THE CORRELATION BETWEEN WRITING ANXIETY, ENJOYMENT, AND SICIOECONOMIC STATUS ON STUDENTS’ WRITING ACHIEVEMENT

Rahmat Dani Arya Firmansyah, kurniasih kurniasih, Henny Rahmawati

Abstract


Abstract

This study aimed to investigate the correlation and contribution of writing anxiety, writing enjoyment, and socioeconomic status (SES) to students’ writing achievement. A correlational research design was employed to examine the relationships among these variables. The participants were 33 third-semester students enrolled in the Essay Writing course at Universitas Islam Malang. The data were collected using Cheng’s (2004) Writing Anxiety Questionnaire, the Writing Enjoyment Scale adapted from Cahyono and Rahayu (2020) and Li et al. (2018), and SES data based on family monthly expenditure following the classification by Nielsen (2010). The results of multiple regression analysis revealed that writing anxiety, writing enjoyment, and SES contributed 31.1% simultaneously to students' writing achievement. However, writing anxiety did not show a significant correlation with writing achievement, while writing enjoyment had a negative correlation, and SES had a significant positive correlation with writing achievement. These results highlight the multifaceted nature of factors that affect students' academic writing performance in EFL learning environments. While emotional and social aspects play a crucial role, their impact may not follow a straightforward or easily predicted pattern. Therefore, educators and curriculum developers are encouraged to adopt more comprehensive instructional models that integrate cognitive and affective components along with sensitivity to students' socioeconomic backgrounds in the process of teaching writing. Future studies are advised to involve larger and more diverse participant groups to strengthen and broaden the current findings.


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