Judul Skripsi : EFL Writing Anxiety for Makassar Muhammadiyah University Students (Descriptive Study on Fifth Semester Students at Makassar Muhammadiyah University). EFL Writing Anxiety for Makassar Muhammadiyah University Students (Descriptive Study on Fifth Semester Students at Makassar Muhammadiyah University). Praise and great gratitude to the almighty god, Allah SWT, who always bestows his gracious mercy and immense blessing to help the writer complete this proposal titled EFL Anxiety Writing to Makassar Muhammadiyah University Students.
The writer would like to thank everyone who contributed to the completion of this proposal. H Abd Rahman Rahim., SE., MM., Rector of Makassar Muhammadiyah University who brings the campus to progress. Erwin Akib, M.Pd., Ph.D., Dean of the Faculty of Teacher Training and Education at Muhammadiyah University of Makassar.
Erwin Akib, M.Pd., Ph.D., the first advisor, who has painstakingly spent his valuable time to guide and provide excellent suggestions to me in the preparation of this thesis. Herlina Daddi, S.Pd., M.Pd., the second advisor, for the correction and invaluable criticism and suggestions she has given me for the completion of the thesis. Subaeni who has prayed, motivated, encouraged, reminded the writer to finish the paper as soon as possible.
All my friends, who have spent glorious and memorable times with the writer in and out of the classroom.
INTRODUCTION INTRODUCTION
- Research Question
- Objective of the Study
- Significance of the Study
- Scope of the Study
- Some Partinent Idea
In contrast to the abundance of studies on L1 writing anxiety, research on L2 writing anxiety has been relatively scarce. Another study (Ismail, Elias, Albakri, Perumal, & Muthusamy, 2010) focused on the level of writing anxiety and attitude toward academic writing from the teacher's perspective. Based on the above statements, the researcher is interested to know about the EFL (English Foreign Language) writing anxiety of the students in the Department of English Makassar Muhammadiyah University.
This study focuses on writing anxiety EFL of fifth semester English department students at Makassar Muhammadiyah University. Some researchers demonstrated that writing anxiety had a negative impact on grades on the written test (Lee & Krashen, 1997; Daly, 1985). Nevertheless, Fowler, Kroll, and Rose found that there was no correlation between writing anxiety and grades.
The three main contributors to writing anxiety among students are insufficient practice, language difficulties, and insufficient writing. Writing anxiety is unique to the language-specific skill of writing (Bline, Lowe, Meixner, Nouri, & Pearce, 2001; Bugoon & Hale, 1983). With the recognition that writing anxiety clearly negatively affects writing performance (Pajares & Johnson, 1994; Smith, 1984), researchers and practitioners have become more sensitive to this phenomenon.
Another major source of writing anxiety cited in the literature is the fear of being evaluated and judged on the basis of writing ability and skill. Daly and Miller (1975) developed an initial understanding of the effects of writing anxiety on foreign language learning by creating the Writing Comprehension Test (WAT), a tool that has been widely used by many researchers to measure writing anxiety. writing in English language learning. The purpose of the study was to identify whether writing anxiety was related to the performance of English language students.
A similar study was conducted by Latif (2007), who used two scales, (WAT and EWSS) to measure writing anxiety provocation and writing self-efficacy in English composition among 67 prospective teachers of Egypt. Additionally, a significant negative correlation was found between teachers' writing anxiety and their use of a variety of instructional techniques in teaching composition writing. Finally, Daly and his colleagues conducted two studies investigating the relationship between teachers' writing anxiety and their classroom practices (Daly, Vangelisti, & Witte, 1988).
The results of these two studies revealed that teachers' writing anxiety influenced the way students' written products were evaluated. Teachers' writing anxiety was also found to be negatively related to their use of exercises and activities that require writing.
RESEARCH METHOD RESEARCH METHOD
Population and Sample
Instrument of the Research
Data Collection Method
Techniques of Data Analysis
In this chapter, the results of the study are presented. The chapter was divided into two main sections; they are the results of the research and the discussion of the research. The results presented the result of data analysis collected through questionnaire on writing anxiety EFL for students of Makassar Muhammadiyah University and discussion of the research findings based on the research question.
Finding
- The mean score of students questionnaire
So, it can be concluded that most of the students in the fifth semester at Muhammadiyah University of Makassar agree that writing in English, they are not nervous at all. So it can be concluded that most of the students in the fifth semester at Muhammadiyah University of Makassar agree that they feel their heart beat when they write English with a time limit. So, it can be concluded that most of the students in the fifth semester at Muhammadiyah University of Makassar agree that when they write English, they feel anxious and uncomfortable if they know that they will be evaluated.
So we can conclude that the fifth semester students at Muhammadiyah University Makassar were a balance between agree and undecided that they often choose to write my thoughts in English. So we can conclude that most fifth semester students in Muhammadiyah University of Makassar disagree that they usually try their best to avoid writing English. So we can conclude that most fifth semester students at Muhammadiyah University Makassar do not agree that their minds often shut down when they start writing English.
Thus, it can be concluded that most of the fifth semester students in Muhammadiyah University of Makassar disagree that they are not worried if their English is worse than others. Thus, it can be concluded that most fifth semester students at Muhammadiyah University of Makassar do not agree that they tremble or sweat when they write English. Thus, it can be concluded that most of the fifth semester students in Muhammadiyah University of Makassar do not agree that they try their best to avoid situations where they have to write in English.
So it can be concluded that the students at the fifth semester at Muhammadiyah University of Makassar have a balance between agree and disagree that they were worried that the mind was confused when writing English. Therefore, it can be concluded that most students at the fifth semester at Muhammadiyah University of Makassar disagree that they will not use English to write unless they have no choice. So it can be concluded that most students at the fifth semester at Muhammadiyah University of Makassar agree that they often feel panic when writing English under the time limit.
So it can be concluded that most students in the fifth semester of Muhammadiyah University of Makassar, they agree that they worried that other students will mock English if they read it. So it can be concluded that most fifth semester students of Muhammadiyah University of Makassar, they did not decide that they choose silence when they were unexpectedly asked to write English. So it can be concluded that most students in the fifth semester of Muhammadiyah University of Makassar, they agree that they will do my best if the teacher suddenly asks to write English.
So it can be concluded that most of the students in the fifth semester of Muhammadiyah University of Makassar, they agree that they did not care at all about what other people think about my English writing. So it can be concluded that most fifth semester students of Muhammadiyah University of Makassar, they disagree that they used to feel the whole body stiff and tense when writing English.
Discussion
The above calculation shows that the mean score of students' writing anxiety in academic writing was 67.96, this indicates that students agreed that there is writing anxiety in EFL for students in teaching. This chapter consists of two sections, the first part deals with the conclusion of the research findings and the other with the suggestions.
Conclusion
Suggestion
Studi lebih lanjut tentang penilaian menulis: skor SAT, harapan keberhasilan, kemauan untuk mengambil kursus lanjutan, dan enam perbedaan. Pengaruh kepemilikan portofolio terhadap kecemasan menulis siswa EFL, Jurnal Studi Bahasa dan Linguistik. Saat saya menulis komposisi bahasa Inggris, saya merasa takut dan tidak nyaman jika mengetahui komposisi tersebut akan dinilai.
Saya melakukan yang terbaik untuk menghindari situasi di mana saya harus menulis dalam bahasa Inggris. Saya sama sekali tidak peduli dengan pendapat orang lain tentang komposisi bahasa Inggris saya.
