“ I Get Blank When I Start Writing’’ Analysis of EFL Student’s Anxiety in Writing Descriptive Text
Keywords:
Anxiety, Writing, EFL
Abstract
In various educational worlds, of course, we learn foreign languages, one of which is English. English is challenging and can cause anxiety, one of which is in writing. English as a Foreign Language (EFL) learners often face many challenges when it comes to developing their writing skills. The recent research aims to discuss EFL students’ anxiety in writing descriptive text. This study used narrative inquiry. A narrative inquiry explore the experiences and feelings of an EFL students’ writing anxiety. The research participants are two students. These two students were taken from 1 Senior high school student and one was taken from Junior high school. Data collection uses semi-structured interview with 45 minutes. The interviews were held at a private Islamic boarding school in Probolinggo East Java. Data Analysis uses thematic Analysis. The results of this study reveal that students' writing anxiety level is still relatively high, therefore, teacher motivation and guidance to students must be increased so that students can deal with or evaluate writing anxiety experienced by students. Finally, in learning English as a second language (ESL), it is important for students to have adequate vocabulary knowledge so that they are not confused and anxious to write English texts.
References
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Mutmainnah, M. L., Silvhiany, S., & Eryansyah, E. (2022). Probing Indonesian Teachers’ Learning Investment in Response to Educational Disruption: A Narrative Inquiry. VELES (Voices of English Language Education Society), 6(2), 340-353.
Nugraheni, D. A. (2023). Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 10(2), 251-264.
Pravita, A. R., & Kuswandono, P. (2022). Writing anxiety and academic procrastination on undergraduate thesis writing: The role of self-regulation. JEELS (Journal of English Education and Linguistics Studies), 9(1), 1-25.
Putra, H. R., Herman, Y., & Permata, R. (2024). THE EFFECT OF MONOPOLY GAMES TOWARD STUDENTS’VOCABULARY MASTERY. ELP (Journal of English Language Pedagogy), 9(1), 76-88.
Ramadhanti, D., & Yanda, D. P. (2021). Students' Metacognitive Awareness and Its Impact on Writing Skill. International Journal of Language Education, 5(3), 193-206.
Romadhoni, M., Saroh, Y., & Asryan, A. (2022). The Effectiveness of Simultaneous Roundtable in Teaching Writing At EFL Setting. JEELS (Journal of English Education and Linguistics Studies), 9(1), 97-113.
Takarroucht, K. (2022). The Effect of Self-Assessment on the Development of EFL Writing Self-Efficacy: A Case of Algerian Higher Education. International Journal of Language Education, 6(2), 157-168.
Ubaid, U. U., Shah, S. R. A., & Bashir, I. (2023). The Challenge of ESL Writing: Understanding Learners’ Anxiety in Writing Classrooms. Al-Qanṭara, 9(3).
Wahyuni, D. W. D., Oktavia, W. O. W., & Marlina, L. M. L. (2019). Writing anxiety among Indonesian EFL college students: Levels, causes, and coping strategies. Lingua Cultura, 13(1), 67-74.
Zulaiha, D., & Triana, Y. (2023). Students’ perception toward the use of open educational resources to improve writing skills. Studies in English Language and Education, 10(1), 174-196
Ahmed, M. A., & Kumalasari, N. (2023). ANDIN-MU: Development of Android-Based Descriptive Text Interactive Multimedia Materials in High School English Subjects. Assyfa Learning Journal, 1(1), 49-59.
Alfiani, W., Nurkamto, J., & Supriyadi, S. (2023). “I GET BLANK WHEN START TALKING”: AN EXPLORATION TOWARDS SOURCES AND STRATEGIES OF NON-ENGLISH FRESHMEN’S ANXIETY IN ESP SPEAKING PROGRAM. English Review: Journal of English Education, 11(3), 719-734.
Arindra, M. Y., & Ardi, P. (2020). The correlation between students’ writing anxiety and the use of writing assessment rubrics. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 76-93.
Aripin, N., & Rahmat, N. H. (2021). Writing anxiety and its signs: A qualitative study of a female ESL writer. International Journal of Academic Research in Business and Social Sciences, 11(1), 334-345.
Ayu, D. P., & Nurweni, A. (2023). Grammatical interference in Islamic school students’ English narrative writings. Englisia: Journal of Language, Education, and Humanities, 11(1), 96-109.
Ayu, M., & Zuraida, Z. (2020). Enhancing descriptive paragraph writing Of secondary students through shared writing. Journal of Research on Language Education, 1(1).
Bram, B., & Angelina, P. (2022). Indonesian Tertiary Education Students' Academic Writing Setbacks and Solutions. International Journal of Language Education, 6(3), 267-280
Creswell, J. W., & Poth, C. N. (2007). Qualitative inquiry and research method: Choosing among five approaches.
Erdiana, N., Daud, B., Sari, D. F., & Dwitami, S. K. (2020). A study of anxiety experienced by EFL students in speaking performance. Studies in English Language and Education, 7(2), 334-346.
Fadhly, F. Z. (2022). Enhancing the Academic Writing of EFL Learners: An Analysis of Effective Strategies through Meta-Synthesis. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(2), 397-410.
Fadilah, F. (2022). Textual Error Analysis on the Use of Simple Present Tense in Writing Descriptive Text. International Journal of English and Applied Linguistics (IJEAL), 2(2), 287-294.
Fareed, M., Khan, I., & Akhtar, H. (2021). The causes of English writing anxiety among Pakistani ESL students: Perceptions of teachers and students. Pakistan Journal of Humanities and Social Sciences, 9(1), 21-27.
Ferdiyanto, F. (2023). AN ERROR ANALYSIS ON USING SIMPLE PAST TENSE IN WRITING ENGLISH COMPOSITION. Interling: International Journal of English Language Teaching, Literature and Linguistics, 1(2), 60-68.
Franchisca, S., Sari, M. N., Nurfitri, N., Nelloe, M. K., Mulyapradana, A., & Fitriani, N. (2024). The Impact of Motivation on Foreign Language Learning: A Longitudinal Study. Journal on Education, 6(2), 11082-11093.
Hakim, M. A. R., Abidin, M. J. Z., & Bahari, A. (2018). Dictionary use to increase students’ vocabulary mastery: Electronic dictionary or printed one. In The 1st Bandung English Language Teaching International Conference (BELTIC) (pp. 150-159).
Hamdani, B. (2020). Teaching reading through reciprocal teaching method. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 7(1), 23-34.
Hamdani, B., Zuhri, M. D., Hotimah, H., & Ramadani, T. (2022). ENGAGING ENGLISH VOCABULARY THROUGH DIGITAL STORYTELLING ACROSS EFL YOUNG LEARNERS. The Ellite of Unira, 5(1), 22-31.
Harahap, Y. O., & Syarif, H. (2022, February). Students’ anxiety in writing introduction of thesis proposal at Universitas Muslim Nusantara Al-Washliyah Medan. In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 228-232). Atlantis Press.
Karlina, I., & Pancoro, N. H. (2018, December). Students' Writing Anxiety: How Does It Affect Students' Writing Performance in EFL Context?. In 5th Asia Pasific Education Conference (AECON 2018) (pp. 49-52). Atlantis Press.
Kawengian, G. E., & Subekti, A. S. (2023). Thesis writing anxiety among Indonesian pre-service teachers of English: A survey study. Englisia: Journal of Language, Education, and Humanities, 11(1), 148-162.
Kholili, A. (2023). Investigating Factors Underlying Boredom in Learning English: The Case of Secondary School. Al-Lisan: Jurnal Bahasa (e-Journal), 8(1), 13-32.
Kholili, A., & Ferdiyanto, F. (2020). Essay Writing Performances at the Tertiary Level: The Case of Indonesian EFL Learners. VELES (Voices of English Language Education Society), 4(1), 32-43.
Miller, A., Calder, B., Turner, M., & Wood, A. (2023). Exploring the association between irrational beliefs, motivation regulation and anxiety in ultra-marathon runners: a mixed methods approach. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 41(2), 392-410.
Mohd Tahir, M. H., Safinas Mohd Ariff Albakri, I., Mohd Adnan, A. H., Syafiq Ya Shak, M., & Mohamad Shah, D. S. (2020). The application of Visual Vocabulary for ESL students’ vocabulary learning. Arab World English Journal (AWEJ) Volume, 11.
Mutmainnah, M. L., Silvhiany, S., & Eryansyah, E. (2022). Probing Indonesian Teachers’ Learning Investment in Response to Educational Disruption: A Narrative Inquiry. VELES (Voices of English Language Education Society), 6(2), 340-353.
Nugraheni, D. A. (2023). Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 10(2), 251-264.
Pravita, A. R., & Kuswandono, P. (2022). Writing anxiety and academic procrastination on undergraduate thesis writing: The role of self-regulation. JEELS (Journal of English Education and Linguistics Studies), 9(1), 1-25.
Putra, H. R., Herman, Y., & Permata, R. (2024). THE EFFECT OF MONOPOLY GAMES TOWARD STUDENTS’VOCABULARY MASTERY. ELP (Journal of English Language Pedagogy), 9(1), 76-88.
Ramadhanti, D., & Yanda, D. P. (2021). Students' Metacognitive Awareness and Its Impact on Writing Skill. International Journal of Language Education, 5(3), 193-206.
Romadhoni, M., Saroh, Y., & Asryan, A. (2022). The Effectiveness of Simultaneous Roundtable in Teaching Writing At EFL Setting. JEELS (Journal of English Education and Linguistics Studies), 9(1), 97-113.
Takarroucht, K. (2022). The Effect of Self-Assessment on the Development of EFL Writing Self-Efficacy: A Case of Algerian Higher Education. International Journal of Language Education, 6(2), 157-168.
Ubaid, U. U., Shah, S. R. A., & Bashir, I. (2023). The Challenge of ESL Writing: Understanding Learners’ Anxiety in Writing Classrooms. Al-Qanṭara, 9(3).
Wahyuni, D. W. D., Oktavia, W. O. W., & Marlina, L. M. L. (2019). Writing anxiety among Indonesian EFL college students: Levels, causes, and coping strategies. Lingua Cultura, 13(1), 67-74.
Zulaiha, D., & Triana, Y. (2023). Students’ perception toward the use of open educational resources to improve writing skills. Studies in English Language and Education, 10(1), 174-196
Published
2024-03-26
How to Cite
Sari, Y., Quthny, A. Y., & Hamdani, B. (2024). “ I Get Blank When I Start Writing’’ Analysis of EFL Student’s Anxiety in Writing Descriptive Text. Journey: Journal of English Language and Pedagogy, 7(1), 76-85. https://doi.org/10.33503/journey.v7i1.4016
Section
Articles
Copyright (c) 2024 Yuyun Puspita Sari, Abu Yazid Adnan Quthny, Beny Hamdani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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