The relationship and the contribution of students’ reading anxiety and metacognitive reading strategies to their reading comprehension / Aditya Wahyu Septiyanto</p>

During reading activities reading comprehension levels can be determined by reading anxiety levels and the use of metacognitive reading strategies. Thus the reading anxiety levels and how to use metacognitive reading strategies cause different comprehension levels among students especially for those who learn English as a foreign language in their reading activities. In general reading anxiety and the use of metacognitive reading strategies have different roles in reading comprehension activities. The existence of reading anxiety is associated to hamper students comprehension of a reading text by interfering with their cognitive system to process information in the reading text. On the contrary the use of metacognitive reading strategies facilitates the students to comprehend reading text by selecting appropriate strategies to deal with their reading difficulties in their reading activity. Considering reading comprehension activity as a complex process there is a chance that the feeling of reading anxiety associated with the use of metacognitive reading strategies influences the comprehension of a reading text especially for students who learn English as a foreign language. Unfortunately information on how associated reading anxiety and the use of metacognitive reading strategies correlate to and contribute to reading comprehension seems to be lacking especially for those who learn English as a Foreign language. For this reason this study intends to seek the relationship and contribution of associated reading anxiety and the use of metacognitive reading strategies as a set of predictors of reading comprehension for students who learn English as a foreign language to provide the lacking information. Therefore a multiple regression analysis research design was used to fulfill the aims of this study. Three instruments were used to collect the required data for this study the Foreign Language Reading Anxiety Scale by Saito Horwitz and Garza (1999) (2) the Survey of R