DEVELOPMENT OF PROJECT READING INTERVENTION FOR KNOWLEDGE NAVIGATION AND ANXIETY MANAGEMENT (RIKNA) FOR JUNIOR HIGH SCHOOL STUDENTS

Abstract

This study assessed the level of Foreign Language Reading Anxiety (FLRA) among Junior High School students at Pudtol Vocational High School and developed Project RIKNA (Reading Intervention for Knowledge Navigation and Anxiety Management) as an intervention program. Specifically, the study examined students’ anxiety in terms of reading comprehension difficulty, negative self-perception, and other anxiety-related indicators. A descriptive–developmental research design was employed involving Grade 8 students from four sections during School Year 2025–2026 using total enumeration sampling. Data were gathered through the Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito, Garza, and Horwitz. Mean and standard deviation were used to analyze the data. Findings revealed that students experienced a moderate level of anxiety across all dimensions, particularly in unfamiliar vocabulary, fear of negative evaluation, and performance-related reading situations. Based on the findings, Project RIKNA was developed to address both cognitive and affective aspects of reading anxiety through vocabulary support, confidence-building activities, anxiety-reduction techniques, flexible assessment practices, and metacognitive reading strategies. The study highlights the importance of anxiety-responsive interventions in improving learners’ reading engagement, confidence, and comprehension performance.