Ihyaul Layli Hasanah, Flora Flora, Muhammad Sukirlan


This study investigated the effectiveness of Modified Process Writing Procedure to lower students writing anxiety and to foster students writing achievement, and the causes of writing anxiety mostly felt by eleventh graders in State Senior High School 2 Pringsewu. This study employed mixed-method approach. The data were obtained from questionnaire, writing test and interview then analyzed using descriptive statistics and paired sample t-test. The interview data were transcribed to answer the third research question. The findings revealed that Modified Process Writing Procedure is effective to lower students' writing anxiety since the tobt is higher than the tcrit. Regarding the second research question, it revealed that Modified Process Writing Procedure is effective to foster students writing achievement since the tobt is higher than the tcrit. It is also found that the causes mostly felt by the students are linguistic difficulties, low self-confidence in writing, and insufficient writing practice.

Penelitian ini bertujuan untuk mengukur efektifitas penggunaan Modifikasi Prosedur Menulis Berproses untuk menurukan ketakutan menulis siswa dan meningkatkan prestasi menulis siswa, serta mengetahui penyebab ketakutan menulis yang dirasakan oleh siswa kelas 11 di SMAN 2 Pringsewu. Penelitian ini menggunakan metode campuran. Data yang diperoleh dari kuisioner, tes menulis, dan interviu dianalisis menggunakan deskripsi statitistik dan uji t dengan sampel berpasangan. Data interviu ditranskripsi untuk menjawab pertanyaan penelitian nomor tiga. Dari hasil penelitian terbukti bahwa Modifikasi Prosedur Menulis Berproses efektif digunakan untuk menurunkan ketakutan menulis siswa karena nilai t hasil lebih tinggi dari nilai t tabel. Modifikasi Prosedur Menulis Berproses terbukti pula dapat meningkatkan prestasi menulis siswa karena nilai t hasil lebih tinggi dari nilai t tabel. Ditemukan pula bahwa penyebab ketakutan menulis yang paling sering dirasakan siswa yaitu kesulitan linguistik, rendah diri dalam menulis dan kurangnya latihan menulis.

Kata kunci: ketakutan menulis, pendekatan menulis berproses, , prestasi menulis, penyebab ketakutan menulis

Full Text:



Abbas, S.A. (2016). Writing Apprehension and Performance of Iraqi EFL Students According To Their Academic Locus Of Control Orientation. International Journal of English Language Teaching Vol.4, No.7, pp.34-48.

Alodwan, T. A. A. and Ibanian, S.S.K. (2014). The Effect of Using the Process Approach to Writing on Developing University Students Essay Writing Skills in EFL. Review of Arts and Humanities June 2014, Vol. 3, No. 2, pp. 139-155.

Arici, A.F. and Kaldirim, A. (2015). The Effect of the Process-Based Writing Approach on Writing Success and Anxiety of Pre-Service Teachers. Anthropologist, 22(2): 318-327.

Bayat, N. (2014). The Effect of the Process Writing Approach on Writing Success and Anxiety. Educational Sciences: Theory and Practice 14(3) 1133-1141

Brown, K and Hood, S. (1993). Writing Matters. Cambridge: Cambridge University Press.

Cheng, Y. S. (2004). A Measure of Second Language Writing Anxiety: Scale Development and Preliminary Validation. Journal of Second Language Writing 13 (2004) 313335.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th Ed). Upper Saddle River: Pearson Education Inc.

Demirel, E. (2011). Take it Step by Step: Following a Process Approach to Academic Writing to Overcome Student Anxiety. Journal of Academic Writing. Vol.1 pp. 222-227.

Dilidzgn, S. (2013). The Effect of Process Writing Activities on The Writing Skills of Prospective Turkish Teachers. Eurasian Journal of Educational Research, Issue 52, Summer 2013, 189-210.

Faraj, A. K. A. (2015). Scaffolding EFL Students Writing through the Writing Process. Journal of Education and Practice Vol.6, No.13, 2015.

Gomez, R. Jr, et al. (1996). Process Versus Product Writing with Limited English Proficient Students. The Bilingual Research Journal Spring 1996, Vol. 20, No. 2, pp. 209-233.

Hashemnezhad, H and Hashemnezhad, N. (2012). A Comparative Study of Product, Process, and Post-process Approaches in Iranian EFL Students Writing Skill. Journal of Language Teaching and Research, Vol. 3, No. 4, pp. 722-729.

Hedge, T. (2005). Writing. New York: Oxford University Press.

Ho, B. (2006). Effectiveness of Using the Process Approach to Teach Writing in Six Hong Kong Primary Classrooms. Perspectives: Working Papers in English and Communication, 17(1), pp. 1-52.

Huwari, I.F. and Al-Shboul, Y. (2016). Student's Strategies to Reduce Writing Apprehension (A Case Study on Zarqa University). Mediterranean Journal of Social Sciences Vol 7 No 3 S1 pp. 283-290.

Huwari, I.F. and Aziz, N.H.A. (2011). Writing Apprehension in English among Jordanian Postgraduate Students At Universiti Utara Malaysia (UUM). Academic Research International Volume 1, Issue 2, September 2011.

Jang, S.Y. and Choi, S. (2014). Validating the Second Language Writing Anxiety Inventory for Korean College Students. Advanced Science and Technology Letters Vol.59 (Education 2014), pp.81-84.

Kang, M-J. (2006). Process Approach to the Teaching of EFL Writing. Journal of British and American Studies No. 14.

Klimova, B.F. (2014). Approaches to the Teaching of Writing Skills. Procedia - Social and Behavioral Sciences 112 (2014) 147 151.

Kosti?-Bobanovi?, M. (2016). Investigation of University Students EFL Writing Apprehension: A Longitudinal Study in Croatia. Review Of Innovation And Competitiveness Volume 2, pp.5-18.

Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle and Heinle Publisher.

Rezaei, M and M. Jafari. (2014). Investigating the Levels, Types, and Causes of Writing Anxiety among Iranian EFL Students: A Mixed Method Design. Procedia - Social and Behavioral Sciences 98 (2014) 1545 1554

Schweiker-Marra, K.E and Marra, W.T. (2000). Investigating the Effects of Prewriting Activities on Writing Performance and Anxiety of At-Risk Students. Reading Psychology, 21:99114.

Scullin, B.L. and Baron, H-L. (2012). Using Freewriting Notebooks to Reduce Writing Anxiety for English Language Learners. The California Reader Vol. 47, No. 1 pp.19-26.

Seow, A. (2002). The Writing Process and Process Writing. In Richard, J.C and Renandya, W.A. (Editor). Methodology in Language Teaching. An Anthology of Current Practice. New York: Cambridge University Press.

Shawish, J.I.A and Abdelraheem, M.A. (2010). An Investigation of Palestinian EFL Majors' Writing Apprehension: Causes and Remedies. Al-Quds Open University.

Silin, Y, and Chan, A. (2015). Effectiveness of the English Writing Process for Post-Secondary School Students. International Journal of English Language Education. Vol. 3 No.1.

Tsui, A.B.M. and Ng, M. (2000). Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing, 9 (2), 147 170.

Younas, M. et al. (2014). Exploring the Causes of Writing Anxiety: A Case of B.S. English Students. Language in India ISSN 1930-2940 Vol. 14:8, pp. 197-208.

Zhang, H. (2011). A study on ESL Writing Anxiety among Chinese English Majors -Causes, Effects and Coping Strategies for ESL Writing Anxiety. School of Teacher Education. Kristianstad University


  • There are currently no refbacks.

Copyright (c) 2017 U-JET

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.