THE CORRELATION BETWEEN READING ANXIETY AND THEIR

READING COMPREHENSION AT THE EIGHTH GRADE OF SMPN 3

BUKITTINGI

A RESEARCH PROPOSAL

Submitted as Requirement to get Strata One (S1) Degree

In English Education Department

Written by:
Maqsuratun Hafiza
2319.055

Advisor:
Widya Syafitri, M.Pd
NIP. 198007262015032002

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF BUKITTINGGI
BUKITTINGGI
2023 M/ 1443 H
 TABLE OF CONTENTS

TABLE OF CONTENTS..........................................................................................i
CHAPTER I INTRODUCTION..............................................................................1
A. Background of the Problem..........................................................................1
B. Identification of the Problem........................................................................6
C. Limitation of the Problem.............................................................................6
D. Formulation of the Problem..........................................................................6
E. Purpose of the Research................................................................................7
F. Significant of the Research...........................................................................7
G. Defenition of the Key Term..........................................................................8
CHAPTER II REVIEW OF RELATED LITERATURES......................................9
A. Review of Related Theories..........................................................................9
1. The Concept of Reading............................................................................9
2. The Concept of Anxiety..........................................................................15
3. Reading Anxiety......................................................................................17
4. The Concept of Reading Comprehension...............................................21
B. Review of Related Studies..........................................................................27
C. Conceptual Framework...............................................................................31
D. Hyphothesis.................................................................................................32
CHAPTER III RESEARCH METHOD................................................................33
A. Design of the Research...............................................................................33
B. Population and Sample................................................................................33
C. Instrumentation...........................................................................................35
D. Technique of Data Collection.....................................................................38
E. Technique of Data Analysis........................................................................39
REFERENCES.......................................................................................................iv

i
 CHAPTER I

INTRODUCTION

A. Background of the Problem

Reading is defined by several experts. First Harmer (2007)

explained that reading is useful for language acquisition, it provided that

students more or less understand what they read. The more they read, the

better they get. Reading also has a positive effect on students’ vocabulary

knowledge, on their spelling and on their writing. Then Nunan (2003)

stated that reading is a fluent process of readers combining information

from a text and their own background knowledge to build meaning.

According to Johnson (2008), reading is the practice of using text to create

meaning. The two key words here are creating and meaning. If there is no

meaning being created, there is no reading taking place. Base on the

defenition, it can be conclude that reading is the process of obtaining

information and increasing the knowledge of the reader from the text.

Someone reads because of some purposes. A person may read

because enjoyment, or to enhance knowledge of the language being read.

According to Grabe & Stoller (2013) there are some purposes for reading.

For example: Reading is for searching, reading for comprehend in general,

reading to learn new information and reading to synthesize and evaluate

information. Not only students get advantage of reading but also the

people. Because the purpose of reading is to correlate the ideas on the text

to what have already known. The reader needs to improve ability in

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reading comprehension to understand or to gain information, since one

purpose of reading is comprehension.

Comprehension is the purpose of both reading and listening.

Reading comprehension is the process to get, to understand, to catch the

content of the reading (Nunan, 1991). It means that reading

comprehension is a process to understand a written text which means

extracting the required information from it as efficiently as possible.

Reading comprehension is not just reading, it needs someone to

comprehend the meaning of the text whether it is explicit or implicit

information (Nasir et al., 2021). Meanwhile, according to Wolley (2011)

states that reading comprehension is the process of making meaning from

the text. It conclude that reading comprehension is the ability to

understand the meaning of the text to get, and to understand the

information appropriately from the text. Also reading comprehension can

be done during teaching reading activity.

To be success in teaching reading, teachers must understand on the

principles of teaching reading. There are eight of reading principles: 1)

Exploit the reader’s background knowledge, 2) Build a strong vocabulary

base, 3) Teach for comprehension, 4) Work on increasing reading rate, 5)

Teach reading strategies, 6) Encourage readers to transform strategies into

skills, 7) Build assessment and evaluation into your teaching, 8) Strive for

continuous improvement as a reading teacher (Nunan 2003). Thus, each of

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principles of teaching reading must be carried out by the teacher. In fact,

sometime there are problem faced in teaching reading such as anxiety.

Anxiety with reading is a personal phobia related to the act of

reading. According to Huang (2012) mentions that anxiety is described as

a subjective feeling of stress, fear, anxiety and worry associated with the

excitability of the automatic nervous system and also students feel anxious

when they read some material from lecturers, books, and source. In line

with that, Muhlis (2017) stated that foreign language reading anxiety is

refers to feeling of worry and apprehension when students try to read and

comprehend foreign language text. Therefore it is important to overcoming

reading anxiety because it can interfere with their ability to learn. Anxiety

has proven to have a detrimental effect on learning and achievement.

From a review of previous studies on foreign language reading

anxiety by Badara et al., (2019) shows that most of previous studies

concerning on examining the relationship between reading anxiety and

reading comprehension, the result of research shows a significant

relationship between reading anxity and reading comprehension, it means

there are strength of correlation between reading anxiety and reading

comprehension.

According to Ahmad et al., (2013) states that foreign language

reading anxiety is caused by personal factors and text features. Reading

anxiety caused by personal factor. There are two sub factors: worry about

reading effects. It means if students are asked to read aloud, the act
 4

triggers the thoughts of the brain which produces intant worry and anxiety.

The second is afraid making errors, research on foreign language anxiety

has admitted the crucial role of lack of self confidence in causing the state

of fear of making error.

Foreign language reading anxiety caused by text features. There are

three factors under the concept of the text features which are: the first is

unfamiliar culture, it was found to be source of foreign language reading

anxiety (Saito et al., 1999). The second is unfamiliar topic, topic which are

not interesting or difficult for readers may lead to reading anxiety. The

third is unknown vocabulary, it has been found to be another source of

foreign language reading anxiety. Ufamiliar vocabulary might impede

learners comprehension and cause difficulty which in turn leads to axiety.

Therefore, if the students fail to control their anxious feeling, it is difficult

for them to demonstrate their idea about text. Morever they will forget

what has been read. The anxious feeling will happen during and after

reading task. It will disturb both reading comprehension and performance.

Based on the preliminary research by doing observation in the

eighth grade classes of SMPN 3 Bukittinggi on 27,th February and 02 &

09 March 2023, problems were found related to the students’ reading

anxiety. This can be seen from the factors that cause reading anxiety by

Ahmad et al., (2013) which are, worry about the reading effect, fear of

making errors, unfamiliar culture, unfamiliar topic and unknown

vocabulary. Which is the characteristic of the occurrence of anxiety when

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students are asked to read aloud, they will panic and tremble, so the

students fail to control their anxious feeling will happen during and after

reading task, It will disturb both reading comprehension and performance.

Thus, The eighth grade students of SMPN 3 Bukittinggi show reading

anxiety.

The next problem can be seen in the principles for teaching

reading, the fact that what is happening in the field has not been

implemented according to the principles. According to Nunan (2003) there

are eight principles of teaching reading, but not all of these principles are

applied, such as teach for comprehension, this particular technique is the

kind of activity that teachers of reading should engage the class in but, the

teacher often asking students to read a passage and then testing reading

comprehension of the material. Then, work on increasing reading rate, in

here teachers over emphasize accuracy which impedes fluency, the teacher

must work towards finding a balance between assisting students to

improve their reading rate and developing reading comprehension skills.

From the phenomenon above, the researcher assumes that between

reading anxiety and reading comprehension in English has a correlation. In

general, the correlation is collecting the data sequences to determine

whether and to what degree a relationship of two or more measurable

variables. Researcher assumes that students’ reading anxiety influences

their reading comprehension. Thus, based on the background of the

problem above, the researcher is interested to conduct a research about

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“The correlation between reading anxiety and their reading

comprehension at the eighth grade of SMPN 3 Bukittinggi.

B. Identification of the Problem

Based on the background of the problem, the researcher identifies

the problem as follows:

1. The students show reading anxiety

2. The principles of teaching reading are not implemented

C. Limitation of the Problem

Based on the background of the problem, the researcher limits the

scope of the problems dealing with reading anxiety and reading

comprehension at the eight grade of SMPN 3 Bukittinggi.

D. Formulation of the Problem

Based on the limitation of the problem above, the problem that will

be investigated is formulated into the following question below:

1. What is magnitude of the relationship between reading anxiety and

their reading comprehension?

2. Is there any significant correlation between students’ reading anxiety

and their reading comprehension?

3. What is the correlation direction between students’ reading anxiety and

their reading comprehension?

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E. Purpose of the Research

The purposes of the research are:

1. To find out the magnitude of the relationship between reading anxiety

and reading comprehension.

2. To find out significant correlation between students’ reading anxiety

and their reading comprehension.

3. To find out correlation direction between students’ reading anxiety and

their reading comprehension.

F. Significant of the Research

The significances of the study can be used for:

In Practical:

1. For the researcher, as the requirement to obtain the Strata 1 Degree

on English teaching specialization in UIN Sjech M.Djamil Djambek

Bukittinggi.

2. For the readers, it can give useful information and enrich reader

knowledge about reading anxiety and reading comprehension.

3. For the lecturer, it can give the information about correlation between

reading anxiety and reading comprehension.

4. For the other researcher, it can give information and this study can be

guidance forthe other researcher who will researches the correlated

materials in the future.

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In Theoritically

1. To verify a pre-existing theory, and to explain if the theory used is

still relevant for the researcher.

G. Defenition of the Key Term

1. Correlation

Correlation is intended to determine the relationship of a variable with

other variables. The relationship between one and other variables is

expressed by the amount of statistical significance.

2. Reading Anxiety

Reading anxiety is students feelings of worry, fear, and nervous when

the students read and try to comprehend some english text.

3. Reading Comprehension

Reading comprehension is process carried out by the reader to gain an

understanding when reading text that aims to get the information from

the text.
 CHAPTER II

REVIEW OF RELATED LITERATURES

A. Review of Related Theories

The Concept of Reading

The Defenition of Reading

Reading has been defined in many ways by different

experts, depending on how they view of reading their own

perspective. Reading is one of skill that has been mastered in

learning english by learners (Fani Prasetia et al., 2022).

According to David Nunan (2003) states that reading is a

fluent process of readers combining information from a text

and their own background knowledge to build meaning. It

means that, in order to fully understand the text, the reader

depends not only on the information they obtain from the text,

but also on the reader to build their previous knowledge.

Tankersley (2003) defined reading is a complex process

made up of several interlocking skills and processes. It means

that reading is accumulation result of process that includes of

the integration between skill and process. Reading is an

activity when the learners read the text. It is also a process of

combining information that is gotten from the text and the

student’s own background knowledge in order to build the

meaning (Septiani & Safitri, 2021). It means that through

9
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reading students can construct meaning based on on the

information they get from the text and combine it with their

own background knowledge.

In addition, reading is also defined by Grabe (2008)

explained that reading is an important skill in many different

settings especially in educational setting. It means, a skill to

read is foundation to a successful education. Also, according to

Melani et al., (2021) reading is one of the important skill in

English that has linked to others language skill, such as

speaking, writing, and listening. It is the one that should be

taught intensively compared to others. Through reading, the

students will be able to widespread their experience to reach

other skills. Moreover, students will get much information for

their knowledge. As the result, the more the students read, the

more they will understand.

In summary, Reading is an activity when someone read

the text, it is a process of readers combining information from

a text or book and their own background knowledge to build

meaning.

Reading Principles

According to David Nunan (2003) states that the

principles of teaching reading are:

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1. Exploit the reader’s background knowledge.

Background knowledge includes all the experiences

that the reader brings to a text: life experience, educational

experience, knowledge of how the text can be arranged

rhetorically, knowledge of how the first language works,

knowledge of how the second language language works,

and cultural background and knowledge. Reading

comprehension can be significantly improved if

background knowledge can be increased activated by

setting goals, asking questions, making predictions,

teaching texts structure, and so on. If students are reading

about an unfamiliar topic, it is necessary to start the

reading process by building up background knowledge.

2. Build a strong vocabulary base.

Emphasizing vocabulary is very important for

reading success. Basic vocabulary should be taught

explicitly and L2 readers should be taught to use context to

effectively guess the meaning of rarely used vocabulary.

3. Teach for comprehension.

In many reading instruction programs, there may be

more emphasis and time placed on testing reading

comprehension rather than teaching readers how

understand. Comprehension monitoring is critical to

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reading success. Part of that monitoring process includes

verifying that the predictions are made correct and checks

that the reader makes necessary adjustments when meaning

is not obtained.

Cognition can be defined as thinking.

Metacognition can be defined as think about our thoughts.

To teach understanding, it is mine the belief that readers

must reconcile their understanding process and be able to

discuss with teachers and/or fellow readers what strategies

they are using understand. By doing this, readers use their

cognitive and metacognitive skills.

4. Work on increasing reading rate.

To help students improve their reading speed,

teachers place too much emphasis on accuracy which

hinders fluency. Teachers have to work towards find a

balance between helping students to improve their reading

level and develop comprehension skills. It's very important

to understand that the focus is not on developing fast

readers, but fluent readers.

5. Teach reading strategies.

A good technique for making students aware of the

strategies they are using is getting them to express (or talk

about) their thought process as they read. Readers can

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listen to oral reports from other readers who have recently

read the same material, and it's often revealing to hear what

other readers have done to get the meaning of a text.

6. Encourage readers to transform strategies into skills.

Strategy can be defined as a conscious action taken

by students to achieve the desired goals or objectives,

temporarily skill is a strategy that has become automatic.

This characterization below assesses the active role that

readers play in strategic reading. When learners

consciously learn and practice specific reading strategies,

those strategies move from conscious to subconscious;

from strategy to skill.

7. Build assessment and evaluation into your teaching.

Assess the growth and development of reading

skills both from a formal perspective and an informal

perspective takes time and training. Both quantitative and

qualitative assessment activities should be included in

reading classes. the quantitative assessment will include

information from reading comprehension tests as well as

reading speed data. Qualitative information can include

reading journal responses, reading interest surveys, and

reading responses
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8. Strive for continuous improvement as a reading teacher.

The quality of individual teachers is an integral part

of second/foreign success language reader. Reading

teachers must be passionate about their work. They should

see themselves as facilitators, helping each reader find what

works best. Integrating the main principles discussed above

can achieve much more effective reading instruction in

second language classes.

Reading Purposes

According to Grabe & Stoller (2013) states that the

purposes of reading are:

1. Reading for search information.

When reading for search information, it’s important

to know what information looking for, where to find it, and

what kind of information looking for. Then, carefully read

the pertinent section to gain a thorough understanding.

High-speed reading exercise is a good way to get practice

at skimming and scanning for information.

2. Reading for comprehension in general.

It requires highly quick and automatic word

processing, a strong ability to develop a broad

representation of important ideas and effective

coordination of multiple processes within a very

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constrained timescale when carried out by an experienced,

fluent reader.

3. Reading to learn new information.

Moreover, reading for learning is done in academic

and professional settings. Also, it increases the reader’s

processing requirements because it is expected that they

will comprehend both the major ideas and a number of

supplementary ideas as well as be able to recall them when

necessary.

4. Reading to synthesize and evaluate information.

The reader integrates and assimilates knowledge

from diverse texts, or acquires data from various passages

of a lengthy text, like a protracted and difficult chapter in a

textbook. The number of initiatives to provide a robust

framework for reading for learning has multiplied. As no

organizing framework is offered by a combined collection

of texts, the reader must determine how to create his or her

own when multiple texts make reference to the same

material.

The Concept of Anxiety

a. Defenition of Anxiety

Anxiety is defined by several expert. First, Seinfeld et

al., (2016) Anxiety is an adaptive and complex emotion

 16

consisting of physiological, cognitive, and behavioral

components, it is mainly characterized by feelings of tension,

apprehension, nervousness and worry about potential negative

outcomes or events. Meanwhile, Shri (2010) explained that

anxiety is a subjective feeling of unease, discomfort,

apprehensionnor fearful concern accompanied by a host of

autonomic and somatic manifestations. In addition, Horwitz et

al., (1986) said that anxiety is the subjective feeling

apprehension worry, even dread that make the learner have

difficulty in concentrating.

According to Wu (2008) anxiety is a sort of anxiety that

is primarily related to the context of learning a second or

foreign language, and it is a significant factor that determines

one’s level of success in learning a foreign language. It means

that anxiety is very influential in learning a foreign language.

In line with that, Horwitz et al., (1986) claim that foreign

language anxiety has negative effects on the cognitive

processing and behavior, it is because both of them is

influencing each other.

Based on description above, it conclude that anxiety is

feeling apprehension worry, a nervous feeling or frightened

feeling when learning foreign language and make difficulty in

concentrating.
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Reading Anxiety

a. Defenition of Reading Anxiety

Reading anxiety is a part of anxiety that associated to

reading in learning foreign or second language. According to

Horwitz et al., (1986) reading anxiety is one of the types of

foreign language anxiety which leads to worrying feelings

during an oral performance. In line with that, Muhlis (2017)

explain that reading anxiety is refers to feeling of worry and

apprehension when students try to read and comprehend

foreign language text.

Saito et al., (1999) explained that reading anxiety is in

fact a separate situation from language anxiety with different

factors, different outcomes and in need of futher attention.

Students may not feel anxious during the entire day or when

speaking or listening, but may feel anxious during the reading

process alone. This shows that reading anxiety is a specific

situation of anxiety (Huang, 2012).

According to Zbornik (2001) claimed that reading

anxiety is a particular situation fear toward reading that has

physical responses such as sweating, feeling shaky or faint, and

stomachache and cognitive reactions include an overwhelming

sense of dread, low selfesteem, feeling of helpless, and

expectations of public humiliation.

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In brief, reading anxiety is the term for the dread and

trepidation that pupils experience when attempting to read and

understand texts written in a foreign language it make for

learnes difficulty to understanding a text or book.

b. Cause of Reading Anxiety

Source of reading anxity is happent because some

factors. According to Ahmad et al., (2013) there are two factors

cause reading anxiety;

1. Foreign language Reading Anxiety caused by personal

factors.
a.) Worry about reading

Worry about reading effect is the manifestation of

anxiety toward reading aloud. Reading aload is paired

with anxious unconditioned stimulus, which brings a

negative reaction (Jalongo & Hirsh, 2010). The case is

when the students are asked to perform reading aloud in

front comprehending a text. If they fail to control their

anxious feeling, it is difficult for them to demonstrate

their idea about a text. Moreover, they will forget what

has been read. The anxious feeling will happen during

and after the reading task. Consequently, it will disturb

both reading comprehension and performance (Ahmad

et al., 2013).
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b.) Fear making error

Fear is substantially related with a matter of self-

confidence. It is supported by several studies which

stated that language anxiety is complexly intertwined

with self-confidence though the latter is characterized

as a positive component (Brown, 2007). In some cases,

those who lack of self-confidence will be afraid to

make errors in learning. Hence, the feeling of afraid to

make error will lead students to be anxious in the act of

reading.

2. Foreign language Reading Anxiety caused by text features

a.) Unfamilar culture
In considering reading task as a demanding activity, it

is important to recognize that reading is not only

interaction between the reader and the thoughts of the

author, but also interaction between the reader and the

shared knowledge of the cultural history in the printed

materials. Not being familiar with English or other

cultures might inhibit students’ reading comprehension

process and cause anxiety as the culture represented in

the text is foreign to them.

b.) Unfamiliar topic

The topic of a text is not interesting to a learner it is

almost impossible for this learner to read for pleasure

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and consequently to become an effective reader. To put

it another way, reading topic which suits with interest

of a reader will elicit good response toward reading

activity. It is supported by Gonen (2009) that

uninteresting topic in reading text is considered as a

source of foreign language reading anxiety.

c.) Unknown Vocabulary

According to Rajab et al., (2012), unfamiliar

vocabulary might impede learners’ comprehension and

cause difficulty which in turn leads to anxiousness.

Moreover, in this case, english vocabulary completely

differs from Indonesian in terms of its pronunciation,

because when the learners read English texts, the

vocabulary do not exactly reflect the real pronunciation.

It has been a matter for Indonesian learner to recognize

the meaning of vocabulary itself.

c. Aspects of Reading Anxiety

According according to Saito et al., (1999) Unfamiliar

script and writing systems and new cultural material are two

aspect of reading anxiety that might be taken into consideration

as potential sources of worry. The less the learner can rely on

the accuracy of a particular system of sound-symbol

correspondences, the more anxiety should be expected to feel

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while reading, it seems reasonable, given the unfamiliar writing

system. In this scenario, the reader would become anxious as

soon as they attempted to decipher the script since they would

have trouble comprehending the language right away. Because

many students still run into components of cultural familiarity

while reading, unfamiliar culture can also trigger reading

anxiety.

The Concept of Reading Comprehension

a. Defenition of Reading Compehension

Reading's primary goal is comprehension. A reader's

comprehension is required to grasp the message or information

contained in the text. Duke (2003) states that comprehension is

a process in which readers makes meaning by interacting with

the text through the combination of prior knowledge and

previous experience, information in the text, and the views of

readers related of the text. Comprehension is the understanding

and interpretation of what is read, to be able to accurately

understand written material, the readers need to be able to

decode what they read, make connections between what they

read and what they already know, and think deeply about they

have read. Therefore, comprehension is a skill must have in

Reading comprehension.
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Reading comprehension is the capability to deeply and

actively gather meaning from written text (Badara et al., 2019).

It means reading comprehension is the abilty to gain

information from the text to know the whole information

deeply. Also Meniado (2016) defined reading comprehension is

a complex process that involves components, processes, and

factors with the aim of finding better ways of improving it

among learners. He continued that reading comprehension is an

interactive process of finding meanings from a text.

Gilakjani & Sabouri (2016) says that reading

comprehension is a significant skill that furthers the

development of learners’ various academic tasks. It helps them

decoding a text, analyzing, explaining, and expressing their

own ideas about written materials. Learners should develop a

strong ability to understand written materials to struggle with

the academic tasks that their teachers deal with them.

According to Afdaleni (2014) states that reading

comprehension is one of the compulsory subjects should be

taken by students who learn language. The general objectives

of the subject are to give practices in reading comprehension

and take conclusion of the texts in levels of elementary,

intermediate and advance.

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In addition, Papatga & Ersoy (2016) explain that reading

comprehension is among the basic skills that should be taught

to children in the first years of elementary school. If they can

acquire reading comprehension skills, they can be successful in

both school courses and life. Acquiring reading comprehension

skills seems to be even more important and functional

especially in elementary school that is the first period of

children's school years. Students use these skills in all their

courses, and their academic life is directly affected by such

skills.

In conclusion, reading comprehension is a process in

which readers makes meaning by interacting with the text, the

goal is to gain information from the book or text, so, reading

comprehension is an interactive process of finding meanings

from a text.

b. Strategies of reading comprehension

According to Patel & Jain (2008) several reading

strategies can occur in language classes, there are several ways

in which these can be categorized, as follows:

a.) Intensive reading

Intensive reading is reading text or reading readings. In

this reading, the learner reads the text to gain knowledge

or analysis. The purpose of reading this is to read shorter

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texts. This reading is done to obtain certain information.

There are several characteristics of intensive reading:

1) This reading helps the learner develop active

vocabulary.

2) Teacher plays the main role in this reading.

3) Linguistic items are developed.

4) This reading aims at the active use of language.

5) Intensive reading is reading aloud.

6) In intensive reading speech habits are emphasized and

accent, stress, intonation, and rhythm can be corrected.

b.) Extensive Reading

Extensive reading is a form of learning from input that

focuses on meaning. During extensive reading, learners

should be interested in what they are reading and should

read with their attention to the meaning of 16 the text

rather than studying the language features of the text.

Extensive reading can serve as the basis for an oral report

to the whole class or a full class discussion. This may be a

resource for written compositions in which students deal

with specific issues arising from the material in the book.

There are several characteristics of extensive reading,

namely:
 25

1) It helps learners to develop active vocabulary.

2) Extensive reading is silent reading.

3) In extensive reading, the subject is emphasized.

4) In extensive reading, students play the main role

because they have to ask the steps.

5) In extensive reading ideas can be developed.

6) The purpose of extensive reading is to enrich students'

knowledge.

7) Through extensive reading, a good reading habit can

be developed.

c.) Reading aloud

Reading aloud is the activity that must be given at the

primary level because it is the base of word pronunciation.

If it does not care, it will be very difficult at the secondary

level.

d.) Silent reading

The teacher has to make the students read silently as and

when they can read without any difficulties. The silent

reading is given at the secondary level because the

students do not need aid from the teachers to correct their

pronunciation.
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c. Component of Reading Comprehension

According to Muharni (2017) cited in King and Stanley

(1989), there are five the components of reading

comprehension:

1. Finding Factual Information

Factual information requires students to be able to find

information in detail. The readers must know factual

information and be able to find detailed information such as

places, people, times, and events.

2. Finding Main Idea

When reading a text the reader must be able to identify the

main idea of a text and this is an important activity in

reading because if the reader can identify the main idea of

the text then the reader can know what the text is about.

The main idea can usually be found in the first paragraph,

but sometimes it is also in the middle, even at the end of the

paragraph. So, the reader must carefully read so that he can

find the main idea of a text.

3. Finding the Meaning of Vocabulary

The reader is required to be able to guess the meaning of

foreign words in a paragraph or sentence read.

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4. Identifying References

To avoid repetition of the same word in some time can use

references. Once a single word has already been used, it can

refer to it rather than repeat it. Recognize and identify

references and help readers understand readings.

References are usually like she, he, it, this, etc.

5. Identifying Conclusions

Inference is an important activity in reading skills.

Inference is a skill by which the reader must be able to find

the information implied. King and Stanly (2011) divides

into attention, draws logical conclusions, and makes

accurate predictions, after the reader has read all the text, he

must be able to draw conclusions from the text and make

conclusions in his own words based on the text they have

read.

B. Review of Related Studies

To support this research, the researcher found some previous

studies that relate to this research. The first research Yayang Kharisma

Putri (2022) the title is “Correlation Among Students Anxiety,

Students Reading Habbit, and Reading Comprehension. The research

investigated the correlation among students anxiety, reading habbit,

and reading comprehension, the tenth grade students of SMAN 1

Kandad. The research uses research design correlation. The analysis

 28

method used in this study was quantitative. The subject is the first

grade students of SMAN 1 Kandad total 336 students and 95 students

for the sample. The data was collected using two kinds the

questionnaire and the multiple choice test. The research found that

between all the variables have significant. Based on the result between

all the variables there were a significant correlation.

The different between previous study is from the theory used,

the research above used theory according to John & Dallman (1990)

“when students read and disturbed by their anxiety, students cannot

learn to study well in reading because they are feeling frustated”.

Meanwhile, this research using theory according Ahmad et all., (2003)

“Reading anxiety caused by some factors, the first is from personal

factors which are worry about reading effect and afraid making error.

The second factor by text features which are unfamiliar culture,

unfamiliar topic, and unknown vocabulary”. Also this study uses 2

variables while the reseaech above uses 3 variables and different

subject.

The second research from Indrayani Winingsih (2021). The title

is “An Analysis of Reading Anxiety of the Second Semester Students

at English Language Education Universitas Islam Riau”. The research

applying descriptive quantitative method which use quastionnaire as

the instrument. The subject is the second semester students at english

department of FKIP UIR in academic year 2020/2021. The result of

 29

the research shows that majority of the students categorized as

“medium” level of reading anxiety. The researcher can also state that

students with lower levels of anxiety performed better on their reading

test than those with higher levels of anxiety.

The research above indicates that there is similarity research

with the researcher about reading anxiety. The different from the

charactiristic variable that used. The type of this research is

correlational research. This research discuss about correlation between

reading anxiety and reading comprehension of SMPN 3 Bukittinggi,

while the previous research discuss about analysis of reading anxiety

level of students at english.

The last is research was done by Putri Ri’ayatul Mawaddah

(2022). The title is Foreign Language Reading Anxiety Level and Its

Potential Factors among EFL Junior High School in MTs Negeri 5

Jember 2021/2022 Academic Year”. This research design was a survey

research. The population of this study was students in MTs Negeri 5

Jember 2021/2022 Academic Year. The sampling technique of this

research was random cluster sampling with 88 students from grades 7,

8, and 9, and questionnaire as instrument. The finding of this study

indicated that most students in junior high school were in a medium

level of reading anxiety. The biggest factor that triggers their reading

anxiety is fear of making mistakes, which is 57,05%. Results offer a

 30

more nuanced understanding of the nature of reading anxiety and its

implications for struggling readers.

The previous study above has similarities and differences. The

similarity of this research above is same discuss about reading anxiety

and the different with that are the variable of the research. Those

research disscuss about foreign language reading anxiety level and its

potential factors among EFL Junior High School while this research

focus on correlation between reading anxiety and reading

comprehension and also the sample of this research have a different.

Also the method that used qualitative approach, meanwhile this

research will use quantitative approach.

 31

C. Conceptual Framework

In this research, the researcher makes a concept of the research as

follows:

Students Reading Anxiety Students Reading Comprehension

Indicators to define Reading

Comprehension:
Indicators of Reading Anxiety:
1. Finding Main Idea.
1. Worry about reading effect
2. Finding Factual Informasion.
2. Fear making errors
3. Identify the meaning.
3. Unknown vocabulary
4. Making Inference.
5. Identify Reference.

Questionnaire Reading Comprehension Test

a. Is there any significant correlation between reading anxiety

(X) and their reading comprehension (Y)?

b. What is the correlation direction between students’ reading

anxiety (X) and their reading comprehension (Y)?

c. What is the magnitude of the relationship between students’

reading anxiety (X) and their reading comprehension (Y)?
 32

D. Hyphothesis

Based on the conceptual framework above, the researcher

formulates the hypothesis as follows:

Ha : There is a significant correlation between reading anxiety and

students reading comprehension at SMPN 3 Bukittinggi.

Ho: There is no significant correlation correlation between reading

anxiety and students reading comprehension at SMPN 3 Bukittinggi.

 CHAPTER III

RESEARCH METHOD

A. Design of the Research

The research employs quantitative research method. According

to Sugiono (2018) that quantitative research is used to examine certain

populations or samples with quantitative / statistical data analysis with

the aim of testing predetermined hypotheses.

This research is included in the type of correlation research

because this research is to find correlations between two research

variables or more. Sukmadinata (2009) stated that correlation research

is intended to determine the relationship of a variable with other

variables. The relationship between one and several other variables is

expressed by the amount of statistical significance. It means that

correlation research is a research which involves collecting data and

statistical counting in order to find the relationship between two or

more variables.

B. Population and Sample

a. Population

Population is all the data that concerns us in a scope and

time that we specify. Population is defined as a generalized area

consisting of objects / subjects that have certain qualities and

characteristics that are determined by the researcher to be studied

and then drawn conclusions (Sugiono, 2018). Population is all data

33
 34

that is of concern to the researcher where from all the data can be

done general assurance (generaliasation) of the results obtained

from the study. The population of this study is all of the eighth

grade students In SMPN 3 Bukittinggi, which consists of five

classes. The population is described in the following table:

Table 3.1: Table of Population

No Class Population

1. VIII1 29
2. VIII2 32
3. VIII3 27
4. VIII4 27
5. VIII5 27
Total 142
(Source: English Teacher SMPN 3 Bukittinggi)

b. Sample

A sample is a small group of population. Sugiyono (2018)

stated that sample is part of the number and characteristic that exist

in the population. Technique of taking the sample is divided into

two parts; they are probability sampling and non probability

sampling. Probability sampling is a technique that gives equal

opportunities for all of the population to be sample. Conversely,

non probability sampling is a technique that does not give equal

opportunity for all the population to be a sample Sugiyono (2014).

This study will was the theory of Arikunto (2006) to

determine the size of sample.

 35

If the population is a hundred or more, it shoud be taken

10-15% or 20-25% from all the population.

The sample of this research is taken by using probability

sampling. One of kind of the probability sampling is simple

random sampling. Simple random sampling is a sampling

technique that is carried out randomly from a population without

regard to the strata that exist in the population. Simple random

sampling can be done by raffling Arikunto (2006). The names all

of the eight grade students were written on the paper, then the

names were taken randomly, 7 students each of the class, so the

total of the sample that is taken 35 students. Then, the names

chosen set as the sample. Briefly, the sample of this research is 35

students of eight grade SMPN 3 Bukittinggi which consisted of 7

students per class. (142 x 25% = 35 students).

C. Instrumentation

Instrument is one of important part to conduct a research. It is

use to collecting data. According to Arikunto (2006) Research

instruments are tools for researcher in collecting data. This researh

obtained data from two types of instruments, they are questionnaire

and reading test. In this research, questionnaire is use to determine

studnts reading anxiety, and reading test to show students reading

comprehension.
 36

a. Questionnaire

Questionnaire in this research is to get to get data of X

variable. X variable that is reading anxiety. According to Roopa &

Rani (2012) explain that a questionnaire is the main means of

collecting quantitative primary data. A questionnaire enables

quantitative data to be collected in a standardized way so that the

data are internally consistent and coherent for analysis. In this

research, the wuestionnaire is design using closed questionnaire to

find out the students reading anxiety.

Closed questionnaire refers to any statement and ansswer

the had been provided by the researcher with some option. It

consist 20 statements were written by using Indonesia language to

make students easy to understand and answer the quantionnaire.

Therefore, the researcher will use theory from Ahmad et., al (2013)

about cause of reading anxiety as indicators to made the

questionnaire. Every type is consists of 4 statement, as follow:

Table 3.2: Table of Indicators

No Indicators Item Number

1. Worry About Reading Effect 1, 2, 3, 4
2. Fear Making Error 5, 6, 7, 8
3. Unfamiliar Culture 9, 10, 11, 12
4. Unfamiliar Topic 13, 14, 15, 16
5. Unknown Vocabulary 17, 18, 19, 20.
Total 20
 37

The researcher made an answer using the Likert Scale

checklist. Likert data stating that, the Likert Scale Type checklist

asks students to provide a checklist in the column provided. After

students fill out their checklist in column, their answers are scored

from 1-5.

Table 3.3
Alternative Answers and Likert Scale Scores With Positive
Instrument Design
NO Statement Score
1 Strongly Agree 5
2 Agree 4
3 Neutral 3
4 Disagree 2
5 Strongly Disagree 1

Table 3.4
Alternative Answers and Likert Scale Scores With Negative
Instrument Design
NO Statement Score
1 Strongly Agree 1
2 Agree 2
3 Neutral 3
4 Disagree 4
5 Strongly Disagree 5
Source: Lijan Poltak (2014)

b. Reading Test

In this section, the reading test will use to gather the data

about students reading comrehension. According to Brown (2007)

state that a test is simply a method for measuring a person ability,

knowledg, or performance in a given domain. The researcher used

multiple choice as a test and ask students to do it.

The students must answer 15 questions that were provided

in the reading test. The indicators of the problems are as follows:

 38

Table 3.5: Table of Indicators

No Indicators Item Number

1. The students are able to find 1, 4, 9
main idea
2. The students are able to 2, 6, 8
finding factual information
3. The students are able to 5, 13, 14
identify the meaning of a text
4. The students are able to 3, 10, 15
making inference
5. The students are able to 7, 11, 12
identify reference

D. Technique of Data Collection

Collecting the data is important in research. It is crucial because

the data was analyzed in the research. The research will collect the data

by using questionnaire and give a reading test. The X variable

(Reading Anxiety is collect by using questionnaire).

a. Questionnaire

There are several steps in collecting reading anxiety (X

variable):

a) Distribut the questionnaire

b) The respondents fill the questionnaire

c) Researcher gather the questionnaire

d) The researcher calculat the questionnaire’s data.

e) The researcher take the hypothesis based on the result on the

data of the two variables.

 39

b. Reading Test

Reading comprehension as Y variable. This variable is

collect through a test. Data is collect as follows :

a) Researchers prepare questions for students.

b) The researchers give test instructions in class.

c) Ask the respondent to do test.

d) Tabulate the score.

e) Find the total score of each statement.

f) Converting data (ordinal) to interval data.

E. Technique of Data Analysis

To know the coefficient of correlation between reading anxiety

and their reading comprehension, researchers will use the product

moment correlation technique from Pearson’s formula since the data

were gotten from the questionnaire was assumed as the ordinal data

(Arikunto, 2007). While the reading test assume as the interval data.

Before carrying out the correlation test, the type of data would be

equated first. The data from the questionnaire is converted into interval

data through MSI (Method Successive Interval) in Ms Excel program.

Correlational research is purpose to know whether both of

variables have correlation. The correlation is a number that

indicates the direction and strength of the relationship between two or

more variables. The direction stated in positive and negative form

(Sugiyono, 2007). The researcher conduct several tests after research

 40

was conducted. The tests included normality test, linearity test and

correlation test. The tests were done after research was complete. Each

of these tests were carried out using SPSS 26 program.

a. Normality Test

Normality test will use to find out whether the research

variable is normally distribut or not. For identifying normal

distributed data is by looking the value of 2-tailed significance is if

each variable has value higher than 0.05, it can be conclud that the

variable normal distribution research. Data analysis can be continue

of the data is normally distribut.

b. Linearity Test

Linearity test aims to find out whether two or more

variables tested has a linear relationship or not significantly. If the

probability value > 0.05 then the relationship between students’

reading anxiety with reading comprehension is linear. If the

probability value < 0.05 then the relationship between variable

students’ reading anxiety with students reading comprehension is

not linear.

c. Correlation Analysis

Correlation analysis of correlation with the Product

Moment formula. Product moment correlation is the method was

 41

used in this correlation test. The product moment correlation

formula from Pearson is as follows:

N ∑ XY −( ∑ X )( ∑ Y )
r xy =
√ {N ∑ X −(∑ X ) }{ N ∑ Y −(∑ Y ) }
2 2 2 2

Description of Formulation :
r xy = correlation coefficient between variables X and Y
X = independent variable (reading anxiety)/ total score item
Y = dependent variable (reading comprehension)/total score
N = number of respondents

After the data collect, the data will process and process in

the following ways:

a) Editing, it is an examination of all data collect.

b) Coding, after editing is done, then the next step is coding which

is to give a code or numbers to the answers give by the

respondents.

c) Classification, the collect answers need to be categorized and

classified.

d) Tabulation, data has been categorized and calculated frequency

is presented in a table that can provide a description of the table.

e) Correlate data between variables, by using the Product Moment

formula, the formula used is a formula to find (calculate) and

give an interpretation of the number of the correlation index “r”

Product moment used SPSS 26 program (Sudjono, 2008).

 42

1. After the researcher got the index of correlation, the next

steps is consulting the result with the table bellow. It is done

to identify the magnitude correlation between students

reading anxiety and reading comprehension.

Table 3.6
The Interpretation Pearson Product Moment Correlation
Coefficient
Interval
Interpretation
Coefficient
0,80 - 1,000 Very strong
0,60 - 0,799 Strong
0,40 - 0,599 Sufficient
0,20 - 0,399 Weak
0,00 - 0,199 Very weak
Source: Syofian Siregar (2013)

2. Testing Hypothesis

The hypothesis is a temporary answer to the research

problem formulation. The formulation of the problem has

been stated in the form of a question sentence. It is said

temporarily, because the answers are empirical facts

obtained through data collection. So, the hypothesis can also

be stated as a theoretical answer to the research problem

formulation, not yet an empirical answer (sugiyono, 2018).

a. Formulated (Ha) dan (Ho)

b. Test accurateness of hypothesis by searching (df)

df = N- nr

Note:
 43

df = degrees of freedom

N = number of cases

Nr = total of variable

c. Determine alpha value (α) : 0,05

d. Consulting “rxy” product moment at significant level 5%

If rxy > r tab, it means Ha is accepted and Ho is rejected

If rxy < r tab, it means Ha is rejected, and Ho is accepted

(Sugiyono, 2018).
 iv

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