sample and language skill. The reseracher took 54 students as respondents. It was different with previous study which was more that
that. Then the researcher chose reading skill as a variable.
D. Hypotheses
Based on theory and thinking above, the researcher proposes the hypotheses that can be formulated as follow:
a. Alternative Hypothesis Ha: There is significant correlation between students’ anxiety and their achievement in reading comprehension.
b. Null Hypothesis Ho: There is no significant correlation between students’ anxiety and their achievement in reading comprehension.
25
CHAPTER III RESEARCH METHOD
A. The Research Design
This research was a correlational research. According to Creswell, this research is a quantitative method of research in which
investigators measure the degree of association or relation between two or more variables using the statistical procedure of correlational analysis.
1
This research consisted of two variables. Students’ anxiety was
independent variable symbolized by “X”, while the students’ achievement in reading comprehension was
dependent variable symbolized by “Y”.
B. The Location and Time of the Research
This research was conducted at SMPIT An-Nawawi Al-Bantani Bogor, especially at the second year students. This research was conducted
in October 6th, 2016.
C. The Population and Sample
The population of this research was two classes of the second year students of SMPIT AN-Nawawi Al-Bantani Bogor. Number of population
were 54 students. Because the number of population was less than 100, then the researcher took all of population as respondents.
1
John W Creswell. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Third Edition New Jersey: Pearson
Parantice Hall, 2008, p. 356
Table 3.1 Sample of the research
No The Number of Students
Class Male
Female Total
1 8A
- 26
26 2
8B 28
- 28
Total 54
D. The Technique of Data Collection
To collect the data, the researcher used instruments. They were questionnaire for assessing students’ anxiety level and descriptive reading
comprehension test to measure students’ reading comprehension.
1. Questionnaire
In order to get data of the students’ anxiety, the researcher used a set of questionnaire. The form of the questionnaire was the
Foreign Language Reading anxiety Scale FLRAS which was adopted from Saito et al. which consisted of 20 items.
Table 3.2 The FLRAS Questionnaire
2
No Indicator
Total Key Number
1 Students’ self-report of anxiety over
various aspects of reading 8
1, 3, 4, 5, 6, 7, 8, 17,
2 The perception of reading difficulties in
the target language 10
2, 9, 10, 11, 12, 13, 14, 18, 19, 20,
3 Their perception of the relative difficulty
of reading as compared to the difficulty of other language skills
2 15, 16,
2
Yoshiko Saito, et. al., Foreign Language Reading Anxiety, The Modern Language Journal, Vol. 83, Blackwell Publishing, 1999, Pp. 205-207
Total Items 20
The writer also made another 20 items questionnaire with the same indicator as FLRAS in order to avoid invalid and unrealiable
data. Here was the indicator of FLRAS :
Table 3.3 The FLRAS Questionnaire
No Indicator
Total Key Number
1 Students’ self-report of anxiety over
various aspects of reading 5
23, 27, 29, 31, 35
2 The perception of reading difficulties
in the target language 4
21, 28, 31, 32 3
Their perception of the relative difficulty of reading as compared to
the difficulty of other language skills 11
22, 24, 25, 26, 30, 33, 36, 37,
38, 39, 40
Total Items 20
The questionnaire in this study was a Likert type questionnaire which provided the students with five responses option:
Strongly agree Sangat Setuju SS, Agree Setuju S, Neutral Neutral N, Disagree Tidak setuju TS, Strongly disagree Sangat
tidak setuju STS. The degree of scale was presented as follow
