AN ANALYSIS OF STUDENT’S READING ANXIETY AND IT’S EFFECT ON READING COMPREHENSION

Joko Setyo Puji Santoso, Cucu Sutarsyah, Sudirman Sudirman

Abstract


Tujuan dari penelitian ini adalah untuk mengetahui apakah kecemasan yang merupakan faktor psikologi negatif dapat mempengaruhi pemahaman membaca siswa dan juga menentukan perbedaan yang signifikansi antara siswa tingkat kecemasan tinggi dan siswa tingkat kecemasan rendah. Hasil dari penelitian ini menunjukan perbedaan yang signifikan antara kedua kelompok tersebut. Rataan nilai kelompok siswa tingkat kecemasan tinggi adalah 62.37 sementara untuk kelompok tingkat kecemasan rendah adalah 83.81.  Berdasarkan hasil analisis Mann-Whitney, didapatkan nilai p 0.005 yang menunjukan bahwa kelompok siswa tingkat kecemasan rendah memiliki nilai yang lebih tinggi dibandingkan kelompok siswa tingkat kecemasan tinggi. Hasil analisis Linear Regression menunjukan nilai r2 ­­(0.319), yang berarti kecemasan membaca juga ikut berperan dalam pencapaian pemahaman membaca siswa. Karenanya, guru sebaiknya berupaya mengurangi kecemasan siswa agar pencapaian mereka lebih maksimal.

 

This research aimed to find out whether a negative psychological affective factor known as anxiety could really affect students’ reading comprehension and to determine the difference in reading comprehension between students with higher level of anxiety and those with lower level of anxiety. The results show that the students’ reading comprehension significantly differs between the two groups. The mean score of higher level of anxiety students was 62.37 while the mean score for lower level of anxiety students was 83.81. Based on the analysis by using Mann-Whitney U Test, it shows that lower level anxiety students have higher score in reading comprehension than those with higher level of anxiety as the computation resulted in p value at 0.005. The next analysis by using Linear Regression resulted in r2 ­­(0.319). This number shows that reading anxiety may give contribution to the overall students’ reading comprehension achievement. Therefore, teacher should lessen the student’s anxiety to maximize their achievement.  

 

Keywords :  effect, reading anxiety, reading comprehension 


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References


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