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Rifka Rahmita
Universitas Negeri Yogyakarta,Indonesia
Languange, Linguistic, Communication & Media

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UNDERSTANDING THE PSYCHOLOGICAL BARRIERS: INVESTIGATING EFL STUDENTS’ ANXIETY IN ACADEMIC WRITING Rifka Rahmita; Lusi Nurhayati
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/yfzd4647

Abstract

Writing anxiety is a continual obstacle that can impede academic performance, writing quality, and language acquisition among students learning English as a foreign language; nevertheless, most research has concentrated on undergraduate populations or contexts outside of Indonesia. This study examines academic writing anxiety experienced by graduate EFL learners in Yogyakarta to address this gap. The aim was to investigate the levels, types, and causes of anxiety in academic writing through a descriptive quantitative methodology with 32 participants. Data were gathered utilizing the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI). The results reveal significant levels of writing anxiety (M = 74), with cognitive anxiety being the predominant type (M = 26.22), followed by somatic anxiety (M = 24.72) and avoidance behavior (M = 23.06). Regarding its causes, writing anxiety was primarily attributed to the fear of the lecturer’s negative comments, time pressure, and pressure for perfect work. These findings demonstrate that writing anxiety constitutes a significant barrier that may impede academic success and limit students’ ability to produce high-quality academic writing. This study offers empirical novelty by situating the investigation within a localized Indonesian graduate context, thereby extending the literature beyond commonly studied undergraduate populations. Furthermore, the findings contribute to pedagogical practices by emphasizing the importance of constructive feedback, effective time management, and a learning environment that supports continuous development in academic writing. In conclusion, targeted interventions are essential to reduce anxiety, strengthen students’ writing confidence, and enhance academic achievement and writing outcomes. 
EXPLORING THE DYNAMICS OF TEACHER–STUDENT ENGAGEMENT THROUGH TRANSLANGUAGING IN EFL CLASSROOMS Rifka Rahmita; Erna Andriyanti
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/r99s2x20

Abstract

Translanguaging has been widely recognized as a pedagogical practice enabling flexible language use in multilingual EFL classrooms; however, its role in shaping teacher–student engagement remains insufficiently explored, particularly in the Indonesian EFL context. Addressing this gap, this study investigates how teachers employ translanguaging strategies to foster engagement and how both teachers and students engage in translanguaging practices. Using a descriptive exploratory qualitative design, the study involved two English teachers and two tenth‑grade classes at a bilingual senior high school. Data were collected through classroom observations and semi‑structured interviews and analyzed using classroom discourse analysis and thematic analysis, with methodological triangulation applied to enhance credibility. The findings show that teachers employ several translanguaging strategies, including translation, collaborative dialogue, collaborative grouping, project‑based learning, inner speech, multilingual writing, word walls, sentence starters, alternating language and media, and translanguaging in speaking and writing. These practices support students’ comprehension, critical thinking, and cross‑linguistic meaning‑making, while fostering multidimensional engagement among teachers (cognitive, emotional, and social) and students (behavioral, emotional, and cognitive). By foregrounding engagement as a central analytical lens, this study demonstrates that translanguaging extends beyond linguistic scaffolding to mediate interaction and participation in EFL classrooms, highlighting its pedagogical value for engagement‑oriented EFL instruction.
Co-Authors Erna Andriyanti Lusi Nurhayati