EFL Students' Anxiety in Reading English Journals Articles at UIN Sjech M. Djamil Djambek Bukittinggi

Intan Fadila, 2320065 (2026) EFL Students' Anxiety in Reading English Journals Articles at UIN Sjech M. Djamil Djambek Bukittinggi. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

This study aimed to investigate the level of reading anxiety experienced by EFL students when reading English journal articles at UIN Sjech M. Djamil Djambek Bukittinggi. The study was based on students’ anxiety in understanding and interpreting English journal articles, difficulties in comprehending complex academic texts due to limited vocabulary and background knowledge, students’ tendency to avoid reading academic articles, and the negative impact of anxiety on academic performance and concentration. Understanding the level and characteristics of reading anxiety was considered important for developing effective strategies to support EFL students in academic reading. This research employed a quantitative survey design using a validated questionnaire adopted from Zoghi (2012). The questionnaire consisted of 27 items representing five indicators of reading anxiety, namely background knowledge, general reading ability, vocabulary, grammar, and teaching methods. The participants of this study were 95 sixth-semester students of the English Education Department. The data were collected using a questionnaire, which was distributed through Google Forms as the medium, and were analyzed using standard deviation-based categorization to classify students’ reading anxiety levels into high, normal, and low. The findings showed that the majority of students (80%, n = 76) experienced a normal level of reading anxiety, which was reflected in moderate feelings of nervousness, tension, and concern when reading English journal articles, particularly related to vocabulary and general reading ability. Meanwhile, 11.6% (n = 11) of the students experienced a high level of reading anxiety, characterized by strong feelings of fear, avoidance of reading academic texts, and difficulty concentrating during reading tasks. In contrast, 8.4% (n = 8) of the students showed a low level of reading anxiety. Further analysis of the indicators revealed that vocabulary-related anxiety was the most prominent source of anxiety, followed by anxiety related to teaching methods and general reading ability. Anxiety related to background and cultural knowledge was relatively low, indicating that students were more comfortable with cultural aspects than with linguistic challenges when reading English journal articles.

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