This study aims to analyze various studies in journals published by previous

researchers on the problem of students' anxiety in language acquisition when

reading English language learning in secondary schools, particularly junior and

senior high schools. Reading anxiety is a typical problem for second language

learners, mainly English. This anxiety also appears to be a substantial barrier for

students in understanding foreign language texts.

 This study used a descriptive research design and content analysis methodology.

Content analysis studies examine and evaluate qualitative data, such as text, to

identify patterns, themes, or meanings. Data collection uses the Data Extraction

Form instrument. Qualitative content analysis involves thoroughly examining the

meaning of the underlying material. This process entails extracting themes,

patterns, and concepts from the data.

 The results of the research show that students' anxiety level in reading English

language learning in secondary schools is in the high to medium level category.

Several relevant theories support the findings of this study and have been discussed

against them, which have found anxiety in reading high school students in learning

English. The study concluded that all the results and findings are interactions

between various factors, such as psychological, cognitive, social, and cultural.

These findings imply the importance of developing learning strategies that support

students in overcoming their anxiety, including increasing regular reading practice

and creating a supportive learning environment. Thus, this research contributes

significantly to understanding the dynamics of students' anxiety in learning English

at the secondary school level.