Teacher's roles in reducing students' English writing anxiety: students' and teachers' perceptions

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Ratnasari, Amelia Eka (2020) Teacher's roles in reducing students' English writing anxiety: students' and teachers' perceptions. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Amelia Eka Ratnasari_D75216078.pdf
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Abstract

English writing skill is considered as a complicated skill compared to other English skills due to the complex target language rules. As a result, students tend to experience anxiety when they are involved in English writing. Thus, teachers are the one who take a great responsibility to play the significant roles in reducing such anxiety. So, the study aims to explore teacher’s roles in reducing students’ English writing anxiety based on students’ and teachers’ perceptions. Data was obtained by using questionnaire and interview guidelines. The questionnaire was distributed to Written English students via Google form link. Next, interview was conducted face-to-face with 3 English writing teachers and 6 students from each class of Written English through forum group discussion. The study highlights lack of ability to generate ideas in appropriate English writing as the major cause of English writing anxiety. Students were mostly faced anxiety in English writing when they had to write in English without understanding the topics given. Although students and teachers have slightly different perceptions on teacher’s roles in reducing English writing anxiety, teachers were understood enough the causes of students’ English writing anxiety and how to deal with such anxiety. It is confirmed by the changes of students’ feeling from anxious to enjoyed writing in English.