INVESTIGATING EFL LEARNERS' READING ANXIETY IN A STANDARDIZED READING TEST

The standardized English proficiency test is one of the ways to measure English proficiency. This research aims to investigate EFL learners' reading anxiety levels in a standardized reading test. This research used a quantitative approach with a survey design. The participants of this study were ELED students in batch 2018 from classes A, B, C, D, E, and F at a private university in Yogyakarta. The sample was 142 participants. The researcher used the EFLRAI and FLRAS to collect the data and used SPSS 24.0 descriptive statistics to analyze the data. The result shows that that ELED students in batch 2018 belong to high level of reading anxiety in a standardized reading test which mean score 2.77. Specifically, reading anxiety is divided into three main aspects; top-down reading anxiety, bottom-up reading anxiety, and classroom reading anxiety. It was found out that the aspect which have the highest level of reading anxiety were bottom-up reading anxiety, it is on vocabulary which have mean score 2.89. Furthermore, the ELED students batch 2018 have lowest level of classroom reading anxiety in classroom reading anxiety aspect, especially in teaching method which mean score 2.53. It means, the higher reading anxiety the students have, the lower their reading comprehension score they obtained.