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All Journal LLT Journal: A Journal on Language and Language Teaching Studies in English Language and Education
Jeane Theresia Limeranto
Universitas Kristen Duta Wacana
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Indonesian theology students' foreign language reading anxiety and reading performance: A correlational study Jeane Theresia Limeranto; Adaninggar Septi Subekti
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.137 KB) | DOI: 10.24815/siele.v8i1.17398

Abstract

This study investigated Theology students’ Foreign Language Reading Anxiety (FLRA) and the relationship between their FLRA and their reading achievement. A number of 63 Theology students participated in this quantitative study. A questionnaire developed by Saito et al. (1999) was used in obtaining the data for the study. The study was conducted to fill the void in the literature on the scarcity of empirical research on FLRA in the Indonesian English for Specific Purpose (ESP) context, especially among Theology students who were required to read a lot of English text and thus were very likely susceptible to experience reading anxiety. The study found that in general, the students experienced a medium level of FLRA. Low self-perceived reading competence and the unfamiliar topic of reading passages were reported to be attributed to higher FLRA levels whilst the formation of reading habits, reading exposure, and reading strategies were believed to reduce reading anxiety. This study further found a statistically significant negative correlation between the students’ FLRA and their reading achievement, albeit the strength being weak. This finding suggested that students’ FLRA could be a factor hampering learning. The present study’s specific finding on the possible positive impacts of reading strategies and the duration of reading exposure may indicate the urgency to incorporate these two aspects in the instructional design of English reading classes. Based on the findings, contributions, limitations, and suggested future studies were formulated.
Indonesian theology students' foreign language reading anxiety and reading performance: A correlational study Jeane Theresia Limeranto; Adaninggar Septi Subekti
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17398

Abstract

This study investigated Theology students’ Foreign Language Reading Anxiety (FLRA) and the relationship between their FLRA and their reading achievement. A number of 63 Theology students participated in this quantitative study. A questionnaire developed by Saito et al. (1999) was used in obtaining the data for the study. The study was conducted to fill the void in the literature on the scarcity of empirical research on FLRA in the Indonesian English for Specific Purpose (ESP) context, especially among Theology students who were required to read a lot of English text and thus were very likely susceptible to experience reading anxiety. The study found that in general, the students experienced a medium level of FLRA. Low self-perceived reading competence and the unfamiliar topic of reading passages were reported to be attributed to higher FLRA levels whilst the formation of reading habits, reading exposure, and reading strategies were believed to reduce reading anxiety. This study further found a statistically significant negative correlation between the students’ FLRA and their reading achievement, albeit the strength being weak. This finding suggested that students’ FLRA could be a factor hampering learning. The present study’s specific finding on the possible positive impacts of reading strategies and the duration of reading exposure may indicate the urgency to incorporate these two aspects in the instructional design of English reading classes. Based on the findings, contributions, limitations, and suggested future studies were formulated.
FOREIGN LANGUAGE READING ANXIETY AMONG THEOLOGY DEPARTMENT STUDENTS: CONTRIBUTING FACTORS AND ALLEVIATING STRATEGIES Jeane Theresia Limeranto; Adaninggar Septi Subekti
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i2.2962

Abstract

The study investigated factors contributing to English for Theology students’ Foreign Language Reading Anxiety (FLRA) and their strategies to alleviate it. This study was the continuation of a quantitative study involving 63 Theology student participants which found that their FLRA was significantly correlated with their reading achievement negatively. It was also conducted to fill the void in the FLRA literature in the Indonesian university context especially in Theology department necessitating learners to read a lot of passages in English, possibly quite anxiety-provoking for learners. Four selected participants from the previous quantitative study were interviewed and the data were analysed using Thematic Analysis. The study found that low self-confidence, lack of peer support, low self-perceived language competence, low motivation, and unfamiliar vocabulary increased learners' FLRA. Teachers' various methods, emphasising group activities were found to reduce their FLRA whilst whole-class reading activities tended to increase their FLRA. Furthermore, the uses of various reading strategies taught in class to comprehend texts were reported to reduce their FLRA to a certain extent depending on the degree of success of learners in using the strategies. Implications, limitations, and suggested directions for future studies were mentioned in light of the study's findings.
Co-Authors Adaninggar Septi Subekti