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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.
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References
- 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
- Aisyah, J. (2017). Students’ Reading Anxiety in English Foreign Language Classroom. Journal of English and Education, 5(1), 56–63.
- 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.
- 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.
- Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education, Inc.
- Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: an introduction (7th ed.). Allyn and Bacon.
- 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.
- 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
- Johnson, A. P. (2008). Teaching reading and writing: a guidebook for tutoring and remediating students. Rowman and Littlefield Education.
- 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
- 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
- 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
- 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
- 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
- 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
- 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
References
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
Aisyah, J. (2017). Students’ Reading Anxiety in English Foreign Language Classroom. Journal of English and Education, 5(1), 56–63.
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.
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.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education, Inc.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: an introduction (7th ed.). Allyn and Bacon.
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.
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
Johnson, A. P. (2008). Teaching reading and writing: a guidebook for tutoring and remediating students. Rowman and Littlefield Education.
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
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
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
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
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
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
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