The Analysis of Data
design, collecting data and analyzing data based on the result in finding.
In this study, the researcher had conducted the data collecting. The data was collected by using two instruments. The first was a
questionnaire sheet that was given to all students as participants in this research. They were asked to fill the items of statement on the
questionnaire. The questionnaire was used to know the level of anxiety. The second instrument used was reading comprehension test.
The test was multiple choice test. The analysis has been accomplished in order to answer the
research problems. From the analysis, the researcher got the result as follow:
1. The number of participants used in this study was 54 2. The most students were in high level of anxiety
3. The most students’ score of reading commprehension was in below minimum comptence criteria KKM
4. The result of calculating correlation between students’ anxiety and their achievement in reading comprehension was -0.407. Based on
table 3.9 the strength of correlation is medium correlation. 5. From SPSS calculation the writer get N.Sig =.002, where
significance 0.05. 6. The hypothesis accepted was the alternative hypothesis.
Based on the result, it can be concluded that there was negative correlation both two variables in medium correlation. Hypotesis
testing showed that there was a significant correlation between two variables, because N.Sig 5
.
Therefore, it means that Ha is accepted and Ho is rejected.
If this study is compared to previous study, it shows that the results were different. Neneng Suryati, in her skripsi which aimed to
describe the correlation between students anxiety and their
achievement in reading comprehension at the eighth grade students of SMP PGRI Ciputat. She conducted a correlational research by using
quantitative descriptive. The technique of collecting data are questionnaire and reading comprehension test to 40 students. The
finding of this study is there is no significant correlation between students’ anxiety and their achievement in reading comprehension. It
means the either low or high score of students’ anxiety does not affect
on students achievement in reading comprehension.
1
However, this study has the same result with Galea and Zin in 2010. It showed that there was a significant correlation between
anxiety and academic reading performance among 218 Malaysia first year students taking English as a second language. It indicated that the
higher level of students’ anxiety, the lower their grades.
2
If the reseracher goes back to the theories and compare to the result that there is correlation between students’ anxiety and their
achievement in reading comprehension, it was in line with the theory. As Arnold and Brown, cited in Sengupta, state anxiety is quite
posibly the affective factor that can hinder students’ comprehension ability.
3
It interferes the reader’s working memory which is very important for processing and storing information. Consequently,
students are difficult to store and recall the information in their short- term memory.
Although anxiety may result in negative effects on language learning, it is also believed that anxiety could motivate language
1
Neneng Suryati, The Correlation between Students’ Anxiety and
Their Achievement in Reading Comprehension, Skripsi S1 Fakultas Imu Tarbiyah dan Keguruan UIN Jakarta, 2009, Unpublished
2
Zuhana Mohd. Zin and Shameem Rafik-Galea, Anxiety and Academic performance among Malay ESL learners, Journal of Pan-Asia Pasific
Association of Aplied Linguistics, 2010
3
Anupama Chakrabarti and Madhumala Sengupta, Second Language Anxiety and Its Effect on achievement In The Language, Vol 12 : 8 August 2012,
p.52
learning. Alpert and Haber in Brown distinguish harmful and helpful anxiety as facilitative and debilitative anxiety, those are:
4
1. Debilitative anxiety is harmful anxiety. It has negative effect on language learning process. Anxious students are
having difficulties in dealing with some task, they feel uncomfortable and unconfident. This situation will reduce
their concentration which means can influence their language learning process.
2. Facilitative anxiety is helpful anxiety. It is contrast to
debilitative anxiety because facilitative anxiety has positive effect. Several studies have suggested the benefit of
facilitative anxiety in learning foreign languages. In Bailey’s study of competitiveness and anxiety in second
language learning, facilitative anxiety was one of the keys to success, closely related to competitiveness. It motivated
students to study harder.
Therefore, anxiety also has positive effect for student s’
achievement. If hisher anxiety is high, hisher achievement may be high. However, in this research, the researcher can pull the conclusion
that anxiety has negative effect for students’ achievement. If students
have high level of anxiety, they will also get low score in reading comprehension test, on the contrary, if student have low anxiety they
will get high reading comprehension test.
4
Ibid p. 151