THE CORRELATION BETWEEN SECOND LANGUAGE WRITING ANXIETY (SLWA) AND GENDER AMONG ENGLISH EDUCATION STUDENTS IN JEMBER

Abstrak

Writing is an essential skill in second language learning that involves cognitive and linguistic processes. However, many students face challenges that lead to writing anxiety, which can affect their writing performance and motivation. Writing anxiety is influenced by various factors, including gender differences, which have been widely debated in language learning research. This research investigates whether there is a significant correlation between second language writing anxiety (SLWA) and gender among English education students in Jember. This study employed a quantitative research method with a point-biserial correlation to analyze the relationship between these two variables. The sample consisted of 100 students from semesters 4 and 6 at the University of Jember and Muhammadiyah University of Jember. Data were collected using a writing anxiety questionnaire. The findings revealed a significant correlation between second language writing anxiety and gender (r = 0.253, p < .05), indicating that gender plays a role in students’ writing anxiety levels. Although the correlation is weak, the results suggest that gender differences contribute to variations in writing anxiety among students. Based on these findings, it is important for educators to consider gender differences when addressing writing anxiety in second language learning. Developing targeted strategies that accommodate students’ needs based on gender-related differences can help reduce writing anxiety and enhance their writing performance.