Correlation between anxiety and critical reading ability of Indonesian English as a Foreign Language students

Fitrawati Fitrawati; Erdiana Erdiansyah; David D. Perrodin

doi:10.29210/020232674

Correlation between anxiety and critical reading ability of Indonesian English as a Foreign Language students

Fitrawati Fitrawati

⁽¹⁾, Erdiana Erdiansyah ⁽²⁾, David D. Perrodin ⁽³⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia
(3) Institute for Population and Social Research, Mahidol University

Thailand

Corresponding Author

DOI : https://doi.org/10.29210/020232674

Full Text:

Language : en

Abstract

This study investigates the possible relationship between reading anxiety and the critical reading ability of tertiary EFL students majoring in English education at a state university in West Sumatra, Indonesia. Thirty-two students were selected utilizing convenience sampling as the research sample. By employing a correlational approach, the instrument used for this analysis was a TOEFL test consisting of 30 questions to measure students' ability to read critically. In addition, a questionnaire was also developed based on the theory of experts composed of 20 statements used to measure students' reading anxiety. Pearson product-moment correlation was used to investigate the relationship between reading anxiety and students' critical reading ability. The study found that 1) most students experience anxiety at the intermediate level, 2) the level of students' critical reading ability is at the average level, and 3) there is a significant relationship between students' reading anxiety and critical reading ability. The results imply that the reading anxiety students experience correlates to their scores in critical reading, leading to a significant effect of reading anxiety on students' critical reading skills.

Keywords

Correlation; Reading Anxiety; Critical Reading; Critical Reading Ability; EFL Students

References

Aisyah, J. (2017). Students’ reading anxiety in English foreign language classroom. Journal of English and Education, 5(1), 56–63. http://ejournal.upi.edu/index.php/L-E/article/view/9903

Albeckay, E. M. (2014). Developing reading skills through critical reading programme amongst undergraduate EFL students in Libya. Procedia - Social and Behavioral Sciences, 123, 175–181. https://doi.org/10.1016/j.sbspro.2014.01.1412

Al Faruq, A. Z. (2019). Reading anxiety in English as a foreign language for undergraduate students in Indonesia. Journal of Teaching & Learning English in Multicultural Contexts, 3(2), 88–95. https://doi.org/10.37058/tlemc.v3i2.1275

Alsowat, H. H. (2016). Foreign language anxiety in higher education: A practical framework for reducing FLA. European Scientific Journal, 12(7), 193–220. https://doi.org/10.19044/esj.2016.v12n7p193

Anuar, N., Muhammad, A. M., & Awang, Z. (2020). An exploratory factor analysis of elicited students' salient beliefs toward critical reading. International Journal of Modern Languages and Applied Linguistics, 4(4), 101–114. https://doi.org/10.24191/ijmal.v4i4.11288

Bolton, K., Hill, C., Bacon-Shone, J., & Peyronnin, K. (2023). EMI (English‐medium instruction) in Indonesian higher education. World Englishes, 00, 1–23. https://doi.org/10.1111/weng.12622

Celce-Murcia, M., Brinton, D., & Snow, M. A. (2014). Teaching English as a second or foreign language. National Geographic Learning.

Chang, H., & Huang, S. C. (2022). The impact of reading anxiety of English professional materials on intercultural communication competence: Taking students majoring in the medical profession. Sustainability, 14(24), Article 16980. https://doi.org/10.3390/su142416980

Chow, B. W., Mo, J., & Dong, Y. (2021). Roles of reading anxiety and working memory in reading comprehension in English as a second language. Learning and Individual Differences, 92, Article 102092. https://doi.org/10.1016/j.lindif.2021.102092

Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.

Farihah. (2017). The correlation between reading anxiety and reading comprehension achievement of the eleventh grade students of SMA Negeri 3 Palembang [Undergraduate thesis]. UIN Raden Fatah Palembang. http://repository.radenfatah.ac.id/id/eprint/13047

Fitrawati, & Syarif, H. (2021). Reading strategies used by college English students. International of Language Pedagogy, 1(1), 6–14. https://doi.org/10.24036/ijolp.v1i1.7

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed). McGraw-Hill.

Galletta, A., & Cross, W. E. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. NYU Press.

Ghaith, G. (2020). Foreign language reading anxiety and metacognitive strategies in undergraduates’ reading comprehension. Issues in Educational Research, 30(4), 1310–1328. http://www.iier.org.au/iier30/ghaith.pdf

Ghonsooly, D. B., & Elahi, M. (2010). Learners' self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(127), 45–67. https://profdoc.um.ac.ir/articles/a/1020898.pdf

Jafarigohar, M., & Behrooznia, S. (2012). The effect of anxiety on reading comprehension among distance EFL learners. International Education Studies, 5(2), 159–174. https://doi.org/10.5539/ies.v5n2p159

Kuru Gonen, S. I. (2007). L2 reading anxiety: Exploring the phenomenon. In K. Bradford-Watts (Ed.), JALT2006 Conference Proceedings (pp. 1029–1038). Japan Association for Language Teaching (JALT). https://jalt-publications.org/archive/proceedings/2006/E082.pdf

Limeranto, J. T., & Subekti, A. S. (2021). Indonesian theology students’ foreign language reading anxiety and reading performance: A correlational study. Studies in English Language and Education, 8(1), 131–142. https://doi.org/10.24815/siele.v8i1.17398

Liu, M., & Dong, L. (2022). A longitudinal study of Foreign Language Reading Anxiety and its predicting effects on Chinese university students’ reading English performance. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00694-x

Marhaeni, N. N. R., Tantra, D. K., & Myartawan, I. P. N. W. (2020). Reading anxiety, reading self-efficacy, and reading competency in the senior high school. Language and Education Journal Undiksha, 3(2), 47–56. https://doi.org/10.23887/leju.v3i2.26737

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), 19–44. https://doi.org/10.29240/ef.v1i1.160

Nazarinasab, F., Nemati, A., & Mortahan, M. M. (2014). The impact of foreign language reading anxiety and text feature awareness on university students' reading comprehension ESP texts. International Journal of Language and Linguistics, 2(6), 1–7. https://doi.org/10.11648/j.ijll.s.2014020601.11

Par, L. (2018). The EFL students' critical reading skills across cognitive styles. 5(1), 73–96. http://dx.doi.org/10.30762/jeels.v5i1.541

Perrodin, D. D., Liangruenrom, N., & Chancharoen, S. (2022). Lasting effects of Foreign Language Anxiety with adults working in international organizations. PASAA, 63, 254–278. https://www.culi.chula.ac.th/publicationsonline/files/article/ITddaL1LNHMon41145.pdf

Petrus, S. L., & Shah, P. M. (2020). Relationship between reading anxiety, reading strategies and language competence of rural ESL secondary learners. Creative Education, 11(2), Article 98390. https://doi.org/10.4236/ce.2020.112010

Rohmah, G. N. (2018). Critical reading: Students' problems, strategies, and reflections. Journal of English Language, Literature, and Teaching (J-ELLiT), 2(1), 21–26. https://doi.org/10.17977/um046v2i1p20-24

Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218. https://doi.org/10.1111/0026-7902.00016

Saud, S., & Abduh, A. (2017). Foreign language roles in Indonesian education. Advances in Social Science, Education and Humanities Research, 127, 168–170. https://api.core.ac.uk/oai/oai:eprints.unm.ac.id:14731

Sheikh Ahmad, I., M. Al-Shboul, M., Sahari Nordin, M., Abdul Rahman, Z., 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

Stratton, S. (2021). Population research: Convenience sampling strategies. Prehospital and Disaster Medicine, 36(4), 373–374. doi:10.1017/S1049023X21000649

Sudina, E. (2021). Study and scale quality in second language survey research, 2009–2019: The case of anxiety and motivation. Language Learning, 71(4), 1149–1193. https://doi.org/10.1111/lang.12468

Suryanto, S. (2014). Issues in teaching English in a cultural context: A case of Indonesia. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 1(2), 75–82. https://doi.org/10.36706/jele.v1i2.2075

Wijayati, P. H., Mardianti, N., & Murtadho, N. (2021). The correlation between students' reading anxiety and their reading comprehension in ESP context. International Journal of Language Education, 5(2), 15–29. https://doi.org/10.26858/ijole.v5i2.15440

Zhao, A., Guo, Y., & Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764–778. https://doi.org/10.1111/j.1540-4781.2013.12032.x

Zhou, J. (2017). Foreign language reading anxiety in a Chinese as a foreign language context. Reading in a Foreign Language, 29(1), 155–173. http://files.eric.ed.gov/fulltext/EJ1137892.pdf

Article Metrics

Abstract Views : 1027 times

PDF Downloaded : 0 times

Refbacks

There are currently no refbacks.