Factors which Influence Students’ Writing Anxiety in Paragraph

46 that 60.7 7.1 for strongly agree and 53.6 for agree of the respondents felt anxious because their Basic Writing score was bad and 39.3 35.7 for disagree and 3.6 for strongly disagree of the respondents felt anxious because their Basic Writing score was not bad. It was also supported by the open-ended result which answered that they were not satisfied with their Basic Writing score and they were afraid if they could not write well. The researcher found that the bad Basic Writing score was one of the factors which influenced their writing anxiety. Therefore, the researcher concluded that EFL Students with low score on their writing mostly felt anxious than others who got high scores. The second statement is related to whether the respondents felt anxious because their vocabulary is bad. The result showed that six respondents 21.4 chose “strongly agree”, eleven respondents 39.3 chose “agree”, and eleven respondents 39. 3 chose “disagree”. It showed that most of the respondents felt anxious because hisher vocabulary was bad since 60.7 21.4 for strongly agree and 39.3 for agree of the respondents agreed with that statement. It was supported by the result of open-ended question which answered that they lost their self-esteem because their vocabulary was weak and they thought it could affect their score. It was also strengthened by the interview result which explained that the respondents felt anxious because they were lack of vocabulary as shown by Respondent A: “…I feel anxious because I am lack of vocabulary”. 47 It can be concluded that lack of vocabulary considered as one of many causes which mostly influenced students ’ writing anxiety. In connection with this, it is perceived that the deficient grasp of vocabulary and grammar becomes part of the cause students’ writing anxiety Hyland, 2003. The third statement is related to whether the respondents felt anxious because their structure was bad. Based on the data questionnaire, five respondents 17. 8 chose “strongly agree”, fifteen respondents 53.6 chose “agree”, seven respondents 25 chose “disagree”, and one respondent 3.6 chose “strongly disagree”. It showed that 71.4 17.8 for strongly agree and 53.6 for agree of the respondents felt anxious because their structure was bad. The open-ended result supported the statement that they felt anxious and afraid to write a paragraph because they often made grammatical mistakes. Based on the interview, one respondent explained that she felt that her grammar was very bad because she had not comprehended the tenses used. Based on the result, the researcher concluded that most of the students in Paragraph writing class felt anxious because hisher structure was bad. The next statement is mainly related to whether the respondents felt anxious because they cannot develop their ideas well. Based on the questionnaire, no one 0 chose “strongly agree”, fifteen respondents 53.6 chose “agree”, twelve respondents 42. 8 chose “disagree”, and one respondent 3.6 chose “strongly disagree”. It can be concluded that the students felt anxious because they could not develop their ideas well since 53.6 of the respondents agreed 48 with that statement. The researcher got the reasons from the open-ended questionnaire why Paragraph Writing students could not develop their ideas well. The reasons were because they were confused and got difficulties in finding main topic and idea to write. The fifth statement is related to whether the respondents felt anxious because they do not like writing. It showed that five respondents 17.8 chose “strongly agree”, four respondents 14.35 chose “agree”, seventeen respondents 60. 7 chose “disagree”, and two respondents 7.1 chose “strongly disagree”. Since 67.8 60.7 for disagree and 7.1 for strongly disagree of the respondents disagreed with the statement, the researcher concluded that most of students actually liked writing. However, writing is difficult. The last statement is related to whether the respondents felt anxious because they think that writing is difficult. It showed that two respondents 7.1 chose “strongly agree”, fourteen respondents 50 chose “agree”, eleven respondents 39. 3 chose “disagree”, and one respondent 3.6 chose “strongly disagree”. Therefore, the researcher concluded that most of the respondents which means 57.1 7.1 for strongly agree and 50 for agree thought that writing was difficult. The result was slightly confusing when the respondents actually liked writing as stated in the previous paragraph but they thought that writing was difficult. From the interview, the researcher found that the respondents might think that writing was difficult because they got lower score in their Basic Writing 49 course. They focused on the outcomes of learning. That was why the respondents thought that writing was difficult while actually they liked writing.

3. The

Students’ Anxious Feeling After Using Five-minute Freewriting In this following part, the researcher presented the data related to the students’ anxious feeling after using five-minute freewriting which was conducted at the end of Paragraph Writing class. The researcher provided six general close- ended statements. The first statement was related to the feelings which might be caused by the use of five-minute freewriting in Paragraph Writing class and the following statements were related to what extent five-minute freewriting can reduce the students’ writing anxiety. The result can be seen in Table 4.2. Table 4.3 The Students’ Anxious Feeling after Using Five-minute Freewriting in Paragraph Writing class No Statements Frequency of Points Agreements 1 Strongly Disagree 2 Disagree 3 Agree 4 Strongly Agree 1. I think I am more confident in writing because of five minute freewriting. 4 14.3 20 71.42 4 14.3 Table 4.3 deals with the students’ anxious feeling after using five-minute freewriting. The statement is related to whether the EFL students are more confident in expressing writing because of five-minute freewriting. The result 50 showed that four respondents 14.3 chose “strongly agree”, twenty respondents 71.42 of twenty eight respondents chose “ agree”, four respondents 14.3 chose “disagree” and no one 0 chose “strongly disagree”. Since 85.72 14.3 for strongly agree and 71.42 for agree of the respondents agreed with the statement, it can be concluded that most of the respondents are more confident in writing because of five-minute freewriting which is used by the lecturer at the beginning of Paragraph Writing class. Whereas to clarify the answers from the questionnaire, the researcher provided an open-ended question which was related to their feeling after using five- minute freewriting. Based on the respondents’ answers, they were more confident because freewriting could make them accustomed to writing anything so that it was easier for them to develop their ideas. Some of them stated that their writing was getting better because they could develop their ideas better. The lecturer gave the topic to the students and the students may write anything related to the topic in five minutes. After that, the students were asked to share their product to others. As a result, their ideas were developed because they were accustomed to write. Besides, they were more confident because five-minute freewriting could increase their vocabulary.

4. To What Extent Five-minute Freewriting Can Reduce

Students’ Writing Anxiety in Paragraph Writing class In this part, the researcher investigated how five-minute freewriting reduced students’ writing anxiety in Paragraph Writing class. In the questionnaire, the researcher provided five statements to find out to what extent five-minute 51 freewriting can reduce students’ writing anxiety in Paragraph Writing class. The