Types of Reading Anxiety in Association to Reading Strategy at Junior High School Setting

Rizal Arisman Rizal Arisman
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Abstract

This research determines the association between three dimensions of reading anxiety and reading strategy. It uses a quantitative approach of correlational design. 146 eighth-graders students in junior high school were involved as the sample. Two kinds of questionnaires were applied to obtain the research data. The EFL Reading Anxiety Scale (EFLRAI) was used to find out the students’ reading anxiety, and the Language Learning Strategy Questionnaire (LLSQ) was utilized to acquire the students’ responses related to their learning strategy. The research data were analyzed using descriptive testing to acquire the mean score and Pearson Correlation Product Moment to gain the correlation score. This study reveals that there was a high level of the top-down, the bottom-up, classroom, and the overall reading anxiety, while the students applied a moderate level of reading strategy. The result of the correlation testing revealed that top-down and bottom-up reading anxieties gained a low relationship on reading strategy. However, classroom reading anxiety had a low correlation on reading strategy. In addition, all reading anxieties separately and simultaneously have a positive relationship towards reading strategy, in which classroom reading anxiety obtains the highest relationship on reading strategy with a score of correlation was 0.207. This study contributes to aid the teacher in recognizing the students’ reading anxiety that must be reduced to gain better reading strategies.
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初中阅读焦虑类型与阅读策略的关系
本研究确定了阅读焦虑的三个维度与阅读策略之间的关系。它使用了相关设计的定量方法。以146名初中生为研究对象。采用了两种调查问卷来获取研究数据。使用EFL阅读焦虑量表(EFLRAI)来了解学生的阅读焦虑,使用语言学习策略问卷(LLSQ)来获取学生对学习策略的反应。对研究数据进行描述性检验,得到平均值,Pearson相关积矩,得到相关分数。本研究发现,学生的自上而下、自下而上、课堂和整体阅读焦虑水平较高,而阅读策略的使用水平为中等。相关测试结果显示,自上而下和自下而上的阅读焦虑对阅读策略的影响不显著。课堂阅读焦虑与阅读策略的相关性较低。此外,所有阅读焦虑分别与同时对阅读策略有正向影响,其中课堂阅读焦虑对阅读策略的影响最大,相关系数为0.207。本研究有助于教师认识学生的阅读焦虑,减少学生的阅读焦虑,以获得更好的阅读策略。
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