a. If t
test
t
table
, the null hypothesis is rejected and there is significant correlation between two variables.
b. If t
test
t
table
, the null hypothesis is accepted and there is no significant correlation between two variables.
Along with the calculation above, t
test
is lower than t
table
-12.64 - 1.980. Hence the null hypothesis Ho is rejected. In other words, there is
significant correlation between students’ anxiety and their English reading skill at SMK Negeri Kota Tangerang.
The calculation above shows that the correlation of students’ anxiety variable X and their achievement variable Y in learning
English is significant with the high correlation value. The correlation value is -0.761. It can be seen on the table below:
Table 4.6 The Interpretation of Coefficient Correlation of ‘r’ Value
2
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.
2
Sugiyono, Statistika untuk Penelitian, Bandung: Alfabeta, 2014, p. 231.
C. Discussions
After analyzing the data, the next step is discussing the data obtained. The discussion consists of interpretation of the data obtained in this study,
relation of the data obtained with the theories from each variable, and the relation or comparison of this study with the previous study. The result of the
data was obtained from the 119 students of SMK Negeri 3 KotaTangerang. Based on the data description above, it can be interpreted that the
students’ anxiety of the tenth year students of SMK Negeri 3 Kota Tangerang is quite high. The average score
mean of students’ anxiety is 105.92. Meanwhile, the students’ English reading skill in average is fairly good. The
mean score of students’ English reading skill is 75.41. Before testing the
correlation between the two variables, linearity test and normality test are conducted as the prerequisite of the correlation test because the sample of this
study is big. From the data analysis, the linearity test showed that the result of linearity test 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. Next, the normality test showed
the result 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. According to the results of the calculation above, the score of
correlation coefficient r
o
is -0.761. It shows that the correlation value is on the high level based on the table 4.6. I
t can be indicated that students’ anxiety determines students’ English reading skill, especially at SMK Negeri 3 Kota
Tangerng. Mostly students in Indonesia spend their time studying English at school. Their exposure to learning English language is limited to their English
class, which can be the reason they feel so anxious when they learning English. Furthermore, high school students are usually evaluated during the
semester by doing many tests such as daily tests at the end of each unit, mid- tests, and final exam, which is used to determine their final grade. From those
tests, it can be understood why they feel anxious.
Besides, the value of r
o
shows the negative correlation. When two variables have a negative correlation, they have inverse relationship
—values of one variable increase, values of the second variable decrease.
3
It means that students who feel more anxious had the lower score of than the students who
feel less anxious. When the anxiety increased, the achievement decreased, and vice versa. Moreover, the value of r
o
which is compared with r
t
after the hypothesis is reversed because of the result is negative, in fact, is lower than r
t
. That can be seen in significance of 5 that r
t
= -0.197 with r
o
= 0.761. Thus, r
o
is lower than r
t
-0.761 -0.197. In addition, the result of t
test
and t
table
also shows that t
test
is lower than t
table
. In significant 5 t
table
= -1.980 with t
test
= - 12.64, it means that t
test
is lower than t
table
-12.64 -1.645. These cases indicate that there is a negative and strong correlation between students’
anxiety and their English reading skill. Based on the result, the value of the data is negative which means student who had high score in anxiety
questionnaire got low reading score. It means that anxiety influence students’ language learning and performance, in this case reading performance. The
theory of that explanation comes from Mohammadi who said that anxiety has been influence language learning and language performance
—includes reading as one of the language skill. In line with Mohammadi, Gardner also
said that anxiety interferes with language achievement and people who become anxious achieve lower achievement than people who do not become
anxious. These two theories are as the evidences that anxiety influence students’ language competence.
Additionally, the coefficient of determination which is obtained is about 57.9. This value demonstrates that the contribution of students’
anxiety to students’ English reading skill is fairly high. Hence it can be stated
that a student with higher anxiety is likely to get harder in understanding the text and get lower achievement, and a student with less anxious is likely to get
higher achievement and better in understanding the text.
3
Gregory J. Privitera, Research Methods for the Behavioral Sciences, California: SAGE Publications,
Inc., 2014,
p. 242,
http:www.sagepub.comsitesdefaultfilesupm- binaries57732_Chapter_8, accessed at August, 26
th
2015. 5:25 PM.
According to the coefficient of determination which is obtained is about 57.9, there is 42.1 as the remains. This remains shows that there are
other aspects which influence English reading skill. If it was seen from the theory of Alderson in chapter two, there is written that there are several factors
that influence reading skill, such as readers’ linguistic knowledge, reading abilities and motivation. In addition, Emotional state, such as anxiety is one of
factors that influence reading. In Alderson’s book, Fransson explained that
anxiety interfere with readers’ motivation. In other words, readers who are anxious during reading showed weak state motivation.
To support Alderson’s theory, Na agreed that affective factors, such as attitudes, motivation and
anxiety have been accounted a lot for successful language learning outcomes in different contexts. Based on the theories explained, language learning in
any case is interfered with the affective factors such as motivation, attitudes, anxiety, and the cognitive factors such as linguistic knowledge which consists
of phonology, morphology, syntax, semantic, discourse knowledge, etc. As revealed by the results of this study, English reading anxiety exists
among the tenth year students of SMK Negeri 3 Kota Tangerang who participated in this study. The findings of this study are similar to those found
in previous studies. Saito, Garza and Howirtz found in their study that language anxiety and reading score are negatively correlated to each other. In
addition, Andri also found that there is negative correlation between students’
anxiety and their reading score in English learning in moderate level. Those two studies concerned on the university students. Different with the two
studies, this study involved the vocational high school students as the participants. Because of that the correlation between
the students’ anxiety and their reading skills at this study is higher than the previous study which only in
moderate level. It might be influenced by the different studen ts’ background
and experience in learning English as the foreign language.
D. Limitation
There were some limitations that were found in this study. The first limitation was the questionnaire which was adopted by the writer is in English
version. In order to prevent the misunderstanding, it would be better if it is translated properly by more than one expert. However, the writer here is only
helped by one expert to translate the 33 items. The second limitation was the reading score which was directly
obtained from the teacher. In other word, the reading instrument was conducted by the teacher. It might be better if the reading instrument was
made by the writer so the data might be more accurate. Many factors such as students’ condition and situation when
accomplishing both tests anxiety questionnaire and reading test and the environment in which the tests took place also could become the limitation of
this study. Those limitations and problems mentioned above might influence the reliability, validity and credibility of this research finding.
