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requirement mistakes. According to Iswandari 2013, the students felt anxious because they were afraid to make grammatical mistakes particularly tenses. Also,
the researcher found out that most of the students in Paragraph Writing class felt anxious because they were lack of structure especially in defining the tenses.
While the other similarity was about finding or developing ideas. Iswandari 2013 claimed that the main cause of this difficulty was because the students
were not accustomed to writingin senior high school. As a matter of fact, most of Paragraph Writing students had difficulty in
finding and developing ideas because they were confused and unconfident to write. They were afraid to make mistakes and produced bad writing product.
Formerly, in this finding, making minimum requirement mistakes belonged to the reason for having lack of structure. As some respondents stated that they were still
confused about the minimum requirement. On the other hand, there was a difference result in the factors which
influence students’ writing anxiety between Iswandari’s research findings and these findings. The difference found on having lower score in the Basic Writing
course and having perception that writing is difficult. In this study, one out of three major factors which occupied the highest percentage was having lower score
in Basic Writing course. As Hyland states, “students obviously bring to the L2
writing class different writing experiences, different aptitudes and levels of motivation
” 2003.
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The researcher did not find this factor in Iswandari’s research finding
because Iswandari was conducting the research in Basic Writing course. From the data gathered, most of the Paragraph Writing students felt anxious because their
Basic Writing score was bad. It truly influenced their confidence in writing. The other factor was because they having perception that writing is difficult. It is
proven by Hyland’s theory that teacher also needs to be sensitive with students’ practices and perception of writing 2003. Students may have different
perception of writing include the perception that writing is difficult since they are EFL students.
2. To What Extent Five-minute Freewriting could Reduce EFL
Students’ Writing Anxiety in Paragraph Writing class
This part discussed on how five-minute freewriting reduced students’
writing anxiety in Paragraph Writing class. The discussion focused on to what extent five-minute freewriting could reduce EFL writing anxiety. The researcher
used questionnaire and interview to get the result of the data. The students became more relax and confident because they can write without being evaluated. Based
on the data gathered, 89 respondents agreed that five-minute freewriting could reduce their writing anxiety because it improved their writing confidence. Most of
the students agreed that five-minute freewriting played a part on their writing performance. They permitted that their writing confidence is improved.
Connected to this, freewriting enable them to become less confused and anxious
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and their sefl-confidence developed Li,-. According to Langan 2005, continuing practice in freewriting will develop the habit of thinking. Therefore the
researcher classified the result of this data into three classification; 1 Finding ideas faster, 2 Developing idea, topic sentence and paragraph , and 3
Producing many words.
a. Finding Ideas faster
The result showed that most of the respondents could find an idea or some ideas faster after using five-minute freewriting. This result was also supported by
the result of open-ended question which proved that they were more confident because they could find ideas faster. Two respondents stated as follows:
“Yes it reduced my anxiety because it can train me to get some idea to start writing” Respondent 26.
“Yes, I do. Because it trains me to write faster and think faster. Maybe at first it’s very difficult, but after I do that for several times, it becomes
easier ” Respondent 14.
They explained that they were trained to write anything by five-minute freewriting so that they were accustomed to writingand finally they could think
faster. Besides, they had already known the steps of how to write a paragraph so that they can find idea faster than before. According to Casanave, focusing on
writing which is done in several times will help the EFL students explore more in writing 1995. It means that students can explore more words, sentences, or
phrases so that they can find their ideas faster than usual. From the example of the
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student ’s writing, the researcher found the way they could find their ideas faster.
It can be shown through a student’s 4
th
freewriting product. “I have one important thing in my wallet. The important
thing is my driving license. There are three reasons why my driving license is important. First, it is used for help me to
ride motorcycle. If I don’t bring it, I will be caught by policeman. Second, it is a sign that I am allowed to ride a
motorcycle. Third, it can be a thing to fulfill my wallet.
That is all about my important thing in my wallet.” From the example above, the researcher found that the student could find
ideas faster on his 4
th
freewriting. The student was given a topic to write about the important thing in his wallet. He wrote the important thing in his wallet was
driving license. Then he added the reason why his driving license was important. On the next sentence, he mentioned that the first reason was to help him to ride
motorcycle. He continued to explain that if he did not bring it, he would be caught by the police. Then, he explained the second and the third reasons. The researcher
found that the student could find ideas faster since the student was capable to write three reasons why driving license was important in his wallet in five-
minutes. Besides, he could also explain his first reason why his driving license can help him in riding his motorcycle.
b. Developing Ideas, Topic Sentence, and Paragraph
Based on the questionnaire result, most of the respondents agreed that they can develop their ideas faster include developing their topic and paragraph after
using five-minute freewriting. Freewriting allowed the students to produce understanding thoughts and ideas to develop ideas into a complete writing Li,-.
