The Correlation Between Students' Writing Anxiety and Writing Ability in Report Text Material Among EFL Students

Anggraini, Yulia Andri, Anggiya, 52206140008 and Mardiana, Wiwik, 0706119101 and Iklil Saifulloh, Ahmad, 0725038801 (2026) The Correlation Between Students' Writing Anxiety and Writing Ability in Report Text Material Among EFL Students. Bachelor thesis, Universitas Islam Majapahit.

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Abstract

Writing anxiety is an affective factor believed to be associated with students' English writing ability, particularly in report text, which demands a formal structure and scientific register. This study aims to determine the correlation between writing anxiety and writing ability in report text among Grade XI students at SMAN 1 Bangsal, Mojokerto Regency. A quantitative correlational design was employed, involving 108 students selected through convenience sampling from a population of 432 Grade XI students in the 2024/2025 academic year. Data were collected using an adapted Second Language Writing Anxiety Inventory (SLWAI) and a report text writing test scored with an analytical rubric adapted from Brown, both of which underwent expert judgement, pilot testing on 32 students, item validity analysis, and reliability testing. Data were analyzed using the Kolmogorov-Smirnov normality test, a linearity test, and Pearson Product-Moment correlation. The results show that students' writing anxiety was in the moderate category (M = 66.13; SD = 12.32), with cognitive anxiety as the dominant dimension for 74.1% of students. Writing ability fell in the good category (M = 67.38; SD = 8.90), with grammar recording the lowest mean score among the five assessed aspects. The correlation test revealed a statistically significant negative relationship between writing anxiety and writing ability (r = -0.280, interpreted as a weak correlation; p = 0.003; p < 0.01), leading to the rejection of H0 and the acceptance of H1. The coefficient of determination (r² = 7.84%) indicates that writing anxiety accounts for only a modest proportion of the variance in writing ability, with the remainder attributable to factors beyond the scope of this study. These findings imply that teachers should reduce evaluative pressure in writing instruction, particularly concerning grammatical accuracy. Keywords: writing anxiety; writing ability; report text; EFL students; correlation

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