Interplay of Motivation, Attitude, and Anxiety on L1 and L2 Reading Frequency in Indonesia

Authors

  • Sri Rejeki Murtiningsih

    Universitas Muhammadiyah Yogyakarta, Bantul, Yogyakarta 55183, Indonesia
  • Evi Puspitasari

    Universitas Muhammadiyah Yogyakarta, Bantul, Yogyakarta 55183, Indonesia
  • Dwijoko Purbohadi

    Universitas Muhammadiyah Yogyakarta, Bantul, Yogyakarta 55183, Indonesia
  • Sibakhul Milad Malik Hidayatulloh

    Universitas Negeri Malang, Malang, East Java 65145, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i1.7564
Received: 22 October 2024 | Revised: 24 November 2024 | Accepted: 30 November 2024 | Published Online: 16 December 2024

Abstract

 Motivation, attitude, and anxiety are significant to overall academic achievement. However, these variables were often looked at in isolation. This study examined reading motivation and attitude, reading anxiety, and reading frequency among high school students in Indonesia (n = 4738). Three close-ended questionnaires—the Foreign Language Reading Attitudes and Motivation Scale (FLRAMS), the Foreign Language Reading Anxiety Scale (FLRAS), and a reading frequency scale—were employed and distributed electronically. Descriptive quantitative analysis was used to map the current condition of reading based on three variables. The data revealed the correlation between reading motivation and attitude with reading frequency in L1 and L2 and reading anxiety in two different realms. The result showed that the level of motivation and attitude (M= 2.75; SD= 0.45) and anxiety (M= 2.71; SD= 0.49) in reading was at a moderate-to-high level. The L1 and L2 reading frequency differed in that L1 was at 5-6 hours a week (M= 2.81; SD= 1.06) and L2 at 2-4 hours a week (M= 1.82; SD= 0.87). The correlation then showed a positive significant correlation between reading motivation and frequency in both L1 and L2, though positively weak in L1 (p value= 0.000 < 0.05, r = 0.075) and very weakly negative in L2 (p value= 0.000 < 0.05; r= -0.058). Reading anxiety did not significantly correlate with L1 reading frequency (p value= 0.538 > 0.05; r = 0.009) but showed a significant correlation in L2 (p value= 0.003 < 0.05, r = -0.043). The result highlights the need for effective reading strategies and comprehensive teacher strategies that address diverse student needs. It finally emphasizes the importance of integrating cognitive and socio-cultural factors into literacy theories to enhance overall literacy outcomes, particularly in reading.

Keywords:

Reading Motivation and Attitude; Reading Anxiety; Reading Frequency in L1 and L2

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Murtiningsih, S. R., Puspitasari, E., Purbohadi, D., & Hidayatullah , S. M. M. (2025). Interplay of Motivation, Attitude, and Anxiety on L1 and L2 Reading Frequency in Indonesia. Forum for Linguistic Studies, 7(1), 38–52. https://doi.org/10.30564/fls.v7i1.7564

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Vol. 7 , Iss. 1 (January 2025): In Progress

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