Writing Process Approach and Its Effect on Student' Writing Anxiety and Performance
Main Article Content
Keywords
Process Approach, writing anxiety, writing performance
Abstract
This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students' writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic "Should national exam be banned?". The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students' anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.
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References
Alfaki, M. I., (2015). University Students’ English Writing Problems: Diagnosis and Remedy. International Journal of English Language Teaching, 3(3), 40-52
Al Seyabi, F., & Tuzlukova, V. (2014). Writing Problems and Strategies: An Investigative Study in the Omani School and University Context. Asian Journal of Social Sciences & Humanities, 3(4), 37–48.
Applebee, A. N. (1986). Problems n Process Approaches: Toward A Reconceptualization Of Process Instruction. In A. R. Petrosky & D. Bartholomae (Eds.), The teaching of writing (pp. 95-113). Chicago, III: National Society for the study of education.
Arici, A. F., & Kaldirim, A. (2015). The Effect of the Process-based Writing Approach on Writing Success and Anxiety of Pre-service Teachers. The Anthropologist, 22(2), 318–327. doi:10.1080/09720073.2015.11891883Â
Bayat, N. (2014). The effect of the Process Writing Approach on Writing Success and Anxiety. Educational Sciences: Theory & Practice, 14(3), 1133-1141
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). New York: Addison Wesley Longman.
Cheng, Y. S. (2004a). EFL Students’ Writing Anxiety: Sources and Implications. English Teaching and Learning,29(2), 41-62.
Cheng, Y. S. (2004b). A Measure of Second Language Writing Anxiety: Scale Development and Preliminary Validation. Journal of Second Language Writing, 13, 313335.doi:10.1016/j.jslw.2004.07.001.
Daly, J. A., & Miller, M. D. (1975). The Empirical Development of an Instrument to Measure Writing Apprehension. Research in the Teaching of English,9(3), 242–249. https://doi.org/10.2307/40170632.
De Milliano, I., van Gelderen, A., & Sleegers, P. (2012). Patterns of Cognitive Self-Regulation of Adolescent Struggling Writers. Written Communication, 29(3), 303-325. http://dx.doi.org/10.1177/0741088312450275
Dokchandra , D. (2018). The Effects of Process Writing Approach on Performance of an Overcrowded EFL Writing Class at a University in Thailand. Paper Presented as The 1st Annual International Conference on Language and Literature (AICLL) / Pages 191–206
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and SuggestionsJournal of Education and Social Sciences, 4(2), 83-94, DOI:10.20547/jess0421604201
Erkan, D. Y., & Saban, A. I. (2011). Writing Performance Relative to Writing Apprehension, Self-Efficacy in Writing, and Attitudes Towards Writing: A Correlation Study in Turkish Tertiary-Level EFL. Asian EFLjournal, 13(1), 164-192.
Graham, S., & Perin, D. (2007). A Meta-Analysis of Writing Instruction for Adolescent Students. Journal of Educational Psychology, 99, 445–476.
Graham, S. & Sandmel, K. (2011). The Process Writing Approach: A Meta-analysis. The Journal of Education and Research, 104(6), 396-407.
Gibriel, M. (2019). Investigating Writing Strategies, Writing Anxiety, and Their Effects on Writing Achievement: A Mixed Method Design. The Journal of Asia TEFL,16(1), 429-436.
Guo, H., Zhang, M., Deane, P., & Bennett, R. E. (2019). Writing Process Differences in Subgroups Reflected in Keystroke Logs. Journal of Educational and Behavioral Statistics, 107699861985659.doi:10.3102/1076998619856590Â
Guy, A. E., Jr. (2009). Process writing: Reflection and the Arts of Writing and Teaching. In S. Vilardi & M. Chang (Eds.), Writing based teaching: Essential practices and enduring questions(pp. 53-70). Albany: State University of New York Press.
Jawas, U. (2019). Writing Anxiety among Indonesian EFL Students: Factors and Strategies. International Journal of Instruction, 12(4), 733-746.
Jennifer, J. M & Ponniah, R. J. (2017). Investigating the Levels, Types, and Causes of Second Language Writing Anxiety among India Freshmen. The Journal of ASIA TEFL, 14(3), 557-563.
Kelly, S., & Gaytan, J. (2019). The Effect of Instructors’ Immediate Behaviors and Clarity on Student Writing Apprehension. Business and Professional Communication Quarterly, 83(1), 96-109.doi:10.1177/2329490619868822Â
Khuder, B. & Harwood, N. (2015).Journal of Writing Research, 6(3), 233-278.
Kurniasih. (2013). EFL Writing Anxiety: Level, Types, and Causes. Maulana Malik Ibrahim State Islamic University of Malang in cooperation with Naila Pustake Inc. Malang
Kurniasih, 2017; Writing Anxiety in Relation to High Performing Students’ English Compositions. Journal BRIGHT: A Journal of English Language Teaching, Linguistics and Literature, 1(1), 1-8.
Kusumaningputri, R., Ningsih, T. A., &Wisasongko. (2018). Second Language Writing Anxiety of Indonesian EFL Students. Lingua Cultura, 12(4), 357–362. https:// doi.org/10.21512/lc.v12i4.4268.
Latif, M. M. A. (2015). Sources of L2 Writing Apprehension: A Study of Egyptian University Students. Journal of Research in Reading, 38(2), 194-212. https://doi.org/10.1111/j.1467-9817.2012.01549.x.
Li, X., & Zhang, M. (2015). Rising to the Challenge. SAGE Open, 5(2), 1-17. doi:10.1177/2158244015590163Â
Nunan, D. (1991). Language Teaching Methodology: A textbook for teachers. Edinburgh:Longman.
Pritchard, R. J., & Honeycutt, J. (2006). Process Writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 275–290). New York, NY: Guilford.
Rezai, M., & Jafari, M. (2014). Investigating the Levels, Types, and Causes of Writing Anxiety among Iranian EFL Students: A mixed method design. Procedia -Social and Behavioral Sciences, 98, 1545–1554.
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Open, 9(4), 215824401989428.doi:10.1177/2158244019894289Â
Street, C., & Stang, K. K. (2009). In What Ways do Teacher Education Courses Change Teachers’ Self Confidence as Writers? Teacher Education Quarterly, 36(3),75-94.
Syafii, M.L. (2019). Implementing Writing Process Approach with Pictures to Improve The Ability of Eighth Grades in Writing Recount. English, Teaching, and Learning, Research Journal (ETERNAL), 5(2), 235-273.
Umamah, A., Hidayanti, I., & Kurniasih, K. (2019). Kesullitan Mahasiswa dalam Menulis Teks Eksposisi: Analisis Berbasis Gender. Jurnal Pendidikan Dan Kebudayaan, 4(1), 33. https://doi.org/10.24832/jpnk.v4i1.1004
Wahyuni, D., Oktavia, W., & Marlina, I. (2019). Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies. Lingua Cultura, 13(1), 67-74.
Wigï¬eld, A. (1994). The Role of Children’s Achievement Values in The Self-regulation of their Learning Outcomes. In. D. Schunk & B. Zimmerman(Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 101–124). Hillsdale, NJ: LEA.
Worden, D. (2009). Finding Process In Product Pre-Writing And Revision In Timed Essay Responses. Assessing Writing, 14(3), 157-177. http://dx.doi.org/10.1016/j.asw.2009.09.003
Zaini, M. Z. (2015). Enhancing Writing Skill through Writing Process Approach. Journal on English as a Foreign Language (JEFL), 5 (1), 9-24.
Zamel, V. (1982). Writing: The Process of Discovering Meaning. TESOL Quarterly, 16(2), 195-209. doi:10.2307/3586792.
Zhang, H. (2011). A Study on ESL Writing Anxiety among Chinese English Majors - Causes, Effects, and Coping Strategies for ESL Writing Anxiety. Unpublished Thesis. Kristianstad:Kristianstad University.
Zoghipour, E., & Nikou, F. R. (2016). The Impact of Explicit Instruction of Lexico-Grammatical Devices on EFL Learners. Modern Journal of Language Teaching Methods (MJLTM), 6(1), 677-690.
Al Seyabi, F., & Tuzlukova, V. (2014). Writing Problems and Strategies: An Investigative Study in the Omani School and University Context. Asian Journal of Social Sciences & Humanities, 3(4), 37–48.
Applebee, A. N. (1986). Problems n Process Approaches: Toward A Reconceptualization Of Process Instruction. In A. R. Petrosky & D. Bartholomae (Eds.), The teaching of writing (pp. 95-113). Chicago, III: National Society for the study of education.
Arici, A. F., & Kaldirim, A. (2015). The Effect of the Process-based Writing Approach on Writing Success and Anxiety of Pre-service Teachers. The Anthropologist, 22(2), 318–327. doi:10.1080/09720073.2015.11891883Â
Bayat, N. (2014). The effect of the Process Writing Approach on Writing Success and Anxiety. Educational Sciences: Theory & Practice, 14(3), 1133-1141
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). New York: Addison Wesley Longman.
Cheng, Y. S. (2004a). EFL Students’ Writing Anxiety: Sources and Implications. English Teaching and Learning,29(2), 41-62.
Cheng, Y. S. (2004b). A Measure of Second Language Writing Anxiety: Scale Development and Preliminary Validation. Journal of Second Language Writing, 13, 313335.doi:10.1016/j.jslw.2004.07.001.
Daly, J. A., & Miller, M. D. (1975). The Empirical Development of an Instrument to Measure Writing Apprehension. Research in the Teaching of English,9(3), 242–249. https://doi.org/10.2307/40170632.
De Milliano, I., van Gelderen, A., & Sleegers, P. (2012). Patterns of Cognitive Self-Regulation of Adolescent Struggling Writers. Written Communication, 29(3), 303-325. http://dx.doi.org/10.1177/0741088312450275
Dokchandra , D. (2018). The Effects of Process Writing Approach on Performance of an Overcrowded EFL Writing Class at a University in Thailand. Paper Presented as The 1st Annual International Conference on Language and Literature (AICLL) / Pages 191–206
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and SuggestionsJournal of Education and Social Sciences, 4(2), 83-94, DOI:10.20547/jess0421604201
Erkan, D. Y., & Saban, A. I. (2011). Writing Performance Relative to Writing Apprehension, Self-Efficacy in Writing, and Attitudes Towards Writing: A Correlation Study in Turkish Tertiary-Level EFL. Asian EFLjournal, 13(1), 164-192.
Graham, S., & Perin, D. (2007). A Meta-Analysis of Writing Instruction for Adolescent Students. Journal of Educational Psychology, 99, 445–476.
Graham, S. & Sandmel, K. (2011). The Process Writing Approach: A Meta-analysis. The Journal of Education and Research, 104(6), 396-407.
Gibriel, M. (2019). Investigating Writing Strategies, Writing Anxiety, and Their Effects on Writing Achievement: A Mixed Method Design. The Journal of Asia TEFL,16(1), 429-436.
Guo, H., Zhang, M., Deane, P., & Bennett, R. E. (2019). Writing Process Differences in Subgroups Reflected in Keystroke Logs. Journal of Educational and Behavioral Statistics, 107699861985659.doi:10.3102/1076998619856590Â
Guy, A. E., Jr. (2009). Process writing: Reflection and the Arts of Writing and Teaching. In S. Vilardi & M. Chang (Eds.), Writing based teaching: Essential practices and enduring questions(pp. 53-70). Albany: State University of New York Press.
Jawas, U. (2019). Writing Anxiety among Indonesian EFL Students: Factors and Strategies. International Journal of Instruction, 12(4), 733-746.
Jennifer, J. M & Ponniah, R. J. (2017). Investigating the Levels, Types, and Causes of Second Language Writing Anxiety among India Freshmen. The Journal of ASIA TEFL, 14(3), 557-563.
Kelly, S., & Gaytan, J. (2019). The Effect of Instructors’ Immediate Behaviors and Clarity on Student Writing Apprehension. Business and Professional Communication Quarterly, 83(1), 96-109.doi:10.1177/2329490619868822Â
Khuder, B. & Harwood, N. (2015).Journal of Writing Research, 6(3), 233-278.
Kurniasih. (2013). EFL Writing Anxiety: Level, Types, and Causes. Maulana Malik Ibrahim State Islamic University of Malang in cooperation with Naila Pustake Inc. Malang
Kurniasih, 2017; Writing Anxiety in Relation to High Performing Students’ English Compositions. Journal BRIGHT: A Journal of English Language Teaching, Linguistics and Literature, 1(1), 1-8.
Kusumaningputri, R., Ningsih, T. A., &Wisasongko. (2018). Second Language Writing Anxiety of Indonesian EFL Students. Lingua Cultura, 12(4), 357–362. https:// doi.org/10.21512/lc.v12i4.4268.
Latif, M. M. A. (2015). Sources of L2 Writing Apprehension: A Study of Egyptian University Students. Journal of Research in Reading, 38(2), 194-212. https://doi.org/10.1111/j.1467-9817.2012.01549.x.
Li, X., & Zhang, M. (2015). Rising to the Challenge. SAGE Open, 5(2), 1-17. doi:10.1177/2158244015590163Â
Nunan, D. (1991). Language Teaching Methodology: A textbook for teachers. Edinburgh:Longman.
Pritchard, R. J., & Honeycutt, J. (2006). Process Writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 275–290). New York, NY: Guilford.
Rezai, M., & Jafari, M. (2014). Investigating the Levels, Types, and Causes of Writing Anxiety among Iranian EFL Students: A mixed method design. Procedia -Social and Behavioral Sciences, 98, 1545–1554.
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Open, 9(4), 215824401989428.doi:10.1177/2158244019894289Â
Street, C., & Stang, K. K. (2009). In What Ways do Teacher Education Courses Change Teachers’ Self Confidence as Writers? Teacher Education Quarterly, 36(3),75-94.
Syafii, M.L. (2019). Implementing Writing Process Approach with Pictures to Improve The Ability of Eighth Grades in Writing Recount. English, Teaching, and Learning, Research Journal (ETERNAL), 5(2), 235-273.
Umamah, A., Hidayanti, I., & Kurniasih, K. (2019). Kesullitan Mahasiswa dalam Menulis Teks Eksposisi: Analisis Berbasis Gender. Jurnal Pendidikan Dan Kebudayaan, 4(1), 33. https://doi.org/10.24832/jpnk.v4i1.1004
Wahyuni, D., Oktavia, W., & Marlina, I. (2019). Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies. Lingua Cultura, 13(1), 67-74.
Wigï¬eld, A. (1994). The Role of Children’s Achievement Values in The Self-regulation of their Learning Outcomes. In. D. Schunk & B. Zimmerman(Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 101–124). Hillsdale, NJ: LEA.
Worden, D. (2009). Finding Process In Product Pre-Writing And Revision In Timed Essay Responses. Assessing Writing, 14(3), 157-177. http://dx.doi.org/10.1016/j.asw.2009.09.003
Zaini, M. Z. (2015). Enhancing Writing Skill through Writing Process Approach. Journal on English as a Foreign Language (JEFL), 5 (1), 9-24.
Zamel, V. (1982). Writing: The Process of Discovering Meaning. TESOL Quarterly, 16(2), 195-209. doi:10.2307/3586792.
Zhang, H. (2011). A Study on ESL Writing Anxiety among Chinese English Majors - Causes, Effects, and Coping Strategies for ESL Writing Anxiety. Unpublished Thesis. Kristianstad:Kristianstad University.
Zoghipour, E., & Nikou, F. R. (2016). The Impact of Explicit Instruction of Lexico-Grammatical Devices on EFL Learners. Modern Journal of Language Teaching Methods (MJLTM), 6(1), 677-690.
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Oct 25, 2020
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Kurniasih, K., Sholihah, F. A., Umamah, A., & Hidayanti, I. (2020). Writing Process Approach and Its Effect on Student’ Writing Anxiety and Performance. JURNAL ARBITRER, 7(2), 144–150. https://doi.org/10.25077/ar.7.2.144-150.2020
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