32 respondents’ answer in questionnaire. The researcher interviewed two students of
twenty eight students. The interviewee was chosen randomly based on the availability of each student and in order to limit the time, the researcher chose two
students.
2. Data Gathering Technique
This section deals with the technique in gathering the data. The researcher used two techniques in this research.
a. Questionnaire
In responding the questionnaire, the participants were expected to put a thick on the column of degrees; whether they were Strongly Disagree SD,
Disagree D, Agree A, and Strongly Agree SA. Each statement in this questionnaire had scale to measure the frequency of agreement. The researcher
adapted Likert Scale for the close-ended questionnaire. According to Brown Rodgers 2002 Likert scale i
s generally useful for getting at respondents’ views, judgements, or opinion about any side of language learning and teaching.
There were seventeen questions in the questionnaire and they were divided into two parts. The first part was close-ended with thirteen questions. Further, the
close-ended questionnaire was classified into two tables. The first table aimed to know the factors which influ
enced students’ writing anxiety in Paragraph Writing class. The second table aimed to find out the extent of five-minute freewriting in
reducing students’ writing anxiety in Paragraph Writing class. The second part
33 was open-ended with four questions. The following table is the blueprint of the
questionnaire:
Table 3.1. The Questionnaire Blueprint Table of
Appendix 5
Question Indicators
Theory Form
1 2
1 1
1,2,3 Students’ Anxious
Feeling of Writing Process
Levine 2003
Sandler 1987
Close-Ended
Open-Ended 1
2-7 The Factors Which
Influence Students’ Writing Anxiety
Hyland 2003
Close-Ended
2 2-6
4 To what Extent Five-
minute Freewriting can Reduce Students’ Writing
Anxiety Casanave
1995 Langan
2005 Elbow
1973 Close-Ended
Open-Ended
This following table is the first table of close-ended questionnaires about students’ anxious feelings and the factors which influenced students’ writing
anxiety.
