An Analysis on Writing Anxiety of Indonesian Efl College Learners

This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia. This study described the levels, dominant type, and main factors of writing anxiety of the English students. Fifty English students at the fourth semester participated in this study. Two closed-ended questionnaires, Second Language Writing Anxiety Inventory (SLWAI) proposed by Cheng, and Causes of Writing Anxiety Inventory (CWAI) proposed by Rezaei and Jafari were employed to collect the data. The findings revealed that 54% of the students experienced high level of writing anxiety, 44% experienced moderate level of writing anxiety, and 2% experienced low level of writing anxiety. The dominant type of writing anxiety was cognitive writing anxiety, which is based on the highest mean among two other types of writing anxiety. Then there are four main factors that cause writing anxiety. They are linguistic difficulties, fear of teachers' negative comments, insufficient writing practice, and time pressure.


INTRODUCTION
In learning English as a foreign language, there are some skills that learners need to master, such as speaking, reading, listening and writing. Writing is considered as a demanding skill especially for learners of a second or foreign language (Daud, and Kasim, 2007). It is a demanding skill because the learners have to think in their language language because anxiety is very consistent in contributing negative impact on language achievement (MacIntyre and Gardner, 1994).
Foreign language anxiety can be related to three different of anxieties that are related to academic and social evaluation situations. Those are communication apprehension, fear of negative evaluation, and test anxiety (Hortwiz, et al., 1986). Communication apprehension refers to a type of shyness characterized by fear or anxiety about communicating with people. The learners will feel uncomfortable, shy and fear when they must enter real communication, even in fact the learners actually have matured enough in ideas and thought. Fear of negative eYDOXDWLRQ LV DSSUHKHQVLRQ DERXW RWKHUV· HYDOXDWLRQ avoidance of evaluation situations and the expectation that others would evaluate oneself negatively. Test anxiety refers to a type of performance anxiety stemming from failure. These types of anxiety also happen in writing skill.
'XH WR WKH FUXFLDO UROH IRU OHDUQLQJ (QJOLVK OHDUQHUV· ZULWLQJ skill needs to reinforced through a practice. In doing the practice of writing, learners are very possible to face problems such as anxiety. For example, he/she feels worried whenever the teacher reads the writing or his/her mind goes blank when writing under time pressure. Such anxiety is one of the factors that affect the process of learning (Kara, 2013).
Most of students avoid to write because they feel worry about their writing. They are worry about their grammar, and they are worry if their writing will be evaluated. What students feel about writing will affect their writing. Worry feeling is related with writing anxiety or apprehension.
According to Cheng (2004), writing anxiety is divided into three types namely cognitive anxiety, somatic anxiety, and avoidance anxiety. Cognitive anxiety refers to the cognitive aspect of anxiety experience, including negative expectations, preoccupation with performance and FRQFHUQ DERXW RWKHUV· SHUFHSWLRQ 6RPDWLF DQ[LHW\ UHIHUV WR RQH·V SHUFHSWLRQ RI WKH SV\FKRORJLFDO HIIHFWV RI WKH DQ[LHW\ experience, such as nervous and tension. Avoidance anxiety is a type of anxiety where the students avoid writing.
Writing anxiety is more of a fear of the writing process that outweighs the projected gain from the ability to write (Takahashi, 2009). Writing anxiety is also defined as a label for one or a combination of feelings, beliefs, or behaviors that interfere with a SHUVRQ·V DELOLWy to start, work on, or finish a given writing task that he or she is intellectually capable of doing (Al-Sawalha and Chow, 2012).
Writing is an enjoyable activity for some students, and they see it as enjoyable exercise when they put their thought or ideas on paper. For those students who have difficulty putting their thoughts into written words, the writing activity will be a very uncomfortable, and even fearful experience each time they face a written task. When students find difficulties in writing, they might have faced writing anxiety.
Writing anxiety is a result of lacking knowledge or understanding necessary to complete the writing task and the students' belief that writing is hard work (Clark, 2005). One of the reason why writing apprehension occur is that because in writing requires knowledge how to produce a good writing. Beside knowing knowledge about writing but practicing writing is also important, how often practicing writing will effect to the writing itself. Because the more practice in writing, the easier writing will be.
In term of Indonesian learners, they are still nervous and reluctant to write in English. This case does not only happen because they are not competent enough, yet also because of the students themselves. The anxiety blocks their ability in composing English writing. They face some problems from themselves or from the environment such their teacher or their friends. That is why writing anxiety occurs in foreign language learners.
Writing anxiety occurs due to some causes; based on previous researches there are some possible causes of writing anxiety. The causes are fear of negative evaluation and fear of test, language difficulties, lack of topical knowledge (Zhang, 2011), time pressure and high frequency of assignment (Rezai and Jafari, 2014), low of selfconfidence (Hassan, 2001;Cheng, 2004), insufficient writing technique (Hassan, 2001), lack of experience or insufficient writing practice (Gunge and Taylor, 1989: 235-248), and pressure for perfect work (Bloom, 1981). Rezaei and Jafari (2014) conduct a study investigating the Levels, Types, and Causes of Writing Anxiety among Iranian EFL 6WXGHQWV $ 0L[HG 0HWKRG 'HVLJQµ 7KH SDUWLFLSDQWV ZHUH ()/ students in two institutes of higher education. The instruments used are Second language writing anxiety inventory (SLWAI) by Cheng (2004) and Causes of Writing Anxiety Inventory (CWAI) developed by themselves based on observation and previous researches. The finding of the mixed method study shows that there is a high level of anxiety among Iranian EFL students with cognitive anxiety as the dominant type. Meanwhile the main causes of writing anxiety are fear RI WHDFKHUV· QHJDWLYH IHHGEDFN ORZ RI VHOI-confidence and poor of linguistic knowledge.
7XSSDQJ·V VWudy (2014) revealed that cognitive anxiety was the most common type of writing anxiety, and there are four main factors of writing anxiety; those are that the students never experienced writing class before, afraid of their own writing, pressure from teacher and writing under time constraint. Furthermore, 1LQJVLK·V VWXG\ IRXQG WKDW cognitive anxiety was the dominant type of writing anxiety. The three major factor of writing anxiety among the students are insufficient practice, language difficulties and insufficient writing technique, and three major factor of writing anxiety among first semester are language difficulties, time pressure and insufficient writing practice.
This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia. This study described the levels, dominant type, and main factors of writing anxiety of the English students.

LITERATURE REVIEW Foreign Language Anxiety
$Q[LHW\ DFFRUGLQJ WR 2[IRUG $GYDQFHG /HDUQHU·V Dictionary is a nervous feeling caused by fear that something bad is going to happen 2[IRUG $GYDQFHG /HDUQHU·V 'LFWLRQDU\ Anxiety is able to block and interfere the process of learning. Foreign language anxiety is a special kind of anxiety related to foreign language classes. Anxiety in learning foreign language or second language is different from other anxieties because language anxiety is a special complex system of belief, feelings, self-perceptions and behaviour that usually happens in language classroom which emerges because the complex system of learning process (Hortwiz, Michael B. Elaine K. Cope, Joan, 1986).
Foreign language anxiety is a feeling of tension and apprehension specifically associated with language skills, including speaking, listening, writing, and learning. Although foreign language anxiety or second language anxiety is commonly expressed by foreign or second language learners and considered as normal issue, yet FLA/SLA has been widely known as one of main obstacles for the learners when they are in a process of learning second or foreign language because anxiety is very consistent in contributing negative impact on language achievement (MacIntyre, P.D & Gardner, R.C, 1994).
Foreign language anxiety can be related to three different of anxieties that are related to academic and social evaluation situations. Those are communication apprehension, fear of negative evaluation, and test anxiety ( (Hortwiz, Michael B. Elaine K. Cope, Joan, 1986).

Communication apprehension
Communication apprehension refers to a type of shyness characterized by fear or anxiety about communicating with people. The learners will feel uncomfortable, shy and fear when they must enter real communication, even in fact the learners actually have matured enough in ideas and thought.
The learners who indeed often experience anxiety will increasingly get more difficulties when they have to communicate with others language that is not their first language, because they may feel that their attempts at oral work are constantly being monitored. Therefore, communication apprehension possesses influential role in disturbing the process of learning FLA/SLA because the learners will face more anxiety when they have to communicate in foreign language.

Fear of Negative Evaluation
)HDU RI QHJDWLYH HYDOXDWLRQ LV DSSUHKHQVLRQ DERXW RWKHUV· evaluation, avoidance of evaluation situations and the expectation that others would evaluate oneself negatively. Fear of negative evaluation is not limited to test-taking situations, rather it may occur in any social, evaluative situation, such as interviewing for a job or speaking in second or foreign language class.

Test Anxiety
Test anxiety refers to a type of performance anxiety stemming from failure. Fear of failure occurs because the learners have thoughts in their mind that the only acceptable performance refers to a test that they can answer perfectly. If they cannot do the test perfectly, it means that they fail the test. Test anxiety has an important role in influencing students learning outcomes, several feelings such as fear of failure or unpleasant experience are forms of test anxiety that XVXDOO\ RFFXU LQ VWXGHQWV· PLQG

Writing Anxiety
The concept of writing anxiety, also called writing apprehension has been introduced by Daly and Miller in 1975.The terms ´ZULWLQJ DSSUHKHQVLRQµ refer to writing-specific anxiety (Daly, J. A., & Miller, M. D, 1975, p.242-249). The definition given by Daly DQG 0LOOHU UHJDUGLQJ ZULWLQJ DSSUHKHQVLRQ LV WKDW LW LV D ´VLWXDWLRQ DQG VXEMHFW VSHFLILF LQGLYLGXDO GLIIHUHQFH DVVRFLDWHG ZLWK D SHUVRQ·V tendencies to approach or avoid situation perceived to potentially require writing accompanied by some amount of perceived HYDOXDWLRQµ Writing anxiety is more of a fear of the writing process that outweighs the projected gain from the ability to write (Takahashi, A., 2009, 14: 39-48). Writing anxiety also defines as a label for one or a combination of feelings, beliefs, or behaviors that interfere with a In short, writing anxiety is the psychological predisposition faced by an individual in the course of a writing task due to tendencies of overwhelming fear arising from a combination of IHHOLQJV EHOLHIV DQG EHKDYLRUV DIIHFWLQJ WKH LQGLYLGXDO·V DELOLW\ WR write in the writing process as compared to the projected gain from the ability to writeµ (Al-Sawalha, A. M. S, & Chow, T. V. V. 2012: 6-14).

Types of Writing Anxiety
Similar to foreign language anxiety, anxiety from specific skills as language, writing anxiety is also divided into some sorts. According to Cheng (2004), writing anxiety is divided into three types, namely:

Cognitive anxiety
Cognitive anxiety refers to the cognitive aspect of anxiety experience, including negative expectations, preoccupation with SHUIRUPDQFH DQG FRQFHUQ DERXW RWKHUV· SHUFHSWLRQ +RZ WKH VWXGHQWV make their writing can be highly influenced by expectation from other students or teacher. For instance, the teacher gives high expectation and the students have to achieve the high standard from WKH WHDFKHU ,W FDQ DIIHFW WKH VWXGHQWV· ZULWLQJ EHFDXVH WKH\ ZLOO PRUH IRFXV RQ RWKHUV· H[SHFWDWLRQ UDWKHU WKDQ WKHLU RZQ ZUiting.

Somatic anxiety
6RPDWLF DQ[LHW\ UHIHUV WR RQH·V SHUFHSWLRQ RI WKH SV\FKRORJLFDO effects of the anxiety experience, such as nervous and tension. Sometimes students are feeling nervous in high tension when they are under time constrain and they have not found any idea. For instance, the students are asked to write something in one page and they have to finish it in class in 10 minutes. Maybe they are not feeling nervous in the beginning but they will feel nervous when have not finished and some of their friends have finished their writing.

Avoidance anxiety
Avoidance anxiety is a type of anxiety where the students avoid writing. This is behavior aspect of the anxiety experience. For instance, the students do not come to the writing class or do not do their writing task. This is the most dangerous type of writing anxiety because the students will avoid writing. They will not do anything in writing class. The students cannot get any result on their writing. (Cheng, Y. S. 2004).

Causes of Writing Anxiety
Writing anxiety occurs due to some causes, based on previous researches there are some possible causes of writing anxiety. The causes will be explained as follows.

Fear of negative evaluation and fear of test
Most students will feel anxious when their writing will be evaluated, and fear of test is very pervasive because writing test is regarded as productive activity that is influenced by time pressure strongly (Zhang, 2011).The students will feel anxious when their ZULWLQJ LV QRW DV JRRG DV WKHLU WHDFKHUV· KRSH DQG DV UHVXOW WKHLU teacher will give negative evaluation about their writing.

Time pressure
Rezai and Jafari found that time pressure is one of the main cause of writing (Rezai and Jafari, 2014b). Writing in English for students is needed more time than writing in their mother tongue or first language. They need extra time to plan, write and revise in order to make sure that their writing in English can be as good as writing in their first language. The students will feel anxious when they have to write under time pressure because they cannot concentrate to their writing, and concentrate more about limited time.

Low of self confidence
Self-confidence is extremely important in determining the response of the students toward writing task. Students with good skills and capabilities in writing will encounter anxiety when they believe that they will do poorly (Hassan, 2001). Even if the students who have high second language writing ability assume that they are not competent in writing something which is ordered, then they also cannot avoid writing anxiety (Cheng, 2004).

Insufficient writing technique
Good skill in writing shows that the students have a fairly good understanding of composing process and good skill development (Hassan, 2001). Students who experience writing anxiety are those who have poor skill development and lack of understanding of the composing process which means the anxious students are not skillful writer.

Language difficulties
Language difficulty is a common problem faced by foreign language learners when they write composition in English. Linguistic difficulties make them reluctant or lazy to write composition in English because the difficulty in expressing ideas through correct and varied clauses which must be written according to grammar rule. In addition, the amount of vocabulary of the students is still relatively inadequate, so that they have difficulty in showing their composition in the form of English (Zhang, 2011)

Lack of topical knowledge
The low level of topical knowledge causes the students may experience anxiety. For instance, when the learners are introduced by lecturer to write an essay about politics, whereas they only have a little knowledge about politics, they will nervous and afraid to write down their ideas. They have to think something which is strange and difficult for them. Therefore, it means that lack of knowledge greatly affects the occurrence of writing anxiety among the students.

Lack of experience or insufficient writing practice
One of the reasons why students feel anxious when writing English compositions is due to the lack of practice in expressing something using English. The students who rarely practice when they are writing will give excessive concentration on the forms that they write, not on the content of essay. While the more focus is given to the form, the more writing apprehension will be presented. Writing practice is very important in developing writing ability, the students who often practice their writing will be better in writing.

Pressure for perfect work
Anxiety may occur because the learners feel in the pressure for perfect work. They believe that the perfect writing work is that which demands work and has more difficult standard (Bloom, 1981). This self-imposed pressure for perfect work which usually makes the students experience writing anxiety and cause the student to be reluctant to write. They have to achieve high standard of writing, and it makes the students experience writing anxiety.

High frequency of assignment
Another root cause of writing anxiety is high frequency of assignments. According to Rezeai and Jafari (2014) high frequency of assignments is one of the sources of writing anxiety. However, the percentages of the respondents from the study who choose it as a cause of writing anxiety are a few and it becomes the least chosen item by the respondents.
In conclusion, there are two roots that cause students to feel anxiety in writing. The first is from the students itself, such as low self-confidence, insufficient writing technique, language difficulties, lack of topical knowledge, and lack of experience or insufficient writing practice. These problems can be solved by the students itself. Others or environment may help the anxious students but it does not help a lot. The second is from environment, such as fear of negative evaluation, time pressure, pressure for perfect work, and high frequency of writing assignment.

METHOD
In line with the purpose of this study that is to reveal the phenomenon of foreign language writing anxiety of English students, this study employed descriptive quantitative research design. This study aimed at revealing the levels, the common types and the main causes of the writing anxiety. Fifty English students of an Islamic College in East Java Indonesia at the fourth semester joined in this research.
In collecting data, two questionnaires, Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) and Causes of Writing Anxiety Inventory (CWAI) by Rezaei and Jafari (2014a) were used as the instruments of the study. SLWAI which was invented by Cheng (2004) was the first valid instrument for measuring writing anxiety, especially in second or foreign language. The reason for selecting this inventory as a measure of writing anxiety was that it has been proved as being highly reliable and valid by means of correlation and factor analysis.
Cause of Writing Anxiety Inventory (CWAI) was used to know the main factors that cause writing anxiety. It was developed on the basis of causes of wriWLQJ DQ[LHW\ LQFOXGLQJ IHDU RI WHDFKHU·V negative comment, fear of writing tests, insufficient writing practice, insufficient writing technique, problems with topic choice, linguistic difficulties, pressure for perfect work, high frequency of writing assignments, time pressure, and low self-confidence in writing) (Rezai and Jafari, 2014a).
In analyzing the data, the researcher did some steps, as follows: 1. Calculating total score of SLWAI questionnaire from each student. It is used to range the level of sWXGHQWV· ZULWLQJ DQ[LHW\ It consists of 22 items, and there are seven items (1,4,7,18,19,21,22) in SLWAI which are negatively worded and require reverse scoring before being summed up to yield the SLWAI total score. A total score above 65 indicates a high level of writing anxiety; a total score below 50 indicates a high level of writing anxiety, and a total score in-between indicates a moderate level of writing anxiety. The percentage = Total score each item Total score of all item x 100% 5. Drawing conclusion after having the result of analysis of the obtained data. By analyzing the questionnaire, the researcher finds the level, types and the causes of writing apprehension faced by the students.

FINDING
In this research, the researcher analyses two kinds of questionnaires used in this study: Second Language Writing Anxiety Inventory (SLWAI) by Cheng 2014, and Causes of Writing Anxiety Inventory (CWAI) by Rezaei and Jafari (2014a). Second Language Writing Anxiety Inventory (SLWAI) is used to find out the levels and the types of writing anxiety, and Causes of Writing Anxiety Inventory (CWAI) is used to find out the dominant causes of writing anxiety. The data analysis is presented as follows:

Level of Writing Anxiety
To find out the levels writing anxiety, Second Language Writing Anxiety Inventory (SLWAI) which consists of 22 test items is used. A total score above 65 indicates a high level of writing anxiety, a total score below 50 indicates a high level of writing anxiety, and a total score in-between indicates a moderate level of writing anxiety. The summary of the analysis result of SLWAI questionnaire can be seen in Table 1. After analyzing the SLWAI questionnaire, the researcher divides the levels of writing anxiety into three levels. They are high, moderate and low. The totals of respondents are 50 students. The table shows that 54% of students are found to experience high levels of writing anxiety. The students who experience moderate level of writing anxiety are 44%, and 2% student who experience low level of writing anxiety. Based on the result of research, high level anxiety becomes the dominant level. Therefore, the researcher concludes that most of the students experience high level of writing anxiety.

Types of Writing Anxiety
To find out the dominant type writing anxiety, the researcher measures the mean of each category of type writing anxiety based on Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Based on the SLWAI questionnaire that has been analyzed, the UHVHDUFKHU GLYLGHG WKH VWXGHQWV· W\SH RI ZULWLQJ DQ[LHW\ LQWR WKUHH categories; they are cognitive anxiety, somatic anxiety and avoidance behavior. The mean of each category is presented in Table 2. Based on the table above, the mean of cognitive anxiety is 23.9; somatic anxiety is 21.76, and avoidance behavior is 20.82. Cognitive anxiety becomes the highest mean; somatic anxiety becomes the second, and avoidance behavior has the lowest mean. Cognitive anxiety is the highest mean among two types of writing anxiety. It means that Cognitive anxiety becomes the dominant type of writing anxiety.

Causes of Writing Anxiety
To find out the causal factor of writing anxiety, the Causes of Writing Anxiety Inventory (CWAI) was employed. The writer has made a calculation result table of CWAI and presented the data into percentage. The result of CWAI displayed in Table 3.
From the table above, it can be seen that main causes of writing anxiety among the fourth semester English students of STAIN Kediri are linguistic difficulties (11.1 %), fear of teacher's negative comments (10.7 %), insufficient writing practice (10.7 %), and time pressure (10.7 %). The main factors are chosen based on the higher percentage than 10 other causes of writing anxiety. Table 3 The Percentage of Each Item of CWAI The primary causal factor of writing anxiety among the students is linguistic difficulties (11.1%). It has the highest percentage among 9 other causes of writing anxiety. Linguistic difficulties refer to difficulties in grammar and vocabulary.
The arrangement of 10 common causes of writing anxiety based on the percentage is listed as below:

DISCUSSION
This study is intended to find out the level, the dominant type, and the main factors that cause writing anxiety among the fourth semester English students of an Islamic College in East Java Indonesia. The findings shows that there were 27 students (54 %) experienced high level of writing anxiety; 22 students (44 %) experienced moderate level of writing anxiety, and 1 student (2 %) experienced low level of writing anxiety. From the analysis of the types of writing anxiety, cognitive anxiety becomes the dominant type of writing anxiety experienced by the students. The mean score of cognitive anxiety is 23.9. The next type of writing anxiety is somatic anxiety with the mean score 21.76, and the last type of writing anxiety is avoidance behavior with the mean scores 20.82. Furthermore, the main causes of writing anxiety are linguistic difficulties (11.1 %), fear of teacher's negative comments (10.7 %), insufficient writing practice (10.7 %), and time pressure (10.7 %).
Linguistic difficulties become the prime factor that causes writing anxiety. The students feel anxious when doing writing because of their lack of linguistic knowledge such as grammar and vocabulary. The students who write English composition have to think about their writing in Indonesian and then translate it into English. They do not think in English directly. Hence, the lecturer should teach their students that writing is one of communication tool. They should focus more on content and organization while improving their grammar and vocabulary mastery.
The second main factor of writing anxiety is insufficient writing practice. Writing is a language which only can be attained by routine practice. The students who rarely practice writing may experience writing anxiety because they have lack experience of writing in English composition. The students who often practice writing will get easier to finish writing task because they have experience in writing composition. The steps of writing process would guide the students in writing practices.
The third main factor of writing anxiety is time pressure. Writing in English for students needs more time than writing in their mother tongue or first language. They need extra time to plan, write and revise in order to make sure that their writing in English can be as good as writing in their first language. The students feel anxious when they have to write under time pressure because they cannot concentrate to their writing, and concentrate more about limited time. The provision of frequent journal writing would give more practices for students to be fluent in writing.
7KH IRXUWK PDLQ IDFWRU RI ZULWLQJ DQ[LHW\ LV IHDU RI WHDFKHUV· negative comments. Most students feel anxious when their writing would be evaluated. They feel anxious when their writing is not as good as theLU WHDFKHUV· KRSH DQG DV UHVXOW WKHLU WHDFKHU JLYHs negative evaluation about their writing. Most of the students concern more on WHDFKHUV· HYDOXDWLRQ WKDQ WKHLU ZULWLQJ ,W PDNHV WKHP IHHO uncomfortable when writing, as result they face writing anxiety. Therefore, the teacher/lecturer should focus more on giving positive feedback and often encourage students to improve their writing.
The finding of this study is similar to the finding of Rezaei and -DIDUL·V VWXG\ a) that most of the students experienced high level of writing anxiety. Rezaei and Jafari conducted a research on investigating the levels, types, and causes of writing anxiety among Iranian EFL Students. Through mixed method study, they found that there was a high level of anxiety among Iranian EFL students. The reasonable reason for those same finding is that both studies is conducted on EFL students. The subjects experience high level writing anxiety because of the same context of English as foreign language.
In terms of the dominant types of writing anxiety found, the ILQGLQJ RI WKLV VWXG\ LV LQ OLQH ZLWK WKH ILQGLQJ RI 5H]DHL DQG -DIDUL·V study (2014a). They found that cognitive anxiety becomes the dominant types of writing anxiety. Cognitive anxiety refers to the cognitive aspect of anxiety experience including negative expectations, preoccupation with performance and concern about RWKHUV· SHUFHSWLRQ +RZ WKH VWXGHQWV PDNH WKHLU ZULWLQJ FDQ EH highly influenced by expectation from other students or teacher. For instance, the teacher gives high expectation, and the students have to DFKLHYH WKH KLJK VWDQGDUG IURP WKH WHDFKHU ,W FDQ DIIHFW WKH VWXGHQWV· ZULWLQJ EHFDXVH WKH\ ZLOO IRFXV PRUH RQ RWKHUV· H[SHFWDWLRQ UDWKHU than their own writing (Cheng, 2004).
The findings of this study support WKH ILQGLQJ RI 7XSSDQJ·V study (2014) who conducted a research on iQYHVWLJDWLQJ VWXGHQWV· writing anxiety at English Teacher Education of Satya Christian University. He found that cognitive anxiety was the most common W\SH RI ZULWLQJ DQ[LHW\ )XUWKHUPRUH 1LQJVLK·V VWXG\ DOVR found that cognitive anxiety was the dominant type of writing anxiety. She conducted a research on investigating foreign language writing anxiety among English Department Students of Faculty of Letters, Jember University, Indonesia.
7KH VWXGHQWV IDFH FRJQLWLYH DQ[LHW\ ZKHQ WKH\· FRQFHUQ DERXW RWKHUV· SHUFHSWLRQ RU RWKHU H[SHFWDWLRQ WHDFKHU RU IULHQGV ZKHQ GR writing. The students do not concern about their own expectation. They feel worried and uneasy when they know that their composition will be evaluated and discussed in front of the class. The students are afraid if their classmates will decide their English compositions when they read it, and the students are afraid if their English compositions will be scored badly. Therefore, the students who suffer from cognitive anxiety must fight against several negative factors that come from outside; after that, they must be able to control their minds, so that they can minimize their anxiety levels.
However, in terms of main causes of writing anxiety, the finding of this study is different with the previous study. As stated previously, the main causes of writing anxiety found in this study are linguistic difficulties, fear of teacher's negative comments, insufficient writing practice, and time pressure. It is different from Rezaei and -DIDUL·V ILQGLQJ a) that the main causes of writing anxiety were IHDU RI WHDFKHUV· QHJDWLYH IHHGEDFN ORZ RI VHOI-confidence and poor of linguistic knowledge. Furthermore, the finding of the present study is DOVR GLIIHUHQW ZLWK 7XSSDQJ·V VWXG\ (2014). He found that the main causes of writing anxiety were that the students never experienced writing class before, afraid of their own writing, pressure from teacher and writing under time constraint.
However, the finding of this study is quite similar with the ILQGLQJ RI 1LQJVLK·V VWXG\ LQ WHUPV RI PDLQ FDXVHV RI ZULWLQJ anxiety. She found that the main three causes of writing anxiety among the third semester students of the English Department of Faculty of Letters, Jember University are insufficient practice, language difficulties and insufficient writing technique, and three major factor of writing anxiety among the first semester are language difficulties, time pressure and insufficient writing practice.
The different and similar findings of the previous studies with the present study may come from some sources. The causes may come from the characteristics of the students and the situation and condition of the environment during the research was conducted. )XUWKHUPRUH WKH OHYHO RI VWXGHQWV· (QJOLVK SURILFLHQF\ PD\ DOVR influence the result of the studies.

CONCLUSION
Based on the data presented in the research findings and the discussion in the previous chapter, some conclusions can be drawn. First, most of the students face high level of writing anxiety. Twenty seven students (54%) face high level of writing anxiety; twenty two students (44%) face moderate level of writing anxiety, and one student (2%) faces low level writing anxiety.
Then cognitive writing anxiety became the dominant type of writing anxiety. The second type of writing anxiety is somatic writing anxiety, and the last type of writing anxiety is avoidance behavior writing anxiety. Cognitive anxiety refers to the cognitive aspect of anxiety experience including negative expectations, preoccupation ZLWK SHUIRUPDQFH DQG FRQFHUQ DERXW RWKHUV· SHUFHSWLRQ +Rw the students make their writing can be highly influenced by expectation from other students or teacher.
The main factors that causes of writing anxiety are linguistic GLIILFXOWLHV IHDU RI WHDFKHUV· QHJDWLYH FRPPHQWV LQVXIILFLHQW ZULWLQJ practice, and time pressure. The results of this research give valuable research-EDVHG LQIRUPDWLRQ IRU WKH WHDFKHU DERXW WKHLU VWXGHQWV· writing anxiety. For further researchers, they can replicate the present study for students in different level of English proficiency. They also FDQ DGG RWKHU YDULDEOH VXFK DV VWXGHQWV· OHDUQLQJ VW\OH LQ LQYHVWLJDWLQJ WKH VWXGHQWV· ZULWLQJ DQ[LHW\ DV ZHOO LQYHVWLJDWLQJ teaching and learning strategies WR GHFUHDVH RU VROYH WKH VWXGHQWV· writing anxiety.