Lecturers' attitude toward and anxiety in writing English academic papers for international publications
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Abstract
This study was aimed at investigating attitude and anxiety of Indonesian lecturers in writing English papers for international publications, together with the influence of gender and functional grades on them. It involved lecturers of a private university in Semarang, Central Java, Indonesia (n=62) who were attending a training on English academic writing especially designed to help them prepare manuscripts for international publications. Data were collected by questionnaires and analyzed using t-test and ANOVA. The study found that the attitude toward writing was positive. Three aspects of attitude namely behavioral, cognitive, and affective were all positive. The anxiety in writing English papers was found to be moderate and somatic anxiety was the type of anxiety the lecturers suffered the most. There was no difference on the attitude and level of anxiety across gender but there was a difference on the level of anxiety across functional grades. As attitude and anxiety predict the success of writing efforts, which may then affect the success of publication, the issue of attitude and anxiety needs to be addressed in the effort of increasing the productivity of Indonesian lecturers in making international publications.
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Hartono, H., & Arjanggi, R. (2020). Lecturers’ attitude toward and anxiety in writing English academic papers for international publications. English Review: Journal of English Education, 9(1), 217-226. https://doi.org/10.25134/erjee.v9i1.3859
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References
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Rahmatunisa, W. (2014). Problems faced by Indonesian EFL learners in writing argumentative essay. English Review: Journal of English Education, 3(1), 1–9. Retrieved from http://journal.uniku.ac.id/index.php/ERJEE
Rudiyanto, M. (2017). English writing anxiety toward Indonesian EFL learners: A descriptive study. INTERAKSI Jurnal Kependidikan, 12(2), 98–111.
Sukirno. (2017). Modeling academic professional performance in higher education. International Journal of Environmental & Science Education, 12(8), 1689–1708.
Tran, T. T. T., Moni, K., & Baldauf Jr., R. B. (2013). Foreign language anxiety: Understanding its sources and effects from insiders’ perspectives. The Journal of Asia TEFL, 10(1), 95–131.
Wesely, P. M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45(SUPPL.1), 98–118. https://doi.org/10.1111/j.1944-9720.2012.01181.x
Yusetyowati. (2015). Penggunaan bahasa inggris untuk penulisan artikel penelitian. ORBITH, 11(1), 19–23.
Alimi, M. Y., & Rokhman, F. (2017). Leap strategies to increase international publication of Indonesian higher education: An example of Semarang State University. The Social Sciences, 12(7), 1299–2017.
Arsyad, S., Purwo, B. K., Sukamto, K. E., & Adnan, Z. (2019). Factors hindering Indonesian lecturers from publishing articles in reputable international journals. Journal on English as a Foreign Language, 9(1), 42–70. https://doi.org/https://doi.org/10.23971/jefl.v9i1.982
Bohner, G., & Wänke, M. (2002). Attitudes and attitude change. Psychology Press. Retrieved from https://books.google.co.id/books?id=IPTs8jrQufYC
Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647–656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self esteem and personality. Research on the Teaching of English, 17(4).
Dikti. (2018). Pangkalan data pendidikan tinggi kementerian riset, teknologi dan pendidikan tinggi. Retrieved September 9, 2018, from https://forlap.ristekdikti.go.id/perguruantinggi/homegraphpt
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters. Retrieved from https://books.google.co.id/books?id=dy_XBQAAQBAJ
Fadda, H. Al. (2012). Difficulties in academic writing: From the perspective of King Saud University postgraduate students. English Language Teaching, 5(3), 123–130. https://doi.org/10.5539/elt.v5n3p123
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold. https://doi.org/10.1017/S0272263100007634
Hartono, Arjanggi, R., Nugroho, K. Y., & Maerani, I. A. (2019). Lecturers ’ language problems in writing english papers for international publications. Journal of Education and Learning (EduLearn), 13(2). https://doi.org/10.11591/edulearn.v13i2.11438
Horwitz, E. K. (2001). Languagae anxiety and achievement. In M. McGroarty (Ed.), Annual revew of applied linguistics (pp. 112–127). Cambrige University Press. https://doi.org/doi:10.1017/S0267190501000034
Jebreil, N., Azizifar, A., & Gowhary, H. (2015). Investigating the effect of anxiety of male and female Iranian EFL learners on their writing performance. Procedia - Social and Behavioral Sciences, 185, 190–196. https://doi.org/10.1016/j.sbspro.2015.03.360
Latif, N. A. binti A. (2015). A study on English language anxiety among adult learners in Universiti Teknologi Malaysia (UTM). Procedia - Social and Behavioral Sciences, 208. Elsevier B.V. https://doi.org/10.1016/j.sbspro.2015.11.198
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and result in the study in anxiety and language learning: A review of the literature. Language Learning, 41(1), 85–117.
McGroarty, M. (1995). Language attitudes, motivation, and standards. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and Language Teaching (pp. 3–46). Cambridge: Cambridge University Press. https://doi.org/DOI: 10.1017/CBO9780511551185.004
Mckenzie, R. M. (2010). The social psychology of English as a global language. (L. van Lier, Ed.). Springer United Kingdom. https://doi.org/10.1007/978-90-481-8566-5
Min, L. S., & Rahmat, N. (2014). English language writing anxiety among final year engineering undergraduates in University Putra Malaysia. Advances in Language and Literary Studies, 5(4). https://doi.org/10.7575/aiac.alls.v.5n.4p.102
Pineteh, E. A. (2014). The academic writing challengges of undergaduate students. International Journal of Higher Education, 3(1). https://doi.org/10.5430/ijhe.v3n1p12
Rahmatunisa, W. (2014). Problems faced by Indonesian EFL learners in writing argumentative essay. English Review: Journal of English Education, 3(1), 1–9. Retrieved from http://journal.uniku.ac.id/index.php/ERJEE
Rudiyanto, M. (2017). English writing anxiety toward Indonesian EFL learners: A descriptive study. INTERAKSI Jurnal Kependidikan, 12(2), 98–111.
Sukirno. (2017). Modeling academic professional performance in higher education. International Journal of Environmental & Science Education, 12(8), 1689–1708.
Tran, T. T. T., Moni, K., & Baldauf Jr., R. B. (2013). Foreign language anxiety: Understanding its sources and effects from insiders’ perspectives. The Journal of Asia TEFL, 10(1), 95–131.
Wesely, P. M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45(SUPPL.1), 98–118. https://doi.org/10.1111/j.1944-9720.2012.01181.x
Yusetyowati. (2015). Penggunaan bahasa inggris untuk penulisan artikel penelitian. ORBITH, 11(1), 19–23.