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All Journal Scripta-English Department Journal Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Mudir : Jurnal Manajemen Pendidikan Journal of English Language and Pedagogy Jurnal Informasi dan Teknologi Klasikal: Journal of Education, Language Teaching and Science Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Al-Irsyad: Journal of Education Science Jurnal Pengabdian Masyarakat Malik Al-Shalih Holistik Jurnal Kesehatan Jurnal Pengabdian Masyarakat Madani
Roslaini, Roslaini
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Journal : Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan

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Metacognitive awareness on EFL students’ writing anxiety: An Indonesian higher education context Roslaini, Roslaini; Izzati, Khodijah Nur; Aziz, Mohd Kasturi Nor Bin Abd
Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Vol 11 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wd.v11i1.15608

Abstract

Various methods or techniques have been used by teachers in teaching writing. However, this skill is still perceived to be very anxious for EFL students in Indonesia. Therefore, this study tries to explore (1) the metacognitive awareness strategies used by students in the learning process; (2) identify the factors that affect students' writing anxiety; and (3) determine the impact of metacognitive awareness strategies on writing anxiety. There are thirty-four students participated in filling out the questionnaire. To analyse the data, a descriptive quantitative approach is applied. The research findings show that debugging strategies are the highest strategy used by students in the learning process, with a percentage of 89.22%, followed by planning strategies, with a percentage of 85.29%, and information management strategies, with a percentage of 79.41%. While cognitive anxiety is the highest factor affecting students’ writing anxiety, with a percentage of 57.98%. Somatic anxiety, with a percentage of 57.35%; and avoidance anxiety, with a percentage of 25%. In addition, to know the impact of metacognitive awareness strategy on students’ second language writing anxiety uses simple linear regression analysis. It is found that there is no significant impact of the metacognitive awareness strategies on students’ second language writing anxiety.
Co-Authors Adila, Sephia Difa Apriliana, Ilarasati Ari Setiawan Aziz, Mohd Kasturi Nor Bin Abd Budi Nugroho , Setia Cahya Komara Dahlan Abdullah Dedy Ahmady Devi Risma Dewi, Ardhita Annisa Epi Supriyani Siregar Hawa, Zaharah Linal Husna, Tasya Febriyanti Ika Purnama Sari Izzati, Khodijah Nur Khairas, Eri Ester Khonirin, Fara Anandita Liza Wahyuni M.Kep, Ns.Suriani, Mawarni, Yulia Mds , Febbyolla Anggarani Muljo, Ariyani Nurcahyati Phonna, Liza Rizki Suwanda Sari, Maulida Siti Fauziyah Suriani Suriani Umar, Muhammad Alwin Abdillah Widi Sriyanto Wusono Indarto Yani, Idar