Questionnaire Data Gathering Technique

34 Table 3.2. EFL Students’ Anxious Feeling before Using Five-minute Freewriting Table 1. No Statement Strongly Disagree SD Disagree D Agree A Strongly Agree SA 1. I feel anxious at the beginning of Paragraph Writing class. 1 2 3 4 2. I feel anxious because my Basic Writing score is bad. 1 2 3 4 3. I feel anxious because my vocabulary is bad. 1 2 3 4 4. I feel anxious because my structure is bad. 1 2 3 4 5. I feel anxious because I can ’t develop my ideas well. 1 2 3 4 6. I feel anxious because I don’t like writing. 1 2 3 4 7. I feel anxious because I think writing is difficult. 1 2 3 4 Table 3.2 was the first table which aimed t o find out EFL students’ anxious feeling before using five-minute freewriting. Statement number 1 aimed to know EFL students’ feeling whether they feel anxious at the beginning of Paragraph Writing class. The following statements aimed to know the factors which influence EFL students writing anxiety in Paragraph Writing class. 35 The following table is the second table of close-ended which was related to EFL students’ anxious feeling after using five-minute freewriting. Table 3.3 EFL Students’ Anxious Feeling after Using Five-minute Freewriting Table 2. No Statement Strongly Disagree SD Disagree D Agree A Strongly Agree SA 1. I think I am more confident in writing because of five- minute freewriting which is used by the lecturer at the beginning of Paragraph Writing class. 1 2 3 4 2. I feel I can find an idea some ideas faster after using five-minute freewriting. 1 2 3 4 3. I feel I can develop my idea faster after using five- minute freewriting. 1 2 3 4 4. I feel I can develop my topic sentence faster after using five-minute freewriting. 1 2 3 4 5. I feel I can develop my paragraph faster after using five-minute freewriting. 1 2 3 4 6. I can produce many sentences in my writing product. 1 2 3 4 Table 3.3 was the second table which aimed to find out EFL students’ anxious feeling after using five-minute freewriting. The first statement is related to EFL students’ feeling after using five-minute freewriting. While the next 36 statements of this part are related to what extent five-minute freewriting can reduce students’ writing anxiety in Paragraph Writing class. In the open-ended questions, the researcher provided four questions. The respondents were free to write their idea about their anxious feeling before and after using five-minute free writing. Besides, the respondent could also describe to what extent five-minute freewriting can reduce their writing anxiety. It was used in order to support the close-ended questionnaire and answer the research problems.

b. Interview

The researcher provided four questions to support the research questions. The researcher provided open-ended structure interview. The questions in interview were taken from the questionnaire. The following table provided questions asked in the interview. Table 3.4. The List of Questions in the Interview Questions 1. Did you feel anxious at the beginning of Paragraph Writing class? Please describe your feeling. 2. What did you know about five-minute freewriting which is implemented in your class? 3. Do you think that five-minute freewriting could reduce your writing anxiety? 4. To what extent five-minute freewriting could reduce your writing anxiety? 37

E. Data Analysis Technique

In this study, the data techniques were expected to be able to gather the information. In order to f ind the factors which influenced students’ writing anxiety in Paragraph Writing class, the researcher distributed questionnaire to 28 students and interviewed two students. The data from the questionnaire and interview were classified into two segments: st udents’ anxious feeling before using five- minute freewriting and students’ anxious feeling after using five- minute freewriting. The researcher calculated the data from the questionnaire into percentages. The formula of percentages calculation was as follows: x 100 in which: ∑x = the number of students based on the degree of agreement ∑n = the number of all students After finding the degree of agreement percentage of each statement, the researcher analyzed the data of the questionnaire by using this table: Table 3.5 Example 1 of Table of Questionnaire No Statement Frequencies of Responses Strongly Agree Agree Disagree Strongly Disagree 38 Furthermore, the data from interview was analyzed by rewriting the conversation between the researcher and the respondents. Then the researcher summarized the data. The researcher provided four questions as the main questions for the interview and chose two students to be interviewed. The researcher wrote the transcription of the interviews to present clearer data. On the other hand, the factors which influenced students’ writing anxiety and to what extent five- minute freewriting could reduce students’ writing anxiety were explained clearly.

F. Research Procedures

In this study, there are four steps in conducting this research. The steps are 1 Planning, 2 Defining the Population, 3 Gathering the Data, and 4 Analyzing the Data.

1. Planning

At the beginning, the researcher found a problem related to education especially in ELESP Sanata Dharma University. Then the researcher formulated two research questions which are the factors which influence students’ writing anxiety and to what extent five-minut e freewriting can reduce students’ writing anxiety in Paragraph Writing class. The researcher also read some literature related to the problems, they are some theories about writing, anxiety, writing anxiety, EFL students, and freewriting.