ANALISIS KECEMASAN MENULIS BAHASA KOREA TINGKAT MENENGAH

Nur Dinda Aflah Khodijah, - (2025) ANALISIS KECEMASAN MENULIS BAHASA KOREA TINGKAT MENENGAH. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Permasalahan kecemasan menulis menjadi penting karena dapat menghambat kemampuan mahasiswa dalam meningkatkan keterampilan menulisnya. Penelitian ini bertujuan untuk menganalisis tingkat kecemasan pada keterampilan menulis mahasiswa di Universitas Pendidikan Indonesia yang mempelajari bahasa Korea di tingkat menengah, serta mencari jenis-jenis kecemasannya. Sampel penelitian terdiri dari 64 mahasiswa jurusan Pendidikan Bahasa Korea tingkat menengah. Metode deskriptif dengan pendekatan kuantitatif dan kualitatif digunakan pada penelitian ini. Data kuantitatif diperoleh melalui kuesioner yang didasari teori Second Language Writing Anxiety (SLWAI) dari Cheng untuk mencari tingkat dan jenis kecemasan, serta teori Causes Writing Anxiety Inventory (CWAI) dari Rezaei dan Jafari untuk mencari faktor-faktor yang memengaruhinya. Sementara itu, data kualitatif dikumpulkan melalui wawancara semi-terstruktur untuk menggali faktor-faktor yang memengaruhi kecemasan secara mendalam. Hasil penelitian menunjukkan bahwa 50% mahasiswa mengalami tingkat kecemasan tinggi dengan didominasi jenis kecemasan kognitif sebanyak 59%. Faktor utama yang memengaruhinya meliputi faktor internal, yaitu persepsi terhadap kemampuan diri, kurangnya latihan menulis, dan rendahnya penguasaan bahasa Korea. Kurangnya latihan menulis menjadi faktor yang paling menonjol dalam faktor internal. Selain itu, terdapat faktor eksternal, yaitu penilaian atau kritik, serta, tekanan atau ekspektasi dalam menghasilkan tulisan yang sempurna. Tekanan untuk menghasilkan karangan yang sempurna menjadi faktor eksternal yang mendominasi. Hasil penelitian ini berkontribusi dalam konteks kecemasan menulis, khususnya pada bahasa Korea di Indonesia. Penelitian ini diharapkan dapat menambah wawasan untuk mengantisipasi, mengelola, maupun mengatasi kecemasan menulis yang terjadi dalam pembelajaran bahasa asing, serta dijadikan dasar pengembangan strategi pembelajaran yang lebih efektif oleh pengajar. The issue of writing anxiety is important as it can hinder students' ability to improve their writing skills. This study aims to analyze the level of writing anxiety among students at the University of Pendidikan Indonesia studying Korean at the intermediate level, as well as to identify the types of anxiety they experience. The study sample consisted of 64 students from the Department of Korean Language Education at the intermediate level. A descriptive method with both quantitative and qualitative approaches was employed in this study. Quantitative data was obtained through a questionnaire based on Cheng's Second Language Writing Anxiety Inventory (SLWAI) to determine the level and types of anxiety, and Rezaei and Jafari's Causes Writing Anxiety Inventory (CWAI) to identify the influencing factors. Meanwhile, qualitative data was collected through semi-structured interviews to explore the factors influencing writing anxiety in greater depth. The results showed that 50% of students experienced high levels of anxiety, predominantly cognitive anxiety at 59%. The main factors influencing writing anxiety include internal factors such as self-perception, lack of writing practice, and low proficiency in Korean. Among these, the lack of writing practice was the most prominent internal factor. Additionally, there were external factors, including evaluation or criticism, as well as pressure or expectations to produce a perfect written work. The pressure to produce a perfect piece of writing was the dominant external factor. The findings of this study contribute to the field of writing anxiety, particularly in the context of Korean language learning in Indonesia. This research is expected to expand knowledge on how to anticipate, manage, and overcome writing anxiety in foreign language learning, and serve as a basis for developing more effective teaching strategies by instructors. 글쓰기 불안 문제는 학생들의 글쓰기 능력 향상에 방해가 될 수 있다. 본 연구는 중급 수준의 한국어를 학습하는 인도네시아 교육대학교 학생들의 글쓰기 불안 수준을 분석하고, 그들이 경험하는 불안의 종류를 파악하는 것을 목표로 한다. 연구 표본은 중간 수준에서 한국어 교육을 전공하는 64명의 학생으로 구성되었습니다. 인도네시아인 중급 학습자 64명 대상로 구성되었다. 본 연구에서는 서술적 방법을 사용하였으며, 정량적 및 정성적 접근 방식을 모두 적용하였다. 불안의 수준과 유형을 찾기 위해 쳉의 제2언어 글쓰기 불안(SLWAI) 이론을, 영향 요인을 찾기 위해 레자이와 자파리의 원인 글쓰기 불안 인벤토리(CWAI) 이론을 기반으로 한 설문지를 통해 정량적 데이터를 확보했다. 한편, 불안에 영향을 미치는 요인을 심층적으로 탐색하기 위해 반구조화된 인터뷰를 통해 정성적 데이터를 수집했다. 데이터를 분석한 결과 50%의 대상자가 높은 수준의 불안을 경험한 것으로 나타났으며 인지 불안이 59%로 압도적으로 보였다. 이에 영향을 미치는 주요 요인는 자아 능력에 대한 인식, 글쓰기 연습 부족, 한국어 구사 능력 저하 등 내부 요인이 있다. 내부 요인 중에서 글쓰기 연습 부족이 가장 두드러진 요인이다. 또한 완벽한 글쓰기를 만들어내는 데에는 판단이나 비판, 압박감이나 기대감 등 외부 요인도 있다. 완벽한 글쓰기를 만들어내야 한다는 압박감이 지배적인 외부 요인이다. 본 연구의 결과는 특히 인도네시아 내 한국어 글쓰기 불안의 맥락에 기여한다. 본 연구는 외국어 학습에서 발생하는 글쓰기 불안을 예측, 관리, 극복하는 데 통찰력을 더하고 교사의 보다 효과적인 학습 전략 개발의 기초가 될 것으로 기대된다.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=new_profile&hl=en ID SINTA Dosen Pembimbing Didin Samsudin: 6102061 Asma Azizah: 6705531
Uncontrolled Keywords:	Bahasa Korea, CWAI, Kecemasan Berbahasa, Keterampilan Menulis, SLWAI. CWAI, Korean Language, Language Anxiety, SLWAI, Writing Skills. 언어 불안, 글쓰기 능력 한국어, CWAI, SLWAI.
Subjects:	L Education > L Education (General) P Language and Literature > PL Languages and literatures of Eastern Asia, Africa, Oceania
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Korea
Depositing User:	Nur Dinda Aflah Khodijah
Date Deposited:	31 Jan 2025 01:10
Last Modified:	31 Jan 2025 01:10
URI:	http://repository.upi.edu/id/eprint/130143

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