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A path analysis on writing anxiety, writing attitude, language awareness, and writing achievement among English Department students of IAIN Kediri

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During the teaching and learning process in writing context, EFL learners have their own intrinsic problems. Spesifically, they tend to experiences some psychological tension due to their learning process and experience. Some possible problems that comes to them are writing anxiety, writing attitude and language awareness. In order to solve these psychological tension, they definitely need to deal with it. Besides, some academical problem they need to solve in writing context are text organization, grammar, spelling, punctuation and developing ideas

This study conducted the combination of multiple regression and mediated model as a part of Path Analysis, the aimed was to findout the direct and indirect contribution among the vairables. Thus, writing anxiety and writing attitude were the exogenous variable, language awareness as mediated variable, while the writing achievement as the endogenous variable. There were four instruments used, namely SLWAL, ATWQ, LALQ, and TOEFL. Indepedent Writing Test these instruments were fulfilled by 100 participants of fourth semester of English Deparment students. The data was collected online through Google Form, Google Meet and personal chat on WhatsApp.

The statistical computation results showed that there were low significant direct contribution of writing anxiety toward writing achievement (estimate 342, p (045 05) Then, there was significant direct contribution of language awareness toward writing achievement (estimate 666, p (00005) The statistical computation of indirect contibutions revealed that there was no indirect contribution of writing anxiety through writing attitude toward writing achievement (Sobel test 1137 1.96, p (0.25 0.05). Then, the indirect contribution of writing attitude through language awareness toward writing achievement was found out significant (Sobel test-3.11 1.96, p (0.001 0.05) Lastly, it was revealed that there was no indirect contribution of writing anxiety through language awareness toward writing achievement (Sobel test-1.056 1.96, p (0.3-0.05)

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

KT TBI-21 001

Penerbit

Kediri : IAIN Kediri., 2021

Deskripsi Fisik

xv, 107 hlm., 29 cm.

Bahasa

English

ISBN/ISSN

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Klasifikasi

KT TBI-21

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Ed. 1, cet. 1

Subjek

writing anxiety
writing achievement
Writing attitude
Language awareness

Info Detail Spesifik

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Pernyataan Tanggungjawab

Tesis Mhs. S2 (NIM: 92600319010)

Versi lain/terkait

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