The Implementation of Process-Based Writing Approach (PBWA) To Teach Writing to Students with Different Writing Anxiety

Abstract

This paper attempts to investigate the implementation of Process-Based Writing Approach (PBWA) to teach writing to students with different writing anxiety. This study focuses on analyzing the types of writing anxiety experienced by the students; cognitive writing anxiety, somatic writing anxiety and avoidance behavior, explaining the implementation of PBWA in writing instructions and investigating the effectiveness of PBWA to teach writing to the students with different anxiety. This study employs mixed-methods design. The research subjects were 23 students of XII grade of SMA Kolese Loyola. SLWAI questionnaire designed by Cheng (2004) was administered to analyze the types of writing anxiety experienced by the students, observation sheets were utilized to explain the implementation of PBWA, and pretest and posttest were conducted to investigate the effectiveness of PBWA to teach writing to the students with different anxiety. The findings showed that cognitive anxiety is found to be the most experienced type of writing anxiety among students. The dominance of cognitive writing anxiety was most possibly caused by fear of teacher’s negative comments, low self-confidence in writing and linguistics difficulties. The implementation of PBWA helped the students to minimize errors during the process of text production during process writing. Hence, they would be less anxious and confident by the time they have writing instructions. Pretest and posttest were conducted for assessing how much students achieved from what had been taught. The study concludes with the result that students’ achievement in posttest compare to that in pretest revealed improvement from 72,7 to 79,4 with the highest significance in the focus/organization of the text aspects.