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All Journal International Journal of Education Edukasi: Jurnal Pendidikan dan Pengajaran LET: Linguistics, Literature and English Teaching Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat UTAMAX : Journal of Ultimate Research and Trends in Education ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education Jurnal Karya Abdi Masyarakat TELL - US JOURNAL
Hesti Wahyuni Anggraini, Hesti Wahyuni
English Education Study Program, FKIP, Sriwijaya University
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Journal : TELL - US JOURNAL

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The Impact of Writer’s Block on Academic Writing Performance: A Study of English Education Students Amila, Sania; Anggraini, Hesti Wahyuni
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10268

Abstract

This study aims to investigate the impact of writer’s block on academic writing performance among English Education students at Sriwijaya University.Employing a mixed-methods approach with Sequential Explanatory design, the participants were 59 sixth-semester students enrolled in the Academic Writing course, selected purposively as they had prior experience with Paragraph Writing and Essay Writing. Quantitative data were collected using a writing test and writer’s block questionnaire (QIWB) by Mike Rose (1981), and analyzed using Spearman’s rho. The findings revealed a correlation coefficient (r) of -0.023 and a significance value (p) of 0.865, indicating a very weak negative correlation that is not statistically significant. This result suggests that writer’s block does not meaningfully affect student’s academic writing performance, implying that it may be a minor factor compared to other influences such as language proficiency, time management, and motivation. Qualitative data were collected through open-ended questionnaires administered to 9 participants, selected purposively based on their writing test results (3 high achievers, 3 average, and 3 low achievers). The results showed that students still experienced writer’s block due to psychological pressure, lack of ideas, and overthinking, but they could overcome these challenges through peer support and self-regulation strategies. The study concludes that while writer’s block is present among students, its impact on academic writing performance is minimal, highlighting the importance of addressing broader cognitive and affective factors in writing instruction.
An Investigation of Error Made by Students Based on Their Gender in Writing Narrative Text Attaqiy, Syafiqah Salma; Anggraini, Hesti Wahyuni
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10174

Abstract

This study aims to investigate the types and frequencies of writing errors made by male and female students at SMAN 2 Indralaya Utara in composing narrative texts and to examine whether there is a significant difference in their writing performance based on gender. Employing a quantitative descriptive design with a comparative approach, the research involved 100 students (50 males and 50 females) selected through stratified random sampling. The students’ works were analyzed using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy, covering omission, addition, misformation, and misordering errors, while their overall writing performance was assessed through a rubric-based scoring system. The findings revealed that male students produced 305 errors with misformation as the most frequent type (53.77%), while female students made 167 errors, predominantly omission (40.72%). Results from the Independent Samples t-test indicated a significant difference in writing scores, where female students outperformed male students by an average of 7.251 points. The study concludes that gender influences students’ error patterns and narrative writing performance, highlighting the need for gender-sensitive teaching strategies in EFL classrooms.
Co-Authors Amila, Sania Amrullah Amrullah Armilia Sari, Armilia Attaqiy, Syafiqah Salma Dedi Kurniawan Dwi Maharrani Eryansayah, Eryansayah Hariswan Putera Jaya Hariswan Putra Jaya, Hariswan Putra Ismail Petrus Kusuma, Angelin Machdalena Vianty Makmum Raharjo Muslih Hambali Nova Lingga Pitaloka, Nova Lingga Rita Hayati Rita Inderawati Sary Silvhiany SOFENDI SOFENDI, SOFENDI Tita Ratna Wulan Dari Ulayya, Nadiya Kaltsum Yazir, Muhammad Zuraida Zuraida