Exploring Senior High Schoolers’ Inhibiting Factors in English Writing Activities

DOI: https://doi.org/10.33650/ijoeel.v4i2.4768

Authors (s)


(1) * Ni Made Kesi Sasmita   (Universitas Brawijaya)  
        Indonesia
(2)  Peptia Asrining Tyas   (Universitas Brawijaya)  
        Indonesia
(*) Corresponding Author

Abstract


This explanatory sequential mixed method study aims to determine the students’ attitudes toward the main inhibiting factor of English writing activity and skill development supported by the teacher’s perception. Beyond writing being one of the most complex languages and communication skills to be mastered, the success or failure of students in writing could also be influenced by various factors. This study discusses five factors: affective factor, writing apprehension, linguistic factor, writer’s block, and tactical factor. The eleventh-grade students and a senior English teacher of one public school in Malang became the participants in the study. This study has two types of data: qualitative and quantitative. The quantitative data are collected first, then qualitative data to support explaining or elaborate on the quantitative result. This research uses two instruments:  1) a closed-ended questionnaire to obtain quantitative data on learners’ perceptions, and 2) a semi-structured interview to draw the teacher’s perspective. The qualitative data analysis was conducted using statistical analysis and supported by statistical software, SPSS. A descriptive analysis was applied to analyze and describe the qualitative data. The main inhibiting factor in English writing activity faced by the eleventh graders of Senior High school 1 Malang was the writer’s block factor related to students’ motivational block at the beginning or during the writing process and their difficulties in developing and connecting different ideas.



Keywords

English writing skills, inhibiting factors, students’ perception



Full Text: PDF



References


Ahmed, S. J. (2020). An Analysis of Writer’s Block: Causes, Characteristics, and Solutions. AEGAEUM JOURNAL, 8(9), 1502-1515.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.

Deane, P. (2018). The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework. Educational Psychologist, 53(4), 280–300. https://doi.org/10.1080/00461520.2018.1513844

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and Suggestions. Journal of Education & Social Sciences, 4(2), 83–94. https://doi.org/10.20547/jess0421604201

Fati, M. (2013). The Effect of English Writing Proficiency In The Type And Amount Of Errors Produced By Moroccan EFL Students. 1(9), 12.

Finn, H. B. (2018). Articulating struggle: ESL students’ perceived obstacles to success in a community college writing class. Journal of Second Language Writing, 42, 101–106. https://doi.org/10.1016/j.jslw.2018.09.001

Islam, S., & Mufidah, P. N. (2022). An Analysis of Grammatical Error on Students’ Writing. International Journal of English Education and Linguistics (IJoEEL), 4(1), 1–13. https://doi.org/10.33650/ijoeel.v4i1.3826

Kaufman, S. B. & Kaufman, J. (2009). The psychology of creative writing. Cambridge, MA: Cambridge University Press.

Lee, S. (2005). Facilitating and Inhibiting Factors in English as a Foreign Language Writing Performance: A Model Testing With Structural Equation Modeling: Language Learning. Language Learning, 55(2), 335–374. https://doi.org/10.1111/j.0023-8333.2005.00306.x

Lubart, T. (2009). In search of the writer’s creative process. In Editors J. Kaufman & S.B Kaufman’s (Ed.), The psychology of creative writing, (149-165). Cambridge, MA: Cambridge University Press.

Mukarromah, M., & Suryanto, B. T. (2022). Error Analysis on Students’ Writing in Using Simple Present Tense in Descriptive Text. International Journal of English Education and Linguistics (IJoEEL), 3(2), 73–83. https://doi.org/10.33650/ijoeel.v3i2.3119

Nelson, V. (1993). Writer’s block and how to use it. Houghton Mifflin Company: Cincinnati, OH.

Novariana, H., Sumardi, S., & Tarjana, S. S. (2018). Senior High School Students’ Problems in Writing: A Preliminary Study of Implementing Writing E-Journal as Self Assessment to Promote Students’ Writing Skill. English Language and Literature International Conference (ELLiC) Proceedings, 2(0), Article 0.

Rohaniyah, J., & Nisak, K. (2019). The Use of Dictogloss Technique in Teaching Writing of Procedure Text. International Journal of English Education and Linguistics (IJoEEL), 1(1), 24–30. https://doi.org/10.33650/ijoeel.v1i1.499

Sarwat, S. (n.d.). Problems and Factors affecting students English writing skills at elementary level. 20(5), 8. https://doi.org/10.17051/ilkonline.2021.05.332

Shehzadi, K., & Krishnasamy, H. a/I N. (2018). ESL Writing Anxiety, Writer’s Native Language, ESL Writing Self-Efficacy and ESL Writing Performance: Insights into the Literature. Pakistan Journal of Humanities and Social Sciences, 6(2), 221–247. https://doi.org/10.52131/pjhss.2018.0602.0044

Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, 100837. https://doi.org/10.1016/j.jslw.2021.100837


Article View

Abstract views : 149 times | PDF files viewed : 70 times

Dimensions, PlumX, and Google Scholar Metrics

10.33650/ijoeel.v4i2.4768


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Ni Made Kesi Sasmita