STUDENTS’ WRITING ANXIETY LEVELS IN
PROPOSAL WRITING COURSE IN FIFTH SEMESTER
AT ENGLISH EDUCATION DEPARTMENT STATE
ISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
THESIS
Submitted in Partial Fulfillment of the Requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Imaniar
NIM D05211032
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL
ABSTRACT
Imaniar. (2016). Students’ Writing Anxiety Levels in Proposal Writing Course in Fifth Semester at English Education Department State Islamic University of Sunan Ampel Surabaya. A Thesis. English Teacher and Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisors : Dr.Phil. Khoirun Ni’am and Ana Nurul Laila, M. Tesol.
Keywords: Anxiety, Anxiety Level, Writing, Writing Course
ABSTRACT
Imaniar. (2016). Students’ Writing Anxiety Levels in Proposal Writing Course in Fifth Semester at English Education Department State Islamic University of Sunan Ampel Surabaya. A Thesis. English Teacher and Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisors : Dr.Phil. Khoirun Ni’am and Ana Nurul Laila, M. Tesol.
Kata Kunci: Kecemasan, Tingkat Kecemasan, Menulis, Kelas Menulis.
TABLE OF CONTENTS
3. A Measure of Second Language Writing Anxiety...16
CHAPTER IV : FINDINGS AND DISCUSSION
A. Research Findings...56
1. Students’ Writing Anxiety Levels in Proposal Writing...57
2. Major Factors Caused Students’ Writing Anxiety...62
B. Discussion...73
CHAPTER V : CONCLUSION A. Conclusion... 81
B. Suggestion...82 REFERENCES
CHAPTER I
INTRODUCTION
This chapter discusses the area of the study that will be covered in some headings (1) background of the study, (2) research questions, (3) objectives of the study, (4) significance of the study, (5) scope and limitation of the study, (6) definition of key terms.
❆ Background of the study
As a person that lives in an EFL country (e.g. Indonesia), EFL country means people uses English as foreign language in their country. Not even as English as a second language (ESL) in our daily life. Experiencing the self-evaluation that can accompany language learning differently is a common reference. However, for many, learning a language forces a reevaluation of self-perceptions which can be anxiety provoking.
Concerns about the provoking anxiety issue that is faced by second language learners convinced me as the researcher to explore about writing anxiety in EFL (English as Foreign Language) setting of my University, State Islamic University of Sunan Ampel Surabaya. As mentioned before, State Islamic University of Sunan Ampel Surabaya is one of the state university in Surabaya that has a English Teacher and Training Department. In the preliminary research the researcher found that variant problems occured between students. From educational aspects they struggled from write down their ideas in proposal, they can not decide a proper title in proposal, moreover some of them already felt the burden if their proposal can not be accepted as a final thesis in the future.
proposals. The students in proposal writing class must pass previous writing classes before they can take a writing proposal course. But, in fact even they already experienced some writing classes in previous semester, such as paragraph writing class, argumentative writing class, academic writing class. Yet it does not mean that they already mastered in write a good proposal.
Language learners also face situations that challenge their self-perceptions as they attempt to communicate in a foreign language, further adding to their anxiety.1 The
researcher found it interesting to explore about how human brain works to deal with something invisible like feelings and stress. In daily life, people often use the term "stress" to describe negative situations. This leads many people to believe that all stress is bad, which is not true. In fact, stress is not always a bad thing. Stress is simply the body's response to changes that create taxing demands. Dr. Lazarus (building on Dr. Selye's work) suggested that there is a difference between eustress, which is a term for positive stress, and distress, which refers to negative stress.2 Both caused and effect from all of those it might be different depend on the people. Because different people will have different reactions to particular situations.
Furthermore, stress are divided into two catagories: Eustress and distress like in previously mentioned. Based on Brock University mental health article about Eustress vs Distress, eustress has a literally meaning as “a good stress” which means it has a benefical sides as motivator to get the job done.3 Everyone needs a little bit of stress in their life in order to continue to be happy, motivated, challenged and productive.
1Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. Modern Language Journal, 70(2), 125-132.
2Mills harry, Ph.D - Natalie Reiss, Ph.D. “The Biology of stress”. Mental help.Net (https://www.mentalhelp.net/articles/the-biology-of-stress/. Accessed on November, 18. 2015)
However, when this kind of stress is no longer tolerable or manageable that distress start to comes in.
In the term “A bad stress” or distress is when the good stress becomes too much to bear or cope with. Tension builds, there is no longer any fun in the challenge, there seems to be no relief, no end in sight.Distress or negative stress has some following characteristics such as, causes anxiety or concern, feels unpleasant, decreases performance and it can lead to mental and physical problems.
In psychological aspects the students in proposal writing course battled with many forms of distress. One of them is anxiety, which is can manifest as: self-evaluation, excessive concern about failure, concern about what others think, apprehension and worry, avoidance of the target language, careless errors, and excessive studying.4
Anxiety is one of the factors that affect the process of learning. Performing activities that require productive skills can get considerable amount of anxiety5. As a productive skill, writing has been viewed as a demanding process. According to the research done by Bruning, writing anxiety occurs because of language complexity in general and complexity of writing as a skill in particular.6 For language learners, there is a relationship between writing anxiety and writing performance.7
4Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. Modern Language
Journal, 70(2), 125-132. See also
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305.
5Zhang, L. J. (2001). Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore. RELC Journal, 32:1, 73-91. See also
Hilleson, M. (1996).“I want to talk with them, but I don’t want them to hear”: An introspective study ofsecond language anxiety in an English-medium classroom. In K. Bailey, & D. Nunan (Eds.), Voices from the language classroom (pp. 248-275). Cambridge: Cambridge University Press.
6Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35 (1), 25-37. See also
Schweiker-Marra KE, & Marra WT, 2000. Investigating the effects of prewriting activities on writingperformance and anxiety ofat-risk students.Reading Psychology, 21, 99–114.
7Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals,
The crucial issue to be addressed in writing anxiety is whether anxiety is a cause or a result of poor performance. In order to explain this controversy the deficit model claims that a learner fails to perform well due to insufficiently developed skill. The deficit model is based on the argument that anxious learners display low performance due to deficiency in the acquisition stage, that is, they are deficient; therefore; they are more anxious.8 The effects of writing anxiety on writing quality seem to center on several variables. Moreover the effect of writing anxiety is most likely to be manifested when the apprehensive writer composes under time pressure. Anxiety’s effects in the processing of language are quite pervasive and impinge on language processing at the input, processing, and output stages.9 In conclusion, teacher also plays an important role and affects students attitudes toward writing.
Some researchers have begun to make distinctions between anxieties produced by the four language skills: speaking10, listening11, reading12, and the focus of this study, writing. But, most studies on writing anxiety have been conducted in the first language13. Less is known about writing anxiety levels for second language (L2) learners that actually has an important role for students whom studying writing proposal in foreign language class. Foreign language writers often fear not being able to express themselves clearly in their writing because it is not their first language and tend to worry about how
8Naveh-Benjamin,M. (1991). A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing model. Journal of Educational Psychology, 83, 134-139.
9Kean, D., Glynn, S. M., Britton, B. K. (1987). Writing persuasive document: The role of students’ verbal aptitude and evaluation anxiety. Journal of Experimental Education, 55, 95-102.
10 Mak, B. (2009). An exploration of speaking-in-class anxiety with chines ESL learners. ScienceDirect, 202-214.
11Kim, E., & Cha, W. (2010). Language learning anxiety, listening anxiety, and listening strategy: A case study
of a college-level English listening class. ALAK 2010 International Conference.
12Bonifacci, P., Candria, L., & Contento, S. (2008). Reading and writing: What is the relationship with anxiety
and depression?. Reading and Writing: An Interdisciplinary Journal, 21(6), 609-625.
13 Claypool, S. H. (1980). Teacher writing apprehension: Does it affect writing assignments across curriculum?
See also
others will perceive them after reading their writing.14 In conclusion, the student must be aware and gain a deeper understanding about writing anxiety and the level of writing anxiety in order to make them easier to deal with their own writing anxiety.
This study is an effort to fill these gaps in the existing literature on anxiety, writing anxiety and writing anxiety general measures. The central purpose of this study is to better understand the overview description about the students’ level of writing anxiety in fifth semester at State Islamic University of Sunan Ampel Surabaya which is all of them is non-native English speaking. This kind of study (the students’ level of writing anxiety) surprisingly still not much taken by other researchers. Some research that have been conducted related to this issue are a study done by Rachel15who analyzed the nature of
the relationship that exists between student identity, writing anxiety, and writing performance in non-native English speaking undergraduate students enrolled in an introductory university English writing course.
A study done by Yusuf16, he attempts to find variant of problems that faced by
students in writing research proposal and examine about each elements in research proposal writing. A study done by Supardi17. His research is about students’ motivation in writing thesis. Thus from the above explanation, researcher would try to know how the percentages of the students’ writing anxiety levels and to provide an overview of the factors that causes students writing anxiety in fifth semester of English Education Department at State Islamic university of Sunan Ampel Surabaya.
B. Research Questions
14Pajares, F. & Johnson, M. J. (1994). Confidence and competence in writing: The role of writing self-efficacy,
outcome expectance, and apprehension. Research in the Teaching of English, 28(3), 313–331.
15 Rachel, DeDeyn. (2011). Doctoral Thesis: STUDENT IDENTITY. WRITING ANXIETY AND WRITING
PERFORMANCE: A CORRELATIONAL STUDY. Colorado State University.
16 Muh Yusuf. (2013). Undergraduate Thesis: Students problem in writing research proposal (A case study of
the fifth semester students of English Education Department state institute for islamic studies sunan ampel Surabaya. (Surabaya: Perpustakaan IAIN Sunan Ampel Surabaya, 2013)
Based on the background of the study above, questions of this study are formulated below.
1. What are the students’ writing anxiety levels in proposal writing course at English Education Department?
2. What are the major factors which cause students’writing anxiety in proposal writing course at English Education Department?
❈✁Objectives of the study
According to the questions mentioned above, the objectives of this study are as follows.
1. To describe students’writing anxiety levels in proposal writing course at English Education Department.
2. To describe some major factors that cause students’writing anxiety in proposal writing course at English Education Department.
D. Significance of the study
This study will be advantageous for the student, teacher and educational practitioners and researches.
1. For the student :
a. To provide an overview about anxiety in writing proposal as a second language learner.
b. To make a contributions writing anxiety test for students to be aware about their writing anxiety level.
2. For the teacher:
b. To make the proposal writing class less stressful by knowing students'writing anxiety level in their class, and students’ honest responses, teacherscan analyze it to make the solvency.
3. For educational practitioners and researchers:
a. ❍ ✂✄ ☎✆✝✞✞✟ this research can be a reference to other researcher about students’ factors of writing anxiety as second language learner and students’ anxiety levels especially on writing skill (proposal writing academic course).
❊ ✠ Scope and Limitation of the Study a. Scope of the study\
The scope of this studyis writing anxiety. In this research, the researcher will focus on some major factors of students’ writing anxiety and students’s wrting anxiety levels deal with demands in create a proposal on this subject. students on proposal writing course, considering that they have to submit proposal writing in the end of the course. Despite of any lack of ability in writing skill that may caused or even increase their anxiety.
b. Limitation of the study
The limitation of this studyon students proposal writing course in fifth semester at English Teacher Education Department, State Islamic University of Sunan Ampel Surabaya during the academic period year 2015-2016. There are 7 classes in proposal writing course; A, B, C, D, and E with three different lecturers. But, the researcher will only focus on one class that is C class lectured by the lecturer.
F. Definition of Key Terms
1. Anxiety: According to Borhuis, Anxiety is acculturation is a stressful process. In addition to the psychological distress that can be caused by the intergroup tensions and discrimination described in the interactive acculturation model.18 While Cheng
stated that, anxiety “is not a unitary, unidimensional phenomenon but involves various response dimensions”.19 In addition, Crosta stated anxiety is a general term for several disorders that cause nervousness, fear, apprehension, and worrying.20 In this research, anxiety means the student’s anxiety feeling that may occour during writing proposal.
2. Anxiety level: According to Morsy’s Medical Dictionary, anxiety level describe as the severity of manifested apprehension, tension, or uneasiness rising from an unidentifiable source.21 While in this research, anxiety level means an overview ranges about students’ writing anxiety.
3.Writing: As mention in Oxford dictionary, writing is the activity or skill.22 Meanwhile, writing in this research means as part of an important skill for fifth semester students in English education department at Islamic university of sunan ampel Surabaya for their academic success in conducted their proposal.
4. Writing course: A writing course is more than simply a course that assigns considerable writing. It is instead a course in which students are provided with explicit opportunities, though targeted instruction, to improve their writing.23 In this
18Bourhis, R. Y., Moise, L. C., Perreault S., & Senecal, S. (1997). Towards an interactive acculturation model: A social psychological approach. International Journal of Psychology, 32(6), 369-386.
19Cheng, Y.S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), p.318.
20Crosta peter. (2015). Anxiety: Causes, Symptoms and Treatment. http://www.medicalnewstoday.com/info/anxiety/. Accessed on November 20th 2015)
21anxiety level. (n.d.) Mosby's Medical Dictionary, 8th edition. (2009)(http://medical-dictionary.thefreedictionary.com/anxiety+level.Accessed on September 21st 2015)
22Writing, (http://www.oxforddictionaries.com/definition/english/writing. Accessed on November 20th 2015)
research, proposal writing course is the final stage of sequel writing course in Islamic University of Sunan Ampel Surabaya or recently proposal writing course named as academic writing course. In this course students have to submit a proposal as final assignment in the end of course.
CHAPTER II
REVIEW OF RELATED LITERATURE
✡☛Anxiety in Language ✡☞✌✍✎✏ ✎✑✎✒ ✓
Anxiety is one of a multitude of individual differences studied in language acquisition. Individual differences, such as motivation, aptitude, ■✔✕ self-esteem, and the focus of this study, anxiety, influence language students’ language learning behaviors and affect learning outcomes. Anxiety is an individual difference that is typically associated with negative learning outcomes. The type of anxiety that language acquisition researchers are concerned with is language learning anxiety. ❖✖ ✗✘✙ ✚ defines
language learning ❛✛✖✜✢✣✤as, “fear or apprehension occurring when a learner is expected to perform in the second or foreign language”.1 The anxiety produced by language
learning is considered normal or state anxiety, because it stems from an easily identifiable source and may result in useful action. Anxiety over language learning makes attending or studying for language class’s unpleasant.2 Students might not feel
uncomfortable with their own mind. They can not stay focus and easily distracted by something around them. It makes them harder to find an idea to write about.
Language learning anxiety can manifest as: self-evaluation, excessive concern about failure, and concern about what others think, apprehension and worry, avoidance of the target language, careless errors, and excessive studying.3Additionally, participants’
English language anxiety and strength of desire to be successful and avoid failure were
1Oxford, R.L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language
learning p.59 Cambridge: Cambridge University Press.
2Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986).Foreign language classroom anxiety.Modern LanguageJournal, 70(2), 125-132.
measured. The results revealed that use and avoidance of specific syntactic structures could be explained by affective factors. Kleinmann’s findings suggested that avoidance of a particular syntactic structure due to its absence in the native anxiety and is only associated with performance in speaking, listening, reading, or the focus of this study that is writing. Far less is known about language-skill specific anxieties than is known about general language learning anxiety, due to the far smaller body of research that has been conducted in these areas.
B. Writing Anxiety
Writing is a language skill essential for academic success and a skill required in many occupations. The experience of composing a piece of writing and having it evaluated by an instructor or peers is anxiety provoking for many students. According to Daly and Wilson, Writing anxiety refers to a situation and subject specific individual difference associated with a person’s tendencies to approach or avoid situations perceived to potentially require writing accompanied by some amount of perceived
evaluation”.4
The study of writing anxiety has its roots in first-language acquisition. As such, first-language acquisition research plays an important role in understanding second-language writing anxiety. Hyland stated, “The field of first-second-language writing has informed much of what we know about texts and composition and has provided a theoretical basis for second language (L2) composing pedagogy and research”.5 On Daly
and Miller first language, they stated a results showed that students in the basic and remedial courses did not differ in their levels of writing anxiety, although, not surprisingly, they did differ significantly on their SAT-verbal scores.6
4Daly, J. A. & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17(4), p.327. Retrieved from http://www.jstor.org/stable/i40004695
5 Hyland, K. (2002). Directives: arguments and engagement in academic writing. Applied Linguistics. 23 (2):
p.212.
Participants with high writing apprehension scores reported lower perceived likelihoods of success in writing courses and less willingness to take writing courses than participants with low writing apprehension scores.According to the researchers, Daly and Miller, the most crucial finding of this study was that participants with high levels of writing anxiety also reported significantly less success with past writing experiences than participants with low levels of writing anxiety. Although this was a co-relational study, they drew the conclusion that previous lack of success in writing may be the cause of writing anxiety. In conclusion, the writing anxiety level influence the students’ success in past writing experience that they have.
Anxious writers often avoid writing because they expect to fail.7 As a result these students avoid writing intensive courses and careers that require composition. The avoidance of situations in which writing is practiced means that these students will most likely never improve or develop their writing skills. Daly and Miller stated, “No matter how skilled or capable the individual is in writing, if he believes he will do poorly or if he doesn’t want to take courses that stress writing then those skills or capabilities matter little”.8 Basically, even if a student has the fear not being able to express themselves
clearly in their writing and worry that reader of their writing will judge them negatively as a result. Writing anxiety manifests itself much as general language anxiety: through excessive worry, self-evaluation, fear of others’ judgments, and avoidance or excessive time spent on the composition process.9
Language acquisition researchers have developed several tools to measure writing anxiety based around these common symptoms. These measures have been used
of Psychology, 85, 175-177.
7 Daly, J. A. & Miller, M. D. (1975b). Further studies on writing apprehension: SAT
scores, success expectations, willingness to take advanced courses and sex differences. Research in the Teaching of English, 9(3), 250-256. Retrieved from http://www.jstor.org/stable/40170633
8Ibid. p.255
9Cheng, Y. –S. (2004). A measure of second language writing anxiety: Scale development and preliminary
extensively, both by writing researchers and by writing instructors hoping to identify anxious students in order to provide these students with instruction and feedback suited to their individual needs.
✥✦A Measure of Second Language Writing Anxiety
Many measures of the state anxiety produced by language learning have been created by language acquisition researchers; however, these measures have been primarily concerned with the anxiety associated with speaking in a foreign or second language. Measures of general language learning anxiety may not be valid or reliable measures of the task anxieties related to listening, reading, or writing in a foreign or second language. Recently, measures have been developed to distinguish between the anxieties produced by the four language skills Chen and Lin, English speakers; however, later the English Writing Anxiety Test (EWAT) was developed for use with English language learners.10
Cheng conducted a stepwise multiple regression analysis to measures the effects of English writing motivation or an attitude, extracurricular effort to learn English, confidence in English writing, and English writing achievement on the English writing anxiety of 165 undergraduate English majors in Taiwan.11 The results of this study
indicated that confidence in English writing was the best predictor of English writing anxiety.
The EWAT is the most widely used measure of second language writing anxiety in language acquisition research.12 However, concerns have been raised about the
validity of this measure. The EWAT was developed as a unidimensional measure of
10Cheng, Y. –S. (2004). A measure of second language writing anxiety: Scale development and preliminary
validation. Journal of Second Language Writing, 13, 313-335.
11Cheng, Y.-S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35,
647– 656.
writing anxiety. This means a factor analysis of this measure should reveal all of the items loading on one factor. Contrary to this, Cheng found that the items load on three factors: low self-confidence, aversiveness of writing, and evaluation anxieties. Other analyses of the EWAT have identified items addressing a range of issues including: positive feelings towards writing, writing self-efficacy, perceived value of writing, and writing behaviors.
The Second Language Writing Anxiety Inventory (SLWAI) was developed to address the concerns raised about the validity of the WAT.13 The SLWAI was designed
to measure three dimensions of writing anxiety: physiological, behavioral, and cognitive. The SLWAI consists of 22 statements which respondents rate on a five point Likert scale, which ranges from strongly agree to strongly disagree. Cheng developed the SLWAI with three groups of undergraduate and graduate anxiety the SLWAI was designed to measure. The items that did not load on these factors were discarded. The scores of 421 undergraduate Taiwanese English majors on the 22 item SLWAI were used to check the validity and reliability of the measure. Based on Cheng’s analysis, the SLWAI appears to be a valid, reliable measure of second language writing anxiety and is used as the measure of writing anxiety for this study.14
❉✧Writing Anxiety and Writing Performance
Many studies have explored the relationship between language anxiety and performance in language classrooms. For example study done by Cheng15, Horwitz16,
and Saito17 while most research in both first language writing and second or foreign
13Ibid. p320
14Y, -S. Cheng, loc.cit.
15 Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647–656.
16Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language
Journal, 70(2), 125-132.
17 Saito, Y. & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learning
language writing concurs that anxiety negatively affects scores on written assessments, there is some ambiguity in this relationship. The Yerkes-Dodson law demonstrates the relationship that exists between anxiety and performance. When an individual is completely calm, as in asleep or extremely anxiety increases with demands without any increase in performance. If demands continue to increase, anxiety will increase and become unmanageable, causing a rapid decrease in performance as perceived control over the task at hand is lost.18
Anxiety is inextricably connected to a multiplicity of other individual differences, making it almost impossible to determine its true effect on performance. One of the constructs that anxiety is consistently linked to is self-efficacy. Self-efficacy is an individual’s beliefs about their capabilities on a particular task. Self-efficacy is developed through: self-evaluation of one’s previous experiences with a task, observing others’ experiences with a task, others' evaluations of one’s performances on a task, and physiological and emotional reactions one has to a task.19
A study conducted by Chen and Lin on the performances on the General English Proficiency writing test of 120 Taiwanese undergraduate university students studying in an English as a foreign language (EFL) context found that writing anxiety was negatively correlated with writing self-efficacy.20 Additionally, this study indicated that writing
anxiety was negatively correlated with score on the General English proficiency writing test, while writing self-efficacy was positively correlated with test score.
Several studies have found that writing anxiety has a clear effect on writing performance. Studies by Chen and Lin and Saito and Samimy indicate that writing
18Tyrer, P. (1999). Anxiety: A Multidisciplinary Review. London, United Kingdom: Imperial College Press. 19Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary,
middle, and high school students. Research in the Teaching of English, 42(1), 104-120. Retrieved from http://www.ncte.org/journals/rte/issues/v42-1
20Chen, M. C. & Lin, H. J. (2009). Self-efficacy, foreign language anxiety as predictors of academic
anxiety is negatively related to performance on writing tasks. More specifically, anxious writers: “score lower on writing portions of standardized tests, write less, write less effectively, and create written products that are evaluated as lower in quality than less anxious writers”.21 Beside that, Saito and Samimy conducted a study on the anxiety
levels and the language performance of 257 American undergraduates studying Japanese at three proficiency levels.22 The findings of this study supported the theory that anxiety
has a negative effect on performance. Most of the research exploring the relationships between writing anxiety, writing self-efficacy, and writing performance are correlational in nature, making it impossible to determine the causal relationships between these variables in undergraduate English as second language (ESL), English as foreign language (EFL), and foreign language (FL) students.
★✩ Factors Caused Students Writing Anxiety.
Apparently, self-efficacy not only indicates students’ actual proficiency, but also probably assesses some affective construct, such as language anxiety.23 Previous research
has shown strong relationships between language anxiety and both subjective and objective indices of proficiency. For example, MacIntyre found a stronger relationship between language anxiety and subjective self-perceptions of proficiency than between language anxiety and objective proficiency measures.24 Clément has also shown that
perceived competence and anxiety are more closely related than are self-ratings of competence and objective achievement.25 These findings suggest that the mismatch
21Daly, J. A. & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17(4), p.328. Retrieved from http://www.jstor.org/stable/i40004695
22Saito, Y. & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learning
anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals, 29(2), 239–390. doi:10.1111/j.1944-9720.1996.tb02330.x
23MacIntyre, P. D., Noels, K. A. & Clement, R. (1997). Biases in self-ratings of secondlanguage proficiency:
The role of language anxiety. Language Learning, 47:2,265-287.
24MacIntyre, P. D., & Gardner, R. C. (1994b). The subtle effects of language anxiety on cognitive processing in
the
second language. Language Learning, 44, 283–305.
25Clément, R., Dornyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the
between the subjective perception of competence and the actual competence results from
“error” in predicting one’s language ability.
MacIntyre added statement, this error may occurs and more commonly happen to highly anxious learners who have little faith in the ability to enhance their performance.26
Meanwhile, Shang examined 146 Taiwanese English as foreign language (EFL) writers via multiple comparisons among the three anxiety levels on writing self-efficacy. Results showed a negative correlation which is consistent with the previous research findings: that is, the more anxiety in writing the students are, the less writing proficiency they perceive. Students at a higher anxiety level are to be less confident when writing in class. Many students’ anxiety levels increase when they particularly receive negative evaluations from teachers. As discussed earlier, Jones and Shang stated that more anxious students tend to demonstrate low self-efficacy and show less confidence in writing so as to perceive themselves a lower English writing proficiency.27 Accumulating
evidence has also indicated that anxiety leads to lower writing performance. For example, studies done by Lee by himself and when he was done collaboration with Krashen, using Taiwanese University students as subjects, found a modest but consistent relationship between writing anxiety and actual English as foreign language (EFL) writing performance. Daly’s research has shown that high apprehensives scored lower on standardized tests of writing and wrote essays that received lower evaluations. Cheng et al conducted a study with University-level English majors in Taiwan to complete a version of Daly and Miller’s Writing Anxiety Scale. The researchers reported that fear of evaluation was modestly associated with grades in English writing class.28 Shang’s study
26MacIntyre, P. D., Noels, K. A. & Clement, R. (1997). Biases in self-ratings of secondlanguage proficiency:
The role of language anxiety. Language Learning, 47:2,265-287.
27Jones, E. (2008). Predicting performance in first-semester college basic writers: Revisiting the role of
self-beliefs. Contemporary Educational Psychology, 33, 209-238. See also
also revealed that students became nervous when asked to write an English composition in class because they feared for making mistakes in language forms (e.g., grammar and vocabulary). While a large body of research Aida, MacIntyre & Gardner shows a negative relationship between anxiety and actual proficiency, Fowler and Kroll found no relationship between writing anxiety and grades in a college writing class.29
As found in previous studies that already done by Horwitz et al, Liu, and Shang, many students appear to be anxious when writing in class; anxiety is quite pervasive in English as foreign language (EFL) writing classrooms and can affect learners’ writing achievement. By studying the relationship between anxiety factor and students’ actual achievement, Sparks, Ganschow, and Javorsky nevertheless argued that it is learners’ linguistic deficit that results in poor performance, which in turn provokes their anxiety.30
Anxiety, after all, “is not a unitary, unidimensional phenomenon but involves various response dimensions” Cheng stated, although previous studies show consistently negative but small correlations between writing anxiety on perceived proficiency and actual writing competence, it is essential to further investigate the above-mentioned factors and the other possible factors which may be associated with EFL university students’ writing anxiety.31
✪✫ Previous Studies
Studies related to students’ writing anxiety in proposal writing had been conducted by other researchers. Here, there views of some researchers which were related to this research, as follows:
28Cheng, Y.S. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning,
49:3, 417-446. See also
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78:2, 155-168.
29Fowler, B., & Kroll, B. M. (1980). Relationship of apprehension about writing to performance as measured by
grades in a college course on composition. Psychological Reports, 46,583-586.
30Sparks, R., Ganschow, L. & Javorsky, J. (2000) Déjà vu all over again: A response to Saito, Horwitz, and
Garza. Modern Language Journal, 84, 251-255.
31Cheng, Y.S. (2004). A measure of second language writing anxiety: Scale development and preliminary
It was a research which was done in 2011 conducted by Rachel DeDeyn, entitle “STUDENT IDENTITY, WRITING ANXIETY, AND WRITING PERFORMANCE: A CORRELATIONAL STUDY”.32 at Colorado State University. In this research, stated that
possibly due to the lack of quantitative identity research, few language acquisition studies have attempted to find relationships between identity and other individual differences. Rachel have attempted to fill these gaps in the literature by answering some of following questions. First research question about the relationship between student identity, and second research question about the nature of this relationship if it exists.
The researcher used participants in this study, they were 33 international undergraduate students of advanced English proficiency enrolled in an introductory university writing course. This study defines student identity as the degree of student integration into the culture of an American university. This construct was measured through participant responses to open ended journaling prompts about their educational experiences in their home country and in the United States.
These qualitative responses were read and scored by four raters, converting the data to a single, quantitative score for each participant. Writing anxiety was measured with the Second Language Writing Anxiety Inventory (SLWAI) and writing performance was measured with the scores participants earned on the papers submitted for their writing class. She found the linear relationships between these variables were explored through correlations. Moreover, inverse relationships were found between student cultural integration and writing performance and between student cultural integration and writing anxiety for students who showed changes in writing performance over the course of the semester.
Quite different from the first previous study by Rachel, here the second previous study. A research conducted by Yusuf in 2013, entitle “Students problem in writing research proposal (A case study of the fifth semester students of English Education
Department state institute for islamic studies sunan ampel Surabaya”.33In this research
Yusuf analyzed Students’ problems in writing a researchproposal, He stated that most of students faced problems in writing research proposal. This research also conducted in writing research proposal class, because writing research proposal is one of away to do thesis. Thisstudy tried to answer the following questions. First, the students’ problems in writing a research proposal. And second, the possible causes of the problems inwriting a research proposal that are faced by students.
This research aimed to investigate the students’ problems in writing a research proposal. And to investigate the possible causes of the problems are faced by thestudents in writing a research proposal.The research design of the study uses qualitative research analysis. The objectof this research was the fifth semester students of English Education Department, State Institute for Islamic Studies Sunan Ampel Surabaya in the academic year of 2012-2013. The researcher took 15 students to conduct this research, but the data of this research was collected differently, which used documentation (students writing research proposal), interview for students and the teacher.
The result of analysis shown that most of students faced problems in three kindsof problems they are in introduction, review literature, and methodology .the highproblems are faced by students is in methodology it could be seen from the table ofstudents’ problems in writing research proposal. 73,3% percentage students faced problem in methodology, 60% percentage students faced problem in review literature and 46,6% percentage students faced problems in introduction. Besides, the causes of problems are
faced by students in writing research proposal, the researcher found thesome causes factor in the introduction. They are 1) Lecture explained the materialless clearly 2) Difficult to compose the sentences 3) Student seldom joined the class. Some causes factors in review literature are: 1) The material of literature review never did practice in the class 2) Lecture explained the material less clearly, 3) Lazyto read a book. And the causes’ factors in methodology are: 1) The Effect of previous subject of research method, 2) Lecture just taught by used face book, 3) Limited time in learning.Based the result of analysis, it is suggested to the students to read and practice more how to write good research proposal.
The last was study done in 2006. A study conducted by Supardi,entitled “The English Department Students’ Motivation Of Writing Thesis.34 English Department
Faculty Of Teacher Training And Education Muhammadiyah University Of Malang, 2006. The research problems just only one which is : 1. “How far is the students’ motivation in writing thesis?”. The following conclusion is based on the result and discussion. The purpose of this research is to know about how far the students’ motivation in writing thesis. This study also used a survey as a kind of descriptive research. It has objectives to identify and qualify focused on the students’ motivation of writing thesis. This study also used questionnaires to collect the data. The population in this study was students of English Department of Muhammadiyah University of Malang on academic year 2001/2002 who conducted thesis writing. The writer took 31 of 124 students or 25% from the total population as the sample of this research. The finding showed that some of the students of English Department of Muhammadiyah University of Malang had high motivation in writing thesis.The researcher found that from 31 respondents from English Department students in writing thesis were 19.4 % the students who have very high motivation, 54.8% the students who have high motivation, and 25.8% the students who
have moderate motivation.In conclusion, the researcher concludes that the English Department students in academic year 2001/2002 have high motivation in writing thesis.
Seeing all from the study that has been conducted before, the researcher concludes that all the previous studies have the similarity and different areas of study. Those previous studies could be the foundation of conducting this research. This research is different from all those previous studies because the first previous study aimed to know about the correlational relationship between student identity, writing anxiety and writing performance while in this research will only provide an overview about the students’ writing anxiety levels and some majorfactors that caused students’ writing anxiety.
CHAPTER III
RESEARCH METHOD
This chapter discusses about: (a) approach and research design, (b) research presence, (c) research location, (d) data and source of data (e) data collection technique, (f) research instruments, (g) data analysis technique, (h) checking validity of findings, (i) research stages.
✬✭Approach and Research Design
Based on the research questions mentioned in Chapter One, the appropriate design of this research is descriptive-qualitative research. Descriptive qualitative method is used when the researcher wants to describe the condition and situation of something specifically.1 Qualitative approach is used to describe students’respond toward their
factors that caused anxiety in writing proposal and classifying students’ writing anxiety level.2 Qualitative approach is a general way of thinking about conducting qualitative research. This type of research study describes studies and explains occurring phenomenon, and emphasizes natural settings, understanding, verbal narratives, and flexible designs as well.3 It aims to illustrate ‘what exist’ with respect to variables or
conditions in a situation. In contrast to quantitative research which attempting to know
“to what extent’ or ➅ ✮✯ ✰ well’ something is done. 4
◗ualitative will lead the researcher in having deep understanding toward students as
the subject of the research and tries to obtain more complete explanation and description of the occurrence. In this research, the researcher uses questionnaire and interview.
◗✱✲✳ ✴✵✯✶ ✶✷✵ ✸✲ used to answer the first question and interview is used to answer the
second research question.
1 M. Nazir, (2003). MetodePenelitian (Jakarta: Ghalia Indonesia), p.55
2Ary, Donald. (2010) Introduction to Research in Education (USA:Wadsworth), p.452. 3Mc.Millan, J. and Scumacher. 2001. Research in Education. United States: Mc.Graw Hill
4Ary, Donald, et al. (1990), Introduction to Research in Education. United States: Harcourt Brace College.
Regarding to the one of qualitative approach characteristic that qualitative research has the natural setting as the direct source of data and researcher is the key instrument,5
the researcher does not give any treatment, and thus, this research run as natural as possible. The researcher will analyze the students’ questionnaire uses EWAT (English writing anxiety test)and in the end the researcher will describe about kinds of levels about their writing anxiety. The researcher will also describe that is seen from understanding about students’ anxiety feeling, obstacles in writing a proposal by describing the result of interview with students as respondents.
B. Research Presence
In this study the researcher presents as a non-participant observer. Non-participant observer means the researcher does not reach the full involvement in participants’ activity.6
Therefore, the researcher came to the academic writing class for checking the students in the
class, then asked their activity, their proposal progress and their feelings about being in the
academic writing class (about the lecture teaching styles and their worried about the
proposal). The researcher found that teaching method that used by the lecture are personal
discussion and learning by doing. For example, at first the lecture explained about
background of the study, then she asked the students to write their background of the study at
the time.
In the end, the students could understand well then done it with prsctice by themselves.
Then after they done with chapter one of proposal, the lecture usualy asked them if there is
any problems in case, so she called the students one by one to come forward and done a
personal discussion with her. This teaching styles claimed by most of the students is very
enjoyed and less stressful rather than has a open discussion at class. Here the researcher did
5Sugiyono, (2009)MetodePenelitianKuantitatif, Kualitatifdan R&D (Bandung; Alfabeta),p.13.
6J. Amos Hatch, Doing Qualitative Research in Education Settings(Albany: State University of New York,
not introduce herself formaly, or bother the class, so, both of the student teacher and also the
lecturer could do teaching and learning activity as usual.
✹✺ Research Location
The research location of the study is one of the proposal writing class in English Teacher Education Department of State Islamic university of Sunan Ampel Surabaya. This class is considerate become a setting of this study because in this course students learn about writing proposal elements. By the end of the course they have to submit a proposal as final assignment. Moreover proposal writing course is the last writing skill stages that students must passed before take a seminar proposal course.
The subjects of the study are the students of proposal writing course at State Islamic University of Sunan Ampel Surabaya. The subjects are only taken from fifth semester students. A total of 111 juniors (from A class until E class). For detail, A and B class is lectured by Prof. Ali furqon. For C and D class is lectured by Diah Kamilasari. And for E class is lectured by Rikat Eka.Results from preliminary was administered also to gather information about the subject’s background. Results from the preliminary research will show that subject in this study already fullfil all stages of writing course. In term of getting research subject, the researcher designed the sample of research purposively.
Purposive sampling is a technique to determine sample based on certain characteristics.7 This tecniques is used by choose the participants of this study, since in the preliminary research it can be seen that this class has more writing anxiety problems than other classes. The researcher considering to choose the proposal writing class C as the subject of the study in this research for more advantages to seek a deeper understanding and related issue to the research problems. In conclusion the final subject
of the study is the researcher will take a class one of proposal writing class which is C class consist of 22 students.
✻✼Data and Source of Data
According to Arikunto, the source of data is the place or thing in which is the researcher can observe, ask or read about related matter of the object being studied. It can be divided into person, place and documentation.8In research, data and source of data are
the keys to answer the problemsin the field.
There are some data about students’ writing anxiety levels and factors that caused it which should be collected for this research to answer the research question, first, are data about students’ writing anxiety level and factor of students’ writing anxiety. Second, are data about brief explanation of anxiety in language acquisition, writing anxiety, a measure of second language anxiety, writing anxiety and writing performance, and factors caused students’ writing anxiety, rubric of writing anxiety level. For detail explanationhere the researcher collected two kinds of the data; primary and secondary data that will be explained below:
1. Primary data
Primary data is based on a source data which gives data directly to the data collector. The primary data of this study was the data of the students’ writing anxiety levels and some anxiety major factors that caused students’ writing anxiety. This primary data were obtained by collecting students’ questionnaire using English Writing Anxiety Test (EWAT) and analyzed it Dally and Miller scoring range. In addition, to find some major factors of students’ writing anxiety, the researcher obtained the data by doing interview. Source of data is taken from the consideration of people who really know about the problem and give the valid information.9
There are two types of source of data that are primary source and secondary source. The primary source for this research was from the students of English Teacher Education department who join writing academic class by collecting questionnaire and doing interview.The primary source of data was obtained by questionnaire which was adapted from Daly and Miller test known as English writing anxiety test (EWAT). And the researcher interviewed the students according to the interview guidelines to get more information about what caused writing anxiety among the student in writing proposal.
2. Secondary data
The secondary data was the forms of supporting data obtained from some sources. Such as, the schedule of proposal writing class and the attendance list of the students in writing proposal in C class. Some theories were also taken by the researcher to support the data gained. Those explanation theories about anxiety in Language acquisition, writing anxiety, a measure of second language (L2) writing anxiety, writing anxiety and writing performance, and factors caused students’ writing anxiety.
While the secondary data gives data indirectly to the data collector.10The secondary
source of those data was obtained by asking the copies of the schedule of practice teaching class in English Teacher and Education Department. And from some books, articles and journals about student’ writing anxietyor we known as literature studies. E. Data Collection ❚ ✽✾✿❀❁❂❃✽
Data collection technique in qualitative research divide in two kind of techiques. Such as interactive and non-interactive. Firstly, interactive technique is interview. Secondly, non-interactive technique include more data collection techniques, which is questionnaire.11
9Prof. Dr. Sugiyono. Metode Penelitian Kombinasi (Mixed Methods). (Bandung: Alfabeta,
❄❅ ❇❋● p.434
10Ibid. p. 308
In case of collecting the data of the research, the researcher needed the instrument. In this study, the data is collected from the students’ interview result, and the close-ended students’ questionnaire using English Writing Anxiety Test (EWAT). In short, the process of collecting the data is specified in the table below:
Table 2.1 Techniques for Collecting Data Based on Research Questions Techniques
Research Questions
Documentation Interview
RQ 1 EWAT ❏❑ ▲▼◆▼P❘ Anxiety
Test)
-RQ 2 - The result of students’
personal interview
There is no treatment done by the researcher in the classroom. The researcher will collect the students’ questionnaire and transcript the result from the students’ interview
to analyze the data then
.
To answer the first research questions about what is the level ofstudent’s writing anxiety in proposal writing course, the researcher uses a close-ended questionnaire that will be answered by scoring students’ English writing anxiety test (EWAT) about their writing anxiety related to the explanation theories then classifiying their writing anxiety levels in proposal writing course.
Sax added that questionnaire is very significant in qualitative study. It attempts to elicit the feelings, beliefs, experiences, or activities of respondents.12 In this research,
closed-ended questionnaire is given to the students to know their opinion about their experience in proposal writing course. It is given at the end of the course to enable the students to answer all the questions.
Questionnaire analysis invloves the items load on three factors: low self-confidence, aversiveveness of writing, and evaluation anxiety. Other analyses of the English writing anxiety test (EWAT) have identified items addressing a range of issues including: positive feelings towards writing, writing self-efficacy, perceived value of writing, and writing behaviors.13 The strength of using well-structured questionnaire will gives the
opportunity to the researcher to gain deeper understanding by examining the students’ English writing anxiety test (EWAT). From the results also will be known the whole overview of students’ writing anxiety level, writing apprehension and their behaviour characteristic.
To answer the second research question or problems of the study about some major factors that causing students’ writing anxiety in proposal writing course, the researcher uses the students’ interview. To gain a deeper understanding about the students’ feeling and find out the reason of their writing anxiety factors, the researcher uses an open-question interview.
Interview represents a direct attempt by the researcher to obtain reliable and valid measures in the form of verbal responses from one or more respondents.14 Like questionnaire, it also tries to bring out the feelings, beliefs, experiences or activities of respondents during teaching and learning process.Furthermore, it is the most important way to check the accuracy of impression obtained during the observation.15 To get free
opinion and interpretation from the respondent, unstructured interview best applies to the teacher. There are two kind of interview. Closed-question interview and open-question interview. Further information about closed-question interview definition, and usage.
13Cheng, Y.S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335.
These are two types of questions you can use that are very different in character and usage. There are two definitions that are used to describe closed questions. A common definition is:
A closed question can be answered with either a single word or a short phrase.
A closed question can be answered with either 'yes' or 'no'.
Closed questions have the following characteristics:
They give you facts.
They are easy to answer.
They are quick to answer.
They keep control of the conversation with the questioner.
This makes closed questions useful in the following situations:
1. As opening questions in a conversation, as it makes it easy for the other person to answer, and doesn't force them to reveal too much about themselves.
2. For setting up a desired positive or negative frame of mind in them (asking successive questions with obvious answers either yes or no).
3. For achieving closure of a persuasion (seeking yes to the big question).
Next the definition, and usage of open-question interview. An open question can be defined thus:
An open question is likely to receive a long answer.
Open questions have the following characteristics:
They ask the respondent to think and reflect.
They will give you opinions and feelings.
They hand control of the conversation to the respondent.
This makes open questions useful in the following situations:
1. To find out more about a person, their wants, needs, problems, and so on. 2. To get people to realize the extend of their problems (to which, of course, you
have the solution).
3. To get them to feel good about you by asking after their health or otherwise demonstrating human concern about them.
4. Open questions begin with such as: what, why, how, describe..
In conclusion, this research is used an open-question interview in purpose to make the students feel more interest and reach the maximum extend to investigates what problem that may they face on writing proposal in academic writing course.
❙❯ Research Instrument
In qualitative research, the researcher is the key instrument. The researcher must comprehend the research method and the insight of the problems. By having the proper instruments, the researcher will result the valid data on the research. To collect data that needed for this study, there are two kind of instruments that writer used, namely questionnaire, and interview guidelines.
1. Questionnaire
(EWAT) consist of 26 items has five possible answers. Strongly Disagree ❱ 1;
Disagree ❱ 2; are Uncertain ❱ 3; Agree ❱ 4; Strongly Agree ❱ 5. The option is
provided according to their opinion.16 It is a standart writing anxiety measure.
The Writing Anxiety Test has been widely used across time on diverse groups of respondents.
This scale consists of 26 items dealing with students’ tendencies not to write, attitudes towards writing tasks and feelings as they write. The test instrument was however, adapted in this research as the students’ experience in writing in English is referred to rather than writing in other languages. For questionnare items this research considering to use writing anxiety test namely English Writing Anxiety Test (EWAT). Here is the further information about questionnare items from EWAT as a writing anxiety test.
Directions: Below are twenty six statements that people sometimes make about themselves. Please indicate whether or not you believe each statement applies to you by marking whether you: Strongly Agree ❲❳ ❨ Agree ❲❩ ❨❬❭ ❪❫❴❵ ❜ ❝❭❲❞ ❨ Disagree ❲❡ ❨ Strongly Disagree ❲❢
❣❣ ❣❣ ❣❤✐ I avoid writing. ❥ ❦❧
❣❣ ❣❣ ❣♠✐ I have no fear of my writing being evaluated. (-) ❣❣ ❣❣ ❣♥✐ I look forward to writing down my ideas. (-)
❣❣ ❣❣ ❣♦✐ I am afraid of writing essays when I know they will be evaluated. ❥ ❦❧ ❣❣ ❣❣ ❣♣✐ Taking a composition course is a very frightening qrs qt ✉q✈ ✇q✐ ❥❦❧ ❣❣ ❣❣ ❣①✐ Handing in a composition makes me feel good. (-)
❣❣ ❣❣ ❣②✐ My mind seems to go blank when I start to work on my composition. ❥ ❦❧ ❣❣ ❣❣ ❣③✐ Expressing ideas through writing seems to be a waste of time. ❥ ❦❧
❣❣ ❣❣ ❣④✐I would enjoy submitting my writing to magazines for evaluation and publication. (-) ❣❣ ❣❣ ❣❤⑤✐ I like to write down my ideas. (-)
16Daly, J. A., & Miller, M. D. (1975a). The empirical development of an instrument of writing apprehension.
⑥⑥ ⑥⑥ ⑥⑦ ⑦⑧ I feel confident in my ability to express my ideas clearly in writing. (-) ⑥⑥ ⑥⑥ ⑥⑦⑨⑧ I like to have my friends read what I have written. (-)
⑥⑥ ⑥⑥ ⑥⑦⑩ ⑧ I'm nervous about writing. ❶ ❷❸ ⑥⑥ ⑥⑥ ⑥⑦❹ ⑧ People seem to enjoy what I write. (-) ⑥⑥ ⑥⑥ ⑥⑦❺⑧ I enjoy writing. (-)
⑥⑥ ⑥⑥ ⑥⑦❻⑧ I never seem to be able to write down my ideas clearly. ❶ ❷❸ ⑥⑥ ⑥⑥ ⑥⑦❼ ⑧ Writing is a lot of fun.(-)
⑥⑥ ⑥⑥ ⑥⑦❽⑧ I expect to do poorly in composition classes even before I enter them. ❶ ❷❸ ⑥⑥ ⑥⑥ ⑥⑦❾⑧ I like seeing my thoughts on paper. (-)
⑥⑥ ⑥⑥ ⑥⑨❿ ⑧Discussing my writing with others is enjoyable. (-)
⑥⑥ ⑥⑥ ⑥⑨⑦⑧ I have a terrible time organizing my ideas in a composition course. ❶ ❷❸ ⑥⑥ ⑥⑥ ⑥⑨ ⑨⑧ When I hand in a composition, I know I'm going to do poorly. ❶❷❸ ⑥⑥ ⑥⑥ ⑥⑨⑩ ⑧ It's easy for me to write good compositions. (-)
⑥⑥ ⑥⑥ ⑥⑨❹ ⑧ I don't think I write as well as most other people. ❶❷❸ ⑥⑥ ⑥⑥ ⑥⑨ ❺⑧ I don't like my compositions to be evaluated. ❶ ❷❸ ⑥⑥ ⑥⑥ ⑥⑨ ❻⑧ I'm not good at writing. ❶❷❸
2. ➀ ➁➂➃➄➆ ➇➃ ➈➉ ➊➇➋➃➌ ➇➁➃➍
lecture’s role in writing proposal course, the general reason about students personal problems in writing proposal.
In this section the researcher and participant knew that they were did this interview to generate data based on the guideline. Or it can be called as
semi-formal interview. To make it flow smoothly and reduce the gap between the researcher and the student as correspondencessometimes the researcher asks some additional question when got unclear information and give a various reaction toward the particular correspondence’s respond.
Here the interview guidelines based on some following questions:
For personal discussion the following questions are:
1. What your topic for the proposal? 2. How do you find the topic?
3. How do you narrow down the topic?
4. Have you formulating a research question? Describe it. 5. What did you write on introduction? And etc.
For group and class discussion the folowing question are:
1. How is your feeling when being asked to share your ideas in group discussion? 2. Do you like your lecture in this course?
3. How do you like he/she? Tell me. 4. Why did you feel in that way? 5. How you will fulfill the course goals? 6. How you find way to solve the problem?
For personal feeling the following questions are:
