THE CORRELATION BETWEEN WRITING ANXIETY AND WRITING SKILLS AMONG 10TH GRADE STUDENTS AT SMAN 2 KEDIRI IN THE 2025/2026 ACADEMIC YEAR

Christian, David (2026) THE CORRELATION BETWEEN WRITING ANXIETY AND WRITING SKILLS AMONG 10TH GRADE STUDENTS AT SMAN 2 KEDIRI IN THE 2025/2026 ACADEMIC YEAR. Undergraduate thesis, Universitas Nusantara PGRIKediri.

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Abstract

Michael David Christian THE CORRELATION BETWEEN WRITING ANXIETY AND WRITING SKILLS AMONG 10TH GRADE STUDENTS AT SMAN 2 KEDIRI IN THE 2025/2026 ACADEMIC YEAR, Thesis, FKIP UN PGRI Kediri, 2026. Keywords: writing anxiety; writing ability; descriptive text; correlational study; senior high school students This study was motivated by the researcher’s empirical observations in class X-1 at SMAN 2 Kediri, which revealed a tense learning environment where students faced significant psychological barriers. Although the students were naturally interactive, quick-witted, and grasped language concepts rapidly, the classroom atmosphere felt socially constrained and emotionally heavy. The students experienced acute performance anxiety, making them incredibly shy to present their work due to a deep-seated fear of peer mockery. This pervasive fear of being laughed at created a severe psychological block that suppressed their communication confidence, ultimately manifesting as elevated writing anxiety and restricting their English language performance. The problems of this research are formulated as follows: How is the students' writing anxiety level? How is the students' descriptive text writing skill? Is there a significant correlation between writing anxiety and writing skills among the tenthgrade students of SMAN 2 Kediri? To address these questions, this research utilized a quantitative approach with a correlational design, focusing on a purposive sample of 34 students from class X-1. Data were gathered utilizing a 10-item questionnaire adapted from the Second Language Writing Anxiety Inventory (SLWAI) and a descriptive text writing performance test. The findings of this study indicate that, the students experience a moderate level of writing anxiety with a mean score of 33.65, the students demonstrate a fair level of descriptive writing skill with a mean score of 75.12, and there is a statistically significant, strong negative correlation between the variables (r = - .710, p < .001), meaning higher anxiety systematically reduces writing performance. Based on these findings, it is recommended that English teachers should prioritize creating low anxiety environments and providing pre-writing scaffolding, while future researchers should explore specific instructional methods to mitigate writing anxiety.

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