Writing Self-Efficacy: Types, Level, and Relationship on Writing Anxiety on Secondary Islamic School Learners

Abstrak

Writing self-efficacy is one of the factors that has a fundamental role in writing. In comparison, anxiety is considered a factor that reduces writing performance. This research is conducted to determine the relationship between dimensions of writing self-efficacy, including ideations, conventions, and self-regulation towards writing anxiety in secondary Islamic school students in Baubau Southeast Sulawesi, Indonesia. There are 56 students involved as the sample of this research. A questionnaire on writing-self efficacy and SLWAI are used to obtain the data. The finding reveals that ideations, conventions, and self-regulation achieve a high level. More specifically, the highest score of the self-efficacy dimensions is the convention. Besides, writing self-efficacy and writing anxiety have a positive and low relationship. The result also finds that the scores of all self-efficacy dimensions contribute to reducing writing anxiety. It means when the dimensions of self-efficacy increase, writing anxiety decreases. Therefore, the teacher is suggested to promote students' self-efficacy by activating the writing activity in the classroom, which is expected to gain zero anxiety