Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students

Abstract

This study aims to investigate foreign language reading anxiety among Indonesian EFL Senior High School students. Thirty twostudents of grade eleven in a senior high school in Bandung were involved as the participants. This study employed a survey research design. The data was collected by two types of questionnaires. The first finding revealed that most of the students perceived anxiety in medium level (71,9% students admitted). The second finding found that there were two major potential factors of foreign language reading anxiety namely text features and personal factors. Under the concept of text features, there are three sources of foreign language reading anxiety including unknown vocabulary (49% students agreed), unfamiliar topic (40% students agreed), and unfamiliar culture (38% students agreed). On the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including fear of making errors (39% students agreed), and worry about reading effects (28% students agreed).

The Implication of Flipped Learning Model in Tertiary Critical Reading Class

“…in her study also found that students' in junior high school had problems in reading. Meanwhile, Muhlis (2017) confirms that most of senior high school students perceived medium level of foreign language reading anxiety. As the result, most university students were not prepared for academic setting environment that insists them to be critical in reading the texts, therefore they adopt a superficial approach in reading academic materials.…”

Indonesian theology students' foreign language reading anxiety and reading performance: A correlational study

“…Several studies on FLRA have also been conducted in the Indonesian context from various education levels (Aisyah, 2017;Al Faruq, 2019;Mawardah et al, 2019;Muhlis, 2017;Sari, 2017). Both Aisyah (2017) and Muhlis (2017) found that their senior high school participants experienced a medium level of FLRA.…”

“…Anxiety experienced by learners in reading has been defined as Foreign Language Reading Anxiety (FLRA) (Saito et al, 1999). It is referred to as a feeling of worry and apprehension when learners attempt to read foreign language texts (Muhlis, 2017). When learners experience reading anxiety, they tend to have low self-perceived competence, feel hopeless, and overwhelmed (Aisyah, 2017).…”

“…Recognition of the important role of FLRA in learning could be seen through numerous studies investigating FLRA in various language learning contexts (Al-Shboul et al, 2013;Cetinkaya, 2011;Chow et al, 2018;Estrada-Madronero, 2019;Jafarigohar, 2012;Stawiarska, 2013;Tsai & Li, 2012). In the Indonesian context, FLRA studies are not totally new as several studies have been conducted in this field at various educational levels (Aisyah, 2017;Al Faruq, 2019;Mawardah et al, 2019;Muhlis, 2017;Sari, 2017).…”

“…Despite the possible contributions of the previous studies on FLRA, there are several points worth further investigation. Specific in the Indonesian context, for example, studies conducted by Aisyah (2017) and Muhlis (2017) may have given contribution in the field of FLRA among Indonesian Middle School students whilst studies conducted by Sari (2017) and Mawardah et al (2019) may have given contribution on investigating English Department students' FLRA. However, little is known on the FLRA phenomenon among English for Specific Purposes (ESP) students at the university level.…”