To What Extent Five-minute Freewriting Can Reduce

52 open-ended question which proved that they were more confident because they could find ideas faster. They explained that they were trained to write anything freely so that they were accustomed to writingand finally they could think faster. Besides, one student said that they had already known the steps of how to write a paragraph through five-minute freewriting so that they can find idea faster than before. Hence, the researcher concluded that most of the students can find ideas faster after using five-minute freewriting. The second statement is related to whether students can develop their idea faster after using five-minute freewriting. The result showed that twenty one respondents 75 chose “agree”, and seven respondents 25 chose “disagree”. Since 75 of the respondents agreed, it means that most of the respondents can develop their idea faster after using five-minute freewriting. It was also supported by the respondents’ answer from open-ended question which related to what extent five-minute free writing can reduce students’ anxiety. The researcher found out that the respondents learned how to develop ideas through five-minute freewriting. It was also strengthened by the result of the interview which explained that they could develop their ideas because the felt free and confident as Respondent A stated: “…It helps me to develop my idea because I feel free and confident”. The researcher found that there was an improvement of ideas development of student’s writing product see Appendix 9. The first writing product showed that the student got 60C and the lecturer wrote a note that he needed to arrange 53 the idea and sentence better. On the second writing product, the student could show a good progress and got 85A. The next statements found out whether the students could develop their topic sentence faster after using five-minute freewriting. The result showed that one respondent 3. 6 chose “strongly agree”, nineteen respondents 67.85 chose “agree”, eight respondents 28.57 chose “disagree”, and no one 0 chose “strongly disagree”. It showed that 71.45 3.6 for strongly agree and 67.85 for agree of the respondents could develop their topic sentence after using five-minute freewriting. Hence, their confidence and vocabulary were improved and they could develop the topic sentence. From this result, the researcher concluded that most of the respondents can also develop their topic sentence faster after using five-minute freewriting. The fourth statement was about whether the students can develop their paragraph faster after using five-minute freewriting. Based on the result, the researcher found out three respondents 10. 71 chose “strongly agree”, nineteen respondents 67. 85 of twenty eight respondents chose “agree”, six respondents 21. 42 chose “disagree”, and no one 0 chose “strongly disagree”. It showed that 78.55 10.7 for strongly agree and 67.85 for agree of the respondents can develop their paragraph faster after using five-minute freewriting. They claimed that freewriting helped them to write anything bravely. Thus, they could be more confident in developing a paragraph. They enjoyed writing a paragraph without worrying to make mistakes. It was because their confidence was improved which motivated them to develop a paragraph. Thus, it can be 54 concluded that most of the respondents can develop their paragraph faster after using five-minute freewriting. The next statement is used to find out whether the students could produce many sentences in their writing product after using five-minute freewriting. The result showed that one respondent 3. 6 chose “strongly agree”, twenty three 82.14 of twenty eight respondents chos e “agree”, four respondents 14.3 chose “disagree”, and no one 0 chose “strongly disagree”. It showed that 85.74 3.6 for strongly agree and 82.14 for agreeof the respondents could produce many sentences in their writing. The researcher found out that the respondents were motivated by five-minute freewriting and they were improving along the semester. One of the improvements was the increasing of word production. They admitted that they could produce many words in a limited time. The researcher calculated the number of word production from the first, third, and fourth freewriting of each student in Paragraph Writing class. The following figure shows the r esult of one of the respondents’ word production. Figure 4.1. The Number of Word Production of One Respondent ’s Freewriting Product in Paragraph Writing class 55 The first bar from the bottom described the number of word production in the first freewriting when he still produced less than 20 words. The second bar described the number of word production in the third freewriting. While the third bar mainly described the fourth freewriting. In the first freewriting, he produced 16 words, while in the second freewriting they could produce 78 words. Furthermore, they could produce 79 words in the fourth freewriting. The researcher calculated the improvement of each freewritings’ word production. The improvement from the first freewriting to the third freewriting was 79.48 while the improvement from the third to the fourth freewriting was 1.2 . From the result gathered, the researcher concluded that there was an improvement in their word production even though they had different proportion of improvement. The researcher also calculated the number of word production of a student’s writing product. The first writing of a student’s writing product could produce 88 words. While the second writing of a student’s writing product could produce 146 words see Appendix 9. There was an improvement of word production from 88 words to 146 words.

B. Discussion

In this part, the researcher discussed the data result to answer two research questions: 1 what are the factors which influence EFL students writing anxiety in Paragraph Writing class? and 2 to what extend can five-minute freewriting 56 reduce EFL students writing anxiety in Pararaph Writing class? The discussion can be seen as follows:

1. The Factors which Influence EFL Students’ Writing Anxiety

In this part, the researcher discussed the factors which influence EFL Students’ writing anxiety. It is related to the first formulated problem of this study which has to be answered. The reseracher used the questionnaire and the interview to gather the data and find out the factors of Paragraph Writing students’ writing anxiety. According to Iswandari 2013, the three major factors which influence students’ writing anxiety were: 1 making grammatical mistakes, 2 having difficulty in finding ideas, 3 making minimum requirement mistakes. Meanwhile, the researcher found some other factors which influence the students writing anxiety in Paragraph Writing class that were related to Iswandari’s research findings. The result can be seen as follows: 57 Table 4.5. The Factors Which Influence Students’ Writing Anxiety in Paragraph Writing class No The Factors Which Influence EFL Students’ Writing Anxiety Percentage 1. Having lower score in Basic Writing course 60.7 2. Having lack of vocabulary 60.7 3. Having lack of Structure 71.4 4. Having difficulty in developing ideas 53.6 5. Disliking writing 32.15 6. Having perception that writing is difficult 57.1 Table 4.5 show ed the factors which influence students’ writing anxiety in Paragraph Writing class. The researcher found out six factors but pointed out five highest factors which influence students ’ writing anxiety since one of the result showed that less than 50 students felt anxious because they do not like writing. The five highest factors which influence students’ writing anxiety were: 1 Having lower score in Basic Writing course, 2 Having lack of vocabulary, 3 Having lack of structure, 4 Having difficulty in developing ideas, and 5 Having perception that writing is difficult. From the data gathered, the researcher found the similarity and difference between these findings and Iswandari’s research findings about the factors which influence students’ writing anxiety. The similarities were about having lack of structure, having difficulty in finding or developing ideas and making minimum