Table 3.3 The Indicators of English Descriptive Reading Comprehension Test
No. Indicator
Key Number
1.
Determining the main idea of the text 1, 8, 37
2.
Identifying the specific information based on the text
4, 5, 11, 12, 13, 16, 19, 20, 22, 23, 26, 29, 30,
32, 33, 34,
3.
Identifying the detail information based on the text
2, 3, 6, 9, 17, 18, 21, 24, 27, 28, 31, 35
4.
Identifying Implicitly stated information based on the text
10, 14, 15, 25, 36, 38, 39, 40
5.
Determining the purpose of the text. 7
Total 40
c. The Validity of Instrument
Validation of instrument is conducted to see whether the instrument is capable to collect the data or not. The writer got the standard coefficient validity minimum for
this instrument with N=35 and coefficient validity is 0.334. To see the validity of instrument, the writer use SPSS 20 to measure the validity of questionnaire and
Anates application to measure the validity of test. In validating questionnaire and test, the writer conducted the research in VIII-5 class of SMP Islamiyah Ciputat.
In questionnaire validity, the writer got 23 items from 40 items. The number of valid item are 1, 2, 3, 4, 7, 9, 13, 14, 15, 16, 19, 20, 22, 23, 24, 25, 27, 28, 30, 31, 33,
36, 39. The number of invalid study are 5, 6, 8, 10, 11, 12, 17, 18, 21, 26, 29, 32, 34, 35, 37, 38, and 40. The items that the writer used only 20 items which can be seen as
below.
Table 3.4 The Anxiety Questionnaire
Indicator Key Number
Students’ self-report of anxiety over various aspects of reading
1, 3, 4, 7, 22, 23, 24, 25
Their perception of reading difficulties in the target language
2, 13, 14, 19, 27, 28,
Their perception of the relative difficulty of reading as compared to the
difficulty of other language skills. 15, 16, 31, 33, 36, 39
Total Items 20
In test validity, the writer got 22 items valid from 40 items. The number of valid item are 2, 3, 5, 7, 8, 9, 11, 12, 16, 17, 18, 20, 21, 23, 24, 26, 27, 29, 31, 32, 33, 38.
The number of invalid items are 1, 4, 6, 10, 13, 14, 15, 19, 22, 25, 28, 30, 34, 35, 36, 37, 39, 40. The items that the writer used only 20 items, that are: 5, 7, 8, 9, 11, 12, 16,
17, 18, 20, 21, 23, 24, 26, 27, 29, 31, 32, 33, 38. For further information of the validity of test see appendix.
Table 3.5 The English Descriptive Reading Comprehension Test
No. Indicator
Key Number
1.
Determining the main idea of the text 8
2.
Identifying the specific information based on the text
5, 11,12, 16, 20, 23, 26, 29, 32, 33
3.
Identifying the detail information based on the text
9, 17, 18, 21, 24, 27, 31
4.
Identifying implicitly stated information based on the text
38
5.
Determining the purpose of the text. 7
Total 20
d. The Reliability of Instrument
The writer use SPSS 20 in order to know the reliability of questionnaire. The result can be seen as below:
Table 3.6 The Reliability of Questionnaire
Reliability Statistics
Cronbachs Alpha N of Items
,803 40
From the result it can be seen that r
result
= 0.803. Then the writer compared to r
table
with N=35 and 5 as significant level, that is r
table
= 0.334. It can be conclude that the instrument is reliable because r
result
r
table
= 0.803 0.334 Moreover, the writer use Anates Application to find out the reliability and the
significance of items that can be used for a test. The result shown that the writer got the reliability 0.86 see appendix, thus we can conclude that the instrument is
reliable.
E. The Technique of Data Analysis
After getting the questionnaire data from the students, the writer needs to analyze the data and correlate the questionnaire score and English descriptive reading
comprehension score. In analyzing the data o
f the relationship between students’ anxiety and their English descriptive reading comprehension, the writer use Pearson Product-Moment
Correlation Coefficient.
1
∑ ∑ ∑ √ ∑
∑ ∑
∑
Note :
r = Coefficient of correlation between X variable and Y variable Koefisien
korelasi antara variable X dan variable Y N
= Number of respondents ∑XY = The sum of the products of X and Y scores for each students
∑X = The sum of X scores ∑Y = The sum of Y scores
∑X² = The sum of quadrate of each X scores ∑Y² = The sum of quadrate of each Y scores
∑X² = The sum of the quadrate of ∑X scores ∑Y² = The sum of the quadrate of ∑Y scores
Significant critical value : 0.05 and 0.01
1
Budi Susetyo, Statistika untuk Analisis Data Penelitian, Bandung: PT Refika Aditama, 2010, p. 121
After the r was found then the writer interprets the correlation based on following level of correlation.
Table 3.7 The Level of Correlation
2
Product Moment r Interpretation
0.00 – 0.199
Very low Correlation 0.20
– 0.399 Low correlation
0.40 – 0.599
Moderate Correlation 0.60
– 0.799 High Correlation
0.80 – 1.000
Very High Correlation
F. The Statistical Hypotheses
To know whether there is any significant relationship or not between X and Y variables, the writer formulate Ho Null Hypothesis and Ha Alternative Hypothesis
as follows: a. Null Hypothesis Ho : There is no significant relationship between X
variable Students’ Anxiety and Y variable students’ English descriptive reading comprehension
b. Alternative Hypothesis Ha : There is significant relationship between X
variable Students’ Anxiety and Y variable students’ English descriptive reading comprehension
2
Sugiyono, Metode Penelitian Pendididkan Pendekatan Kuantitatif, Kualitatif dan RD, Bandung: Alfabeta, 2013, p. 257
The significance hypotheses was formulated as follow: H
: r = 0 H
a
: r ≠ 0 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. 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.
30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. The Description of The Data
As mentioned in previous chapter, this study used survey method employing correlational study for investigating whether there is any significant relationship
between students’ anxiety and their English descriptive reading comprehension score or not.
To figure out and get the data of the study, the writer adapted anxiety questionnaire that designed by Saito et al. 1999 namely Foreign Language and
Reading Anxiety Scale FLRAS that contain 20 items and made another 20 items questionnaire with the same indicator as FLRAS in order to avoid invalid and
unreliable data. Further, the writer also used 20 items descriptive reading test in order to get students’ English descriptive reading comprehension score.
Moreover, the writer conducted the research using questionnaire and English descriptive reading comprehension test in VIII-1 that consists of 40 students.
Before the writer did her research, she did the validation of questionnaire and test in VIII-5 that only consists of 35 students at that time. Then, the writer analyzed
the data using Pearson Product Moment formula to know the relationship between variable X and Y.
1. The
Data of Students’ Anxiety Score and Students’ English Descriptive Reading Comprehension Score
The statistical calculation of 40 students’ anxiety score and their English reading comprehension were calculated. The total students’ anxiety score is 2264
see appendix and the students’ English reading comprehension got the total score
3085 see appendix. The result of anxiety score and English reading comprehension score can be seen as follow:
a. The Highest Scores: 1 Anxiety Scores
: 70
