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
TARBIY AH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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:
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
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.
The ead Committee
ｾ＠
Prof. Dr. H. Salman NIP. 150 062 586
Examiner I
Drs.- ki M.Pd NIP. 150 246 289
arun
Jakarta, September 281h 2004
Examination Committee
The Secretary of Committee
Examiner II
Drs. H. A Munir Sonhadji, M.Ed. NIP. 150 050 682
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
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... . . . 3 8
Appendix
Table I Table II Table III Table IV
LIST OF TABLE
Points of Items in Questionnaire ... 25 Students' Anxiety Scores . .. . .. . . .. . . . ... ... ... .. . .. . .. . .. . .. ... . .. ... ... . .. . . .. . .. . ... . .. . . .. . .. . 28 The Scores of the Final Reading Test ... ... ... .. . .. ... ... . .. ... . .. . ... ... . ... .. . . .. . . .. . . 30 Correlation Between Students' Anxiety and Score of Final Reading Test. 32
A Background of Study
CHAPTER I
INTRODUCTION
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 a language servmg as a regular means of
communication. Between different linguistics groups 111 a multilingual speech
community it is used for communication among people whose their first language is
different. English is used as <m official language or a national language in some
countries.' Therefore, English plays an important role in the world.
The four basic language skills consist of listening, speaking, reading, and
writing. It is hoped that the students cru1 master those four skills. When they wru1t to
know their English competence, they should take a test and they should prepare their
psychological and physical readiness to achieve a good score.
1
The writer is going to focus on the students' anxiety in correlation with their
achievement in final reading test. When the students are going to take their reading
test in the classroom, they usually feel nervous. They foe! more anxious when they
deal with one or several materials of the test that they do not understand or master it
completely. They are fear of mal<ing mistake, fear of getting a low score, fear of
being belittled and laughed at, and many other things that cause them anxiety to take
the test.
In addition, they feel more nervous when tl1ey have a high obsession to get a
good score. They sometimes remember how to fulfill their parents' hope and how to
realize their bright future.
When the students are confronted with the above problems, they will feel
nervous and fear. So they will consider the test is challenging their hope whether they
get a high or low score. Finally, they feel that by tal<ing a test causes an anxiety.
When they suffer from the anxiety, they crumot do the test better.
As a student of English Department of the Faculty of Tarbiyal1 rn1d Teaching
Science, the writer thinks that this psychological disorder is a big problem in
supporting teaching mid learning process in English. The English teachers should not
only pay attention to this problem but they also have to overcome it. Because when
the students sufler from the ru1xiety, they will not succeed in English test.
According to Nasrun Mahmud in his book, it is said that preparing for exams
requires intellectual, psychological, and physical readiness. Taking tests causes
3
create competition, which can result in anxiety. Studies show that clear thinking cannot take place during periods of high anxiety.2
Some students also consider that the reading test is one of the difficult tests because they have to master some techniques and strategies for the reading comprehension questions. As it is said by Deborah Phillips that they must identify the meaning of vocabulary words in the reading passages and they must be able to identify the meanings of some of the words by understanding the context surrounding the words, by using structural clues to identify the meaning of the words, or by breaking down the unknown words into known word parts in order to identify them.3
It is not easy to master the reading comprehension. If the students want to succeed in mastering the reading test, they need to practice. Mastering the techniques for reading comprehension questions is not enough for students to pass the reading test successfully. They must apply the reading techniques and strategies by doing much practice.
Based on the description above, the writer is interested in analyzing the level of students' anxiety in correlation with their achievement in final reading test at the second term of English Department UIN.
2
Drs. Nasnm Mahmud, Reading III, (English Department Faculty of Tarbiyah and Teacher Science State Islamic University Jakrta) p.7
3
ll. The Limitation and Formulation of Study
According to the description above, limitation of this study is essential to keep
the data in a manageable form. Therefore, the writer focuses on the study whether the
level of students' anxiety can influence their achievement in the final reading test or
not.
C. The Method of Study
The writer uses pnrnaty rn1d seconclaiy research in this writing. Primaiy
research involves generating nevv ideas and inforn1ation on his own. In this pnn1a1y
research, data will be collected by giving several questions to the English students
concerning about their anxiety in taking a test. After collecting data, he will compare
or correlate it to the result of the test. Getting the result in this study, he will use
Pearso11 's forn1ula:
N.!::XY -(!::X)(!::Y)
r'-''
= -;r;r=N.!::=X=' =_ (=!::X=.J'"\r][
N==.l::==Y=='-=(
2::=,Y==i)' ]In the secondaiy research, he will read some textbooks and articles in relation
with the topic of this writing.
D. Population and Sa111ple
The population of this research is the students at the second term of English
Department by taking 60 students as sample of the research. The writer looks forward
5
E. Hypothesis
The hypothesis is:
I. Null Hypothesis (Ho)
111e level of student's anxiety does not have any correlation to the result
of their reading test.
2. Alternative Hypothesis (Ha)
The level of students' anxiety has significant correlation to the result of
their reading test.
F. The Use of Study
After finishing this writing, the writer looks forward to helping students in
their English learning process. An English teacher is expected to understand the
students' psychological, intellectual, and physical readiness. ln addition, hopefully, the teacher can understand mid overcome this problem.
F. The Organization of Writing
The writer divides his writing into four chapters with the purpose of making
the frnrnework of discussion of the problem and helping the readers to understand
what the writer has written down.
Chapter one, an introduction consists of the Background of Study, the
Limitation and Formulation of Problem, the Method of Study, Population and
Chapter two, theoretical framework consists of Reading, including the
Meru1ing of Reading, the Aims of Reading, the Types of Reading, ru1d Some Factors
lnfluencing Reading Readiness. Anxiety comprises the Meaning of Anxiety, Types of
anxiety, Anxiety Factors, ru1d the Correlation Between Students' Anxiety in the Final
Reading Test and their Score.
Chapter three consists of the Purpose of Study, Place ru1d Time of Study,
Method of Study, Technique of Sample Taking, Technique of Data Collecting Md
Technique of Data Analysis.
Chapter four consists of Data Description, Data Analysis, ru1d Data
Interpretation.
THEORETICAL FRAMEWORK
A. Reading
It is essential to master reading comprehension if students are eager to succeed in studying English. Reading is one of the four basic language skills and the reading skill is a primary prerequisite of students to understand what they are reading. They can analyze an article well when they have a good reading skill.
Students and others who expect to become diligent readers have gone to college. Graduating from college, they hope that they can enlarge their knowledge by reading many books and by listening to their lecture in class. Reading skill can enable people to increase their knowledge without a teacher's participation. Readers can figure information and explanation out of an article or a textbook by themselves. Therefore, students' ability to read a textbook has an impo1iant role to educate and to increase their knowledge.
According to Arther S. Trace, JR., "people can be educated without gomg to college. People can become educated by reading, thinking and any number of people has accumulated vast amounts of learning without formal instruction. "4
1
8
I. The Meaning of Reading
While one reads an article or a text by using his eyes to see the words from left to nght, he thinks the meaning. On the other hm1d, he attempts to identify words and get their meaning from the article or the text
Reading is a process of thinking, evaluating, judging, imagining, reasonmg, and problem-solving. Reading consists of four steps and they are perception, comprehension, reaction, and integration.
a. Perception is the ability to pronounce the word as a meaningful unit
b. Comprehension is the ability to make individual words to construct useful ideas as they read in context
c. Reaction requires judgmental action.
ct
Integration is the ability to assimilate the ideas or concepts into one's background of experience2 [image:17.595.65.484.163.493.2]In addition, Nuttal said," Reading is a mem1ingful interpretation of printed or written ltmguage. It can be said that reading is a result of the interaction between the perception of written symbols that represent language m1d the reader's language skills, cognitive skills, m1d knowledge of the world. In reading process the reader tries to figure out what the writer intend m1d think"'
1
IV!ilt.:s V. Lintz, 111e Reading /!rocess The teacher and 'l11e learner, (Nc\V York: Wtn. C.
Bnnvn Con1pany Publishers, 1972, ｰＮＵｾＶ＠
J Christine Nutta\, Teaching Reading Skills i11 F'oreig11 language, (London: I-Icinen1ann
Reading is a ve1y simple model of the process of communication. The writer is an
encoder who wants to send a message in his mind. He or she W<mts to express an idea,
a fact, a feeling, and 'm argument to others. The writer must first put it into words or
he must encode it in written form. Then it is available outside his mind as a text The
text is accessible to others who read it. Finally, it is decoded, the message enters the
mind of the readers or decoders."
Reading is ru1 interactive-constructive process in which readers are expected
to comprehend, interpret, and respond to text according to what they have already
known. Reading requires understru1ding, or comprehending, the meaning of printed or
vvritten language.
Reading activity gives perception and recognition of the written form to readers.
The written form's purpose is to give information to others by describing or
explaining, or to persuade other people to believe what the writer think is right. 5 After
reading the text, readers will receive information or they will believe in and do
son1ething.
Reading a lot will help students lo write a paragraph or ru1 aiticle well because it
c<m expose them to information and knowledge. Having information and knowledge,
students will increase their own options ai1d develop an understanding of their own
writing process by reading mm1y kinds of books. Students can open their minds and
·1 Christine Nuta\l,'l'eac/iing, (Jp.cit, p. 4
JO
get new perspectives on familiar issues by being excited about reading books,
. I d . ''
artlc es, an n1agaz1nes.
Getting the gist of what readers are reading, they must apply their own ideas and
emotions to what the writer is saying and must try to understand the writer's
interpretation of his writing.7
Reading is a cognitive activity dealing with tnmsferring meanmg from printed
materials rn1d it requires other aspects such word recognition and prommciation.
According to Ned D. Marksheffel, reading may be defined as a highly complex,
purposeful, thinking process engaged in by the entire organism while acqmnng
knovvledge, evolving ne\v ideas, solving problen1s, or 1elaxing and recuperating
through the interpretation of printed symbols. 8
Students should inspect the words or phrases of vaiying difficulty into a
n1ental construction Of n1e::u1ing. When they read, they can trru1sforn1 written language
into meanings. They should get the meaning of the whole sentence or the main idea
of the paragraph.
Bond rn1cl Wagner defined reading is the process of acqu1r111g an author's
111etu1ings and of interpreting, evaluating, and reflecting upon these n1eanings9
6
Jane E. J\aron, '/'he ('on1pacf Neader, (Boston: St. Martin's Press, !ch, 1984), p. I
7
June ｉｾＮ＠ Aaron, (Jp.cil, pJ
:;.( Ned \). tvlarkshct'!Cl, /3el(er Reading in 'l'he ,)'econdary ,\'chool (Nc\V York: The R_onald Press Con1pany, !966), \l. ! 2
9
Bond and Wag_ncr, Teaching 'lJ1e C'hild 10 Read (Nc\'1 York: rll1e Mac1nillan Co1npany,
2. The Aims of Reading
I . f d' \()
According to Paul S. Anderson, t iere are seven a1n1s o rea ing:
a. Reading is aimed to look for details and fact of the passage or an miicle.
b. Reading is ain1ed to get 111ain ideas of the passage.
c. Reading is aimed to organize or squeeze each pmi of the passage.
d. Reading is aimed to infer what the passage talk about
e. Reading is aimed to classify unusual things.
f. Reading is aimed to evaluate the values of the passage.
g. Reading is aimed to compare what messages of the passage from the
reader's values tu1d n1orals.
3. Types of Reading
Types of reading are divided into intensive reading m1d extensive reading:11
a. Intensive reading is oriented to get a deepest understffi1ding of the text and
Intensive reading involves approaching the text under the close guidMce of
the teacher or under guidance of a task, which forces students to pay great
attention to the text. The aim of the intensive readmg is to arrive at a profound
mid detailed ｵｮ｣ｬ･ｲｳｴｾｭ｣ｬｩｮｧ＠ of the text Students not only know the meaning of the text but also understffi1d how the mem1ing is produced. They are also
expected to make sense of the text for himself.
10
A. Widyan1artaya, Seni 1\,fe111baca [fntuk St11di, Yogyak(trla: Kanisius, 1992), p. 90
11
12
Ｑｾ･｡｣ｨ･ｲｳＧ＠ responsibilities in intensive reading:12
1 ). Teachers should find out what students ctm do and what they cannot. 2). Teachers should choose suitable texts to work on.
3). Teachers should choose or device tasks and activities to develop the required skills.
4). Teachers should prepare students to undertake the tasks.
5). Teachers should rnake sure that students in the class productively and extract rnaximurn effort and best results by encourage students; and by prompting and probing until they produce the answer, instead of telling what it is.
6). Teachers should make sure that students in the class improve steadily according to their own capability.
b. Extensive reading is aimed to help students to prornote reading out class actively. Because students have the limited time in the class ru1d they should read much in order to achieve fluency and efficiency. Students who have not acquired the reading habit are often daunted by books and need the guidance ru1d encouragement. Not only they read slowly but also they do not read much, understtmd, and enjoy reading. It is hoped that extensive reading ctm make them read fast, read rnore, understand better, and enjoy reading.13
Extensive reading program is aimed to make students comprehend or understand the memiing or concept from the text silently without teachers' help. To make students easier, the teacher should teach them some techniques · of efficient and effective reading such as skimming. ln addition, before students read the text without teachers' help, teachers have the following responsibilities, they are:
I). Teacher selects appropriate texts that students are expected to read.
2). Teacher guides study reading. For example, teacher gives students a specific purpose for reading, and ask them to find certain information, trace mi argument, and explain the author's conclusion.
3). Teacher teaches the SQR3R technique. 14
4. Some Factors Influencing Reading Readiness
Some factors have significrnit innuence on students' readiness to read, they are: 15
a. Mental readiness
Students get ready to learn to read when they have the quality mid qmmtity of comprehension. If students have good intelligence, they will be able to underst<mcl what they read. Having high intelligence mid good memo1y, they crni pay careful attention to what they read mid they are resourceful in solving their problem.
II ff>icf., Jl. \7()
11
14
b. Physical readiness
Physical fitness is one of important factors that influence reading readiness. Students will not be able to read when they are ill, undernourished, and tired. Physical readiness for reading depends upon visual development, audito1y development, motor development, and general health.
c. Social readiness
The social maturity of students cm1 be determined by observing their ability to cooperate with other in a group. Students who have social readiness will show leadership, follow decisions of the group, hear their peers' opinion, learn to be polite, and listen attentively ru1d respond promptly.
d. Emotional readiness
Emotional maturity cru1 roughly observed by students' reaction to ce1tain condition. Students have willingness to consider rights of others and have ability sacrifice immediate pleasure for future gains when they have emotional maturity or readiness. Finally, they seem to be self-reliru1t, confident, and happy and they are not withdrawn and shy. When students have fear, insecurity, ru1xiety, rn1d shyness, they will not be ready to learn to read.
e. Experiential readiness
school. Students who live in a vacuum could hardly get ready to read. When students' families customarily speak English and read English books, they will be ready to learn to read11'
B. Anxiety
I. The Meaning of Anxiety
Everyone who goes through anxiety is a normal person. Male or female who deals with a real, serious problem imd becomes anxious is natural. Anxiety can be categorized into an abnormal psycholoiw when a person has irrational, illogical, and unclear emotion.
Anxiety can lead students to uncomfortable feeling and make them rnucious. According to Linda De Clerq, anxiety shows an uncomfortable condition of emotion that consists of subjective interpretation arid physiological stimulation.17 Students who suffer from rnixiety will worry about impending danger irrationally.
Anxiety not only make people suffer from fatigue, insomnia, gastrointestinal disturbmices, rn1d depression of spirit but also make them suffer from emotional instability, inferiority feelings, cardiac disorder, pains, arid headaches.18
Therefore, students who go through anxiety complain about a general loss of interest and mi
i<) Ibid 17
Linda J)c Clcrq, 1'i11gkah /,ak11 ..-lhnor111a/ dari ,\'11d11t /)a11da11g Perke111ba11gan, (Jakarta: Clrasindn. 1994), P.6
!::; .hnncs [). Page, ,'lb11on11af /Jsycho/ogy (.'/inicaf ,,Jpproach lo J'sycho!ogicai lJevianls, (Nc\v
16
inability to concentrate their attention or marshal their thoughts. Not having concentration, they will not pass any test well.
Atkinson said in her book that Freud has divided personality into three major
. I d I 19
sys terns: the 1d, t 1e ego, ru1 tie superego .
a. The id is the most primitive part of the personality or the reservoir of instinctive impulses, which is dominated by the principle pleasure and blind impulse wishing. The id consists of the basic biological impulse. The id can be observed in an infant's early behavior. The infmt tends to gain the pleasure principle irnmediately and he or she endeavors to avoid pam and obtain pleasure without paying attention to the external circurnstances. For exarnple, when the infant feels cold, hung1y, and pain, he or she cries.
b. The ego is the infant's perception or experience of hirnself He or she has capacity to think, feel, and do something. The ego begins to develop when a young child learns to consider the demru1d of reality. To gratify his or her biological needs, the young child should delay satisfying the needs because the young child considers the real world. The young child cm1 satisfy the biological needs after he or she find the appropriate environrnental condition. The ego mediates among the demand of the id, the reality of the world, and the dernand of the superego.
19
c. The superego is the part of the mental apparatus that criticizes when the ego that tends to accept impulses emanating form the id. The superego 1s also the internalized representation of the values and morals of society. After interacting with parents and other people, the young child begins to learn the values rn1d morals of society. Finally, the young child judges whether rn1 action is right or wrong. For example, when the young child wrn1ts to steal money, he or she will think twice because he or she afraid
f d . . I l 'II
o eserv111g to be purns 1ec."
The superego can produce rn1xiety whenever the ego tends to accept the pleasure principle (the id). 21 Because the superego develops 111 response to punishment rn1d it respects the values and morals of society. A person obeys values rn1d morals of society because he or she minds being punished. Anxiety 1s an expression of an internal conflict and it has dread of something that will happen.
Apprehension, gloomy forebodings, fear of dying, rn1d feeling of insecurity
. ''
may express anxiety:· Any conflict, frustration, and insecurity can bring someone to rn1xiety. People crn1 see rn1xiety 1s manifested m many direct physiologic clis1urbrn1ces, especially when it is sustained rn1d prolonged. Anxiety can be identified
:o /hid ｾ Ｑ＠
Ho\vard C. WaiTcn, J)it.:fio11c11y <d'JJ.\yc/Jology, (US/\: The R_ibcrsi<lc Press C;.nnbri<lgc,
1934), p. 267
22
18
when someone goes through palpitation, increased perspiration, respiratory, tension,
increased motor activity, mid intestinal disturbances.23
Attack of mixiety are frightening mid severely debilitating experiences. This
anxiety consists of 111creas111g uneas111ess mid disturbing psychological reactions. For
instance, trembling, perspiring, copious sweating, irregularities in breathing, and
pounding of the heart. z.i
Students' mixiety can be seen by following components:
1 ). Affective component; students do not relax and en1oy studying or facing their problem. Not only they feel nervous, tense, mid uncomfo1table but
also they are ve1y sensitive.
2). Somatic component; students suffer from intestinal disturbance,
exhalation trouble, high-blood pressure, increased hea11beat, and cold
sweat.
3). Cognitive component; students' anxiety is caused by their confusing
thoughts. They always wony about what is going to happen and they
crninot concentrate their attention.
4). Motor component; students tremble when they face their problem such as
their hand become trembling when they deal with a test2'
D Lestscr l_).Cnl\v and /\lice Cnnv, Readings i11 :lh11or1nal Psycl:ology (Ne\v York:: Little Field, /\thn11s and Co, ! 960) p. 245
ｾＭＡ＠ lvtclvin 1-1. tvlar:-.;. /11/roduclio11 lo /lsyc/Jo/op.)'.' Prohle111 J>rocedures and J>riciples (Nc\v
York: fV1w.:111i!lan !>ublishing. Co., Inc. I 97<1). p. (1,t2
ｾｾ＠ /)avid Sue, { '11dcrsfandi11g :lh11on11al /Je/Javiour, (Hoston: I !oughlon Muflin Co111p1111y,
Students t1y to overcome or cope with their anxiety by several ways:
(I). They focus on problem by appraising the anxiety-producing situations and
feelings of anxiety and tl1ey do something to change or avoid it. For example, they expenence anxiety because they have not submitted an
assignment yet. They will reduce anxiety by finishing the assignment and
submitting it to their teacher.
(2). They reduce the anxiety in vanous ways rather than attempt to deal with
the anxiety-producing problem directly. They nay deaden their anxiety by
drinking alcohol, sn1oking n1arijuana, consu1ning, trcu1quilizers, or using
I I ,,, ot ier 1 rugs.·
2. Typrs of Anxiety
Usman Effendi said that Freud divided anxiety into three types of imxiety,
they are:27
a. lleafi()' anxiety is a realistic response to external danger. The objective anxiety takes places when the id is stronger than the superego.
b. Neurotic anxiety derives from an unconscious conflict within the individual. When the conflict is unconscious, the person does not know reasons for his
or her imxiety. The neurotic anxiety is the result of ru1 unconscious conflict
between id impulses ru1d the constrains imposed by the ego and superego.
:::.6R_ita L. Atkinson, Riduird C. /\tkinson, <.ind li:rnust R. 1-lilgarJ, (Jp.cit, p. 432 ｾＷ＠
20
The neurotic anxiety is divided into free-floating anxiety and phobia Free-floating anxiety. f)·ee:floating anxiety is not clearly linked to a specific object or situation. Signs of this free-floating ru1xiety include tenseness, autonomic system hyperactivity, general apprehensiveness, and continual scanning of the e:1."ternal environment for dru1gers. People who suffer from this ru1xiety feel that their lives are out of control ru1d disaster is imminent. Phobia involve a persistent and irrational fear of a particular object or situation. Examples of phobia include simple phobias such as claustrophobia (fear of closed spaces, ru1d acrophobia (fear of heights), ru1d more complex phobia such as agoraphobia (fear of being alone, particularly in public places).
c. Moral Anxiety appears when the ego is weaker that the superego or the superego is stronger than the ego. For example, the young child is afraid of being punished if he does something that collides with parental regulation <md morals of the society. 28
3. Anxiety Facto!'
Somehow, people have to harmonize the instinctual and unreasoning desires the id, the rational and realistic requirements of the ego, ru1cl the moral and restrictive demands of the superego.
What factor brings a person to apprehensive, unpleasant and anxious feelings has relation with conflicts among the id, the ego, and the superego. According to Melvin H. Marx, conflicts among the id, the ego, ru1d the superego.29
Bruno said that Freud believed that neurotic anxiety derives from:"'
a. The prohibited demru1cl or desire. People wru1t to gain the pleasure principle immediately but the pleasure principle is prohibited.
b. People's pleasure principle collides with moral code ru1d culture of society
C. The Conelation Between Students' Anxiety in the Final Reading Test and their Score
After knowing the meanmg of the rn1xiety, the wnter thinks that students who suffer from rn1xiety when they deal with the final reading test. Being anx10us about the final reading test is irrational mid unclear fear. Before facing the test, students hope that they crn1 get a higher score. But they felt that they do not have ability and capability to get the score. Without having feeling the ability and capability to get the score makes them apprehensive, tense, and m1xious. It is known that they feel m1xiety when they face situation out of their control and capability.
Anxiety in facing the final reading test make students confuse what they must m1swer. They do not feel confident when they m1swer questions of the final reading test and they are doubtful about what is the correct answer. In addition, they begin to
ｾＹ＠
Melvin 1-1. Marx, Op.cit, p.566
Ｎｾｵ＠ Frank .I. Bruno, pit JJ, ,\'to/J JVor1yi11g ._\'trategi k/e111a/uu11i da111\1e11g/lilangkan Kece111asa11,
22
sweat, feel tense, and apprehensive and their hands become trembling. Finally, they th111k that the reading subject is difficult.
Feeling anxiety of the final reading test can bring students to problems. Winkel has divided the problems into four:31
I. Anxiety makes students get a lower score. Students have preparation for the test by studying hard or students do not have preparation for it. They forget what they have learned before when they are facing the test.
2. Having deepest anxiety can prevents students from studying or learning a new material. This anxiety appears because before they learn the new material, they really want to master it and to get a higher score. When they have learned the material, they have difficulties imd feel fail of fulfill their hope. This condition leads them to m1xiety mid their concentration is disturbed.
3. Students who feel m1xiety find difficulties in dealmg with the material that
needs revie\ving.
4. Students who go through apprehension, tension, and anxiety find difficulties in determining realistic target. They often hope that they have to get the higher score but they do not have ability to get it.
,, Purpose of Study
CHAPTER III
RESEARCH METHODOLOGY
!. To know whether any correlation between students' anxiety in the final reading test and their score.]
2. To obtain the empirical data about the formulated problems. 3. To contribute the result of this research for education in general. I. Place and Time of Study
The research took place at the second term students of English department UIN Jcated at JI. Ir. Juanda No. 95 Ciputat. The research carried out from April to Augusts 004. Before collecting the data of students' anxiety score, the writer measured students' nxiety by giving questionnaire held on June 81
h, 11th, and 14th 2004 before the final reading ist. The real data were collected on June 16, this studies focused on students' anxiety and 1e final reading score and the questionnaire given to the second term students of English >epaitment, UIN Jakarta
The writer observed, analyzed, processed respondents' data in order to get the result eeded.
C. Method of Study
The writer uses qmmtitative descriptive technique that is used in order to rneasure whether there is any correlation between students' anxiety and the final reading score. The library research that is used to find some information from some books, textbooks, and articles that related with the topic of this study. The field research leads the writer to direct observation and questionnaire in order to get accurate data,
D. Technique of Sample Taking
The number of population at this study is 13 7 students. The samples were taken by random sampling systern. 60 of 137 second term students of English Department UIN Jakarta consists of 20 students from A class, 20 students from B class, and 20 students from C class are chosen as the sample of this study. It is hoped that the researcher gets representative data.
E. Technique of Data Collecting
To obtain data in this research, tl1e writer applies: 1. Documentary Study
25
2. Distribution of Questionaires
In this research, the writer distributes the questionnaire to some students m order to measure students' w1xiety scores
The questionnaire is "closed", m the sense that respondents only mark a checklist on the given answer.
The questionnaire of w1xiety that is given to 60 students consists of 25 items concerning about the w1xiety. To choose some items, the writer adopted Elaine Horwitz's theo1y. These items ask about language anxiety, test anxiety, <md anxiety in the classroom. This questionnaire is made by Likert Scale.1 The 25 items are divided into positive mid negative statements. Number I, 4, 6 is the positive statement and the rest number is the negative one. The writer gave students four choices, they are: Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD).
Table I
Scores of Questionnaire Answer
Alternative of Answers Positive Statement Negative Statement
Strongly Agree I 4
Agree 2 3
Disagree 3 2
Strongly Disagree 4 I
1
Faith S. Steinberg and Eb inc K. J-lor\vitz, 'lhe /.!,j}'ecl o./lnduced ,.-Jnxie(v 0111/Je /)eJlotalive
and !11te11Jretive C'ontent ＼ｾＯｓ･｣ｯｮ､＠ La11g11age .._)j1er!ch (TESOL ｑｵ｡ｲｴ･ｲｬｹｾ＠ //of. 20/no. J), (Longn1an
[image:35.595.60.475.158.652.2]The 25 ite111s of questionnaire consists of four anxiety components, they are:
a. Affective co111ponent, (no. I, 2, 3, 4, 6, 7, 11, 12, 13, 15, 18, 19)
b. So111atic co111ponent, (no. 8, I 0, 14,)
c. Cognitive co111ponent, (no. 5, 9, 16, 17, 20, 21, 22, 23, 25)
d. Motor co111ponent, (no. 24)
3. Observation
The writer observed students' anxiety in the final reading test by analyzing so111e signs of anxiety. To 111easure their anxiety, he observed the four indicators of ru1xiety component; they are affective, somatic, 111otor, and cognitive components. The writer made this observation to the sa111ple in order to get better understanding of the intended object. The test of students' anxiety was carried out on June 1111', l 41h,
ru1d l 81 h
F. Technique of Data Analysis
27
. -
N.ZXY -(zx)(ZY)
i,,-
)[N.ZX' -(zx)' j[N.ZY' -(ZY)'
l
r,, . The correlation Coefficient X : The Anxiety Score Y : The Final Reading Score N : The Number of Respondent
L.:X
.
The Sum of Anxiety ScoreL.:Y
:The Sum of Reading ScoreL.:X
2•The Sum of the Squares of Anxiety Score
L.:Y
2 •The Sum of the Squares of Reading ScoreCHAPTER IV
RESEARCH FINDING
A. Data Description
Having finished field research about students' anxiety in the final reading test, the writer took the scores of students' anxiety from 60 students of English Department randomly. After getting the data, he analyzed those scores in order to find out whether there is any correlation between students' anxiety and students' scores of the final reading test by using the Pearson formula.
In this chapter, the writer gives the report concerning the data description. The data consists of students' scores of anxiety by giving questionnaire ru1d scores of the final reading test taken from the reading teacher. Their scores of ru1xiety and final reading test cru1 be seen on the following tables in the data analysis.
[image:39.595.63.476.132.527.2]B. Data Analysis
Table 2
Students' Anxiety Scores
No. Respondents
x
1 45
2 61
3 60
4 67
6 53
7 51
8 45
9 55
ＭＭＭｾＢＭ
10 50
--11 54
-12 59
13 68
14 54
15 60
16 54
17 57
18 64
19 58
20 64
21 71
22 84
23 69
24 58
25 67
26 50
27 62
----28 72
29 59
30 62
31 63
32 72
33 58
34 60
45 56
36 51
--37 57
38 74
39 59
40 54
41 58
42 65
43 56
-44 71
30
46 61
47 57
48 66
49 55
j
50 63
51
1tj
52 6
53 67
ｾ＠
54 62
55 57
56 49
57 62
58 54
59 61
60 61
Table 3
The Scores of the Final Reading test
No. Respondents y
1 216
2 340
3 92
4 256
5 264
6 208
7 212
8 224
9 236
10 304
11 312
12 188
13 192
14 332
15 332
16 248
[image:41.595.87.442.137.710.2]18 340
19 196
20 184
21 280
22 188
23 200
24 240
25 180
26 316
27 240
28 240
--29 212
30 192
31 272
32 252
33 304
34 296
35 304
36 276
37 180
38 304
39 356
40 280
41 336
42 324
43 296
44 292
45 204
46 224
47 184
48 260
--49 366
50 328
51 248
52 288
53 92
54 188
55 188
56 244
32
58 196
59 224
60 184
[image:43.595.90.452.139.711.2]Table 4
Correla lion Bclwccn Stll(lents' Anxiety and Score of Final Reading Tcs1
No.
x
y X2 Y2 XY1 45 216 2025 4·6656 9720
2 61 340 3721 115600 20740
3 60 92 3600 8464 5520
4 67 256 4489 65536 17152
5 69 264 4761 69696 18216
6 53 208 2809 43264 11024
7 51 212 2601 44944 10812
8 45 224 2025 50176 10080
9 55 236 3025 55696 12980
10 50 304 2500 92416 15200
11 54 312 2916 97344 16848
12 59 188 3481 35344 11092
13 68 192 4624 36864 13056
14 54 332 2916 110224 17928
15 60 332 3600 110224 19920
16 54 248 2916 61504 13392
17 57 304 3249 92416 17328
18 64 340 4096 115600 21760
19 58 196 3364 38416 11368
20 64 184 4096 33856 11776
21 71 280 5041 78400 19880
22 84 188 7056 35344 15792
23 69 200 4761 40000 13800
24 58 240 3364 57600 13920
25 67 180 4489 32400 12060
26 50 316 2500 99856 15800
27 62 240 3844 57600 14880
28 72 240 5184 57600 17280
30 62 192 3844 36864 11904
31 63 272 3969 73984 17136
32 72 252 5184 63504 18144
33 58 304 3364 92416 17632
34 60 296 3600 87616 17760
35 56 304 3136 92416 17024
36 51 276 2601 76176 14076
37 57 180 3249 32400 10260
38 74 304 5476 92416 22496
39 59 356 3481 126736 21004
40 54 280 2916 78400 15120
41 58 336 3364 112896 19488
42 65 324 4225 104976 21060
43 56 296 3136 87616 16576
44 71 292 5041 85264 20732
45 63 204 3969 41616 12852
46 61 224 3721 50176 13664
47 57 184 3249 33856 10488
48 66 260 4356 67600 17160
49 55 366 3025 133956 20130
50 63 328 3969 107584 20664
51 58 248 3364 61504 14384
52 56 288 3136 82944 16128
53 67 92 4489 8464 6164
54 62 188 3844 35344 11656
55 57 188 3249 35344 10716
56 49 244 2401 59536 11956
57 62 232 3844 53824 14384
58 54 196 2916 38416 10584
59 61 224 3721 50176 13664
60 61 184 3721 33856 11224
N=
LX=
LY
2=LX
2=
LY
2=LXY=
N.L:XY -(L:X)(L:Y)
r,,
=
ｾ｛ｎｌＺｘＧ＠
-(L:X)' ][NL:Y' -(L:Y)']
60. 898062 - (3608 )(l 4990)
-
ｾ｛ＶＰ＠
220094 - (3608 )' ][60 3965860 - (14990 )'l
53883720 - 54083920
- )(13205640-!30I7664X237951600-224700100)
- 200200
) (187976)(1325 J 500)
-200200 ,/2.49096396400
= - 200200 = -O. 40 I
499095.6
C. Data lntcl'pl'ctation
34
l"r" value of product Interpretation moment correlation (rxy)
0.00 -0.20 Considered as no correlation
0.20 ·- 0.40 Low correlation
0.40 - 0.70 Medi um correlation
0.70 -0.90 Strong Correlation
0. 90 - 1.00 Ve1y strong correlation
Based on the table above, tl1e result of formula of r (-0.40 I), it is found out the index is in the interval of 0.40 - 0. 70 it means that between students' anxiety and their scores of final reading test is a medium correlation.
The above is a simple way of testing the hypothesis. The next step to test the hypothesis by using the t-test. Based on the result of statistic calculation, it is obtained the value of the r,,. is -0.401. the degree of freedom (df) is 60-2
=
58. In the table of significance of I % it is obtained 0.325 and of 5% is 0.250. After comparing the value of r,y = 0.401 and t, 0.325 and 0.250, the writer make ru1 assumption of thehypothesis that r,y is bigger thru1 t,.
The result of the hypothesis is if r,y is bigger thru1 tr, the alternative
hypothesis (h,) is accepted and the zero hypothesis (h0 ) is rejected. It meru1s that there
[image:46.595.78.471.136.492.2]A. Conclnsion
CONCLUSION AND SUGGESTION.
In summary, based on the research, the theoretical in the previous chapter and the result of statistic calculation, it is obtained the value of the rxy is -0.401. the degree of freedom (df) is 60-2 = 58. In the table of significance of I% it is obtained 0.325 and of5% is 0.250. It can be concluded that there is a negative correlation between students' anxiety in the final reading test and their scores at the second term of English Department UIN SyarifHidayatullah.
It can be concluded that "Students get the lower scores of their final reading test if :hey have higher anxiety scores. On the contrary, students get the higher score of the final ·eading test if they have the lower anxiety scores".
3. Suggestion
The writer would likes to give some suggestions as follows: 1. Students should try to find out what leads them to anxiety.
3. Students should realize that their anxiety will not help them to succeed in their final reading test better.
4. Teachers should improve their ways in teaching reading subject by not only paying attention to students' intellectual and physical readiness but also paying attention to their psychological readiness.
5. Teachers should be able to create a comfortable learning situation. It is believed that a comfortable situation can help students to feel relax when they study in the classroom.
6. Teachers should not act strictly, tightly in the classroom. Teachers should be wise enough to judge their students who have some troubles.
t\.aron, Jane E, The Compact Reader, Boston: St. Martin's Press, !ch, 1984
t\.tkinson, Rita L, Richard C. Atkinson, and Ernest R. Hilgard, Infroduction to Psychology,
New York: Har Court Brace Jovanich, Inc, 1981
3ond and Wagner, Teaching The Child to Read, New York: The Macmillan Company, 1960 3runo, Frank J, ph.D, Stop Worrying Strategi Memahami dan lvlenghilangkan Kecemasan,
Jakarta: PT. Gramedia Pustaka Utama, 1998
ｾｬ･ｲｱＬ＠ Linda De, Tingkah Laku Abnormal dari Sudut Pa11da11g Perkembcmgan, Jakarta:
Grasindo, 1994
:row, Letser D and Alice Crow, Reading in Abnormal Psychology, New York: Little Field, Adams and Co, 1960
)eboer, John J, and Martha Dallman, The Teaching of Reading, New York: Halt, Rinehart and Winston, Ich, 1964
:ffendi, Usman, Pengantar Psikologi, Bandung: Angkasa Bandung, 1993
[olmes, Janet, An Introduction to Sociolinguistics, New York: Longman Publishing, 1994 fahmud, Nasrun, Reading III, English Department Faculty of Tarbiyah and Teachers'
Training State Islamic University Jakarta.
!arksheffel, Ned D, Better Reading in The Secondary School, New York: The Ronald Press Company, 1999
[arx, Melvin H, Introduction to Psychology: Problem Procedures and Priciples, New York: Macmillan Publishing., Inc, 1976
uttal, Christine, Teaching Reading Skills in Foreign Language, London: Heinemann Educational Books, Ltd, 1996
tge, James D, Abnormal Psychology: Clinical Approach to ｐｾｹ｣ｨｯｬｯｧｩ｣｡ｬ＠ Deviants, New York: McGraw-Hill Inc., 1947
39
Philips, Deborah, Longman Preparation Course For The TOEFL Test: Skills and Strategies,
New York: Addison Wesley Longman, 1996
Siyam, Sudibyo, General English Advanced Four, Jakarta: PT. Siwibakti Darma, 2002
Steinberg, Faith S. and Elaine K. Horwitz, The Effect of Induced Anxiety on the Denotative and Interpretative Content of Second Language Speech, TESOL Quarterly, Vol.
20/no.1, Longman Tnc.: New York, March 1986
Sue, David, Understanding Abnormal Behaviour, Boston: Houghton Muffin Company, I 986
Trace, Arther S, JR, and Thomas J. Philips, Preparatory Reading For Writing, Boston: The Riberside Press Cambridge, 1956
Warren, Howard C, Dictionmy of Psychology, USA: The Riberside Press Cambridge, 1934
Widyamartaya A, Seni Membaca Untuk Studi, Y ogyakarta: Kanisius, 1992
Winkel, W.S, Psikologi Pengajaran, Jakarta: Grasindo, 1996
\ppen ix 1
QUESTIONAIRE
ased on the research for "Skripsi" writing, you are chosen as a respondent in this ·esearch e need your cooperation to fill this questionaire. Fill Questionaire honestly Nithout , ing and influence from other.
'<o.
I. ｾＭ 1. L >. >.'
''·
I 0. I. 2.Pl se write your name and your class in the place that given Name
Class :
he questions that given carefully and give a checklist ('1) as your answer to one of es.
SA = Strongly Agree A =Agree
D =Disagree
SD = Strongly Disagree
Statements
I will be happy when I have the reading test. I am under great tension during the reading test. It frightens me when I don't understand what a passage is talking about during the reading test. I feel confident when I face the reading test. I am doubtful about answering questions of the reading test.
I have no fear of the reading test
I feel more nervous in the reading test than my other tests.
I start sweating when I face the reading test. I am afraid of other students laugh at me ifI will get a lower score.
I will urinate before I face the reading test. Before l face the reading test. I often reread my reading books many times although I have studied hard them before.
I will sit next to my friend who masters reading subject and I hope that he or she will be ready to help me answer the questions of the reading test.
li /
I
13. i I feel that other students cru1 pass the reading testｾ＠
' , better than l do.
14. ! My heartbeat increases when I begin ru1swering '
j the questions of the reading test.
15. ! I feel pru1ics when I have to face the reading test
16. i The reading test bothers me at all
17.
I
l often cannot answer guest ions that are giveni
by my teacher in the classroom.18. i I do not feel relaxed during the reading test. 19.
I
I become anxious when I study reading subjectI
with teacher ru1d other students.20. ! I dislike reading subject.
21. : I arn not sure the ru1swers of the reading test that \ l did are correct.
22.
11
am frustrated if! get a lower score of the reading test.23. \ I think that reading subject is difficult. 24. j l feel that my hru1d trembles when I face the
l
reading test.25.
I
A lower score of the reading subject canI
endanger my future.Appendix 2
No.RES q1 q2 q3 q4 qS q6 q7 q8
1 2 2 3 2 2 2 1 1
2 3 2 3 3 2 2 3 2
3 2 2 3 2 3 2 2 2
4 3 3 4 3 3 3 3 2
5 1 3 3 3 2 3 3 3
6 2 2 3 2 3 3 2 2
7 1 3 2 3 2 3 2 2
8 2 2 2 2 3 1 1 2
9 3 1 3 2 2 3 2 2
10 2 1 3 2 2 2 2 2
11 2 3 4 2 2 2 3 2
12 2 2 3 3 3 3 2 3
13 2 2 3 3 3 4 4 2
14 2 2 2 2 3 3 3 2
15 2 2 3 2 2 2 2 2
16 2 2 3 2 2 3 2 3
17 3 2 3 2 3 2 3 2
18 2 2 3 2 3 3 3 2
19 3 2 3 3 3 3 2 1
20 3 2 4 3 3 2 3 2
21 3 3 4 3 2 3 4 2
22 4 4 4 4 4 4 1 4
23 3 3 3 3 3 3 2 3
24 2 2 2 2 2 3 2 2
25 2 3 4 2 3 3 3 3
26 3 2 3 2 2 2 2 2
27 2 2 1 2 2 2 3 2
28 3 4 4 3 3 3 3 3
29 2 3 4 2 2 1 2 2
30 2 3 3 2 2 3 2 2
31 2 2 3 3 3 3 2 2
32 3 3 4 3 3 4 3 3
33 3 3 3 2 3 3 2 2
34 2 3 3 3 2 3 3 2
35 2 3 2 2 3 2 2 1
36 2 3 4 2 2 2 2 2
37 2 3 3 2 2 2 2 2
38 2 3 3 3 2 2 3 3
39 2 3 4 3 3 2 3 3
40 3 3 3 3 2 2 2 3
q9 q10 q11 q12
1 1 4 2
2 2 3 2
2 2 4 2
2 2 3 2
2 4 4 2
2 2 3 1
1 3 2 1
2 1 3 1
1 2 3 3
1 2 3 2
2 1 4 1
3 3 3 2
1 2 3 4
2 2 2 3
4 1 3 1
2 2 3 2
2 1 3 2
3 2 3 2
2 2 3 1
3 2 4 2
3 2 4 4
4 4 3 4
4 2 3 3
2 1 4 1
2 2 3 3
2 1 4 1
3 ,2 3 3
3 2 3 3
2 3 4 1
3 2 3 3
2 2 3 2
2 1 4 3
1 1 3 2
2 2 3 2
2 1 4 2
1 1 4 2
3 1 3 2
4 3 4 3
2 2 3 3
1 1 3 1
2 2 3 3
q13 q14 q15
3 1 1
3 3 2
3 3 2
2 3 2
2 4 3
2 3 2
2 2 2
2 2 1
2 2 2
3 2 1
3 2 2
2 2 2
4 3 2
2 2 2
4 2 2
2 3 2
2 3 2
3 3 3
4 3 2
3 3 2
1 2 3
3 3 4
4 3 2
3 3 2
3 3 3
2 2 2
2 4 4
3 3 3
3 3 2
3 3 1
3 3 3
1 3 3
2 3 2
3 2 2
3 2 2
1 2 2
2 3 2
3 3 3
1 2 2
1 3 1
2 2 2
q16 2 2 2 3 2 2 2 1 2 3 1 2 2 2 3 2 3 1 2 1 2 2 2 3 3 2 3 3 3 1 3 3 2 2 2 2 1 3 2 2 2
I A ')
\J\ , /
q18 q19 q20 q21 q22 q23 q24 q25 Total
2 1 1 1 2 1 1 4 45
2 2 2 3 3 3 2 3 61
2 3 2 3 2 3 3 2 60
3 2 3 3 2 3 2 3 67
3 2 2 3 3 3 3 3 69
2 1 1 2 2 3 2 2 53
2 2 1 2 1 3 3 2 51
2 2 1 3 2 2 2 1 45
3 2 2 2 2 3 2 2 55
3 2 1 2 2 2 1 2 50
2 2 1 2 3 2 2 2 54
3 2 1 2 1 2 2 3 59
3 2 2 3 3 3 2 3 68
2 2 1 2 2 3 2 2 54
3 3 2 3 3 2 2 3 60
2 1 1 1 3 3 1 2 54
3 1 1 2 3 3 2 2 57
3 2 2 3 3 3 3 3 64
2 2 1 2 4 3 ·1 2 58
3 2 2 3 3 2 2 2 64
4 1 3 3 4 4 2 3 71
4 2 4 3 4 3 2 4 84
3 2 2 3 3 3 3 2 69
2 2 2 3 3 3 2 3 58
3 3 1 2 3 2 2 3 67
2 1 1 2 3 2 2 2 50
1 3 2 3 3 2 3 2 62
3 3 2 3 3 2 3 2 72
2 2 2 2 3 3 2 2 59
2 2 4 2 4 3 2 3 62
3 2 2 3 2 3 2 2 63
2 3 2 3 4 3 3 3 72
2 3 1 2 3 3 2 3 58
3 2 1 3 2 3 2 2 60
3 2 1 3 2 2 2 3 56
1 2 2 3 2 2 2 2 51
2 3 1 2 4 2 2 3 57
2 3 2 3 3 4 4 3 74
2 2 1 2 3 2 2 3 59
3 2 1 2 3 2 2 3 54
42 2 2 3 3 3 2 3 2
43 2 3 3 3 2 2 2 2
44 2 3 4 3 3 3 3 3
45 2 4 3 3 3 2 3 2
46 3 3 2 3 3 3 2 3
-47 2 2 3 2 2 2 2 3
48 2 4 4 2 2 3 3 1
49 2 1 3 2 3 3 3 3
50 2 3 3 3 2 3 2 3
51 1 3 3 2 2 3 3 3
52 2 1 2 3 2 3 2 2
53 2 2 3 2 3 3 3 3
54 2 2 4 3 3 4 3 2
55 2 2 1 3 1 2 3 3
56 2 2 2 2 3 2 2 2
57 3 2 3 3 3 2 2 2
58 2 2 3 2 2 2 2 2
59 2 3 4 3 3 3 2 2
2 2 3 2 3 2 2 2 2
3 3 3 2 3 3 3 2 3
2 4 2 2 2 3 3 2 2
2 2 3 2 3 2 3 2 3
1 2 3 2 2 2 2 3 3
3 1 3 2 3 2 3 3 2
2 1 3 2 2 2 2 2 2
2 2 3 3 4 3 2 2 3
4 2 3 2 3 3 2 1 2
3 2 3 2 3 2 2 2 2
3 2 3 3 3 3 3 3 3
1 2 4 2 2 2 2 2 2
4 3 3 2 2 3 1 2 1
1 1 2 3 2 1 2 2 2
2 3 3 3 2 3 2 2 2
3 1 4 1 3 2 2 1 /!
1 4 3 1 3 2 2 1 2
3 3 2 3 3 3 3 2 65
2 2 2 3 2 2 2 2 56
3 2 2 3 3 3 3 3 71
3 4 2 2 3 1 3 1 63
2 2 2 2 3 2 2 2 61
2 3 2 2 2 3 3 2 57
3 4 1 2 4 4 1 4 66
2 3 1 2 2 2 2 3 55
2 2 2 2 3 2 2 3 63
2 3 1 2 1 2 2 3 58
3 2 2 2 2 3 2 2 56
2 3 2 2 3 3 3 2 67
3 2 2 3 3 3 2 2 62
2 1 1 3 4 4 3 1 57
2 3 1 3 2 2 1 2 49
3 2 2 3 2 3 2 3 62
2 2 1 2 3 3 2 3 54
2 3 2 3 3 2 3 2 61
Degree of Freedom ( df)
df. Banyaknya variabel yang dikorelasikan
(Degrees of Freedom) 2
a tau
Harga "r" pad a taraf signifikansi db.
(Derajat Bcbas) 5% 1%
21 0,413 0,526
22 0,404 0,515
23 0,396 0,505
24 0,388 0,496
25 0,381 0,486
26 0,374 0,478
27 0,367 0,470
28 0,361 0,463
29 0,355 0,456
30 0,349 0,449
35 0,325 0,418
40 0,304 0,393
45 0,288 0,372
50 0,273 0,354
60 0,250 0,325
70 0,232 0,302
80 0,217 0,283
90 0,205 0,267
100 0,195 0,254
125 0,174 0,228
150 0,159 0,208
200 0,138 0,181
300 0, 113 0,148
400 0,098 0,128
500 0,088 0,115
DEPAlfl'l<:MEN A<;AMA
UNIVERSITAS ISLAM NEGERI SY ARIF HIDAYATlJLl.AH JAKARTAFAKULTAS ILMU TARBIYAH DAN KEGURUAN
1 JI ｊｵ［ｵｵｾＱ＠ Numnr ＧＩｾＮ＠ Cipu1a1 I ｾＴ＠ l 2. lndon.:.,ia
Nomor: ETIPJ'.02.21.lf. I 200'!:
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Hal : BIMBINGAN SKRIPSI
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UJN SyarifHidayalullah Jakarta .
Dengan ini diharapkan kesediaan Saudara untuk menjadi Pembimbing I/II
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Bimbingan skripsi ini dilrnrapkan selesai daiam waklu u (enam) bulan, yakni sampai
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Alas perhatian dan kesediaan Sauctara, kami ucapka n terima kasil1.
l;Vassala1nu1alaikuni
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UNIVERSIT AS !SLAM NEGERI SY ARIF HIDAY ATULLAH JAKARTA FAKULT AS ILMU T ARBIY AH DAN KEGURUAN
Uuanda Nomor 95, Ciputat 15412, Indonesia
Tclp. : (62-21) ＷＴＴＳＳＲｾＮ＠ 7401925. Fax.(62-21) 7402982 Email : ｵ
