Fathurrahman, Shidiq. 2021. Investigating the Second Language Writing Anxiety of Eighth Semester English Department Students of Mulawarman University. Advisors (1) Dr. Aridah, MA (2) Dr. Yuni Utami Asih, M.Pd
The purpose of the study was to investigate the types, the levels and the main factors that causes of writing anxiety of the eighth semester students of English Department. This research was conducted in English Mulawarman University. This study focuses on Eighth Semester English Department Students of Mulawarman University who have already finished writing 1 until writing 4.
The design of this study was descriptive quantitave study which purpose of this study was to reveal the phenomenon of foreign language writing anxiety of English students. There are 30 students in this research determined using random sampling. They are eight semester student academic year 2020/2021 of English Department Mulawarman University. There are two items of instruments. They are Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) and Causes of Writing Anxiety Inventory (CWAI) by Rezaei and Jafari (2014). The data are taken from two questionnaires which were given to the participants and filled by them based on their own feeling. The two questionnaires were uploaded into google form and the participants can answer them individually when they have time. Then, the researcher would wait until 30 participants have answered the two questionnaires and take them as the sample.
The result of the study from the analysis of the types of writing anxiety show that cognitive anxiety becomes the dominant type of writing anxiety experienced by the students. As for the level of writing anxiety, there were 17 students (56.67 %) experienced high level of writing anxiety; 10 students (33.33 %) experienced moderate level of writing anxiety, and 3 student (10 %) experienced low level of writing anxiety, which showed that majority of the students experience high anxiety. Furthermore, the main causes of writing anxiety are linguistic difficulties (11.68 %), time pressure (11.14 %), high frequency of writing assignments (10.81 %), Insufficient writing technique (10.70 %), and Insufficient writing practice (10.05 %).
The researcher suggested that teachers are expected to be able to anticipate the anxiety experienced by the students when learning English as a foreign language and maybe lessen the anxiety experienced by the students.