1.

Introduction
1.1 Background
Of the four skills of English, which are listening, speaking, writing, and
reading, reading can be regarded as especially important because reading is assumed
to be the central means for learning new information (Grabe and Stoller, 2001).
Additionally, Grabe and Stoller (2002) states that reading is a way to draw
information from the printed page and interpret information appropriately. It can be
elaborated that through reading, students can add their knowledge of new
information from text books, journals, newspapers and magazines. By reading,
students can get some information and expand their knowledge about what they are
learning and what they need to know. Furthermore, reading is very important skill
which can support students learning activity. Reading is not only about assigning the
words or sounds of written words, but also understanding the message or
comprehending the words.
Reading is an activity that people do to enrinch their knowledege. Annamalai
& Muniandy (2013) defines reading as a process of understanding while looking at
the text, then comprehends what has been written. They further states that a person
does not need to understand everything what he reads since people read for different
reasons and purposes. Reading is regarded as one of the most important components
in learning language and it is an essential tool for lifelong learning for all learners
(Pandian, 1997; Mokatsi, 2005). Additionally, according to Lone (2011), reading can
be defined as the ability to recognize, examine the meaning of written printed
characters, words or sentences and understand the information.
Harmer (2001) lists some reasons that make reading important to be taught.
First, it is used for language acquisition. He claims that reading helps the students to
get the idea or to know what expression is used in certain occasion; from reading text,
words, and sentences. Second, reading can be a model of future writing. Many kinds
of knowledge and information can be gained through reading and what students have
read can inspire them to write. When reading becomes an activity that the students
1

usually do, they will have better reading skill. However, there are still some problems
in students reading activity. One of the main problems are anxiety. Based on a study
done by Ismail (2015), he believes that students who are anxious in reading English
text tend to have lack of knowledge in vocabulary and grammar of English. It is
because the students have less interest in reading in English and lack of facility for
them to read books especially English books. In addition, Anxiety UK (2015)
believes that anxiety can make a person imagine that things in their life are worse
than they really are, and prevent them from confronting their fears.
One of the affective factors which play an important role in learning foreign
language is anxiety. Anxiety is associated with feelings of being uneasy, frustrated,
apprehensive, or worried (Brown, 2000). Lehmann (2007) believes that in foreign
language learning context, there are various factors that influence the learning process
such as motivation, attitudes, anxiety, learning achievements, etc. In relation to the
statements above, foreign learners tend to be anxious to read English text, whether
they cant pronounce the words or feel ashamed to read aloud. Saito and Samimy
(1996) believe that students anxiety in learning process can affect students
performance. Furthermore, based on the writers informal interview with some
students of the second year of SMA Islam Az-Zahrah Palembang, they experience
anxiety towards reading comprehension even though some of them have known about
reading in English since elementary school, but when they read in English they feel
anxious because of unable to translate and identify some vocabularies they read, and
it makes the students feel anxious when their teacher asked them about what they
have read.
According to Program for International Student Assesment (PISA) students in
Indonesia got poor score in PISA reading literacy result. In the year 2000, Indonesia
was in 39th rank out of 41 countries participated. Year 2003, Indonesia went down in
39th rank out of 40 countries. Indonesias reading achievement got a bit increasing in
the year 2006, which was in 48th out of 56 countries participated. In 2009, Indonesia
was in the 57th rank out of 65 countries participated. While the latest PISA result was
2

in 2012, Indonesia went down again in the rank of 62 nd out of 65 countries

participated.
In addition, PIRLS (2011) found that Indonesia scale score in reading
achievement was 428, it means it was significantly lower than PIRLS Scale Center
Point which is 500. Indonesia should be in the high position like Hongkong (571),
Russia (568), or Finland (568), the third highest reading score rank in the world. It
can be concluded from two reading literacy scale programs, PISA and PIRLS,
Indonesia is still in the lowest rank of reading achievement.
Based on the background above, the writer interests to conduct a research
study entitled The Correlation between Reading Anxiety and Reading
Comprehension Achievement of the Second Year Students of SMA Islam AzZahrah Palembang. The reason for the writer to choose this title because the writer
would like to figure out whether there was any correlation between reading anxiety
and reading comprehension achievement of the second year students of SMA Islam
Az-Zahrah Palembang. It is essential to obtain and correlate the information in order
to solve the problem in students reading achievement later on.
1.2 The Problems of the Study
The problem of the study is formulated in the following question:
1. Is there any significant correlation between reading anxiety and reading
comprehension achievement of the second year students of SMA Islam AzZahrah Palembang?
2. Is there any significant contribution between reading anxiety to reading
comprehension achievement of the second year students of SMA Islam AzZahrah Palembang?

1.3 The Objectives of the Study

Based on the problem above, the objective of the study is to find out:
1. Whether or not there is any significant correlation between reading anxiety
and reading comprehension achievement of the second year students of SMA
Islam Az-Zahrah Palembang.
2. Whether or not there is significant contribution between reading anxiety to
reading comprehension achievement of the second year students of SMA
Islam Az-Zahrah Palembang.
1.4 Significance of the Study
It is hoped that this study will give valuable contributions to the teachers and
second year students of SMA Islam Az-Zahrah Palembang, and also for the writer
herself. For teachers in SMA Islam Az-Zahrah Palembang, the result of this study is
expected to enlarge students insight about their reading anxiety and reading
comprehension achievement. This result will be useful for them in order to improve
second year students achievement in reading comprehension. For students, it is
beneficial contribution in enhancing their reading comprehension achievement by
finding out how much anxious they are in reading English text.
2. Literature Review
2.1 Reading Comprehension
Reading is the ability to understand what is written in the text implicity and
explicitly. Reading is also one of the major skills in addition to listening, speaking
and writing. Reading can be regarded as especially important because reading is
assumed to be the central means for learning new information (Grabe & Stoller,
2001).
Reading comprehension is one of the pillars of the act of reading. Brummit
(2008) defines reading comprehension as a critical component of functional literacy.
With the ability to comprehend what they read, people are able not only to live safely
4

and productively, also continuing to develop socially, emotionally, and intellectually.

Morever, according to Royer (2004), reading comprehension is the process of
understanding and constructing meaning from a piece of text. He also believes that
reading comprehension may be affected by the difficulty of the text, the vocabulary
used in the text, and the readers familiarity with the subject matter. Generally, to see
whether someone understands the meaning of the text, he or she should do a reading
comprehension test. So, it can be considered to understand the text if he or she can
answer most of the questions about it.
Reading needs comprehension. As the explanation of Sadoski (2004),
comprehension is about to understand something, getting its meaning. Duffy (2009)
also states, Comprehension is the essence of reading because the goal of written
language is communication of messages. All in all, it is important for students to
drill their ability in comprehending the reading text, as the key of successful readers.
If they understand the reading text, they have already read the text. By having it,
students, can easily master knowledge they learn and improve the essential English
skills.
2.2 The Importance of Reading Comprehension
Allington & Cunningham (2007) view reading as a process of interaction
between the readers and text with readers bringing their own experiences and cultural
knowledge to the text, and their understanding of language while reading
achievement is the level of attainment in all or any reading skills, usually estimated
by how a person performs in a test. Mikulecky and Jeffries (2004) believe that when
brain notices new information, it looks for a connection to information that students
already have saved. If the brain finds the connection, the new information becomes a
part of long-term memory. If it is not connected, it will be forgotten easily. Mikulecky
and Jeffries (2004) also add that when students read, their brain make connection
between what they are reading and what they already know. Usually, The connection

happen easily by itself, especially the information that students are reading is
interesting.
2.3 The Concept of Anxiety
Anxiety is the subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the autonomic nervous system (Spielberg,
Gorsuch, Lushene, Vagg, and Jacobs, 1983). It relates to Brown (2000), that anxiety
is associated with feelings of being uneasy, frustrated, apprehensive, or worried.
Psychologically, emotion also affects someones learning activity. Negative emotions,
such as; sadness, fear, nervous, etc, can reduce brains ability to attend and process
new information because the brain is swamped with the task of exercising control
over powerful emotions (Jalongo & Hirsh, 2010). From the psychological
perspective, anxiety is classified into three types; (1) state, (2) trait, and (3) situationspecific anxiety (MacIntyre & Gardner, 1989).
2.3.1 State Anxiety
State anxiety is transitory and can fluctuate over time (MacIntyre, 1999). It
takes place at a particular moment, such as when taking a test, making a public
speech, or trying to communicate in a second foreign language (Spielberg et al.,
1983).
2.3.2

Trait Anxiety
People with high level of trait anxiety are generally nervous people in a wide

range of circumstances. Goldberg (1993) concludes that people with high level of
trait anxiety are usually nervous people and they lack emotionally stability.
2.3.3

Situation-Specific Anxiety
Situation anxiety can be defined as apprehension at a particular moment as a

response to a certain situation (Spielberg et al., 1983). This type of anxiety is

6

intrigued by a specific situation or event over time, such as taking a test, public
speaking, class participation, talking with foreigner in a foreign-language, solving
physical problem. Because of the features of the situation-specific anxiety, MacIntyre
and Gardner (1991) suggest that foreign language anxiety should be studied with
situation-specific measures. According to Horwitz et al. (1986), foreign language
classroom anxiety is typical situation-specific anxiety.
2.4 Foreign Language Reading Anxiety
Some learners might find reading English texts very difficult as the writing
systems do not exactly reflect or symbolize the real pronunciation. The different
language structure could cause them to feel more anxious as they are not familiar
with it. In addition, unfamiliar vocabulary might impede learners comprehension and
cause difficulty which in turn leads anxiousness. Saito et al. (1999) state that with
respect of the unfamiliar writing system, it seems likely that the less the learner can
depend on the reliability of a specific system of sound-symbol correspondence, the
more anxiety he or she would be expected to experience in the act of reading.
Different cultural elements in reading texts might also cause anxiety in
learners. However, unfamiliar cultural background might not cause immediate
anxiety as unfamiliar writing scripts do. Not being familiar with English or other
cultures might inhibit their reading comprehension process and cause anxiety as the
culture represented in the texts is foreign to them. Thus, it is important for learners to
be able to make sense of the culture in the reading text or they might misinterpret and
misunderstood the text.
Horwitz et al. (1986) identified foreign language anxiety as one of
performance anxiety within academic and social contexts and drew parallels between
it and three other related performance anxiety. Below are the conclusions for reading
anxiety indicators:

Table 1
Reading Anxiety Indicators
Variable

Sub-Variables
Reading apprehension

Reading anxiety
Test anxiety
Fear of negative
evaluation

Indicators
- Tension and worry over reading
in the class.
- Tension and worry over reading
out of the class.
- Worry to fail in the reading test
- Fear of the teachers evaluation.
- Fear of friendss evaluation.

2.5 Previous Related Studies

The study entitled secondary school students reading anxiety in a second
language written by Ismail (2015) from United Arab Emirates University, Al-Ain,
United Arab Emirates. All participants in this study was from eleventh graders. The
total number of students who participated in this study were 72 students. They were
between 16 and 18 years old. The students have already spent more than ten years
studying English in schools. The result shows that the students had anxiousness while
reading the text because they tend to guess the vocabulary and its meaning during
reading the English texts. Also, the result reveal the students anxiety about the
unfamiliar grammatical structure of the text. Their limited knowledge of
understanding the structural and grammatical used in the text can represent the major
source for students reading anxiety.
The study about effect of anxiety on reading comprehension in English done
by Vazalwar (2011). The study was conducted in Blaspur Janjgir champa districts on
a sample of 960 standard XI students from 32 Senior Secondary Schools. Qualitative
method was done by giving the SCAT (Sinhas Comprehensive Anxiety Test) and
statistically it was computed by Pearson Product Moment correlation coefficient. The
purpose of his study was to study the relationship between anxiety and reading
comprehension in English in students. The result shows that anxiety and reading
comprehension in English are correlated negatively in boys & girls separately and
8

boys & girls both. The normal level of anxiety gives positive affect in reading
comprehension.
Wu (2008) conducted the research about anxiety and reading comprehension
performance in English as a foreign language. His study was done in Taiwan in
2008, the aim of the study was to find out whether or not there is a significant
difference between the reading comprehension performance of the EFL students with
high, mid, and low levels of language anxiety and reading anxiety. A total 91 students
studying English as a foreign language from two classes in a private university in
Southern Taiwan participated in the study. They all enrolled in the first semester
reading courses in 2008. Among the participants with the age ranging between 19 and
21, and the mean age of 20, 48 (52.7%) were males and 43 (47.3%) were females.
The result shows that the students with Language anxiety tend to have reading
anxiety. Decreasing students anxiety and creating low anxiety classroom environment
might help improve students comprehension performance.
A study done by Yulia (2014), entitled the correlation among reading
achievement, reading interest, and reading anxiety, in order to find out the
contribution among the three variables of tenth graders of Madrasah Aliyah Negeri,
Baturaja. The study was conducted in Baturaja, Sumatera Selatan. 225 students were
conducted in this study, therefore they were given a reading achievement test, reading
interest and anxiety questionnaires. This study was statistically applied by Pearson
Product Moment Correlation, in order to find out the correlation among reading
achievement, reading interest, and reading anxiety. First, the result showed that there
was a significant positive correlation between students reading interest and reading
achievement. Second, it was found that there was significant negative correlation
between students reading anxiety and reading achievement. Third, there was also
siginificant negative correlation between reading interest and reading anxiety.
A study conducted by Tarmizi (2014), entitled the correlation among English
reading anxiety, reading strategy use, and reading comprehension. Descriptive
statistics, Pearson product-moment correlation, and independent sample t-test were
9

used to analyze the collected data. The result showed that reading anxiety was
negatively and significantly correlated with reading comprehension, reading strategy
was positively correlated with reading comprehension, while reading anxiety was not
positively but there is no significantly correlated with reading startegy use. The writer
of this study expected that EFL lecturers should lessen the students reading anxiety
level by encouraging them to read extensively and actively.
Furthermore, the previous studies above have similarities and differences with
this study. It is similiar because they used the same variables ,which are reading
anxiety and reading comprehension achievement, and instruments, which are FLRAS
questionnaire and reading comprehension test. Additionally, it is also different
because they had different number of participants and location where they conducted
the research.
3. Methodology
3.1 Method of the Study
In this study, the writer uses correlational study to find out the correlation
between the students reading anxiety and their reading comprehension achievement.
Donnelly (2007, p. 309) states that correlation describes how two variables relate one
another. Correlation measures both the strength and direction of the relationship
between independent variable and dependent variable. In addition, correlational study
is the study that involves collecting two sets of data in order to determine the
relationship between them.
3.2 Variables of the Study
The variable which influences or predicts is called independent variable while
the one that is affected by or is predicted by independent variable is dependent
variable (McMillan & Schumacher, 2006). In this study, the predictor (independent)
variable is the students reading anxiety. While the criterion (dependent) variable of
this study is the students reading comprehension achievement.
10

3.3 Operational Definitions

The title of the study is The Correlation between Reading Anxiety and
Reading Comprehension Achievement of the Second Year Students of SMA Islam
Az-Zahrah Palembang
Correlation refers to a method of collecting two or more data to be
statistically analyzed in order to determine the relationship between two or more
variables. Therefore, the writer conduct a correlational study entitled the correlation
between reading anxiety and reading comprehension achievement of second year
students of SMA Islam Az-Zahrah Palembang.
Reading comprehension achievement is the students scores in the reading
text, usually measured by showing the result of the test. After seeing the result, the
teacher can categorized the students into four levels, namely; excellent, good to
average, fair to poor and very poor.
Reading anxiety is a negative feeling including fear, sadness, nervous and
frustration when students read any kind of reading materials. The writer categorized
reading anxiety for students in SMA Islam Az-Zahrah into two levels, namely; high
and low anxiety level.
3.4 Population and Sample
3.4.1 Population of the Study
Based on Creswell (2012, p.142), population is a group of individuals who
have the same characteristics. Table 1 below shows the information about the
population of second year students of SMA Islam Az-Zahrah Palembang in academic
year of 2015/2016.

Table 2
The Population of the Study
11

No.
1.
2.
3.

Class
Number of Students
XI.IPA 1
33
XI.IPA 2
29
XI.IPS
31
Total
93
Source: SMA Islam Az-Zahrah Palembang (2015/2016)
The population of this study is the second year students of SMA Islam Az-

Zahrah Palembang with total number 93 students.

3.4.2 Sample of the Study
In quantitative studies, sample is a subgroup of the target population that the
researcher plans to study for generalizing about the target population (Creswell, 2012,
p. 124). Based on Arikunto (2010), if the total population of the study is less than 100
samples, the researcher should take all of the population as the sample. However, if
the population of the study is more than 100 samples, the sample can be taken
between 10-15% and 20-25%. The total number of population in this study is 93
students. The writer will take the entire population to be the sample of the study.
Therefore, the writer will use total sampling, which means 93 students are the whole
sample of this study.
The writer involves only the second year students at SMA Islam Az-Zahrah
Palembang in the academic year 2015/2016 with consideration that since they are
already in the second year of their study, they have already understood and got
enough information about learning English. Also, based on the writers experience,
she had taught English to second year students of SMA Islam Az-Zahrah Palembang
during Teaching Practice. The writer found that many students got anxiousness and
nervousness in reading English text.
3.5 Data Collection
In this study, the writer will use two instruments, questionnaire and reading
comprehension test.

12

3.5.1 Questionnaire
Questionnaire is an instrument which is designed to be given to participants in
a study in order to get information about what participants likes or dislikes, the
participants usually checklist the answers (Creswell, 2012). To measure the level of
students reading anxiety, the writer uses the ready-made questionnaire entitled
FLRAS (Foreign Language Reading Anxiety Scale) by Jafarigohar (2012). FLRAS
was adapted from FLCAS (Foreign Language Class Anxiety Scale) by Horwitz,
Horwitz & Cope (1986). This questionnaire consists 33 Likert-style questions (see
Appendix A). Furthermore, Table 3 below shows the specification of reading anxiety
questionnaire.
Table 3
Reading Anxiety Questionnaire Specification
Variable

SubVariables

Indicators

a)Tension and
worry over
Reading
reading in the
apprehension class.
Reading
anxiety
Test anxiety

Fear of
negative
evaluation

b)Tension and
worry over
reading out of
the class
Worry to fail
in the reading
test.
a)Fear of the
teachers
evaluation.

Item Number

Total
Items

a) 2,3,9,15,21,22,27
9
b)1,5

4,8,13,14,18,20,23,24,31,32

10

a) 6,7,12,17,19,26,28,29,30
14
b) 10,11,16,25,33

b)Fear of
friends
evaluation
Total

33

13

The FLRAS (Foreign Language Reading Anxiety Scale) questionnaire will be

scored by assigning the value of one to four points to the chosen response. Response
indicating low-anxiety recieved one point and those indicating high anxiety received
four points. The possible range of scores for the FLRAS are 33 for the lowest score
and 132 for the highest score.
3.5.2 Reading Comprehension Test
The purpose of the test is to find out the reading comprehension achievement
of the sample in this study. The test will be made in form of essay short questions and
it will be made probably 25 items. In addition, the writer will apply 7 reading
comprehension aspects in the test. There are main idea, detail, inference, cause and
effect, reference, vocabulary and sequence.
To analyze the reading comprehension test which consists of 25 items, each
item is scored 4 point for correct answer and 0 point for incorrect answer. Therefore,
if the all tests are answered correctly the score will be 100, while if it is answered
incorrectly the possible score will be 0. To help the writer to group the students score
in reading comprehension test, the following category score interval will be used.
Table 4
Score Interval
Score Interval
Category
86-100
Excellent
71-85
Good
56-70
Average
41 55
Poor
0-40
Very poor
Source : Buku Pedoman Fakultas Keguruan dan Ilmu Pendidikan 2012
3.6 Validity and Reliability of the Instruments
3.6.1 Validity of the Test
Validity refers to the extent we are measuring what we hope to measure and
what we think we are measuring. According to Creswell (2012, p. 159), validity is the

14

development of sound evidence to demonstrate that the test interpretation. The writer
will possibly make 25 items of tests in form of short essay questions. In order to
validate the test, the writer will try out the test to second year students in one of nonlocal senior high schools. In this study, the writer will also validate the test which will
be obtained by asking experts judgements. Experts judgements can be obtained
before the test is tried out. The test will be given to 10 experts judgements to rate the
level of appropriateness and difficulties of the test items. The experts judgements
will be chosen from English Department background, they are from 5 English
teachers of several senior high schools and 5 English Department lecturers of
Sriwijaya University.
Before the reading text will be given to the experts judgements and students,
the writer should find out the readability of all the texts by using Flesch-Kincaid
grade level program in order to know whether the texts are appropriate or not for the
grade of the sample.
3.6.2 Reliability of the Test
Based on Creswell (2012, p. 159), reliability refers to the stability and
consistency of the scores from an instrument. Reliability is a necessary characteristic
of any good test: for it to be valid at all, a test must first be reliable as measuring
instrument. To find the reliability of the test, the writer will try out the reading
comprehension test to students who have similiar characteristics with the sample. The
test will be tried out to non sample students in one of non local high schools in
Palembang which has same characteristics of students and accreditation with SMA
Islam Az-Zahrah Palembang. Cronbachs Alpha will be applied to obtain the
reliability of the test and the test will be tried out by using SPSS (Statistical Package
for Social Science). The reliability coefficient of the test should be at least 0.70 and
higher. If the reliability coefficient of the test is 0.70 or higher, it means the test is
reliable and can be used. If the reliability coefficient of the test is under 0.70 it means
that the test is unreliable and can not be used.
15

3.6.3 Validity of the Questionnaire

There are two types of items in questionnaire namely open and closed form.
According to McMillan and Schumacher (2010. P. 197), closed forms are best for
obtaining demographic information and data can be categorized easily. Therefore, the
writer will use close questionnaire since it will be easy to analyze.
The writer will use FLRAS (Foreign Language Reading Anxiety Scale) to
measure the level of the second year students reading anxiety. The questionnaire was
a ready-made questionnaire by Jafarigohar (2012). The questionnaire was already
tested by Jafarigohar (2012) to 112 English Foreign Language students in Payame
Noor University, Iran. The questionnaire consisted 33 items. The score ranges were
represented by using numbers (Likert-scale) from 5 until 1. In this study, the
questionnaire will be modified into 4-level Likert Scale to avoid an unknown
response which would probably be given by the students and to make an easy
computation for the total score. The answers have 4 responses which are (1) strongly
disagree, (2) disagree, (3) agree, and (4) strongly agree.
3.6.4 Reliability of the Questionnaire
In order to estimate the reliability or internal consistency of the questionnaire,
Jafarigohar (2012) administered the questionnaire to 112 students of English Foreign
Language students at Payame Noor University, Iran. He calculated the questionnaire
by using Cronbachs Alpha. The FLRAS questionnaire showed an acceptable level
reliability coefficient of 0.88.

Another study which was done by Yulia (2014)

involving reading anxiety to her study by using the same questionnaire (FLRAS). She
conducted her study at the second year students of Madrasah Aliyah Negeri Baturaja,
Sumatera Selatan. She tried out the FLRAS questionnaire at SMK Kader
Pembangunan Baturaja which has the same characteristic with the school she
conducted research at. Based on her calculation with Cronbachs Alpha, it can be
found that the reliability coefficient of the questionnaire is 0.82. Since the reliability
16

coefficient should be at least 0.70 or higher, it can be concluded that the two
researchers above had their questionnaire reliable which means the reliability
coefficient is higher than 0.70. Moreover, the questionnaire will not be tried out
because of based on the two reserachers above who used the same questionnaire
already got the reliability coefficient above 0.70 and had the similarities of sample
with the writer, which are foreign language students (Asian) and senior high school
students.
Furthermore, before the questionnaire will be distributed to students, the
writer will translate the statements of questionnaire into Bahasa Indonesia in order to
make the students easily give a response to the statements by making a checklist ()
on the answer sheet.
3.7 Data Analysis
In this study, correlation analysis and regression analysis will be used to
analyze the data.
3.7.1 Correlation Analysis
To find out the first research question about the correlation between reading
anxiety and reading comprehension achievement of the second year students of SMA
Islam Az-Zahrah Palembang, the writer will use Pearson Product Moment Correlation
Coefficient. After getting the correlation coefficient, the value will be categorized to
the correlation interval in order to see the strength of the degree correlation. If the robtained is higher than the r-table, it can be concluded that Ho is rejected while H1 is
accepted which means there is a significant correlation between reading anxiety and
reading comprehension achievement. On the other hand, if r-obtained is lower than
the r-table, it means there is no significant correlation between reading anxiety and
reading comprehension achievement. The following criterion from Creswell (2012)
will be used to see the degree of correlation coefficient.

17

Table 5
The Degree of the Correlation Coefficient
r-value
Degree of Correlation
0.0 0.19
Very Weak Correlation
0.20 0.35
Weak Correlation
0.36 0.65
Fair Correlation
0.66 0.85
Strong Correlation
0.86 - 1
Very Strong Correlation
Source: Creswell (2012)
3.7.2 Regression Analysis
To find out the second research question about the contribution of reading
anxiety and reading comprehension achievement of the second year students of SMA
Islam Az-Zahrah Palembang, the writer will use regression analysis. The regression
analysis is applied to see whether the independent variable (reading anxiety)
contributes to dependent variable (reading comprehension achievement).

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