27 anxiety-related dangers associated with error correction, since it withholds
feedback of any kind Hwang, 2010. Casanave 1995, who is another researcher researching L2 writing
fluency, mentioned that focusing on writing fluency tends to help students explore more in their writing without worrying about grammatical accuracy or pressure
from writing classes. For example, grammar errors or grades Casanave, 1995, which focus on the benefit of using journal writing activities in EFL college-level
classes, she argued that students tend to try out more of their ideas in the “risk- free environment” Casanave, 1995 as cited in Hwang, 2010.
Another benefit is stated, “Through continued practice in freewriting you will develop the habit of thinking as you write” Langan, 2005. Practicing more
freewriting can develop the habit of thinking in writing because the mind is accustomed to think and find the right word.
B. Theoretical Framework
As the framework of the theories, it sums up that freewriting is one of many ways which is considered as the way to overcome students writing anxiety.
The lecturer in Paragraph Writing Class uses freewriting as a method to reduce student’s anxiety. Hence, the researcher would like to find out whether free
writing really reduces students’ writing anxiety by providing some theories about
writing, anxiety, writing anxiety, and freewriting. The researcher uses some the theories to support this study.
28 With the aim of conducting the research, the researcher uses the basic
theory of writing, anxiety, writing anxiety, and freewriting. Since the study is related to writing, the basic theory of Hyland is used to identify the nature of
writing and problems appeared in writing. Gupta’s theory is used by the
researcher to support the problem in writing. The theory of writing anxiety is taken from
Hwang’s 2009, Linnenbrick, and Huberty.
The theory of writing anxiety is used to clarify the factors which influence writing anxiety. The basic theory of Hyland
and Iswandari’s findings are used to clarify the factors which influenced students’ writing anxiety. Therefore, the
theory of Hyland and Sawalha are used to be asked in the questionnaire to identify the factors which influence students writing anxiety.
The theory of writing anxiety and freewriting are used to be the main theories for the questionnaire and interview. In order to answer the second
research problem, the researcher provides the benefits of freewriting theory. The basic theory of Elbow, Casanave, and Langan are used to classify the benefits of
freewriting. Therefore it is used to support the data gathered by the researcher.
