17 not relate to the topic sentence, this sentence is irrelevant and should be omitted
because the paragraph becomes unified Muhyidin, 1988. For instance, one student will write about the benefits of freewriting, he or she needs to mention the
benefits of freewriting. If the student writes about the other subjects it will make the paragraph incoherent.
2. Forms
Since writing is seen as a product constructed from the writer’s ability of lexical and grammatical Hyland, 2003, vocabulary mastery and structure should
be well-understood to produce a good paragraph. In fact, EFL students mostly experienced making grammatical errors and minimum requirement errors.
According to Msanjila 2005, the highest frequency of writing problem is capitalization problem. Capitalization is related to the use of the first word of
sentence, the pronoun “I”, abbreviations and acronyms, and proper nouns.
2. Anxiety
In this section, the researcher provides theories related to anxiety. There are two parts of this section; the nature of anxiety and the types of anxiety.
a. The Nature of Anxiety
There are so many definitions of anxiety but in this chapter, the researcher would provide its definition which exists in learning process especially in
language learning. Anxiety is an unpleasant feeling or emotional state that has physiological and behavioral concomitants Dusek, 1980, p. 88. Anxiety itself is
said to be one of the factors that could affect the process of learning, and
18 researchers such as MacIntyre 1995, Horwitz et al. 1986 and MacIntyre and
Gardner 1989 and 1991 claimed that language courses are very anxiety- provoking as cited in Daud, 2005.
“Anxiety is a state of apprehension, a vague fear tha
t is only indirectly associated with an object” Hilgard, Atkinson, Atkinson, 1971. It means that anxiety is kind of public feeling of ambiguous fear,
which indirectly related with something consider as an object. The success of learning will affect st
udent’s anxiety because it is related to the student’s optimism. It was revealed that overall, academic achievement was
the best predictor followed by foreign language anxiety Daud, 2005. The success of learning will lead the students to be more confident and motivated so
that they experience less anxiety. Other researcher, for example, Levine reports that students who come
from monolingual background tend to feel more anxious than students who come from bi- or multilingual backgrounds Levine, 2003 as cited in Daud, 2005. It is
because students who come from bilingual or multilingual background get more new knowledge from some languages. However, students who know only one
language tend to feel more anxious because their knowledge of other languages is limited.
b. The Types of Anxiety
According to Huberty 2004, anxiety is categorized into three types; Cognitive, Behavioral, and Physical. Cognitive anxiety means the anxious feeling
associated with intellectual activity. The examples of cognitive anxiety according
