Causes of writing apprehension
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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.
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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
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Peter Pappalardo, Doctoral dissertation: “Teacher Behavior And Attitude And Student Writing Apprehension”. Indiana: Indiana University of Pennsylvania, 2010
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attitudes towards writing. The subject of this research was 349 L1 students and L2 writing teachers, 77 L2 students, and 3 L2 writing teachers. The
instruments that used were the Daly-Miller Writing Apprehension Test twice, once a pre-test and another as posttest and writing course activity
questionnaire. The purpose of both instruments was to find whether students level of writing apprehension decreased from pretest to the posttest and
investigate the relationship between collaborative learning and teachers attitudes, a reduction on in students writing apprehension and change in their
attitudes towards writing. the result found that students writing apprehension had decreased significantly from the pretest to the posttest. Additionally, their
attitudes towards writing had positively changed from pre to the posttest.
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Another study from Sawalha, Abdulla Musa Salem, and Chow, and Thomas Voon Foo entitled The effect of writing apprehension in English on
the writing process of Jordanian EFL students at Yarmouk University”. This research aims to investigate the effects of writing apprehension on the writing
process of Jordanian EFL students at Yarmouk University in Jordan. The sampling of this study was sixty-third year students studying B.A English
Language and Literature at Yarmouk University in Jordan for the academic year 2010 2011. The instruments used in this study were Adapted Daly and
Miller Writing Apprehension Test WAT by Gungle and Taylor to measure writing apprehension and the writing strategy questionnaire which was
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Sayyah Al-Ahmad, Doctoral Dissertation: “The Impact Of Collaborative Learning On L1 And L2 College Students’ Apprehension About And Attitudes Towards Writing”. Indiana: Indiana
University of Pennsylvania, 2003
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adapted from the questionnaire used by Petric and Czárl. The results of this study showed that majority of the Jordanian EFL students at Yarmouk
University in Jordan experienced a high level of writing apprehension. Furthermore, There were significant differences among high, mid, low in the
frequency use across the three writing stages .These statistics suggested writing apprehension level of students had affected the frequency of strategy
use and type of strategy use. English Language and Literature students at Yarmouk University in Jordan of different writing apprehension levels had
preference over different and frequency of strategy use.
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Dilek Yavuz Erkan and Ayten İflazoğlu Saban in their journal entitled “Writing Performance Relative to Writing Apprehension, Self-Efficacy in
Writing, and Attitudes towards Writing: A Correlation Study in Turkish Tertiary-Level EFL. The purpose of this study is to identify whether writing
performance in students of English as a foreign language EFL is related to writing apprehension, self-efficacy in writing, andor attitudes towards
writing. The subjects were tertiary-level EFL188 students at Çukurova University School for Foreign Languages YADIM in Turkey. Three
instruments were used to collect data: a writing apprehension test WAT, a self-efficacy in writing scale SWS, and a questionnaire on attitudes towards
writing WAQ. The results of the study suggest that, in these tertiary-level
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Al_Sawalha, Abdulla Musa Salem and Chow Thomas Voon Foo.”The Effects of Writing Apprehension in English on the Writing Process of Jordanian EFL Students at Yarmouk
University”.International Interdisciplinary Journal of Education.Volume 1, Issue 1, February 2012.p.6-14
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EFL students, writing apprehension and writing performance are negatively correlated, writing apprehension and writing self-efficacy are negatively
correlated, and writing apprehension and attitude towards writing are positively correlated.
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From first until five previous studies above, this research has the same aspect about writing apprehension. An instrument that used is writing
apprehension test to measure the level of writing apprehension. Although it has the same aspect, this research more focuses on Level and the causes of
writing Apprehension. It does not correlate level with another aspect. It also has different subject whereas it conducted the research in English Education
Department of UIN Sunan Ampel Surabaya.
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Dilek Yavuz Erkan and Ayten İflazoğlu Saban.”Writing Performance Relative to Writing Apprehension, Self-Efficacy in Writing, and Attitudes towards Writing: A Correlational Study in
Turkish Tertiary-Level EFL”. Asian EFL Journal. p 164-192.