The Relationship between Students' Anxiety and Their English Reading Skill

“Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of Strata I (S1)

By

UTAMI FAUZIYAH

1111014000084

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

THE RELATIONSHIP BETWEEN STUDENTS'ANXIETY AND THEIR ENGLISH READING SKILL

(A Correlational Study at the TenthYear Students of SMKN 3 Kota Tangerang)

"Skripsi"

Presented to the Faculty of Tarbiyaa and Teachers' Training in Partial Fulfillment of the Requirements for the Degree of Strata I (S.pd.)

in English Language Education

By

UTAMI FAUZIYAH

1111014000084

Approved by:

2 00r NIP. 19811031 201101

I

006

THE DEPARTMENT OF'ENGLISH EDUCATION FACULTY OF TARBIYAA AND TEACHERS' TRAINING SYARIF IIIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2015

ii

\-ENDORSEMENT SHEET

The examination committee of the Faculty of Tarbiya and Teachers' Training

certifies that the "Skripsi" scientific paper entitledo _"THE RELATIONSHIP BETWEEN STUDENTS' ANXIETY AI\D THEIR ENGLISH READING SKILL (A Correlational Study at the Tenth Year Students of SMKN 3 Kota Tangerang)" written

by

Utami Fauziyah, student's registration number:

1111014000084, was declared to have passed and have fulfilled one of the

requirements for the degree of strata one (Sl) in English language Education at

the Department of English Education.

Jakarta, October 27th 2015

EXAMINATION COMMITTEE

Chairman Dr. Alek. M.Pd.

NrP. 19690912 200901 I 008 Zaharil Anasy. M.Hum. NIP. 19761007 200710

I

002 Dr. Ratna Sari Dewi. M.Pd. NrP. 19720501 199903 2 0r3 Atik Yuliani. M.A.TESOL.

Secretary

Acknowledged by

The Dean of Facu of Tarbiya a

Examiner

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Saya yang befianda tangan di bawah ini,

UTAMI FAUZIYAH Tangerang,20 Juni 1993 I I 1 1014000084

Pendidikan Bahasa Inggrs

:The Relationship between Students'Anxiety and Their English Reading

Skill

(A

Correlational Study

of

the Tenth Year Students of SMK Negeri 3 Kota Tangerang)

Dosen Pembimbing : 1. Dr. Fahriany, M.Pd.

2. Teguh Khaerudirt, MAppling.

dengan

ini

menyatakan bahwa skripsi yang saya buat benar'benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, l6 Oktober 2015

Nama

TempaVTgl.Lahir NIM

Jurusan / Prodi

Judul Skripsi

l

I

r'

v

Anxiety and Their English Reading Skill: A Correlational Study at the Tenth Year Students of SMK Negeri 3 Kota Tangerang.

Keywords: Anxiety, Reading Skill, Correlational Study, FLCAS

The objective of this study was to describe the relationship between students’

anxiety and their English reading skill. The method which was used in this study was correlational study. The population of this study was the tenth year students of SMK Negeri 3 Kota Tangerang. There were 119 students chose as the sample by using clustering random sampling. There were two instruments in collecting

the data; the first instrument was to measure students’ anxiety in learning English as a foreign language, in this case, Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Howirtz; the second instrument was to

measure students’ reading skill, in this study, reading test was implemented. The data were collected and calculated by using Pearson Product Moment correlation coefficient and t-test with sig. 5%. Based on the research analysis, it shows that the result of the Product Moment correlation was negative so the hypothesis was

reversed. The value of rxy= -0.761, it is lower than r table value in the significance

of 5% (rxy = -0.761 < rt(5%) = -0.197). Moreover, based on the calculation of the

ttest, it is found that the score of t= -12.64 and it is lower than the score of ttable,

which t= -12.64 < ttable(5%),(117) = -1.645). It means that Ho is rejected and Ha is

accepted. Besides, based on determination coefficient analysis, students’ anxiety

has 57.9% contribution in the students’ English reading skill. Based on the

hypothesis testing of Person Product Moment and ttest, it shows that there is

negative significant correlation between students’ anxiety and their English

reading skill at the tenth year students of SMK Negeri 3 Kota Tangerang.

Therefore, it was concluded that students with higher anxiety got lower ability in the their English reading skill and vice versa.

vi

Utami Fauziyah (1111014000084). The Relationship between Students’

Anxiety and Their English Reading Skill: A Correlational Study at the Tenth Year Students of SMK Negeri 3 Kota Tangerang.

Kata Kunci: Kecemasan, Kemampuan Membaca, Penelitian Korelasi, FLCAS

Penelitian ini bertujuan untuk mendeskripsikan hubungan antara kecemasan siswa dengan kemampuan membaca bahasa Inggris mereka. Metode yang digunakan di penelitian ini adalah penelitian korelasi. Populasi dalam penelitian ini adalah siswa kelas X SMK Negeri 3 Kota Tangerang. Terdapat 119 siswa yang dipilih sebagai sampel dengan menggunakan teknik purposif. Ada dua instrumen yang digunakan untuk mendapatkan data penelitian, pertama, instrumen yang digunakan untuk mengukur kecemasan siswa dalam mempelajari bahasa Inggris

sebagai bahasa asing, yaitu menggunakan Foreign Language Classroom Anxiety

Scale (FLCAS) yang dikembangkan oleh Howirtz; kedua, instrumen untuk mengukur kemampuan membaca siswa, yaitu tes membaca siswa dilaksanakan.

Data dikumpulkan dan dianalisis menggunakan rumus korelasi Pearson Product

Moment dan dilanjutkan dengn uji t (t-test) dengan signifikansi 5%. Berdasarkan

hasil analisis menunjukkan bahwa hasil perhitungan korelasi Product Moment

adalah negatif sehingga hipotesisnya dibalik. Nilai dari rxy= -0,761, nilai ini lebih

kecil dari harga r tabel (r-table) pada signifikansi 5% ( = -0,761 < =

-0,197). Selanjutnya, berdasarkan uji t diperoleh nilai t adalah -12,64, dan nilai ini

lebih kecil dari harga t tabel yaitu t= -12.01 < ttable(5%),(117)= -1,645). Hal tersebut

berarti bahwa Ho ditolak, maka Ha diterima. Disamping itu, berdasarkan hasil

perhitungan koefisien determinasi, kecemasan siswa berkontribusi sebesar 57,9% terhadap kemampuan membaca bahasa Inggris mereka. Dari hasil uji hipotesis

statistik dan uji t (t-test) menunjukkan bahwa ada hubungan negatif yang

signifikan antara kecemasan siswa dan kemampuan membaca bahasa Inggris mereka di kelas X SMK Negeri 3 Kota Tangerang. Sehingga dapat disimpulkan bahwa siswa dengan kecemasan lebih tinggi menghasilkan kemampuan yang lebih rendah pada kemampuan membaca bahasa Inggris mereka.

vii

All praise be to Allah, Lord of the worlds, who has given the strength, the patience, the health and the blessing to the writer, so that she can finish her last

assignments, “Skripsi”. Shalawat and salam are always presented to the our prophet Muhammad SAW, who has guided us the way of thruth and brought us to the real light of life.

This skripsi is presented to the Department of English Education of the

Faculty of Tarbiyaa and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirement for the degree of first strata (S1).

For the first, the writer would like to express her gratefulness to her beloved parents, Mr. Suyanto and Mrs. Sri Amperawati, and her brother, Luthfi Muhammad Bachtiar who have given their greatest love, prays in each second of times, moral values, and financial supports to her education until she is able to graduate from the university.

The writer also would like to give sincere thanks to her advisors, Drs. Fahriany, M.Pd and Teguh Khaerudin, MAppLing who have given their precious time, helps, guidance, and advices patiently during the completion and development of the study.

In addition, there are many people who contribute in finishing this skripsi. The writer would like to express her appreciation to:

1. Prof. Dr. Ahmad Thib Raya, M.A. as the dean of the Faculty of Tarbiyaa

and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Dr. Alek, M.Pd as the head of the Department of English Education. 3. Zaharil Anasy, M.Hum as the secretary of the Department of English

Education.

4. All lecturers and staffs of the Department of English Education who have taught her a lot of lessons in a lot of ways.

viii

the permission and kindness to do the research.

6. All tenth year students in Akomodasi Perhotelan Department and Tata Boga department academic year 2014/2015 of SMK Negeri 3 Kota Tangerang for good cooperation.

7. Her best partner of life ever, Yoga Dwi Saputra for the time, suggestions, helps, even financial support.

8. Her unbiological sisters at English Education Department, Ka Zaza. Ka Yayah, and Ka Ana for many things they have given to the write and her relatives, especially Dyah Anggara Sulastri and Soraya who have accompanied the writer during the research process.

9. All friends of PBI B class year 2011 for being her new family, especially,

her beloved friends in ELC (English Language Club); Uswa, Neng Fuji,

Wurry, Tami, Firda, Ervi, Oma, Farhan, Ari, Abid, Sabil, Agung, Elin, Eunda, Iyus, Fania et al., who always motivate, support and cheer the writer up in anything.

10.Her roommates of “Ibu Sri” dorm, Risna and Lulu, who have become her nicest friends.

11.All people who cannot be mentioned one by one for the contribution in completing this skripsi.

May Allah protect and give the great blessing for them. Aamin.

The writer realized that this study is far from being perfect. It is a pleasure for her to receive constructive criticism and suggestion from anyone who read this study. Hopefully, this study can be useful for readers.

Tangerang, October 2015

ix

TABLE OF CONTENTS

ABSTRACT ………..…... v

ABSTRAK ……… vi

ACKNOWLEGMENT ……… vii

TABLE OF CONTENTS ……… ix

LIST OF TABLES ……….……….. xii

LIST OF FIGURE ………... xiii

LIST OF APPENDICES ……….…... . xiv

CHAPTER I INTRODUCTION………...…………. 1

A. The Background of the Study……….. 1

B. Identification of the Problem..………..…….. 4

C. Limitation of the Problem………. 4

D. Formulation of the Problem……….………….. 4

E. The Objective of the Study…………...……... 5

F. The Significance of the Study……….. 5

CHAPTER II LITERATURE REVIEW………..………... 6

A. Anxiety...……… 6

1. The Nature of Anxiety………...…………. 6

2. Types of Anxiety………...………. 7

B. Anxiety and Foreign Language Learning.……... 8

1. Foreign Language Anxiety..…...………. 8

2. Foreign Language Classroom Anxiety Scale (FLCAS) ………... 11

C. Reading……….……... 12

1. The Nature of Reading…….…...………. 12

2. The Purpose of Reading………...……... 13

x

4. Factors Influence Reading………...…... 15

D. Relevant Previous Studies………. 16

E. Conceptual Framework……….. 17

F. Research Hypothesis…...………..… 18

CHAPTER III RESEARCH METHODOLOGY………..…… 19

A. Place and Time of the Research……….… 19

B. Method and Research Design………... 19

1. Method……….….…...………. 19

2. Research Design……….…....………. 19

C. Population and Sample of the Study…………....… 20

D. Instruments and Technique of Data Collection……. 21

1. Questionnaire…………...……… 22

2. Documentation………..………... 22

E. Validity and Reliability of the Instrument …..….…. 23

1. Validity ….………..….…………... 23

2. Reliability ….……….…..………... 24

F. Technique of Data Analysis……….….……… 24

G. Statistical Hypothesis……… 27

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS…... 29

A. Description of the Data………... 29

B. Data Analysis and Testing Hypothesis………. 34

1. Data Analysis……… 34

a. Analysis of Data Linearity……….. 34

b. Analysis of Data Normality……...……….… 35

c. Analysis of Correlation Product Moment…... 35

d. Analysis of Determinant Coefficient……...… 37

2. Testing Hypothesis…….…………...………….. 38

C. Discussions…….……….………... 42

xi

CHAPTER V CONCLUSIONS, IMPLICATIONS AND

SUGGESTIONS………... 46

A. Conclusions……….. 46

B. Implications………... 47

C. Suggestions………... 47

BIBLIOGRAPHY……….... 49

xii

LIST OF TABLES

Table 3.1 Table of Population of the Research... 21

Table 3.2 Table of Sample of the Research... 22

Table 3.3 Table of Foreign Language Classroom Anxiety Scale (FLCAS)

Questionnaire... 23

Table 3.4 Table of Reliability Statistics………... 25

Table 3.5 Table of the Interpretation of Coefficient Correlation of ‘r’ Value 28

Table 4.1 Table of the Descriptive Statistics... 30

Table 4.2 Table of the Correlation……….….……... 31

Table 4.3 Table of Data Linearity Analysis (ANOVA Table) ..…... 35

Table 4.4 Table of Data Normality Analysis (Kolmogorov-Smirnov Table) 36

Table 4.5 Table of the Pearson Product Moment ... 38

xiii

LIST OF FIGURES

Figure 4.1 Hypothesis Testing of Pearson Product Moment... 38

xiv

LIST OF APPENDICES

Appendix 1 Lembar Persetujuan Menjadi Responden………... 53

Appendix 2 Lembar Questionnair……….………... 54

Appendix 3 Soal Ulangan Harian………..………... 56

Appendix 4 The Data of Foreign Language Classroom Anxiety Scale (FLCAS) Questionnaire………..…………... 58

Appendix 5 The Students’ Scores of SMK Negeri 3 Kota Tangerang (X Akomodasi Perhotelan 1)…... 61

Appendix 6 The Students’ Scores of SMK Negeri 3 Kota Tangerang (X Akomodasi Perhotelan 2)…... 62

Appendix 7 The Students’ Scores of SMK Negeri 3 Kota Tangerang (X Tata Boga 1) ... 63

Appendix 8 The Students’ Scores of SMK Negeri 3 Kota Tangerang (X Tata Boga 2) ……... 64

Appendix 9 Tabel Nilai Kritis Kolmogorov-Smirnov ..…... 65

Appendix 10 The t-distribution………... 66

Appendix 11 The Pearson product-moment correlation coefficient ... 67

Appendix 12 Surat Permohonan Izin Penelitian …..………... 68

Appendix 13 Surat Keterangan Telah Melaksanakan Penelitian .…... 69

Appendix 14 Pengesahan Proposal Skripsi………... 70

Appendix 15 Surat Bimbingan Skripsi…………..……..………. 71

Appendix 16 Lembar Uji Referensi…………..……..………... 72

1

A.

The Background of the Study

Reading is one of language skills that should be mastered besides listening, speaking and writing. By reading, people are able to receive sort of information which is needed by them. Reading is remained as one of the important activities that successful students always do in any course of study. According to Sellers, reading is a cognitive process that involves the

coordination of attention, memory, perception, and comprehension process.1

In addition, Harmer stated that reading is one of receptive skills that need eyes

to receive messages and brain to process the messages.2 In other word, reading

is a skill that uses eyes and brain, and requires many aspects, such as attention, memory, perception and comprehension process to work out the messages.

The competence of reading in foreign language especially English, is very important for high school students who want to continue their study to the university level because most of the knowledge sources are in English language so they have to read well. For the vocational students who want to work in tourism field, reading competence in English is also needed to accomplish the requirement of the tourists, for example reading the recipes or guidance in English texts. In addition, reading competence is needed by students when they do the English subject test of national examination. Those factors as some reasons why reading skill should be taught in the English class of high school level. However, reading in other language is more complicated because there are additional factors, such as language ability, cultural

backgrounds and affective factors—students’ motivation and anxiety, that

should be considered. Most of students feel more frustration when they read foreign language texts, even the simplest one. Although English has been

1

Vanisa D. Sellers, Anxiety and Reading Comprehension in Spanish as a Foreign Language, Foreign Language Annals, vol. 33, no. 5, 2000, p. 513.

2

Jeremy Harmer, The Practice of English Language Teching, (New York: Longman, 1991), p. 190.

taught for approximately six years at high school level in Indonesia, they still have difficulties in understanding the English texts, especially in comprehending meaning when they read.

Many students cannot use English fluently either inside or outside the classroom. Because English is not their mother tongue and there is no enough time to practice, it is rarely used and they tend to use their mother tongue in daily activities to interact with others. In addition, many students become worry, nervous and afraid in making mistakes when they try to use their English. Such situation describes that they may have an anxiety reaction which distracts their ability in learning a foreign language. The distinct complex feeling, self-perceptions, behaviors, such as tension, apprehension, worry, and nervousness, related to classroom language learning is called

foreign language anxiety.3

According to Krashen, anxiety contributes to an affective filter which makes the individual unreceptive to language input so that language acquisition does not improve and the student fails to "take in" the available

target language messages.4 Anxiety prevents a comprehensible input from

being used for language acquisition. Thus, it will give some difficulties to students in following the lessons. They may learn less and also may not be able to express what they have acquired. Even worse, they may experience more failure if their anxiety is increasing.

These kinds of problem could cause a lot of disadvantages to the students. They will lose their opportunities in using English to enhance their language ability, especially in reading. In addition, anxiety could hinder the students in understanding the content of the reading passages. It is able to be said that anxiety may has negative effect to foreign language learning. Sooner or later it might develop negative behaviors such as, being worry, becoming passive students, prefer to sit at the back row or skip the class. Those

3

Elaine K. Horwitz, et. al., Foreign Language Classroom Anxiety, The Modern Language Journal, Vol. 70, 1986, p. 125.

4

S. D. Krashen, “The Input Hypothesis,” in Elaine K. Horwitz, et. al., Foreign Language Anxiety, The Modern Language Journal, Vol. 70, 1986, p. 125.

phenomena happened in senior high school where the writer had teaching practice. The students there, especially male students, got nervous, avoided and reduced participation in the classroom. They were afraid and shy to practice with English language, because they were worried about making mistake, for example when the teacher asks them to read a text and to comprehend what the text is talking about. Some of them thought that if they make mistake, their classmates will laugh at them. So they preferred to be quite and sit passively. That condition leads the students to feel worry in classroom and it may influence their reading ability.

There are also similar cases from several previous studies about

anxiety that affect students’ reading ability. The result of most previous

studies, such as one conducted by Saito et.al, have shown that there is a negative correlations between their anxiety and their reading performance as

measured by final grades.5 Another study which is conducted by Andri found

that there is a negative correlation between students’ anxiety and their final

reading test and the correlation is in moderate level.6 Both of the studies

showed that the correlation is negative. It means that if the students’ anxiety is

lower, their reading performance will be higher and vice versa.

Since anxiety can have major effects on foreign language learning, this study is deemed to be applicable. The purpose of this study is to find out the

correlation between students’ anxiety and their reading ability at SMKN 3 Kota Tangerang. The Study is concerned in Akomodasi Perhotelan (AP) department and Tata Boga department as the sample. The writer thinks that students in these departments should have better reading ability than other departments because both departments include in the tourism field in which English is very important. For example, they should capable in reading the recipes and procedures of cooking when they learn about international foods. In addition, if they are working in international hotel or restaurant, they need

5

Yoshiko Saito, E.K. Horwitz, and Thomas J. Garza, Foreign Language Reading Anxiety, The Modern Language Journal, vol. 83, 1999, p. 211.

6

Dafitri Andri, “The Students’ Anxiety in Correlation with Achievement in Their Final Reading Test”, Skripsi in UIN Syarif Hidayatullah Jakarta, 2004.

to master their reading skill for fulfilling the requirements of tourists. For

those reasons, the writer would like to see the students’ anxiety level in these

departments. Then, based on English importance, it is expected that the students have less anxiety in reading competence in English passages.

B.

Identification of Problems

Problems which relate to students’ anxiety in English reading skill are

found from the explanation above and the following statements are the identification of the problem.

1. Some students think reading in other language especially English, is more

complicated.

2. Some students experience more frustration when they read foreign

language texts.

3. Some students feel anxious when they try to comprehend the English

passages and sometimes they make an excuse to leave the class.

4. Some students become worry about making mistake.

5. Some students prefer to keep quite rather than try to use their reading

competence with a possibility to make mistake.

6. It is assumed that students with lower anxiety in reading will be more

successful in getting meaning of the passages than students with high anxiety.

C.

Limitation of the Study

To avoid the study being too abroad, this study is limited to find out if

there is a significant correlation between students’ anxiety and their reading

skill in learning English at the tenth year students of SMK Negeri 3 Kota Tangerang.

D.

Formulation of the Problem

In this study, the writer would like to formulate the problems above as follows:

“Is there any significant correlation between students’ anxiety and their reading skill in learning English at the tenth year students of SMK Negeri 3 Kota Tangerang?”

E.

The Objective of the Study

The objective of this study is to see whether there is significant

correlation between students’ anxiety and their English reading skill at the tenth year students of SMK Negeri 3 Kota Tangerang.

F.

The Significance of the Study

The writer expects that the research findings could be very meaningful for the writer as a novice researcher in term of learning to conduct the research and for those who are concerned with teaching and learning English. These research findings also are expected to be valuable inputs for both students and English teachers of SMKN 3 Kota Tangerang. The last, this study is intended to broaden the perspective of the writer in particular and reader in general.

6

A.

Anxiety

1.

The Nature of Anxiety

Anxiety is one of the psychology phenomenon which is commonly identified as a feeling of threatened, apprehension, worry and tension. Anxiety appears from human body as a response to specific situation. It can start at an earlier age or later.

The writer found several definitions about anxiety. The first

definition comes from Ormrod who said that anxiety is someone’s feeling

of uneasiness and apprehension about situation since they are not sure

what its outcome will be.1 When someone is not sure about what will

happen in the future, they become anxious. In addition, the feeling of uneasiness and the apprehension appear. While according to Passer and Smith, anxiety is the condition of apprehension and tension which is as a

natural response to feel threat.2 It means that the anxiety naturally arises

when someone is threatened by any specific situation. In addition, Halgin and Whitbourne stated anxiety as a cause of people effort to avoid uncomfortable reaction which unease people to enjoy many ordinary

situations.3 People become anxious when they try to avoid unpleasant

situations in their life. Conolly and friends stated that anxiety is common

feeling of worry and fear and is a normal part of someone’s development

but it may become problem when he/she increase or interfere it in daily

life.4 Every people have this reaction and they should be professional to

1

Jeanne E. Ormrod, Educational Psychology: Developing Learners, 7th Ed,. (Boston: Pearson Education Inc., 2011), p. 401.

2

Michael W. Passer and Ronald E. Smith, Psychology: The Science of Mind and Behavior, (New York: McGraw-Hill, 2009), p. 546.

3

Richard P. Halgin and Susan K. Whitbourne, Abnormal Psychology: Clinical Perspectives on Psychological Disorders, 5th Ed., (New York: McGraw-Hill, 2007), pp. 148-149.

4

control such reaction. It may become disadvantages for them if they place this reaction in high level. Furthermore, Hilgard and his colleagues defined anxiety as a psychological construct that is described as a state of apprehension, a indefinite fear that is only indirectly associated with an

object.5 Another expert argues that anxiety is an adaptive response,

described by feeling fear, in particular situation which may motivate and sometimes become abnormal if it is excessive in given situation or

interferes with functional ability.6 In line with previous definitions,

Bennett said that anxiety is beneficial emotion—as long as it is in

appropriate level, because without it, people will be careless and engage in

dangerous activities that could lead them to injury or even death.7

Based on some definitions above, the writer concluded that anxiety is a natural psychological reaction towards what we are worry or fear about something in particular situation or something that might happened in the future. It may affect positively, such as motivate us to study before exam. Nevertheless, it can cause negative effect, such as becoming careless and absent-minded when doing exam. Hence, it depends on how we can handle this reaction and prevent this reaction to give the bad effect for our daily life.

2.

Types of Anxiety

There are several kinds of anxiety. The two most well-known

anxieties are state anxiety and trait anxiety. State anxiety is commonly

experienced in relation to some particular occasion or act and it

momentary happened.8 It has been known as normal anxiety by most

5 _{E. R. Hilgard, et. al, “Introduction to Psychology,” in Rochelle Irene Lucas, Edna Miraflores,} & Dianne Go English Language Learning Anxiety among Foreign Language Learners in the Philippines, Phillipine ESL. Journal, Vol. 7 July 2011, p. 97.

6

Jeffrey S. Nevid, Psychology: Concepts and Applications, 3rd ed., (New York: Houghton Mifflin Company, 2009), p. 526.

7

Paul Bennett, Abnormal and Clinical Psychology, 2nd ed., (New York: Open University Press, 2006), p. 170.

8

H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson Education. Inc., 2007), p. 161.

people. This type of anxiety occurs only in stressful event or particular situation so that it is not permanent. It will disappear when the stressful

situation goes away. Meanwhile, trait anxiety is more permanent

predisposition to be anxious where people are predictably and generally

anxious about many things.9 People with such anxiety tend to feel worry

and inappropriately threatened by several things in environment over time than other people. It usually comes more intense and lasted for long time. In other words, this kind of anxiety makes people become more vulnerable to stress in many things and tend to feel state anxiety reaction more intense and with greater frequency. Besides, it also believed that anxiety can give positive effect such as motivating them.

Alpert and Haber in Brown’s distinguish facilitative and

debilitative anxiety which also called helpful and harmful anxiety.

Facilitative anxiety is seen as a trigger to improve people performance,

closely related to competitiveness—the pressure to defeat their classmates

hence they are motivated to study harder.10 However, the competitiveness

sometimes hinders people’s progress—they prefer to retreat and skip the

class, and it is namely debilitative anxiety.11 Anxiety is likely to interfere

with the process of language learning. In such situation, they may be possible doing poorly in what they need to accomplish. Thus, it is important to know how to control our anxiety.

B.

Anxiety and Foreign Language Learning

1.

Foreign Language Anxiety

Acquiring second language is not only focused on the cognitive factors but also affective factors. The affective factor is emotional side of

human behavior which involves variety of personality factors. 12 Emotion

or feeling becomes as the sample. One of the affective factors is anxiety.

9

H. Douglas Brown, Loc. Cit. 10

H. Douglas Brown, Op. cit, p. 162. 11_Ibid.

12

Gardner said anxiety is an influential restraint to second/foreign language achievement that fear feeling would interfere with language achievement. He added people who become anxious achieve lower level of achievement

than people who do not become anxious.13

The term Language Anxiety and Foreign Language Anxiety are frequently used interchangeably by many linguists. Foreign Language anxiety is a specific anxiety which is related to language acquisition. As said by Horwirtz, Foreign Language Anxiety is a multifaceted concept from uniqueness of the language learning process comprised of difficulty

in authentic self-perception and various language teaching practices.14 In

contrast with the other experts, Scovel argued that it is still premature to relate anxiety to the global and comprehensive task in language acquisition because he thought that there are many incomplete correlation researches

between anxiety and language proficiency.15 However, many researchers

agreed that anxiety has influenced language learning and language performance, in this case reading, like Mohammadi stated from

Onwuegbuzie, Bailey, & Daley’s.16 In addition, Na also agreed that

affective factors, such as attitudes, motivation and anxiety have been accounted a lot for successful language learning outcomes in different

contexts.17Since 1970’s, anxiety as an influential factor has been explored

and examined among a wide community of language learners, especially foreign language learners in many contexts.

Based on various explanations above, the writer can conclude that although there are pro and contra ideas, anxiety is one of the psychological

13

R. C. Gardner, Social Psychology and Second Language Learning: The Role of Attitudes and Motivation, (London: Edward Arnold, 1985), p. 33.

14

Elaine K. Horwitz, Language Anxiety and Achievement, Annual Review of Applied Linguistics, Vol. 21, p. 112.

15

T. Scovel, The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research, Language Learning, Vol. 28, 1, p. 132.

16

Ebrahim G. Mohammadi, et. al., The Relationship between Foreign Language Anxiety and Language Learning Strategies among University Students, Theory and Practice in Language Studies, Vol. 3, 4, p. 638.

17 _{Zhao Na, A Study of High School Students’ English Learning Anxiety, The Asian EFL} Journal, Vol. 9, 3, p. 23.

factors influencing students in learning English as a foreign language that is characterized with feeling uneasiness, apprehension, self-doubt, and worry. Moreover, Horwitz and Cope proposed conceptual foundation of anxiety. According to them, there are three components of language anxiety that have been identified in order to break down the construct into researchable issues: communication apprehension, test anxiety, and fear of

negative evaluation.18

First, Communication apprehension is students’ shyness

characterized by fear of communicating with other people which may lead to difficulty in public speaking, or understanding others and making

themselves understood by the other.19 Since interpersonal interactions

become the major emphasis in foreign language learning, communication apprehension plays a large role in foreign language anxiety. In this component, students are required to communicate using the target language in their foreign language classroom through speaking and listening. Their limited competences in target language may lead them to frustration and apprehension. In this component, students think that they will have difficulty understanding what people say to them and making the other understood with what students say.

The other component that is also relevant in foreign language learning anxiety is test anxiety. Test anxiety is about the feeling fear or failure of exams, quizzes, and other language assignments used to evaluate

students’ performance.20

Students with test anxiety probably experience substantial difficulty if the tests and quizzes are frequently given even the cleverest and well-prepared students often make errors. Generally, oral

tests become potential factors to stimulus students’ test anxiety. In Indonesian education, the teacher mostly use many tests such as, daily test,

18

Elaine K. Horwitz, et. al., Foreign Language Classroom Anxiety, The Modern Language Journal, Vol. 70, 2, p. 127.

19_Ibid. 20_Ibid.

mid-term test, and final test orally or written, to evaluate whether the students have master the material or not.

The last component of anxiety is fear of negative evaluation. Howirtz defines fear of negative evaluation as the apprehension about

people’s evaluation, avoidance of evaluative situations and the expectation

that others would evaluate someone negatively.21 It sounds similar with

test anxiety yet it is in broader scope. This anxiety is not only in test-taking situation but also may occur in any social situation, such as interviewing for a job. In line with Howirtz and the other, Brown stated

that fear of negative evaluation appears from students’ need to make the

other give positive social impression.22 In foreign language learning

context, students may have a fear of negative evaluation from both their classmates and teacher as the one who fluently master the target language.

2.

Foreign Language Classroom Anxiety Scale (FLCAS)

Since anxiety affects many aspects of foreign language learning, it is important to be able to identify students who are anxious in foreign language class. Howirtz developed Foreign Language Classroom anxiety

Scale (FLCAS) to measure students’ anxiety. This scale has been widely

used by researchers to measure foreign language learners’ anxiety and

examine the effect of anxiety on learning in different contexts. The items presented at FLCAS reflect the three components mentioned in the previous explanation: communication apprehension, test anxiety, and fear of negative evaluation in the foreign language classroom. The FLCAS consists of 33 statements divided into communication anxiety, fear of negative evaluation, test anxiety, and anxiety of English classes. The respondents are asked to rate each item on five-point Likert scale ranging

from 1 ‘strongly disagree’ to 5 ‘strongly agree’.

21

Elaine K. Horwitz, et. al., Loc.cit. 22

The FLCAS was administered by Howirtz, in a number of separate studies, to approximately 300 students in introductory undergraduate

foreign language classes at the University of Texas at Austin.23 The result

of the study suggested that foreign language anxiety can be reliably and

validly measured and that it plays an important role in language learning.24

Hence, FLCAS can be an alternative to measure students’ anxiety because,

firstly, it was reliable and valid measure, and secondly, many researchers have used this kind of anxiety measurement.

C.

Reading

1.

The Nature of Reading

Reading becomes one of the four basic language skills; listening, speaking and writing. Reading is an activity that can enable people to increase their knowledge or information without participation of the teacher. In learning English process, reading is the language skill that has an important function and should be mastered by students because it provides students with several activities to help them in comprehending the passage and to accustom them become students who can read efficiently.

As defined by Grabe and Stoller, Reading is the competence to describe meaning from the printed text and appropriately interpret the

meaning.25 Briefly, reading is the ability to transfer the meaning from the

written text to the form of information. In addition, Brassel and Timothy explained that reading is the capability to comprehend or create meaning

from written text.26 In line with previous explanations, Ur pointed reading

23

E. K. Horwitz, Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale, TESOL Quarterly, Vol. 20, 3, p. 560

24

E. K Horwitz, Op.cit., p. 561. 25

William Grabe and Fredrick L. Stoller, Teaching and Researching Reading, (New York: Routledge, 2011), p. 3.

26

Danny Brassel and Timothy Rasinski, Comprehension That Works: Talking Students Beyond Ordinary Understanding to Deep Comprehension, (Huntington Beach: Shell Education, 2008), p. 15.

as a process of decoding—translating the written symbols (letters or

words) into corresponding sounds and understanding what it means.27 In

other word, reading is the way people interpret the group of letters of words in a text and understand the meaning of those words in the text. It cannot be said reading if people cannot understand what they have read.

From the definitions of the experts above, the writer concludes that reading is not only the ability to interpret the written symbols, such as letters or words, but also the way of getting meaning and understanding from the words that have been read.

2.

The Purpose of Reading

There are several purposes of reading, such as read to learn specific material, read to entertain, read to do assignments, etc. Grabe and Stoller

classify four main heading of reading purposes, they are:28

a. Reading to search for simple information

It is a common reading ability which is used so often in reading tasks that it is best seen as a type of reading ability. Usually, the readers read the text for a specific word, a certain information, or representative phrase. For example, students usually search through a dictionary to find a word and its meaning. In addition, in this purpose the readers usually use a combination of strategies for guessing where the important information placed in the text.

b. Reading to learn from texts

It commonly occurs in academic and professional contexts where someone needs to learn a number of information from a text. This purpose requires abilities to remember and understand main ideas and its supporting ideas in the text; recognize and construct rhetorical frames that organize the information in the text; and relate the text to

27

Penny Ur, A Course in Language Teaching Practice, (Cambridge: Cambridge University Press, 1991), p. 138.

28

readers’ background knowledge. In this case, the readers need more

time to understand the text because they need to connect text information with their background knowledge.

c. Reading to integrate information

The readers’ goal of this purpose is using their critical

evaluation of the information being read to decide what information to integrate and how to integrate it. The tasks of this purpose may be reading to write and reading to critique texts that represent common academic tasks which need reading abilities to integrate information.

d. Reading for general comprehension

Reading for general comprehension becomes the most basic purpose in reading and more complex than commonly assumed. When a skilled fluent reader accomplish this purpose, the reader needs very rapid and automatic processing of words, strong skills in forming a general meaning of the main ideas, and time management to organize many processes.

According to the explanation above, it can be conclude that the main purpose of reading is for increasing knowledge by a variety of ways, such as taking lesson from the texts, searching simple information and so on.

3.

Types of Reading

There are various types of reading. According to Broughton et.al, types of reading are divided into reading aloud, silent reading, intensive

reading and extensive reading.29

The first type is Reading aloud. This type of reading is concerned

on oral matter primarily that is focused on pronunciation than to comprehension. It cannot be done using unfamiliar text. A familiar text is

29

Geoffrey Broughton, et.al., Teaching English as a Foreign Language, (New York: Routledge, 2003), pp. 92-93.

needed in reading aloud. The text should consist of the content and language which are clearly understood.

The second type is Silent reading which most used by people in the

world to review material which will be studied, to skimming information is being sought, to get comprehension in reading for pleasure, to learn the content of the text, and to learn the written language material.

Next, Intensive reading is concerned on the detailed

comprehension of very short texts—no more than 500 words, in order to

achieve full understanding of the logical argument, pattern of the text of its symbolic, emotional, attitudes and purposes of the author.

The last, Extensive reading is to cover the greatest possible

quantity of text in the shortest possible time and it needs amount of practice to achieve rapid and efficient reading.

4.

Factors Influence Reading

There are several factors which influence reading. The factors affecting the process of reading are explained as follow:

a. Linguistic knowledge

Linguistic knowledge takes in phonological, orthographic,

morphological, syntactic, semantic information and discourse-level knowledge such as text organization and cohesion, and text type. Linguistic knowledge is very important to be considered in reading and

understanding the context of the reading in a second language.30 It is

because language is a main means in understanding the text. If the readers have good knowledge of the linguistic, they will be easier in understanding the message or information written in the text.

30

J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), P. 80.

b. Reader abilities

Besides knowledge, the abilities to process the printed information and

to learn new knowledge from the text are also needed.31 Fluent readers

are capable to use the abilities properly and effectively in reading.

c. Motivation and Emotional State

Motivation also affects the quality of the outcome reading. Someone who lacks motivation to read or to improving their reading ability will

become the poor reader.32 In addition, emotional state such as anxiety,

also might affect reader’s performance. Anxious readers, for example

during study reading, suppose to have threatening conditions.

Based on two explanations above, an interaction between motivation and anxiety is established. According to Fransson, people who have anxiety during the reading showed weak intrinsic motivation because

the intrinsic motivation is interfered by the anxiety.33

Those factors which influence the reading ability mentioned above are not the whole factors. There are still many factors that affect the reading ability. However, the three of them are the most major and have covered the other factors.

D.

Relevant Study

As a matter of fact, some researchers have investigated the issue of the

correlation between foreign language anxiety and students’ reading skill in

learning English. These are several studies which are relevant to this study.

In 1999, Saito, Garza and Horwitz conducted a study entitled “Foreign

Language Reading Anxiety”. The participants are 30 first-semester classes of Spanish, Russian, and Japanes. The questionnaire used in this study is Foreign

31

J. Charles Alderson , Op.cit., p. 48.

32_{M. Cooper, “Linguistic Competence of Practised and Unpractised Non}

-Native Readers of

English”, in J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), p.53.

33_{A. Fransson, “Cramming or Understanding? Effects of Intrinsic a}

nd Extrinsic Motivation on

Approach to Learning and Test Performance”, in J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), p.55.

Language Classroom Anxiety Scale (FLCAS). Students’ score in every target language classes is taken to find its relationship with language anxiety. The results show that language anxiety and reading score are negatively related to

each other.34

Then, in 2004, Andri from Islamic State University Syarif

Hidayatullah Jakarta conducted “The Students’ Anxiety in Correlation with

Achievement in Their Final Reading Test” with 60 students from the second term of English Education department of Islamic State University Syarif

Hidayatullah Jakarta. The result indicates that there is negative correlation

between students’ anxiety and their reading score in English learning in

moderate level.35

E.

Conceptual Framework

Anxiety plays a role in foreign language learning, in this case English. Anxiety can be defined as an expression of apprehension and tension in particular situation that people worry about in unspecific time. Anxiety

influences students’ performance and achievements, as an example in students’ reading performance. Reading is described as a process of getting

meaning from the written symbols—letters or words in the texts, in order to

obtain some information. Students with higher level of anxiety tend to be harder in comprehending the reading text and opposed. It can be seen that

several studies showed the negative significant correlation between students’

anxiety and their reading skill in learning English. It seems like anxiety is

important enough to be identified because it determines students’ success in

learning the English.

Thus, the writer thought that it is interesting enough to discuss such phenomenon further. In addition, the explanation above seemed to be the

34

Yoshiko Saito, Thomas J. Garza, and E.K. Horwitz, Foreign Language Reading Anxiety, The Modern Language Journal, vol. 83, 1999, pp. 202-218.

35

Dafitri Andri, “The Students’ anxiety in Correlation with Achievement in Their Final Reading Test (A Case Study at the Second Term Students of English Department UIN)”,Skripsi in UIN Syarif Hidayatullah Jakarta,Jakarta, 2004.

reason why the writer wanted to conduct this study. The writer wants to know how anxious students are while they learn English subject especially in reading skill, using Foreign Language Classroom Anxiety Scale (FLCAS) from Horwitz. Hence the result can be used by teachers to pay more attention to their students, especially students who got the low achievement.

F.

Research Hypothesis

These are the hypothesis from the whole explanation above:

H0 :There is no significant correlation between students’ anxiety and their

reading skill in learning English of the tenth year students of SMK Negeri 3 Kota Tangerang.

Ha : There is significant correlation between students’ anxiety and their

reading skill in learning English of the tenth year students of SMK Negeri 3 Kota Tangerang.

19

A.

Place and Time of the Research

This study was conducted at SMKN 3 Kota Tangerang. It is located at Jl. Moh. Yamin SH, Babakan, Kota Tangerang. This study was implemented on July 2015.

B.

Method and Research Design

1. Method

Correlation is used in this study to know the relationship between

students’ anxiety and their English reading skill at school. Correlational research is used to describe and measure the degree of association (or

relationship) between two or more variables or sets of scores.1 It is

specified as one of quantitative designs.

2. Research Design

This study is conducted to identify the correlation between

students’ anxiety and their English reading skill. The writer associated two variables and interpreted the result. The type of this correlational design is explanatory study in which investigators measure the degree of association or relation between two or more variables using the statistical procedure of

correlational analysis.2 Students’ anxiety was independent variable

symbolized by “X”, while the students’ achievement in learning English was dependent variable symbolized by “Y”.

To achieve this purpose, the writer adopted Foreign Language Classroom Anxiety Scale (FLACS) questionnaire which is constructed by

Howirtz. The questionnaire focused on communication anxiety, fear of

1

John W Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (Boston: Pearson, 2012), p. 338.

2

negative evaluation, test anxiety, and anxiety of English classes.There are 33 items in this questionnaire. The respondents were asked to rate each

item on five-point Likert scale ranging from 1 ‘strongly disagree’ to 5

‘strongly agree’.

In the end, the questionnaire responses are statistically analyzed.

Kolmogorov-Smirnov test is used to find out whether the data populations are normally distributed or not. If the data populations are normally

distributed the writer is going to use Pearson Product Moment to see

whether there is a significant correlation between students’ anxiety and

their English reading skill or not.

C.

Population and Sample of the Research

Population is a broadest level of participants. It is a group of people

with one characteristic that distinguishes the group from other groups.3 Hence,

the population of this study was the whole of the tenth year students of SMK Negeri 3 Kota Tangerang.

There were six departments in the first grade at that school, including three classes of TKJ (Teknik Komputer dan Jaringan), two classes of AP (Akomodasi Perhotelan), three classes of Tata Busana, three classes of Tata Boga, one class of Tata Kecantikan Rambut, and one class of Tata Kecantikan Kulit. Each class consists of approximately forty five students.

Table 3.1

Population of the Research

No.

The Number of Classes at the Tenth Year Students of SMK Negeri 3 Kota Tangerang

Department Total

1. TKJ (Teknik Komputer dan Jaringan) 3 classes

2. AP (Akomodasi Perhotelan) 2 classes

3. Tata Busana 3 classes

3

4. Tata Boga 3 classes

5. Tata Kecantikan Rambut 1 class

6. Tata Kecantikan Kulit 1 class

Total 13 classes

Sample is a group which is selected from target population and studied by researcher.4 Sample is needed in collecting data. To minimize the excessive participants, the writer decided two departments with two classes for each department as the sample of this study using cluster random sampling. Cluster random sampling is the selection of groups, or clusters, of subjects rather than

individuals.5They were two classes of Tata Boga department and two classes

of AP department. The reason of choosing those classes was because those classes need to master the English the most in order to accomplish the

requirement of the tourism field.

Table 3.2 Sample of the Research

No. _Class The Number of Students _{Male Female} Sample

1. AP 1 10 22 32

2. AP 2 12 19 31

3. Tata Boga 1 9 18 27

4. Tata Boga 2 10 19 29

Total 41 78 119

D.

Instrument and Technique of Data Collection

In collecting the data, the writer used two instruments. They are questionnaire and documentation.

4

John W Creswell, Loc.cit. 5

Bernard C. Beins, Maureen A McCarthy, Research Methods and Statistics, (New Jersey: Pearson Education, Inc., 2012), p. 95.

1. Questionnaire

The questionnaire was used to collect students’ anxiety. The form

of the questionnaire was Foreign Language Classroom Anxiety Scale (FLCAS) which was adopted from Horwitz. The questionnaire used five

point Likert scale format ranging from 1 ‘Strongly Disagree’ to 5

‘Strongly Agree’.

To prevent the misunderstanding, the questionnaire was administered in Bahasa because all participants learn English as a foreign language. In this case, the writer was helped by her adviser in translating the items of questionnaire to ascertain the items have equal quality in both languages. Then, participants were asked to check the statements carefully and read them thoroughly. Moreover, if there are some questions regarding the comprehension of the statements, they were allowed to ask. The participants were given 35 minutes to respond 33 items of the questionnaire. Participants were informed that no one would have an access to the data except the writer and the data would be used only for research purposes.

Table 3.3

Table of Foreign Language Classroom Anxiety Scale (FLCAS) Items

No Indicators Items

1. Communication Anxiety 1, 9, 14, 18, 24, 27, 29, 32

2. Fear of Negative Evaluation 3, 7, 13, 15, 20, 23, 25, 31, 33

3. Test Anxiety 2, 8, 10, 19, 21

4. Anxiety of English Class 4, 5, 6, 11, 12, 16, 17, 22, 26, 28, 30

2. Documentation

The documentation was used to get information about students’ reading skill. The data of students’ reading scores were obtained from the daily test conducted by the teacher.

E.

Validity and Reliability of the Instrument

Before obtaining the data from the true participants, the writer did pilot study to check the validity and reliability of the questionnaire. There were thirty students that are chose randomly to be the participants of the pilot study. The participants were not the target population which was planned to investigate by the writer. They were asked to fill in the Foreign Language Classroom Anxiety Scale (FLACS) questionnaire and the results were measured to determine the validity and reliability of the instrument.

1. Validity

Validity is important to be considered when preparing an instrument for used in a research. Validity test was conducted to see whether the instrument measured what should be measured or not. In this study, the writer used construct validity technique in which the researcher attempt to collect a variety of different types of evidence to make

warranted inference to be stated.6

The validity of Foreign Language Classroom Anxiety Scale (FLACS) questionnaire items were developed from student self-reports, clinical experience, and a review of related instruments, such as the interview results of the counselors at the Learning Skills Center at the University of Texas about their experiences with anxious language

learners; Horwirtz’s experience with anxious students in her own foreign

language classes; and the literature on anxiety revealed instruments for

several related types of anxiety—test anxiety by Sarason, speech anxiety

by Paul, and communication apprehension by McCrosky.7 The result of

those, the Foreign Language Classroom Anxiety Scale (FLACS) is valid and further research could improve the understanding of the effect of anxiety on language learning as well as the impact of different

6

Jack R. Fraenkel, How to Design and Evaluate Research in Education, 7th Ed. (New York: McGraw-Hill, 2009), p. 153.

7

E. K. Horwitz, Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale, TESOL Quarterly, Vol. 20, 3, 1986, p. 560.

instructional methods and teaching styles. Moreover, this questionnaire has been used by many expert all around the world.

Besides, the writer also used content validity technique where the writer of the study needs intelligent judgment from someone who knows

enough about what is to be measured to be a competent judge.8 While

lecturer is considered as an expert in this study, this instrument was

consulted continuously with the writer’s lecturer, Mr. Teguh Khaerudin,

MAppLing.

2. Reliability

According to Jack, the instrument of the study should have consistent scores for each individual from one administration of an

instrument to another and from one set of items to another.9 To find out

whether or not the questionnaire is reliable, the writer measured the data of

pilot study from the questionnaire given using Cronbach’s Alpha.

Table 3.4 Reliability Statistics Cronbach's

Alpha N of Items

.682 30

From the table above, it can be seen that the value of cronbach’s

alpha is 0.682. The r table in significant degree of 0.05 with n=30 is 0.361.

Since the rtest (0.628) > rtable (0.361), it can be concluded that the

questionnaire is reliable.

F.

Technique of Data Analysis

To obtain the result of the research, the data were analyzed used statistical analysis. In this research, the writer did some tests.

8

Jack R. Fraenkel, Op.cit., p. 150. 9

To draw conclusions from the data obtained, the writer used several steps:

1. Linearity test aims to determine whether the two variables had a

significant linear relationship or not. This test is required in the

correlational analysis.10 The variance analysis of ANOVA Table is used in

this study.

2. Cronbach’s Alpha to determine whether the data populations are normally

distributed or not. If the data are normally distributed, the next step is

implementing Pearson Product Moment (r).

3. Pearson Product Moment (r) is used to find out whether there is a

significant correlation between students’ anxiety and their achievement in

learning English. The formulation of the Pearson Product Moment such as

follow:11

r = –

In which:

10

Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 170.

11

Bernard C. Beins, Op.cit., p. 287.

r N

∑X ∑Y ∑XY ∑X2 ∑Y2

= the correlation coefficient score = number of sample

= the sum of total score in variable X = the sum of total score in variable Y

= the sum of multiply score of variable X and Y = the sum of the squared score in variable X = the sum of the squared score in variable Y

This formula is commonly applied to find index correlation “r” product moment between variable X and variable Y if it is manually computed.

4. Then, to know the coefficient of determination which represents the

percentage contribution of X variable to Y variable, it can be known by

this formula:12

R = r2 x 100%

In which: R = value of determinant coefficient

r2 = value of the squared correlation coefficient

5. The next step is finding the significance between two variables, the

formula of the significant test is:13

t

test

=

In which:

6. The last step is interpreting the index scores of “r” correlation, r value (ro) usually used the interpretation such as bellow, regardless of positive or negative sign:

12

Budi Susetyo, Op.cit., p. 122. 13_Ibid.,

p. 182.

ttest

r n

= t value

= the result of correlation coefficient = number of sample

Table 3.5

The Interpretation of Coefficient Correlation of ‘r’ Value14

Coefficient Interpretation

0.00 - 0.199

There is a correlation between variable X and variable Y, but the correlation is very low. It is considered that there is no significant correlation in this rating.

0.20 - 0.399 There is a correlation between variable X and

variable Y, but it is low.

0.40 - 0.599 There is a correlation between variable X and

variable Y. The value is moderate.

0.60 - 0.799 There is a high correlation between variable X

and variable Y.

0.80 - 1.00 There is a very high correlation between

variable X and variable Y.

G. Statistical Hypothesis

The statistical hypothesis of this study can be seen as:

H0 : r0 ≤ rtable

Ha : r0 > rtable

The criterion used to answer the hypothesis of this study was described as follows:

1. If r0 ≤ rtable in significant degree of 0.05, Ho (null hypothesis) is accepted.

It means that there is no significant correlation between students’ anxiety

14

and their English reading skill of the tenth year student at SMK Negeri 3 Kota Tangerang.

2. If r0 > rtable in significant degree of 0.05, Ho (null hypothesis) is rejected. It

means that there is significant correlation between students’ anxiety and

their English reading skill of the tenth year at SMK Negeri 3 Kota Tangerang.

29

A.

Description of the Data

This chapter describes general description of data gained by researcher during the research. The data were collected from the result of questionnaire

and students’ reading score from their daily test. The validity and reliability instrument test was conducted before the researcher administered the test to both classes.

There were 33 numbers of statements given to the 119 students of tenth grade students of SMK Negeri 3 Kota Tangerang. From the validity and reliability test, all the statements in the questionnaire were valid and reliable. In addition, this study aims to know whether there is significant correlation

between students’ anxiety and their English reading skill.

Before answering the research question of this study, these are the data description of this research have been obtained.

Table 4.1

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Anxiety 119 72 135 105.92 12.591

Reading 119 60 88 75.41 6.037

Valid N (listwise) 119

From the Table 4.1, it can be seen that the total of the data (N) in each

variable is 119. The minimum score of students’ anxiety (variable X) is 72 and

the maximum score is 135, the mean score is 105.92 with standard deviation

score is 12.591. Meanwhile, the minimum score of the students’ reading skill (variable Y) is 60 and the maximum score is 88, the mean score is 75.41 with standard deviation 6.037.

In this part, the writer wants to investigate the main purpose of this research. Because of the data was normally distributed, the writer used statistic calculation of the Pearson Product Moment Formula to analyze the

data of students’ anxiety and their English reading skill.

To make easier, the writer made a table with six columns; they were

(No), (X), (Y), (XY), (X2), and (Y2). Column X was for Foreign Language

Classroom Anxiety Scale (FLCAS) questionnaire score of the sample, column Y was for reading score of the sample, column XY was for the results of

multiplying score X and Y, X2 was for quadrate of each score in column X,

and Y2 was quadrate for each score in column Y. These are the table of the

explanations above:

Table 4.2 Correlation Table

Student X Y XY X2 Y2

1 123 65 7995 15129 4225

2 81 85 6885 6561 7225

3 98 80 7840 9604 6400

4 104 70 7280 10816 4900

5 118 70 8260 13924 4900

6 96 75 7200 9216 5625

7 99 75 7425 9801 5625

8 114 70 7980 12996 4900

9 106 75 7950 11236 5625

10 105 75 7875 11025 5625

11 91 85 7735 8281 7225

12 97 80 7760 9409 6400

13 106 75 7950 11236 5625

14 117 75 8775 13689 5625

15 101 75 7575 10201 5625

16 97 75 7275 9409 5625

Student X Y XY X2 Y2

18 99 75 7425 9801 5625

19 130 60 7800 16900 3600

20 105 75 7875 11025 5625

21 105 75 7875 11025 5625

22 107 75 8025 11449 5625

23 105 75 7875 11025 5625

24 115 75 8625 13225 5625

25 92 75 6900 8464 5625

26 90 80 7200 8100 6400

27 123 65 7995 15129 4225

28 107 75 8025 11449 5625

29 102 75 7650 10404 5625

30 79 85 6715 6241 7225

31 114 75 8550 12996 5625

32 116 75 8700 13456 5625

33 106 75 7950 11236 5625

34 109 75 8175 11881 5625

35 135 60 8100 18225 3600

36 103 75 7725 10609 5625

37 87 85 7395 7569 7225

38 105 75 7875 11025 5625

39 106 75 7950 11236 5625

40 135 60 8100 18225 3600

41 124 70 8680 15376 4900

42 99 80 7920 9801 6400

43 111 75 8325 12321 5625

44 94 75 7050 8836 5625

45 72 80 5760 5184 6400

46 120 75 9000 14400 5625

47 108 85 9180 11664 7225

48 123 70 8610 15129 4900

49 96 75 7200 9216 5625

Student X Y XY X2 Y2

51 98 75 7350 9604 5625

52 91 75 6825 8281 5625

53 96 85 8160 9216 7225

54 112 75 8400 12544 5625

55 124 65 8060 15376 4225

56 86 75 6450 7396 5625

57 110 75 8250 12100 5625

58 107 75 8025 11449 5625

59 114 70 7980 12996 4900

60 103 75 7725 10609 5625

61 108 75 8100 11664 5625

62 97 85 8245 9409 7225

63 91 80 7280 8281 6400

64 125 65 8125 15625 4225

65 87 85 7395 7569 7225

66 100 75 7500 10000 5625

67 110 75 8250 12100 5625

68 95 85 8075 9025 7225

69 92 75 6900 8464 5625

70 97 75 7275 9409 5625

71 117 75 8775 13689 5625

72 106 75 7950 11236 5625

73 120 65 7800 14400 4225

74 115 75 8625 13225 5625

75 93 85 7905 8649 7225

76 120 70 8400 14400 4900

77 114 75 8550 12996 5625

78 93 75 6975 8649 5625

79 106 75 7950 11236 5625

80 100 75 7500 10000 5625

81 109 75 8175 11881 5625

82 121 60 7260 14641 3600

Student X Y XY X2 Y2

84 77 87 6699 5929 7569

85 117 75 8775 13689 5625

86 110 85 9350 12100 7225

87 108 75 8100 11664 5625

88 105 75 7875 11025 5625

89 131 60 7860 17161 3600

90 108 75 8100 11664 5625

91 84 80 6720 7056 6400

92 102 75 7650 10404 5625

93 96 88 8448 9216 7744

94 121 70 8470 14641 4900

95 109 75 8175 11881 5625

96 113 75 8475 12769 5625

97 96 80 7680 9216 6400

98 102 75 7650 10404 5625

99 112 75 8400 12544 5625

100 115 75 8625 13225 5625

101 102 85 8670 10404 7225

102 112 75 8400 12544 5625

103 87 86 7482 7569 7396

104 115 75 8625 13225 5625

105 110 75 8250 12100 5625

106 122 65 7930 14884 4225

107 81 88 7128 6561 7744

108 113 88 9944 12769 7744

109 107 75 8025 11449 5625

110 103 80 8240 10609 6400

111 86 80 6880 7396 6400

112 129 65 8385 16641 4225

113 97 82 7954 9409 6724

114 101 75 7575 10201 5625

115 114 75 8550 12996 5625

Student X Y XY X2 Y2

117 106 75 7950 11236 5625

118 96 75 7200 9216 5625

119 124 70 8680 15376 4900

N=119 ∑X =12605 ∑Y=8969 ∑XY=943185 ∑X2

=1353883 ∑Y2=680321

Based on the Table 4.2, the sum of the anxiety (variable X) is 12605 and the sum of the reading skill (variable Y) is 8969. The sum of multiply score of both variables (XY) is 943185. The sum of quadrate score of anxiety (X2) is 1353883 and the last, the sum of quadrate of reading skill (Y2) is 680321.

B. Data Analysis and Testing Hypothesis

1. Data Analysis

a. Analysis of Data Linearity

The linearity of students’ anxiety and reading skill data were

analyzed using IBM SPSS program and presented by ANOVA Table. Linearity test was done as one of the requirement of correlational analysis. The result of the analysis is represented in following table:

Table 4.3 ANOVA Table

Sum of Squares df

Mean

Square F Sig. Reading

* Anxiety

Between Groups

(Combined) 3403.124 45 75.625 6.150 .000

Linearity

2515.922 1 2515.922 204.59 2 .000

Deviation from

Linearity 887.202 44 20.164 1.640 .030 Within Groups 897.700 73 12.297

The Table 4.1 reveals the linearity distribution of the both data

(students’ anxiety and their reading skill). The result of the linearity is in the significance of 0.00. It showed that the result is lower than the level of significance 0.05 which the score is 3.92 (0.00 < 3.92). Thus, the result means that the data have linear distribution and parametric statistic is used in this study.

b. Analysis of Data Normality

Normality test was used by the writer at the 0.05 level of significance where the value is 0.124. The normality test was implemented to see whether the data populations are normally distributed or not.

Table 4.4

Kolmogorov-Smirnov Table

Kolmogorov-Smirnova

Statistic df Sig.

Anxiety .059 119 .200*

Reading .096 119 .200*

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

From the Table 4.2, it can be seen that the Sig. of Anxiety is 0.200 and Sig. of Reading skill is 0.200. If the significance score > 0.124, the data comes from the normal population. However, if the significance score < 0.124, the data does not come from the normal population. It can be concluded that the data are normally distributed because the Sig. of anxiety is higher (0.200 > 0.124) and the Sig. of reading is also higher (0.200 > 0.124). In other words, the data result in the data is normally distributed.

c. Analysis of Correlation Product Moment

After getting the classification result of each score above, it was time to calculate the scores to Pearson Product Moment Formula:

rxy =

–

In which:

rxy = –

= –

=

=

rxy = -0,761221

rxy

N

∑X ∑Y ∑XY ∑X2 ∑Y2

= the correlation coefficient score = number of sample

= the sum of total score in variable X = the sum of total score in variable Y

= the sum of multiply score of variable X and Y = the sum of the quadrate score in variable X = the sum of the quadrate score in variable Y

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Appendix 17