Article Per Year (5 Year)
p-Index From 2019 - 2024
0.408
P-Index
This Author published in this journals
All Journal Journal of English Language Teaching English Language Teaching Educational Journal
Insan Kamil
Universitas Negeri Padang
Arts Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The EFL Learners’ Reading Anxiety Level at English Department UNP Insan Kamil; Fitrawati Fitrawati
Journal of English Language Teaching Vol 12, No 1 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i1.121549

Abstract

This research aims to investigate the levels of foreign language reading anxiety and to determine the dominant factors that cause the foreign language reading anxiety of the academic year 2019 English education students at Universitas Negeri Padang. Thirty students were involved in this research. The data were collected through two questionnaires. The first questionnaire is the Foreign Language Reading Anxiety Scales (FLRAS) to investigate the level of reading anxiety. The second questionnaire is a developed questionnaire to determine the dominant factor of foreign language reading anxiety. The first finding revealed that more than half of the students had a medium anxiety level (67%). 20% fell into a high level of anxiety, and 13% of the students fell into a low level of anxiety. Two aspects of foreign language reading anxiety are the text feature and personal factors. In the aspect of text feature factor, there are three themes: unknown vocabulary (71, 17% agreed), unfamiliar topic (66, 04% agreed) and unfamiliar culture (58, 17% agreed). On the personal factor aspect, there are two themes: worry about reading effect (67, 36% agreed) and fear of making errors (64% agreed). The second finding revealed that unknown vocabulary ranked first as the factor of reading anxiety, followed by the worry about reading effect in second place, the unfamiliar topics in third place, the fear of making errors in fourth place, and the unfamiliar culture in the fifth place.
Foreign language reading anxiety: Exploring the experiences of EFL students at a state university in Padang, Indonesia Fitrawati; Insan Kamil; David D Perrodin
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7716

Abstract

This study investigates the levels of foreign language reading anxiety among EFL students at a state university in Padang, West Sumatra, Indonesia, to identify the main factors contributing to this anxiety. The study included 30 participants who provided data through two questionnaires. The first questionnaire utilized the Foreign Language Reading Anxiety Scale (FLRAS) to assess anxiety levels, while the second questionnaire aimed to determine the primary factor behind this anxiety. The results indicated that 67% of the students experienced moderate anxiety, 20% experienced high levels, and 13% reported low anxiety. The study identified two main factors influencing foreign language reading anxiety: text features and personal factors. Text features encompassed unfamiliar vocabulary, topics, and culture, while personal factors included concerns about the effect of reading and fear of making errors. The second questionnaire revealed that unfamiliar language ranked as the most dominant factor, followed by concerns about the impact of reading, unfamiliar topics, fear of making errors, and unfamiliar culture. Recognizing that reading anxiety is a common experience among language learners is essential. However, with the proper support and guidance, students can overcome these challenges and succeed in their English language learning journey.
Co-Authors David D Perrodin Fitrawati Fitrawati