The students' anxiety in correlation with achievement in their final reading test : a cse study at the second term students of English Departement UIN
THE STUDENTS' ANXIETY IN CORRELATION WITH
ACHIEVEMENT IN THEIR FINAL READING TEST
(A Case Study
ｾｴ＠
the Second Term Students of English Department UIN)
A Skripsi
Presented to the Faculty ofTarbiyah and Teachers' Training
In Partial Fulfillment of The Requirements For the Degree of Strata 1
By:
Dafitri Andri
NIM. 100014018022
ENGLISH DEPARTMENT OF THE FACULTY OF
TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2004
ACKNOWLEDGMENT
ln the name of Allah, the beneficent, the merciful. Praise be to Allah, TI1e Lord of
The Universe and peace ru1d blessing be upon the prophet Muhammad, his family,
compru1ion and followers who grru1ted His favor and mercy to the writer. Therefore, the
writer
cru1
complete
this
"Skripsi"
titled
Students'
Anxiety in
Correlation with
Achievement in their Final Reading Test (A Case Study at the Second Term Students of
English Department UIN SyarifHidayatullah Jakarta).
ln this occasion, the writer wtmts to express his great thanks to Drs. H. A Munir
Sonhadji, !VI.Ed. as ru1 advisor who has spent his valuable time in guiding his writing. The
writer gives his sincerest gratitude and great honor to his beloved parents (Muslim and
Fatimah Wazna), his beloved brother and sister (Ahmad Yru1di ru1d Esa Puteri Dinanti),
his teacher (Mr. IVlismardi), his uncles (Wizar Kawi, Dasri, Masdar, Zai Jasri, Urnar,
Toni, Yos, Boy), his cousins (Arijiru1di Kawi, 1-Iendri, Rim, Dewi, Yanti, Yosrinaldi,
Erwin Kawi, Febri, Wiwi, Betrnawira, Jihan, Haribah, Dea, Irfru1, Agung, Teguh, Dani,
and so on) for their support, understanding, compassion, advice, love and moral
encouragement that they always give to the writer. He really thru1ks for Uda Pita, John's
help and some others who have given advice and suggestion to finish the writing.
The writing is far from pe1fect. There are many deficiencies for the writer m
discussing the writing. He is sure that his writing is far from pe1 rect. Therefore, he hopes
that the readers would like to give some critiques and suggestion for this writing.
The writer realized that he would never finish this writing without helping of som,e
people around him; therefore, he would like to give special thru1k to:
I. Prof. Dr. Salman I-lan111, the Dean ofTarbiyttl1 faculty.
2. Ors.
Nasrun Mahmud M.Pd the Chief of English Department and Drs.
Syauki, fVl.Pd. as the Secretaiy of English Depariment.
3. J\ll lectures in the English Department.
-1. J\111.riends in Campus that cannot be mentioned one by one, es1rncially for the
English Department B class thai1ks for being his friend.
S.
All friends al KfVltvl that crn111ot be mentioned one by one, for a great help
and a wonderful experiences that given to the writer.
6. All friends at Piramida Circle, FORMACI, and !SAK, especially M. Khoirul
lVluqtafa, Seif El Jihadi, and Dubun.
Finally, the writer hopes that this writing will be useful for all readers ai1d for
him. tvlay Allah bless us.
Jakarta, September 2004
D.A.
LEGALIZATION OF EXAMINATION COMMITTEE
A "Skripsi" tittled The Students' Anxiety in Correlation with Achievement in their Final
Reading Test was examined at examination session of Tarbiyah Faculty of Syarif
Hidaytullah State Islamic University (UIN) Jakarta on Wednesday; September gtli 2004. This
"Skripsi" has fulfilled the requirements for the Degree Strata I (SI) at English Department.
Jakarta, September 281h 2004
Examination Committee
The
ead
Committee
The Secretary of Committee
ｾ＠
Prof. Dr. H. Salman arun
NIP. 150 062 586
Examiner I
Examiner II
ki M.Pd
Drs.NIP. 150 246 289
Drs. H. A Munir Sonhadji, M.Ed.
NIP. 150 050 682
111
TABLE OF CONTENTS
Page
i\cknowledgement ................................................................................ .
l!:xamination Legalization . . .. .. .. . .. . . . .. . . .. .. . . .. . . . .. . . .. . .. . . . .. . . .. . . . .. . . . . .. . .. . . .. .. . ....
111
fable of Contents..................................................................................
1v
List of Tables
VI
CHAPTER I: INTRODUCTION
A. Background of Study ...................................... .
B. Limitation and Formulation..........................................................
4
C. Method of Study .. . .. . .. . . .. . .. .. . .. . .. . .. . . .. .. . .. . .. . . .. .. . .. .. .. .. . .. . .. . .. .. .. . .. ..
4
D. Population and Sample .. . .. . . .. .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. .. ..
4
E. Hypothesis .. . .. . .. . .. . .. . .. . .. . . .. .. . .. . .. . .. . .. . .. . .. . .. . .. .. .. .. . .. . .. . .. .. .. .. .. . .. ..
5
F. The Use of Study ........ ... ...... ... ...... ... ... ... ... ... ... ... ... ... ... ......... .....
5
G. The Organization of Writing . .. .. . .. . . . . . . . .. . .. . . .. . . . . . . . . . .. .. . . .. . . . . .. .. . . . .. ..
5
CHAPTER II: THEORETICAL FRAMEWORK
A. Reading .. . .. . .. . .. .. .. .. . .. . . .. .. . .. .. .. .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. .. ..
7
I. The Meaning of Reading .. . .. . . .. .. . .. . .. .. .. . . . .. . .. . . .. .. . .. . .. . .. . .. . .. ..
8
2. The Aims of Reading .. . .. . .. . .. . .. . .. . .. . .. . .. . . .. . . . .. . .. . .. . .. . .. . .. . .. ...
11
3. Types of Reading .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . . .. .. . .. . .. . .. . .. . .. . .. ..
11
4. Some Factors That Influence Reading Readiness .. . . . . .. . . .. .. . . . . .. . ...
13
IV
B. Anxiety ... ..... ... . .. .. . ... ... . .. .. . ... . .. .. . ... . .. .. . .. . . .. . .. ... .. . ... . .. ... ... ... ....
15
I. The Definition of Anxiety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
15
2. Types of Anxiety . .. .. . ... . . . .. . ... . .. .. . .. . . .. . . . .. . ... . . . .. . . . . .. . .... .. . ...
19
3. Anxiety Factor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
C. The Correlation Between Students' Anxiety in Final Reading Test
and their Score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
CHAPTER III: RESEARCH METHODOLOGY
A. The Purpose of Study ................................................................. .
23
B. Place and Time of Study .......... .
23
C. Method of Study ............................................ .
24
D. Technique of Sample Taking.........................................................
24
E. Technique of Data Collecting........................................................
24
F. Technique of Data Analysis ............................. .
26
CHAPTER IV: RESEARCH FINDING
A. Data Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
B. Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
28
C. Data Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ................................................. .
36
B. Suggestion .......................... .
37
Bibliography....................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix
v
38
LIST OF TABLE
Table I
Points of Items in Questionnaire ..............................................................
25
Table II
Students' Anxiety Scores . .. . .. .. .. ...... ... ... .. . .. . .. . .. . .. ... . .. ... ... . .. .. .. . .. .... . .. .. .. . .. .
28
Table III
The Scores of the Final Reading Test ...... ... ... .. . .. ... ... . .. ... . .. .... ... .... .. .. .. .. .. ..
30
Table IV
Correlation Between Students' Anxiety and Score of Final Reading Test.
32
VI
CHAPTER I
INTRODUCTION
A Background of Study
With reference to the recent growth of English as an international language,
some students who graduated from Senior High School want to have a bright foture
are interested in studying the international language. For instance, they want to get a
good job in a big company, study overseas, make a lot of friends from all over the
world, and be able to communicate with the number of foreigners, and so on.
English is considered as a lingua franca or a language used for wider
communication
and
describes
communication.
Between
a
different
language
linguistics
servmg
groups
as
a
regular
means
111
a multilingual
of
speech
community it is used for communication among people whose their first language is
different. English is used as
ACHIEVEMENT IN THEIR FINAL READING TEST
(A Case Study
ｾｴ＠
the Second Term Students of English Department UIN)
A Skripsi
Presented to the Faculty ofTarbiyah and Teachers' Training
In Partial Fulfillment of The Requirements For the Degree of Strata 1
By:
Dafitri Andri
NIM. 100014018022
ENGLISH DEPARTMENT OF THE FACULTY OF
TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2004
ACKNOWLEDGMENT
ln the name of Allah, the beneficent, the merciful. Praise be to Allah, TI1e Lord of
The Universe and peace ru1d blessing be upon the prophet Muhammad, his family,
compru1ion and followers who grru1ted His favor and mercy to the writer. Therefore, the
writer
cru1
complete
this
"Skripsi"
titled
Students'
Anxiety in
Correlation with
Achievement in their Final Reading Test (A Case Study at the Second Term Students of
English Department UIN SyarifHidayatullah Jakarta).
ln this occasion, the writer wtmts to express his great thanks to Drs. H. A Munir
Sonhadji, !VI.Ed. as ru1 advisor who has spent his valuable time in guiding his writing. The
writer gives his sincerest gratitude and great honor to his beloved parents (Muslim and
Fatimah Wazna), his beloved brother and sister (Ahmad Yru1di ru1d Esa Puteri Dinanti),
his teacher (Mr. IVlismardi), his uncles (Wizar Kawi, Dasri, Masdar, Zai Jasri, Urnar,
Toni, Yos, Boy), his cousins (Arijiru1di Kawi, 1-Iendri, Rim, Dewi, Yanti, Yosrinaldi,
Erwin Kawi, Febri, Wiwi, Betrnawira, Jihan, Haribah, Dea, Irfru1, Agung, Teguh, Dani,
and so on) for their support, understanding, compassion, advice, love and moral
encouragement that they always give to the writer. He really thru1ks for Uda Pita, John's
help and some others who have given advice and suggestion to finish the writing.
The writing is far from pe1fect. There are many deficiencies for the writer m
discussing the writing. He is sure that his writing is far from pe1 rect. Therefore, he hopes
that the readers would like to give some critiques and suggestion for this writing.
The writer realized that he would never finish this writing without helping of som,e
people around him; therefore, he would like to give special thru1k to:
I. Prof. Dr. Salman I-lan111, the Dean ofTarbiyttl1 faculty.
2. Ors.
Nasrun Mahmud M.Pd the Chief of English Department and Drs.
Syauki, fVl.Pd. as the Secretaiy of English Depariment.
3. J\ll lectures in the English Department.
-1. J\111.riends in Campus that cannot be mentioned one by one, es1rncially for the
English Department B class thai1ks for being his friend.
S.
All friends al KfVltvl that crn111ot be mentioned one by one, for a great help
and a wonderful experiences that given to the writer.
6. All friends at Piramida Circle, FORMACI, and !SAK, especially M. Khoirul
lVluqtafa, Seif El Jihadi, and Dubun.
Finally, the writer hopes that this writing will be useful for all readers ai1d for
him. tvlay Allah bless us.
Jakarta, September 2004
D.A.
LEGALIZATION OF EXAMINATION COMMITTEE
A "Skripsi" tittled The Students' Anxiety in Correlation with Achievement in their Final
Reading Test was examined at examination session of Tarbiyah Faculty of Syarif
Hidaytullah State Islamic University (UIN) Jakarta on Wednesday; September gtli 2004. This
"Skripsi" has fulfilled the requirements for the Degree Strata I (SI) at English Department.
Jakarta, September 281h 2004
Examination Committee
The
ead
Committee
The Secretary of Committee
ｾ＠
Prof. Dr. H. Salman arun
NIP. 150 062 586
Examiner I
Examiner II
ki M.Pd
Drs.NIP. 150 246 289
Drs. H. A Munir Sonhadji, M.Ed.
NIP. 150 050 682
111
TABLE OF CONTENTS
Page
i\cknowledgement ................................................................................ .
l!:xamination Legalization . . .. .. .. . .. . . . .. . . .. .. . . .. . . . .. . . .. . .. . . . .. . . .. . . . .. . . . . .. . .. . . .. .. . ....
111
fable of Contents..................................................................................
1v
List of Tables
VI
CHAPTER I: INTRODUCTION
A. Background of Study ...................................... .
B. Limitation and Formulation..........................................................
4
C. Method of Study .. . .. . .. . . .. . .. .. . .. . .. . .. . . .. .. . .. . .. . . .. .. . .. .. .. .. . .. . .. . .. .. .. . .. ..
4
D. Population and Sample .. . .. . . .. .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. .. ..
4
E. Hypothesis .. . .. . .. . .. . .. . .. . .. . . .. .. . .. . .. . .. . .. . .. . .. . .. . .. .. .. .. . .. . .. . .. .. .. .. .. . .. ..
5
F. The Use of Study ........ ... ...... ... ...... ... ... ... ... ... ... ... ... ... ... ......... .....
5
G. The Organization of Writing . .. .. . .. . . . . . . . .. . .. . . .. . . . . . . . . . .. .. . . .. . . . . .. .. . . . .. ..
5
CHAPTER II: THEORETICAL FRAMEWORK
A. Reading .. . .. . .. . .. .. .. .. . .. . . .. .. . .. .. .. .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. .. ..
7
I. The Meaning of Reading .. . .. . . .. .. . .. . .. .. .. . . . .. . .. . . .. .. . .. . .. . .. . .. . .. ..
8
2. The Aims of Reading .. . .. . .. . .. . .. . .. . .. . .. . .. . . .. . . . .. . .. . .. . .. . .. . .. . .. ...
11
3. Types of Reading .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . . .. .. . .. . .. . .. . .. . .. . .. ..
11
4. Some Factors That Influence Reading Readiness .. . . . . .. . . .. .. . . . . .. . ...
13
IV
B. Anxiety ... ..... ... . .. .. . ... ... . .. .. . ... . .. .. . ... . .. .. . .. . . .. . .. ... .. . ... . .. ... ... ... ....
15
I. The Definition of Anxiety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
15
2. Types of Anxiety . .. .. . ... . . . .. . ... . .. .. . .. . . .. . . . .. . ... . . . .. . . . . .. . .... .. . ...
19
3. Anxiety Factor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
C. The Correlation Between Students' Anxiety in Final Reading Test
and their Score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
CHAPTER III: RESEARCH METHODOLOGY
A. The Purpose of Study ................................................................. .
23
B. Place and Time of Study .......... .
23
C. Method of Study ............................................ .
24
D. Technique of Sample Taking.........................................................
24
E. Technique of Data Collecting........................................................
24
F. Technique of Data Analysis ............................. .
26
CHAPTER IV: RESEARCH FINDING
A. Data Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
B. Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
28
C. Data Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ................................................. .
36
B. Suggestion .......................... .
37
Bibliography....................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix
v
38
LIST OF TABLE
Table I
Points of Items in Questionnaire ..............................................................
25
Table II
Students' Anxiety Scores . .. . .. .. .. ...... ... ... .. . .. . .. . .. . .. ... . .. ... ... . .. .. .. . .. .... . .. .. .. . .. .
28
Table III
The Scores of the Final Reading Test ...... ... ... .. . .. ... ... . .. ... . .. .... ... .... .. .. .. .. .. ..
30
Table IV
Correlation Between Students' Anxiety and Score of Final Reading Test.
32
VI
CHAPTER I
INTRODUCTION
A Background of Study
With reference to the recent growth of English as an international language,
some students who graduated from Senior High School want to have a bright foture
are interested in studying the international language. For instance, they want to get a
good job in a big company, study overseas, make a lot of friends from all over the
world, and be able to communicate with the number of foreigners, and so on.
English is considered as a lingua franca or a language used for wider
communication
and
describes
communication.
Between
a
different
language
linguistics
servmg
groups
as
a
regular
means
111
a multilingual
of
speech
community it is used for communication among people whose their first language is
different. English is used as