Foreign Language Reading Anxiety Level and Its Potential Factors among Indonesian EFL Junior High School in MTs Negeri 5 Jember

Mawaddah, Putri Ri'ayatul (2022) Foreign Language Reading Anxiety Level and Its Potential Factors among Indonesian EFL Junior High School in MTs Negeri 5 Jember. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

Learning to read English texts is a critical but often challenging academic task for EFL students. Remarkably, EFL students in Indonesia experience reading anxiety, meaning they have worry, nervousness, and apprehension in reading English text. Students' reading anxiety inhibits their English competence because they have difficulty understanding English text. It might be caused by some factors which can cause reading anxiety. It is essential to identify the level of students reading anxiety and its potential factors to cope with English reading anxiety. By understanding these key factors that cause reading anxiety, teacher hope to apply reading strategies to reduce reading anxiety, thus promoting English-language reading performance. Therefore, the researcher decided on two research problems: 1) what level of anxiety is experienced by students as foreign language students? 2) what potential factors could cause students' reading anxiety as foreign language students? From those, the research objectives of this study were 1) to identify the level of reading anxiety experienced by students and 2) to investigate the potential factors that cause students’ reading anxiety as foreign language learners. This research design was a survey research. The population of this study was students in MTs Negeri 5 Jember 2021/2022 Academic Year. The sampling technique of this research was random cluster sampling with 88 students from grades 7, 8, and 9. The researcher adopted the foreign language reading anxiety scale questionnaire, which contains 20 items by Saito, to check students reading anxiety levels. Meanwhile, in investigating students reading potential anxiety factors, the researcher adopted the questionnaire by Ahmad, which contains 26 items. The data be analyzed by using descriptive statistics.The result of this study showed: 1) the level most experienced by 64% students was medium level 2) the first factor that causes students reading anxiety is fear of making mistakes with 57,05% voters, the second factor is the unfamiliar topic with 52,84%, the third factor is an unknown vocabulary with 51,15%, the fourth factor is worry about reading effect with 49,44%, and students have chosen the last factor is unfamiliar culture. The finding of this study indicated that most students in junior high school were in a medium level of reading anxiety. The biggest factor that triggers their reading anxiety is fear of making mistakes, which is 57,05%. Results offer a more nuanced understanding of the nature of reading anxiety and its implications for struggling readers.

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