Fajriyah, Nur Izzati. 2016. EFL Student Concerns in Writing and Their Achievements in Writing. Thesis. English Education Study Program. Graduate program. Malang State University. Advisor: (I) Prof. Utami Widiati, MA, Ph.D., (II) Prof. A. Effendi Kadarisman, MA, Ph.D
Key words: writing, anxiety in writing, achievement in writing
By looking at the development of interest in research on the level, type, causes and effects of anxiety in writing a foreign language or a second language on the writing achievement of EFL students over the past three decades, potential sources of this phenomenon have not been widely researched and identified, especially in the context of Indonesian EFL students. . Therefore, this study explores and investigates the level, type, factors that cause anxiety in writing and the correlation between anxiety in writing and student achievement in writing in the context of Indonesian EFL students. A combined methods approach was used in this study to answer the problem formulation. The method used is to describe and correlate the data that has been collected. therefore, quantitative and qualitative data were collected and analyzed respectively. A total of one hundred and ten students (46 male students and 64 female students) from the Department of English at the State Islamic University of Malang and the University of Kanjuruhan Malang as well as two lecturers from the English department for writing subjects were involved in this research. Quantitatively, two types of survey questionnaires (Second Language Writing Anxiety Inventory and Sources of Writing Anxiety Questionnaires) and student writing scores were used to investigate the level, type, factors and correlations of student anxiety in writing and their writing achievement. for the qualitative phase, eight students with high anxiety levels, eight students with low anxiety levels and two writing lecturers were interviewed personally to deepen their understanding of the factors that may cause anxiety in writing experienced by students. In addition, group discussions with three students from each university were also carried out to explore their views on strategies that usually or need to be done to solve anxiety problems in writing. Quantitative data encoded and entered into the SPSS program were used to generate tabulated data, descriptive statistics and the Scheffe hoc test to test for significant differences among the most common writing anxiety factors. Qualitatively, the descriptive data were analyzed using deductive and inductive analysis methods.
The findings of this study indicate that students as respondents to this study experience anxiety in writing at a high level when they write in English. In addition, somatic anxiety is a type of anxiety in writing that is mostly faced by students. This means that they experience psychological aspects and effects such as pressure, nervousness, and feelings of discomfort when they want to write or when they are writing in English. Moreover, it was also found that the high level of anxiety in writing was mostly caused by cognitive and linguistic factors (language). For the final problem formulation in this study, it was found that there was a significant negative correlation between students' writing scores and their level of anxiety in writing. Thus it can be concluded that the higher the level of anxiety of students in writing, the lower the scores they get from writing activities, and vice versa. Based on these findings, pedagogical implications and suggestions are also provided for educators, policy makers and other researchers.