concluded that the higher students’ anxiety does not guarantee the lower students’
English descriptive reading comprehension or else it can be stated that there is no significant relationship between students’ anxiety and their English descriptive
reading comprehension.
C. The Interpretation of the Data
Based on the analysis above, there is no significant relationship between students’ anxiety and their English descriptive reading comprehension. In the data
analysis, the result of normality test both questionnaire and English descriptive reading comprehension test showed that the data are normally distributed. After
that, Pearson Product Moment formula was conducted to know the result of hypotheses. Then, the result showed rt
able
r
result
, it means that Ho is accepted. Therefore, it can be stated that there is no significant relationship between
students’ anxiety and their English descriptive reading comprehension. Moreover, in the analysis of the students
’ anxiety and their English descriptive reading comprehension showed r
xy
rt
able
= 0.045 0.312. Thus, it means that there is very low correlation as compared with the level of correlation.
The score 0.045 is included in range 0.00-0.199 which means that there is very low correlation between X and Y variable. Hence, t
he higher students’ anxiety does not guarantee the lower students
’ English descriptive reading comprehension or else it can be stated that there is no significant relationship between students’
anxiety and their English descriptive reading comprehension.
D. The Discussion of the Data
The finding of the data analysis show that there is very low correlation between students
’ anxiety and their English descriptive reading comprehension or it can be stated that there is no significant
relationship between students’ anxiety and their English descriptive reading comprehension.
The result which indicates that there is no significant relationship between students
’ anxiety and their English descriptive reading comprehension gained some assumption that there are some possible factors that influence their English
descriptive reading comprehension. As mentioned by Cabansag “motivation,
attitudes, anxiety, learning achievement, aptitudes, intelligence, age personalities
are identified a s several factors that influence students to learn foreign language.”
2
Further, DeBoer and Dallmann state some causes that makes students get difficulties in comprehending reading text, those are:
1. Limited Intelligence 2. Undesirable Physical Factors
3. Overemphasis On Word Recognition 4. Overemphasis On Oral Reading
5. Insufficient Background for Reading A Selection 6. Failure to adjust reading technique to reading purpose and type of reading
material. 7. Lack of appropriate teacher guidance.
3
From the statement above, the writer sums up that anxiety is not the only factor that influence students’ English descriptive reading comprehension at the
eighth grade students of SMP Islamiyah Ciputat. Nevertheless, the teacher should not ignore anxiety in the classroom.
Henry Clay Lindgren states that “The task of the teacher, he suggests, is that creating the necessary degree of anxiety. The
problem of how much anxiety is a difficult one, because too much anxiety will create a need to avoid the learning situation and too little anxiety will result in a
lack of attention.”
4
Thus, although in this study anxiety does not have any significant relationship in affecting
students’ English descriptive reading comprehension, anxiety still believed being an important thing in the classroom
environment. Anxiety not only has negative influence towards students but also it has positive influence such as students become more aware to the task that they
are going to face by study hard or practice more. Nevertheless, too much anxiety also will make the students failed to do the task. Thus, by having aware of some
psychological factors such as anxiety is important. The teacher may facilitate the students to overcome their difficulties in comprehending reading text. On the
other hand, the students themselves could also gained their chance to exercise in
2
John N. Cabansag, Ph.D, English Language Reading Anxiety and Reading Comprehension Performance of College Students in a State University, Journal of Arts, Science,
and Commerce, IV, 2013, P. 21
3
John J. DeBoer Martha Dallmann, The Teaching Reading, New York: Holt, Rinehart and Winston, Inc, 1960, P. 132-134
4
Henry Clay Lindgren, Educational Psychology in the Classroom, New York: John Wiley Sons, 1967, Third Edition, P. 306
managing and handling some psychological factors that can affect their comprehension.
In summary, from the discussion of the study above, it is implied that anxiety has insignificant relationship with students’ English descriptive reading
comprehension. It is assumed that another possible factors did. Thus, the teacher must find out appropriate teaching strategies in order to facilitate the students to
comprehend their reading comprehension more.
E. The Hypotheses Test
As described in previous chapter, if r
xy
r
table
means there is significant relationship between X variable and Y variable, H
a
is accepted and H
o
is rejected. Then if r
xy
r
table
means there is no significant relationship between X variable and Y variable, H
o
is accepted and H
a
is rejected. From the result above, the writer got r
xy
r
table
: 0.045 0.312 which means that H
o
is accepted and H
a
is rejected. In another words, there is no significant relationship
between students’ anxiety and their English descriptive reading comprehension.
