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All Journal DIDASCEIN （Journal of English Education）
Renny Kurniasari
UIN Raden Fatah Palembang

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Students’ Writing Anxiety and Its Correlation to Their Writing Achievement Rizki Annisa; Ridha Ilma; Renny Kurniasari
Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i2.738

Abstract

Writing plays an important role in learning and understanding English. Students consider writing difficult due to writing anxiety and lack of confidence. This study aimed to investigate the correlation between students' writing anxiety and their writing achievement. The sample consisted of thirty-three students from one of the senior high schools in Prabumulih, South Sumatra. A correlational study was used to design the study. A questionnaire and reading comprehension test were the instruments to collect the data. Based on the findings, the majority of the students, specifically 61%, exhibited symptoms of physical anxiety. Additionally, a smaller proportion of students, namely 9%, displayed signs of avoidance anxiety, while cognitive anxiety was reported by 30% of the participants. Researchers found that 5 students (15%) on the critical exposition test were considered average, 3 students (9%) were considered fair, 6 students (18%) were considered poor, and 19 students (58%) were considered inadequate. The study found a significant correlation (sig.2-tailed) of 0.30 between students' writing anxiety and their writing achievement. With coefficients of 0.104, cognitive anxiety emerged as the most common form of writing anxiety among students. This finding indicated that cognitive anxiety was responsible for the greatest contribution to students' writing achievement.
SPEAKING PRACTICES IN AN ENGLISH CLUB: : STUDENTS’ VOICES IN PALEMBANG Amrina Rosada; Renny Kurniasari; Winny Agustia Riznanda
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.977

Abstract

This study aimed to investigate students’ perceptions of the speaking practices of the English Club at SMAN 19 Palembang, South Sumatra. One of the qualitative research designs, the case study, was applied. The purposive sampling technique was applied, involving 8 students who have been active in the English Club for more than a year. The data were collected through semi-structured interviews by using open-ended questions. Thematic analysis was then employed to analyze the data. The findings indicated that participating in the English Club: (1) enjoy fellowship and companionship, (2) receive moral and emotional support for their views, (3) challenged with reticence, (4) access to much more information, (5) get the same turn to speak, (6) more pleasant and provide more suitable material than regular class, (7) acquire new vocabularies and information, and (8) improved confidence. This study implied that English Clubs can create a supportive and student-centered environment that encourages authentic communication and reduces speaking anxiety, which is often lacking in traditional classrooms. By promoting social bonding and offering more engaging, relevant content, English Clubs foster both linguistic and affective development. This study contributes to the growing body of research on extracurricular language learning by highlighting how peer-supported, informal speaking practices can complement formal instruction. It also provides practical insights for educators and school administrators seeking to improve students' oral proficiency through meaningful, student-driven activities
Co-Authors Amrina Rosada Ridha Ilma Rizki Annisa Winny Agustia Riznanda