Appendix A

SECOND LANGUAGE READING ANXIETY SCALE

(Adopted from concept of Salto, Horwitz, Garza, 1999; To be answered by the students)

Name:____________________________Year&Section_________________Gender/Sex______

Directions: Rate yourself as to how you feel about reading English using the rating scale below. Circle the number
that corresponds to your choice.

4- Strongly Agree
3- Agree
2- Disagree
1- Strongly Disagree

A. Letter, Symbol and Grammar anxiety

1. I am worried about all the new symbols I have to 4 3 2 1

learn in order to read English
2. I have difficulty remembering what I’m reading 4 3 2 1
about when I encounter funny letters and symbols. 4 3 2 1
3. I get upset whenever I encounter unknown 4 3 2 1
grammar when reading English
4. I get upset each time I encounter difficult word 4 3 2 1
While reading English

B. Speaking-Reading Anxiety

1. The hardest part of learning English is learning 4 3 2 1

speak and read.
2. I don’t mind reading to myself, but I feel very un- 4 3 2 1
comfortable when I have to read English aloud. 4 3 2 1
3. It bothers me to encounter words I can’t pronounce 4 3 2 1
while reading English
4. I would be happy to learn to speak English rather 4 3 2 1
than having to learn to read as well.

C. Pre and While Reading Anxiety

1. I feel intimidated whenever I see a whole page of 4 3 2 1

English in front of me.
2. When I’m reading English, I get so confused I can’t 4 3 2 1
remember what I’m reading.
3. I am nervous when I’m reading a passage in 4 3 2 1
English when I am not familiar with the topic. 4 3 2 1
4. I am not confident when I am reading English 4 3 2 1

D. Comprehension Anxiety

1. I get upset when I am not sure whether I understand 4 3 2 1

What I am reading in English.
2. When reading English, I often understand the 4 3 2 1
words but still I can’t quite understand what the
author is saying
3. I am not satisfied with the level of reading ability 4 3 2 1
that I have achieved so far.
4. I usually end up translating word by word when 4 3 2 1
I’m reading to understand the text.
 Appendix B

Oral Reading Strategies Questionnaire (Estrada, 2018)

Name:____________________________Year&Section_________________Gender/Sex______

Pease indicate the oral reading strategies done among the participants. Put a check mark on the column
corresponding to your answer. Use the following scale:

4- Always 3- Sometimes 2- Seldom 1-Never

Responses
Statements
4 3 2 1
READ ALOUD
1. I listen to passages read by my teacher and read aloud

2. I practice reading the assigned text to read at home and read aloud the text in front of
the class

3. Our teacher lets us read aloud in ‘Wraparound Strategy’, where reading continues
around the room while sitting

4. I read aloud after I listen to a recorded passages or texts.

REPEATED READING
1. I read several times until words/sentences are pronounced correctly.
2. With the corrected words/phrases/ sentences by my teacher, I orally repeat reading.

3.
4. Commented [R1]: ADDD

CHORAL READING
1. Our teacher lets us read in chorus.
2. We do reader’s theatre inside the class.

3.

4. Commented [R2]: ADD

PARTNER READING
1. I read text with a partner or with my buddy.
2. With partner, I read several times until words/sentences are pronounced correctly.

3. I read stories, articles with classmate chosen by my teacher.

4. Our teacher lets us play roles “coach” and “player”, where we switch roles every 5
minutes, the “player” reads the assign text and the “coach” provides corrective
feedback.
 Appendix C

MULTI-DIMENSIONAL FLUENCY RUBRIC (Rasinski, 2004)

Name:____________________________Year&Section_________________Gender/Sex______

1 2 3 4 SCORE

Expression and Reads in a quiet Reads in a quiet Reads with volume Reads with varied
Volume voice as if to get voice. The and expression. volume and
words out. The reading sounds However, expression.
reading does natural in part of sometimes the
not sound the text, but the reader slips into The reader sounds
natural like reader does not expressionless like they are
talking to a always sound reading and does talking to a friend
friend. like they are not sound like they with their voice
talking to a are talking to a matching the
friend. friend. interpretation of
the passage.

Phrasing Reads word-by- Reads in two or Reads with a Reads with good
word in a three word mixture of run-ons, phrasing; adhering
monotone voice. phrases, not mid sentence to punctuation,
adhering to pauses for breath, stress and
punctuation, and some intonation.
stress and choppiness. There
intonation. is reasonable
stress and
intonation.

Smoothness Frequently Reads with Reads with Reads smoothly

hesitates while extended pauses occasional breaks with some breaks,
reading, sounds or hesitations. in rhythm. The but self-corrects
out words, and The reader has reader has with difficult words
repeats words many “rough difficulty with and/ or sentence
or phrases. The spots.” specific words structures.
reader makes and/or sentence
multiple structures.
attempts to read
the same
passage.

Pace Reads slowly Reads Reads generally at Reads at an

and laboriously. moderately an appropriate rate appropriate
slowly. throughout conversational
reading. pace throughout
the reading.

Scores of 10 or more indicate that the student is making good progress in fluency. Score _________________