Levels of Writing Apprehension

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Lin and Ho conducted research about causes of writing apprehension. They summarized five cases of apprehension. They are issues of time restriction such as thinking of the limitation of a time during testing, issues of teacher’s evaluation such as students are looking for teacher’s evaluation and negative comments in their work issue of peer competition such as peer’s comment and attitudes of competition, issues of writing subjects or classes course, issue of required writing format. 19 Yasser and Ibrahim found some cases of writing apprehension among Jordanian Ph.D. students at University Utara Malaysia Four main themes emerged pertaining to causes of writing apprehension which are Lack of knowledge in English structure, negative attitude toward writing, negative writing experience in the past, and Inadequate knowledge in academic writing. In their study concluded that writing apprehension was a prevalent phenomenon among the students. 20 Moreover, In Latif research stated that some causes of writing apprehension were a lack of linguistic knowledge such as grammar and vocabulary knowledge, Low foreign language competence, Poor history of writing achievement and perceived writing performance improvement, Low 19 Lin, G. H. C., Ho, M. M. S. “An exploration into foreign language writing anxiety from Taiwanese university students’ perspectives”. Paper presented at the NCUE Fourth Annual Conference on Language, Teaching, Literature, Linguistics, Translations and Interpretation, Taiwan 2009, April 20 Yasser Al-Shboul Ibrahim Fathi Huwari.”The Causes of Writing Apprehension through Students’ Perspective”. Journal of Language Teaching and Research, Vol. 6, No. 3, pp. 535-544, May 2015 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id English writing self-efficacy, Instructional practice of English writing and fear of criticism. 21 Although some studies have researched related to cases of writing apprehension and have similarity with this study, the result was different because of a different subject which this research is students of the eighth semester in thesis writing. From some studies above, it could be concluded that some causes of writing apprehension are: • History of classroom with instruction particularly in traditional classroom instruction.k of self-confidence • Time restriction limitation of time • Teacher evaluation teacher’s negative comment • Peer competition peer’s comment. Attitude competition • Lack of writing skill, vocabulary knowledge, writing experience, linguistic knowledge grammar, vocabulary • Low foreign language competence • Poor history of writing achievement and perceived writing performance improvement • Low English writing self-efficacy • Fear of criticism and evaluation • Language use • Critical comment 21 Latif, M. A. “The factors accounting for the Egyptian EFL university students’ negative writing affect”. Essex Graduate Student Papers in Language Linguistics., 2007 97, 57-82. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

B. Previous Studies

In this study, the writer found several previous studies which are related with the writing apprehension. For instance, Ariani Rosyadis thesis entitled Dialogue journals: enhancing students’ writing viewed from writing apprehension”. The aim of this research is to find out whether: first, dialogue journals method is more effective than direct instruction method to teach writing. Second, the students who have low writing apprehension have better writing skill than those have high writing apprehension. Third, there is an interaction between teaching methods and students writing apprehension in teaching writing. An experimental was used in his research. He took research in the eighth grade of SMP Tamirul Islam Surakarta in the academic year of 20142015. Data were collected through writing test and writing apprehension questionnaire and it was analyzed by a descriptive statistic. The finding of his research is: first, dialogue journals method is more effective than direct instruction method to teach writing, the students who have low writing apprehension have better writing skill than those have high writing apprehension. Third, there is an interaction between teaching methods and students writing apprehension in teaching writing. 22 Peter Pappalardo in his dissertation entitled Teacher Behavior and Attitude and Students Writing Apprehension. It focuses on evaluating how teacher behaviors and attitudes affect the writing apprehension of students. The purpose of the study was to examine three questions related to student 22 Ariani Rosyadi.“Dialogue journals: enhancing students’ writing viewed from writing apprehension”Surakarta:Sebelas Maret University,2015 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id writing apprehension and teacher behavior and attitude in a rural Pennsylvania high school. The questions were as follows. First, is the Willower Pupil Control Ideology PCI a reproducible instrument that predicts teacher behaviors in the classroom on a continuum from custodial to humanistic? Second, is there a relationship between teacher behaviors as measured by the PCI and student writing apprehension as measured by changes in the DalyMiller Writing Apprehension Survey WAS? Third, did students report other factors which had an effect on their willingness to write? The results of the study support the idea that Willower’s PCI was a generally useful psychometric which predicts the likelihood of humanistic or custodial and direct or indirect behaviors by teachers. Student writing apprehension increased over the sampled population n=405, with no differential effects found among the 25 classes studied, a result that is consistent with overall custodial behavior and direct teacher-student interactions. According to observed and student-reported data Systematic writing instruction, teacher modeling of writing and affective supported in the classroom were not common or significant elements in the curriculum of the high school in this study. 23 Sayyah Al-Ahmad in his dissertation entitled “the impact of collaborative learning on L1 and L2 college students’ apprehension about and attitudes towards writing”. It was intended to investigate the impact of collaborative learning on L1 and L2 college students apprehension about 23 Peter Pappalardo, Doctoral dissertation: “Teacher Behavior And Attitude And Student Writing Apprehension”. Indiana: Indiana University of Pennsylvania, 2010