1. Home
  2. Vol 5, No 2 (2021)
  3. Yuda Syahputra

Students' Anxiety In Writing Scientific Work

  • Abstract Views: 112
  • PDF Downloads: 0
  • September 15, 2022
Corresponding Author


Anxiety, Writing, Student, Rasch Analysis


Indonesia is the 4th the most populous country in the world after China, India and the United States. So that the State of Indonesia is included in one of the developing countries in the world. However, in scientific publications, Indonesia ranks 48th in the world. This encourages researchers' interest in assessing the psychological condition of Indonesian students in writing, because writing skills is not only cognitive but also emotional activities. The purpose of this study was to describe the anxiety conditions of Indonesian students in writing based on gender, ethnicity, province, department, university, and writing experience. This type of research is descriptive. The research sample is 1002 respondents consisting of eight ethnic groups in Indonesia. The data in this study are 5-point Likert scale politomy data collected using the writing apprehension scale. The instrument consisted of 26 statements of general anxiety about writing, teacher writing evaluations, peer writing evaluations, and professional evaluations (e.g., publishers and magazine editors) administered online. The research data were analyzed using the Rasch model using variable maps, and subtotal specifications. The findings show that there is no difference in anxiety of male and female students in writing, students who have never written will experience more writing anxiety than students who have written. Thus, students who have written but have not finished writing a paper will also experience writing anxiety.

Full Text:


Abdel Latif, M. M. (2015). Sources of L2 writing apprehension: A study of Egyptian university students. Journal of Research in Reading, 38(2), 194–212.

Alagumalai, S., Curtis, D. D., & Hungi, N. (2005). a Pplied Rasch Measurement : a Book of Exemplars Education in the Asia-Pacific Region : Issues , Concerns and Prospects. Netherlands: Springer.

Alizamar, A., Syahputra, Y., Ardi, Z., & Trizeta, L. (2018). Differences in aggressive behavior of male and female students using Rasch stacking. International Journal of Research in Counseling and Education, 3(1), 22–32. https://doi.org/10.24036/0051za0002

Archer, L. (2008). Younger academics’ constructions of authenticity, success and professional identity. Studies in Higher Education, 33(4), 385–403.

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986.

Basturkmen, H., & Lewis, M. (2002). Learner perspectives of success in an EAP writing course. Assessing Writing, 8(1), 31–46.

Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model, Fundamentals Measurement in the Human Science (3rd edition). New York: Routledge.

Boone, W. J., Stever, J. R., & Yale, M. S. (2014). Rasch Analysis in the Human Science. Dordrech: Springer.

COPE, C. on P. E. (2016). Promoting integrity in research publication. : Http://www.publicationethics.org, [accessed 10.02.16].

Daly, J. A. (1978). Writing apprehension and writing competency. The Journal of Educational Research, 72(1), 10–14.

Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242–249.

Engelhard Jr, G., & Wind, S. (2017). Invariant Measurement with Raters and Rating Scales: Rasch Models for Rater-Mediated Assessments. New York: Routledge Taylor dan Francis Group.

Erkan, D. Y., & Saban, A. İ. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. The Asian EFL Journal Quarterly, 13(1).

Gainen, J. (1993). A writing support program for junior women faculty. New Directions for Teaching and Learning, 53, 91–100.

Genç, E., & Yaylı, D. (2019). The second language writing anxiety: the perceived sources and consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 235–251.

Hale, S. L., & Pruitt, R. . (1989). Enhancing publication success. Nursing Connections, 2(1), 59–61.

Hassan, B. A. (2001). The Relationship of Writing Apprehension and Self-Esteem to the Writing Quality and Quantity of EFL University Students.

Hwang, S. S., Song, H. H., Baik, J. H., Jung, S. L., Park, S. H., Choi, K. H., & Park, Y. H. (2013). Researcher contributions and fulfillment of ICMJE authorship criteria: analysis of author contribution lists in research articles with multiple authors published in Radiology. Radiology, 226(1), 16–23.

Ifdil, I., Fadli, R. P., Syahputra, Y., Erwinda, L., Zola, N., & Afdal, A. (2018). Rasch stacking analysis: differences in student resilience in terms of gender. Konselor, 7(3), 95–100.

Jones, E. (2008). Predicting performance in first-semester college basic writers: Revisiting the role of self-beliefs. Contemporary Educational Psychology, 33(2), 209–238.

Journals, U. requirements for manuscripts submitted to biomedical. (1997). International Committee of Medical Journal Editors. N Engl J Med, 23, 309–315.

Linacre, J. M. (2011). A User’s Guide to WINSTEPS Ministeps Rasch-Model Computer Programs. https://doi.org/ISBN 0-941938-03-4

Martín, J. P. (2008). International Committee of Medical Journal Editors. Revista Alergia México, 55(2), 49–51.

Morss, K., & Murray, R. (2001). Researching academic writing within a structured programme: insights and outcomes. Studies in Higher Education, 26(1), 35–42.

Murray, R., & Newton, M. (2009). Writing retreat as structured intervention: margin or mainstream? Higher Education Research & Development, 28(5), 541–553.

Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90(6), 353–360.

Punyani, S. R., & Deshpande, A. (2016). Authors’ awareness of concepts in the authorship of scientific publications: Viewpoints of the dental faculty in India. Journal of Oral Biology and Craniofacial Research, 8(3), 151–153.

Silva, P. . (2007). How to write a lot: A practical guide to productive academic writing. Washington, DC: American Psychological Association.

Soleimani, H., Hamasaid, H. H., & Saheb, B. M. (2020). L2 Writing Anxiety, Writing Self-efficacy and Writing Motivation as Correlates of Global L2 Writing Performance. Koya University Journal of Humanities and Social Sciences, 3(1), 156–165.

Syahputra, Y., Prayitno, P., Syahniar, S., Karneli, Y., & Hariyani, H. (2019). Rasch stacking analysis of student internet addiction based on gender. Jurnal Konseling Dan Pendidikan, 7(1), 35–41.

Syahputra, Y., Sandjaja, S. S., Afdal, A., & Ardi, Z. (2019). Development aninventory of homosexuality and transgender exposure (IHTE): A Rasch analysis. Konselor, 8(4), 120–133.

Wardale, D., Hendrickson, T., Jefferson, T., Klass, D., Lord, L., & Marinelli, M. (2015). Creating an oasis: some insights into the practice and theory of a successful academic writing group. Higher Education Research & Development, 34(6), 1297–1310.

Wynne, C. (2010). Writing Anxiety. Retrieved from http://www.academics.utep.edu/ Default.aspx?tabid=65899

Zerem, E. (2013). Right criteria for academia in Bosnia and Herzegovina. The Lancet, 382, 128.

Zerem, E. (2014). Academic community in a developing country: Bosnian realities. Med Glas (Zenica), 11(2), 248–251.


  • There are currently no refbacks.