The correlations among writing motivation, anxiety and proficiency

Writing cannot be separated from everyday life, both in education and other fields such as communication. Writing motivation and writing anxiety has always been a research topic because it was rare for researchers to combine three variables. The researcher is interested in examining these three variables. There were three purposes of this study. There were (1) to measure the correlation between the students' writing motivation and writing proficiency, (2) to measure the correlation between the students' writing anxiety and writing proficiency, (3) to measure the correlation between students' writing motivation, writing anxiety and writing proficiency. The design of the study was quantitative research with a correlation design. The research instruments were questionnaires and writing test. Two types of questionnaires were used. First, about students' writing motivation, the researcher used a questionnaire of the Self-Beliefs, Writing-Beliefs, and Attitude Survey (SWAS) developed by Wright et al. (2019). The second questionnaire to writing anxiety used a second language writing anxiety questionnaire (SLWAI) developed by Cheng (2004). The writing test was an argumentative text. The total sample of the research was 21 students fifth-semester students of the English Department of State Islamic Institute of Palangka Raya in the academic year 2018/2019. The numerical data were analyzed by Kendall’s Correlation Coefficient that showed that: (1) the correlation between writing motivation and writing proficiency was the significant (2-tailed) 0.396 > 0.05, (2) the correlation between writing anxiety and writing proficiency was the significant (2-tailed) 0.024 0.05. Thus, it sums that there was no correlation between writing motivation and writing proficiency. There was a correlation between writing anxiety and writing proficiency, and there was no correlation between writing motivation, writing anxiety, and writing proficiency. ABSTRAK Menulis tidak dapat dipisahkan dari kehidupan sehari-hari, baik di bidang pendidikan maupun bidang lainnya seperti komunikasi. Menulis motivasi dan menulis kecemasan selalu menjadi topik penelitian karena jarang bagi para peneliti untuk menggabungkan tiga variabel. Peneliti tertarik untuk memeriksa ketiga variabel ini. Ada tiga tujuan dari penelitian ini. (1) untuk mengukur hubungan antara motivasi menulis mahasiswa dan kemampuan menulis, (2) untuk mengukur hubungan antara kecemasan menulis mahasiswa dan kemampuan menulis, (3) untuk mengukur hubungan antara motivasi menulis mahasiswa, kecemasan menulis dan kemampuan menulis. Desain penelitian ini adalah penelitian kuantitatif dengan desain korelasi. Instrumen penelitian adalah kuesioner dan tes menulis. Ada dua jenis kuesioner yang digunakan. Pertama, dalam kaitannya motivasi menulis mahasiswa, peneliti menggunakan kuesioner Self-Beliefs, Writing-Beliefs, and Attitude Survey (SWAS) yang dikembangkan dari Wright, at al., (2019). Kuesioner kedua untuk kecemasan menulis, peneliti menggunakan kuesioner Second Language Writing Anxiety Inventory (SLWAI) yang dikembangkan oleh Cheng, (2004). Tes penulisan adalah teks argumentatif. Total dari sampel penelitian adalah 21 mahasiswa semester lima Pendidikan Bahasa Inggris IAIN Palangka Raya tahun akademik 2018/2019. Data telah dianalisis dengan menggunakan Kendall’s Correlation Coefficient yang menunjukkan bahwa: (1) hubungan antara motivasi menulis dan kemampuan menulis yaitu signifikansi (2-tailed) 0.88 > 0.05, (2) hubungan antara kecemasan menulis dan kemampuan menulis yaitu signifikansi (2-tailed) 0.027 0.05. Dengan demikian, itu merangkum bahwa tidak ada hubungan antara motivasi menulis dan kemampuan menulis, ada hubungan antara kecemasan menulis dan kemampuan menulis dan tidak ada hubungan antara motivasi menulis, kecemasan menulis dan kemampuan menulis