Article Sidebar

Submitted
October 12, 2022
Accepted
November 30, 2022
Published
November 30, 2022
Download
PDF
Statistic
Read Counter : 242 Download : 605

Main Article Content

Abstract

This study aims to identify reading anxiety among junior high school students. The research design employed a quantitative approach in the form of a survey study. There were 80 respondents who were willing to participate in this study. The respondents were students from one of junior high schools in Mataram, Indonesia.  All respondents were students from grades 8 and 9. To collect the data, this study adapted a questionnaire from Ahmad et.al. (2013) which consists of five domains of reading anxiety, i.e., (1) lack of vocabulary, (2) unfamiliar topic, (3) unfamiliar culture, (4) afraid of making errors, and (5) worry about reading effects. Based on the results, the statement with the highest score is “I enjoy reading a text in English text in English when I know its translation” (M=4.15; SD=.730). Meanwhile, the statement with the lowest score is “In reading aloud in the class I do not understand the text even though it is easy” (M=3.00; SD=1.055). The data imply that the most significant factor in students’ reading anxiety is lack of vocabulary and the least factor is worrying about reading effects.

Keywords

Junior High School, language reading Anxiety, reading anxiety

Article Details

License

Copyright (c) 2022 Arif Nugroho Kharismanto, Rizki Farani

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Kharismanto, A. N., & Farani, R. . (2022). Reading Anxiety Among Junior High School Students in Mataram: A Survey Study. Journal of English and Education (JEE), 8(2), 81–86. https://doi.org/10.20885/jee.v8i2.25713
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ahmad, I. S., Al-Shboul, M. M., Rahman, Z. A., Burhan, M., & Basha Madarsha, K. (2013). The potential sources of foreign language reading anxiety in a Jordanian EFL context: A theoretical framework. English Language Teaching, 6(11), 89–110. https://doi.org/10.5539/elt.v6n11p89
  2. Aisyah, J. (2017). Students’ Reading Anxiety in English Foreign Language Classroom. Journal of English and Education, 5(1), 56–63.
  3. Al-Sohbani, Y. A. Y. (2018). Foreign language reading anxiety among Yemeni secondary school students. International Journal of English Language & Translation Studies, 6(1), 57–65.
  4. Ayuningsih, F., Agustiana, V., & Rahmatunisa, W. (2021). reading anxiety experienced by senior high school students (a case study in the Senior High School 1 Ciawigebang). 1st National Conference on Language, Education, and Technology Proceeding, 1(1), 164–174.
  5. Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education, Inc.
  6. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: an introduction (7th ed.). Allyn and Bacon.
  7. Guimba, W. D., & Alico, J. C. (2015). Reading anxiety and comprehension of grade 8 Filipino learners. International Journal of Humanities and Social Sciences, Special Volume, 44–59.
  8. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  9. Johnson, A. P. (2008). Teaching reading and writing: a guidebook for tutoring and remediating students. Rowman and Littlefield Education.
  10. Le, T. T. H., Tran, T., Trinh, T. P. T., Nguyen, C. T., Nguyen, T. P. T., Vuong, T. T., Vu, T. H., Bui, D. Q., Vuong, H. M., Hoang, P. H., Nguyen, M. H., Ho, M. T., & Vuong, Q. H. (2019). Reading habits, socioeconomic conditions, occupational aspiration and academic achievement in Vietnamese junior high school students. Sustainability (Switzerland), 11(18). https://doi.org/10.3390/su11185113
  11. Liu, M., & Hong, M. (2021). English language classroom anxiety and enjoyment in Chinese young learners. SAGE Open, 11(4), 1-13. https://doi.org/10.1177/21582440211047550
  12. Male, H. (2018). Senior high school students’ anxiety towards language learning skills. Journal of English Teaching, 4(1), 1-16. https://doi.org/10.33541/jet.v4i1.784
  13. Mudra, H., & Mckinnon, T. (2022). Reading anxiety of efl learners in Indonesian rural schools: A quantitative study. LLT Journal: A Journal on Language and Language Learning, 25(1), 739–753. https://doi.org/10.24071/llt.v25i2.5221
  14. Muhlis, A. (2017). Foreign language reading anxiety among Indonesian EFL senior high school students. ENGLISH FRANCA: Academic Journal of English Language and Education, 1(1), 19. https://doi.org/10.29240/ef.v1i1.160
  15. Nilsson, M. (2019). Foreign language anxiety: The case of young learners of English in Swedish primary classrooms. Apples: Journal of Applied Language Studies, 13(2), 1–21. https://doi.org/10.17011/apples/urn.201902191584
  16. Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading anxiety: an early affective impediment to children’s success in reading. Journal of Cognition and Development, 20(1), 15–34. https://doi.org/10.1080/15248372.2018.1526175