Analisis Kecemasan Menulis dan Strategi Menulis Mahasiswa Prodi Pendidikan Bahasa Inggris Universitas Nahdlatul Ulama Blitar
DOI:
https://doi.org/10.28926/briliant.v6i4.760Keywords:
kecemasan, strategi, menulis, bahasa inggrisAbstract
Penelitian ini bertujuan untuk mengetahui jenis kecemasan dan strategi menulis berbahasa inggris pada mahasiswa prodi pendidikan bahasa inggris semester 2. Dalam penelitian ini, responden diberikan dua kuesioner. Kuesioner pertama yaitu SLWAI (Second Language Writing Anxiety Inventory) dari Cheng (2002) digunakan untuk tipe kecemasan dan kuesioner kedua yaitu Writing Strategy Scale dari Raoofi dkk (2017) yang digunakan untuk mengetahui strategi menulis yang digunakan responden. Dari data tersebut didapatkan hasil bahwa jenis kecemasan menulis pada mahasiswa paling dominan pada jenis cognitive anxiety. Sedangkan hasil dari kuesioner terkait strategy menulis didapatkan hasil bahwa metacognitive strategy merupakan strategy paling banyak digunakan oleh responden penelitianReferences
Anggraini, H. W. (2016). Gender-based differences in levels of writing anxiety of
undergraduate students of English Study Program . South Sumatera: Sriwijaya University
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annuals, 35(5), 647-56
Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale
development and preliminary validation. Journal of Second Language Writing.
Vol. 13. Page. 313-335.
Ho, M. C. 2015. Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan. Canadian Center of Science and Education: Higher Education Studies; 6, 3-39. Retrieved from http://dx.doi.org/10.5539/hes.v6n1p24
Kırmızı, O., & Kirmizi, G. D. (2015). An Investigation of L2 Learners’ Writing
SelfEfficacy, Writing Anxiety and Its Causes at Higher Education in Turkey.
International Journal of Higher Education, 4, 57-66. doi:10.5430/ijhe.v4n2p57
Nurjamal, Daeng, Warta Sumirat dan Riadi Darwis. 2011. Terampil Berbahasa Menyusun Karya Tulis Akademik, Memandu Acara (MC-Moderator), dan Menulis Surat. Bandung: Alfabeta.
Rahim S.A; Jaganathan, P; Mahadi, T. S. T. (2016). An investigation on the effects of writing anxiety on readiness of writing among low proficiency undergraduates.
Raoofi, S., Tan, B.H., & Chan, S. H. (2012). Self-efficacy in Second/ Foreign Language LearningContexts. English Language Teaching.5 (11). https://doi.org/10.5539/elt.v5n1 1 p60
Rezaei, M. M., Jafari, S. M., & Younas, M. (2014). Iranian EFL students’ writing anxiety: levels, causes and implications. English for Specific Purposes World, 15(42), 1-10. Retrieved from https://www.researchgate.net/publication/276912727
Sugiyono. (2017). Metode Penelitian Kuantitative Kualitative dan R&D. Bandung:
Alfabeta
Takahashi, A. (2009). Self-Perception of English Ability: Is It related to Proficiency and/or Class Performance. Niigata Studies in Foreign Languages and Cultures, 14: 39-48. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.540.3839&rep=rep1&type =pdf
Tuppang, S. K. (2014). Investigating students’ writing anxiety: A study at English
teacher education of Satya Wacana Christian Universityâ€. Bachelor thesis.
Salatiga: Satya Wacana Christian University.
Wahyuni, Sri, and M. Khotibul Umam. 2017. “An Analysis on Writing Anxiety of Indonesian EFL College Learners.†JEELS (Journal of English Education and Linguistics Studies) 4 (1): 105–28. https://doi.org/10.30762/jeels.v4i1.333
Zhang, H. (2011). A study on ESL writing anxiety among Chineese English majorscauses, effects and coping strategies for ESL Writing Anxiety. Sweden:
Kristianstad University. Retrieved from https://www.divaportal.org/smash/get/diva2:426646/FULLTEXT02.pdf