Astrid, A., Rukmini, D., Sofwan, A., Fitriati, S. (2017). The Effect of Writing Feedback Techniques and Students’ Writing Anxiety on Students’ Essay Writing Ability. International Journal of Foreign Language Teaching and Research, 5(18), 37-51.
Annisa Astrid; Dwi Rukmini; Ahmad Sofwan; Sri Wuli Fitriati. "The Effect of Writing Feedback Techniques and Students’ Writing Anxiety on Students’ Essay Writing Ability". International Journal of Foreign Language Teaching and Research, 5, 18, 2017, 37-51.
Astrid, A., Rukmini, D., Sofwan, A., Fitriati, S. (2017). 'The Effect of Writing Feedback Techniques and Students’ Writing Anxiety on Students’ Essay Writing Ability', International Journal of Foreign Language Teaching and Research, 5(18), pp. 37-51.
Astrid, A., Rukmini, D., Sofwan, A., Fitriati, S. The Effect of Writing Feedback Techniques and Students’ Writing Anxiety on Students’ Essay Writing Ability. International Journal of Foreign Language Teaching and Research, 2017; 5(18): 37-51.
The Effect of Writing Feedback Techniques and Students’ Writing Anxiety on Students’ Essay Writing Ability
1English Education Study Program, UIN Raden Fatah Palembang, Indonesia
2English Education Study Program, Universitas Negeri Semarang, Indonesia
3English Education Study Program,Universitas Negeri Semarang, Indonesia
Abstract
The Research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. Experimental method of 3x2 factorial design was employed in the research. There were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writing technique. Prior the treatment, each student was asked to do an expository essay writing test in order to get the writing scores and to fill SLWAI (Second Language Writing Anxiety Inventory) to classify them into low and high writing anxiety students. Then, the students were taught on how to produce expository essay writing. At the end of the meeting, the students were asked to compose an expository essay as the posttest. The data were analyzed by using paired t-test, two-way ANOVA and Post Hoc test. From the results of data analysis it could be inferred that the implementation of writing feedback techniques affected students’ writing ability and the effects depended on the degree of students’ writing anxiety.
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