This research aimed to explore the impact of anxiety on working memory among high
school students when reading English as a Foreign Language (EFL) and To find out
types of anxiety do students experience in English as a foreign language (EFL)
reading related to their working memory. Using a qualitative approach with a
phenomenological design, the research involved ten students from Class X
Accounting 1 at SMK Negeri 2 Bone, selected through purposive sampling. Data
were collected through in-depth interviews and classroom observations. The findings
revealed that students experience two types of anxiety: state anxiety (situational
anxiety that arises when asked to read aloud in class or during exams) and trait
anxiety (a general tendency to feel anxious about long texts, unfamiliar vocabulary,
and fear of negative evaluation). This anxiety negatively affects students‟ working
memory, as shown through physical symptoms (such as trembling and sweating),
emotional tension, and disturbances in concentration and memory retention. Students
often forget the content they read, need to reread passages multiple times, and
struggle to grasp important details. These findings emphasize that anxiety not only
affects students‟ emotions but also directly disrupts the function of working memory
essential for understanding English texts. Therefore, teachers need to design teaching
strategies that help students reduce anxiety and improve reading comprehension
A. Conclusion
Based on the results of the research and discussions that have been
conducted, it can be concluded that anxiety has the impact on students'
working memory in understanding English reading (EFL).
Students experience both state anxiety and trait anxiety, which disrupt
their working memory during English reading. As a result, they struggle to
focus, often forget what they read, feel nervous and lack confidence. This
leads to poor reading comprehension, frequent rereading, and ultimately,
lower academic performance. However this study was only conducted in one
class at SMAN 5 Bone, so the results cannot be generalized to other EFL
student populations. Furthermore, because it used a qualitative approach, this
study emphasized the meanings and experiences of students. This research
only focused on reading in English. Anxiety in other skills such as speaking,
writing, or listening has not been explored.
B. Suggestions
Based on the findings of this study, several suggestions can be made
for teachers, students, and further research:
1. For teachers
To reduce student anxiety, it is important to create a supportive
learning environment with a comfortable and non-judgmental classroom
atmosphere, as well as providing individual support to students who show
signs of anxiety. In addition, teachers can teach simple relaxation
techniques, such as deep breathing, before reading activities. It is also
important to focus on positive things and seek social support by
interacting or sharing stories with family or friends. When developing
adaptive teaching methods, teachers should introduce new vocabulary
gradually and in context, and encourage the use of active reading
strategies such as note-taking and summarizing.
2. For students
Students are advised to recognize their own signs of anxiety and
try effective coping strategies, such as breathing techniques, focusing on
the text, or taking notes. In addition, it is important for them to improve
their learning strategies by getting into the habit of taking notes,
summarizing, and reviewing the material regularly to strengthen their
working memory and understanding. Finally, students should not hesitate
to seek support by asking for help from teachers or peers when facing
difficulties in understanding the text or managing anxiety.
3. For farther research
A wider population, where conducting similar research on a more
diverse student population (e.g., different educational levels, different
cultural backgrounds) to test the generalizability of the findings and Other
Factors, exploring other factors that may interact with anxiety and
working memory, such as motivation, learning style, or social support.

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