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Januartini, NT
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Education Languange, Linguistic, Communication & Media

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THE EFFECT OF GUIDED WRITING TECHNIQUE AND ANXIETY UPON WRITING COMPETENCY NT, Januartini,; PK, Nitiasih,; W, Suarnajaya,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Abstract This research aimed at investigating the effect of guided writing and anxiety upon writing competency. It was an experimental research with 2x2 factorial design. The result showed that (a) there was significant difference in writing competency between the students taught by guided writing technique and those taught by conventional technique, b) there was an interactional effect between the implementation of guided writing and the students’ anxiety, (c) there was significant different in the writing competency between the students’ with high anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (d) there was significant different in the writing competency between the students’ with low anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (e) the implementation of guided writing technique was responded in a more positive way by the students with high anxiety rather than by the ones with low anxiety.   Keywords: guided writing, anxiety, and writing competency.
THE EFFECT OF GUIDED WRITING TECHNIQUE AND ANXIETY UPON WRITING COMPETENCY NT, Januartini,; PK, Nitiasih,; W, Suarnajaya,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (38.5 KB) | DOI: 10.23887/jpbi.v1i0.496

Abstract

Abstract This research aimed at investigating the effect of guided writing and anxiety upon writing competency. It was an experimental research with 2x2 factorial design. The result showed that (a) there was significant difference in writing competency between the students taught by guided writing technique and those taught by conventional technique, b) there was an interactional effect between the implementation of guided writing and the students? anxiety, (c) there was significant different in the writing competency between the students? with high anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (d) there was significant different in the writing competency between the students? with low anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (e) the implementation of guided writing technique was responded in a more positive way by the students with high anxiety rather than by the ones with low anxiety.   Keywords: guided writing, anxiety, and writing competency.
Co-Authors Nitiasih, PK Suarnajaya, W