low speaking anxiety have better speaking skill than those who have high speaking anxiety at the tour and travel students’ class of SMKN 2 Mataram; 3) There is an interaction between CTL and students’ anxiety towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram.

show abstract

Section: Introductionmentioning

confidence: 99%

Examining the Effect of Contextual Teaching-Learning and Anxiety Towards Students’ Speaking Skills

Suadiyatno¹,

Firman²,

Hanan³

et al. 2020

JOLLT

View full text Add to dashboard Cite

show abstract

“…Despite the significance of writing skills in Indonesian university students' academic achievement, their writing ability is mostly considered low (Delvi Wahyuni et al, 2019;Toba et al, 2019). From the main finding of the present study, it can be concluded that the problem of the low ability in writing argumentative text could be mitigated by allowing the students to have more writing practice.…”

Section: Discussionmentioning

confidence: 62%

How does Intensity of Writing Practices Correlate with Argumentative Writing Ability among Indonesian freshmen Students?

Yerni

2021

Pedagogy: Jour. of. Eng. Lang. Teach

View full text Add to dashboard Cite

This study aimed to find the correlation between intensity practice and the result of students' argumentative writing performance. This descriptive quantitative study involved 41 students in the first semester of the English Language Teaching department at an Islamic state university in Lampung province, Indonesia. The data were taken from the argumentative writing tests and questionnaires. The test indicators were the content, organization, grammar, vocabulary, and mechanics of students' texts. The questionnaires were distributed to measure the students' intensity of writing practices. This research showed a positive correlation between the power of writing practice and the students' argumentative writing performance, with a correlation coefficient of 0.734 or 53.9%. The role of teachers' feedback in students' writings and how practice makes perfect in the context of learning to write are explained. This study implies that writing practice should gain more emphasis and priority to improve students' writing skills.

show abstract

“…It states that the final project or a thesis is a form of research that must be done through certain standards and fulfill rules and regulations in college. It is in line with its definition that a thesis is a scientific work that students must compose for the completion of their undergraduate degree (Sarirah & Chaq, 2019;Wahyuni et al, 2019).…”

Section: Introductionmentioning

confidence: 63%

Writing Anxiety and Academic Procrastination on Undergraduate Thesis Writing: The Role of Self-Regulation

Pravita

Kuswandono²

2022

JEELS

View full text Add to dashboard Cite

Writing anxiety and academic procrastination are said to be interconnected and have a substantial impact on students’ thesis completion. Self-regulation, on the other hand, is what allows students to make progress while writing their thesis. The goal of this research is to find out how writing anxiety and academic procrastination influence students' thesis writing and how they self-regulate themselves to write their thesis. A quantitative study utilizing descriptive statistics was used to conduct this research. Twelve students in a thesis class expressed their consent to participate in the research. The data was gathered by keeping track of the students' thesis writing progress based on word count development on their research drafts, assigning them to write a standardized weekly journal, and delivering two adapted questionnaires from the self-regulation learning strategy survey. The results suggest that the students had a high level of anxiety, with a score of 65.25, with avoidance behaviour being the highest. They also procrastinate on academic revision and review. Goal planning and requesting help, on the other hand, involve their self-regulation the most, whereas task methods and time management engage in the least. Future researchers are urged to do a further in-depth study on this issue since it is worth researching. Lecturers are also urged to introduce students to different reading and writing techniques.

show abstract

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

Cited by 18 publications

References 23 publications

Examining the Effect of Contextual Teaching-Learning and Anxiety Towards Students’ Speaking Skills

Examining the Effect of Contextual Teaching-Learning and Anxiety Towards Students’ Speaking Skills

How does Intensity of Writing Practices Correlate with Argumentative Writing Ability among Indonesian freshmen Students?

Writing Anxiety and Academic Procrastination on Undergraduate Thesis Writing: The Role of Self-Regulation

Contact Info

Product

Resources

About