THE CORRELATION OF STUDENTS' ANXIETY AND READING COMPREHENSION (CASE STUDY) AT POLITEKNIK UNGGUL LP3M MEDAN (3rd Semester Students)

Authors

  • Cici Handayani Politeknik Unggul LP3M
  • Selfitrida A Yani Politeknik Ganesha

DOI:

https://doi.org/10.46576/wdw.v19i4.7685

Keywords:

reading anxiety, reading comprehension, higher education, correlation, FLRAS.

Abstract

This study investigates the correlation between students’ reading anxiety and their reading comprehension performance in higher education. Reading comprehension is a critical academic skill, yet many students struggle due to emotional factors such as anxiety, which can impair focus, memory, and cognitive processing. A total of 50 undergraduate students participated in this correlational study. Reading anxiety was measured using the Foreign Language Reading Anxiety Scale (FLRAS), while reading comprehension was assessed through a standardized test consisting of multiple-choice and short-answer questions. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results indicated a strong negative correlation (r = -0.62, p < 0.01) between reading anxiety and comprehension scores, suggesting that higher anxiety levels significantly reduce students’ reading performance. Regression analysis revealed that reading anxiety accounted for 38% of the variance in reading comprehension scores. The findings highlight the need for targeted interventions, such as relaxation techniques, cognitive-behavioral strategies, and structured reading activities, to reduce anxiety and enhance comprehension skills. This study provides valuable insights for educators and researchers in designing strategies to support students’ emotional well-being and academic success.

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Published

2025-10-13

Issue

Vol. 19 No. 4 (2025)

Section

Artikel Vol. 19 No. 4 (2025)

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