THE EFFECT OF WRITING APPREHENSION AND SELF-REGULATED LEARNING TOWARDS EFL STUDENTS DESCRIPTIVE TEXT WRITING SKILLS (A Survey at Private Islamic Junior High Schools in South Tangerang)

waluyo; Hasbullah; Rifari Baron

doi:10.30998/11b48p71

Authors

waluyo Indraprasta Pgri University Author
Hasbullah Author
Rifari Baron Author

DOI:

https://doi.org/10.30998/11b48p71

Keywords:

Writing Apprehension, Self-Regulated Learning, Descriptive Text Writing Skill

Abstract

This study examined how writing apprehension and self-regulated learning influence students’ ability in writing descriptive texts at private Islamic junior high schools in South Tangerang. Using a quantitative survey design, 90 students were chosen through proportional random sampling. Data were collected with three instruments: a questionnaire on learning strategies, a scale of reading interest, and a descriptive writing test. Multiple regression analysis revealed three key findings: (1) writing apprehension significantly affected descriptive writing skills (Sig. = 0.037; t = 2.331), (2) self-regulated learning also had a significant influence (Sig. = 0.019; t = 2.567), and (3) both variables together strongly contributed to writing achievement (Sig. = 0.000; F = 96.161). Overall, the study highlights that internal learning factors and self-regulation are crucial in improving students’ English descriptive writing performance.

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