FOREIGN LANGUAGE READING ANXIETY AND L2 ACHIEVEMENT: A STUDY OF INDONESIAN EAP LEARNERS

81160006, Jeane Theresia Limeranto (2020) FOREIGN LANGUAGE READING ANXIETY AND L2 ACHIEVEMENT: A STUDY OF INDONESIAN EAP LEARNERS. Final Year Projects (S1) thesis, Universitas Kristen Duta Wacana.

	Text (Skripsi Pendidikan Bahasa Inggris) 81160006_bab1_bab5_daftarpustaka.pdf Download (1MB)
	Text (Skripsi Pendidikan Bahasa Inggris) 81160006_bab2-sd-bab4_lampiran.pdf Restricted to Registered users only Download (2MB) | Request a copy

Abstract

This paper was conducted to investigate the relationship between students’ foreign language reading anxiety (FLRA) and their reading achievement. There were 63 participants of university students at a university in Indonesia. This paper utilized quantitative and qualitative methods sequentially. The first method was conducting a quantitative analysis to find students’ reading anxiety and its relationship with their reading achievement. Furthermore, this study utilized qualitative method to gather deeper information of participants’ point of view to clarify the developed questionnaire. The result of this study showed that there was a significant weak negative correlation between learners’ reading anxiety and their reading achievement. This result of the study yielded r (61) = -.25, p < .05. It indicated that the higher students’ FLRA, the lower the score tended to be. Moreover, the interview result showed that there were five factors which the learners believed could increase their anxiety in reading. They were fear of making mistakes and lack self-confidence, low self-perceived competence, unfamiliar vocabulary, lack of motivation, and lack of teaching reading methods. Additionally, in order to reduce students’ FLRA, the result showed that the use of reading strategy may help reduce their reading anxiety. Therefore, to reduce students’ reading anxiety, this study recommends that EFL teachers encourage the students to use some reading strategies. Moreover, the teacher also needs to create various learning activities and various teaching methods to minimize their anxiety in reading. In addition, positive supports are also needed by the teacher and the students.

Actions (login required)

View Item