STUDENTS’ STRESS IN READING COMPREHENSION

This study aims to analyze aspects of students’ stress in reading comprehension
and the causal factors of students’ stress in reading comprehension at eighth grade.
This research used a qualitative research design. The data were collected through
observations, reading tests, and interviews with eighth-grade students at SMP
Taman Siswa Medan. Based on Sridharan and Said's (2020), theory, reading
comprehension involves five key aspects: determining the main idea, identifying
references, making inferences, detailing information, and interpreting vocabulary.
The result showed that two aspects cause students the most stress: interpreting
vocabulary and detailed information. According to Westwood's (2008) theory,
there are five causes of students' stress in reading comprehension: limited
vocabulary, lack of fluency, unfamiliarity with the subject matter, inadequate use
of effective reading strategies, and difficulties with information processing. The
result showed three main causes of students experiencing stress in class: lack of
vocabulary, lack of fluency, and problems with processing information. The
research highlights that students with higher stress levels struggle more with
reading comprehension than students with low-stress levels. The conclusion of the
study underscores the importance of addressing these stress-inducing factors to
enhance students' reading comprehension skills and reduce their stress levels
during English learning.