Students’ Writing Anxiety, Reading Motivation and Writing Achievement during Covid-19 Pandemic
Keywords:Covid-19 pandemic, reading motivation, writing anxiety, writing performance
A high level of students’ anxiety in writing is one of the factors behind unsatisfactory writing performances. It influenced the students to refrain from participating in any writing activities to reduce negative impressions from their classmates about their ability. It also led the students to avoid writing in the target language, and thus this can directly affect their writing performance. Moreover, the students with high levels of anxiety were less confident and did not enjoy writing-demanding situations. Thirty-three students were participating in this research. They were in the fifth semester of the English Education Department in one private university in Jakarta. The findings of this study showed that the higher the level of writing anxiety, the worse the writing ability, meanwhile the higher the level of reading motivation, the better the writing ability. These factors are essential, especially in teaching writing, to facilitate better students’ learning process during the Covid-19 pandemic.
Chuo, T. I. 2007. The Effects of the WebQuest Writing Instruction Program on EFL Learners' Writing Performance, Writing Apprehension, and Perception. TESOL- Electronic Journal, 11(3):1-27. < http://tesl-ej.org/ej> (Retrieved 12/03/2011).
Csizér, K., Piniel, K. 2013. Motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context. Studies in Second Language Learning and Teaching, 3(4), 523–550.
Hoskins, S. L., & Van Hooff, J. C. (2005). Motivation and ability: which students use online learning and what influence does it have on their achievement?. British journal of educational technology, 36(2), 177-192.
Ilahiyah, A. I., Andina, D. M., Tiven, P. A., & Cahyono, B. Y. (2019). Indonesian EFL students’ reading motivation and writing achievement across gender. EduLite: Journal of English Education, Literature and Culture, 4(2), 119-131.
Nasihah, M., & Cahyono, B. (2017). Language learning strategies, motivation, and writing achievement of Indonesian EFL students. Arab World English Journal (AWEJ) Volume, 8
Ningsih, T.A. 2015. The Study of Foreign Language Writing Anxiety among English Department Students of Faculty of Letters, Jember University. Unpublished Thesis. Jember: Universitas Jember.
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338-352.
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), 2158244019894289.
Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological reports, 120(2), 219-241.
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child development perspectives, 10(3), 190-195.
Wijirahayu, S. (2011). Peningkatan Kemampuan Membaca Bahasa Inggris Mahasiswa Pasca Sarjana Dengan One-time Strategy Training. Journal Penelitian Inovasi dan Perekayasa Pendidikan, (6), 2.
Wijirahayu, S. (2017). Teachers’ Prior Knowledge Influence in Promoting English Learning Strategies in Primary School Classroom Practices. Jurnal Inovasi Pendidikan Dasar, 2(2), 45-52.
Wijirahayu, S., & Irawan, R. (2018, December). Profesi Engineer dan Strategi Mengatasi Kecemasan Berbahasa Inggris. In Prosiding Seminar Nasional Teknoka (Vol. 3, pp. E87-E93).
Wijirahayu, S., & Ayundhari, V. L. (2018). Classroom Experiences of Creative Thinking. In UICELL Conference Proceeding (No. 2, pp. 207-220).
Wijirahayu, S., Priyatmoko, H., & Hadianti, S. (2019). Critical, Logical & Creative Thinking in a Reflective Classroom Practices. IJET (Indonesian Journal of English Teaching), 8(1), 33-40.
Wijirahayu, S., & Armiati, A. (2020, January). Exploring Values through Cooperative Integrated Reading and Composition. In UICELL Conference Proceeding (pp. 193-212).