Inquiring foreign language reading anxiety of Indonesian EFL students’ during online critical reading classroom: a qualitative research at a State Islamic University

Darmawan, Agung (2022) Inquiring foreign language reading anxiety of Indonesian EFL students’ during online critical reading classroom: a qualitative research at a State Islamic University. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study was intended to inquire Foreign Language Reading Anxiety of Indonesian EFL students during online critical reading classroom. This study proposed; 1). to determine the level of students' reading anxiety in the critical reading class; 2). to find out students' perception towards the influence of anxiety on online critical reading classes. This research applied a qualitative method as a research approach with qualitative descriptive. The research was conducted at English Education Department UIN Sunan Gunung Djati Bandung. The participants of this research were 30 students of the fourth semester in the academic year 2022/2023. The sample was selected by purposive sampling and the data was collected by using questionnaire and interview. The results of this research showed that 1). there was a level of reading anxiety in critical reading online class and their perception towards the influence of anxiety in critical reading online class. It was proven from the Foreign Language Reading Anxiety Scale (FLRAS) questionnaire data that 86.67% of students, which means twenty-six students, were included at a high level, and fourstudents, or about 13.33%, were formed at a moderate or medium level. 2). The results of data analysis gathered from interviewing students showed that the students discussed that anxiety was very influential on their learning in critical reading online classes. It means that students of the fourth semester of critical reading online class had reading anxiety, which in turn, this anxiety affected students’ learning in critical reading online classes. In conclusion, there was anxiety among students of the fourth semester of critical reading online class; furthermore, the existing anxiety factually affected students’ learning in critical reading online classes. Furthermore, the majority of participants in this study reports high levels of reading anxiety, which should be regarded an issue that requires to address.

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