THE CORRELATION BETWEEN FOREIGN LANGUAGE CLASSROOM ANXIETY AND STUDENTS' READING COMPREHENSION

YAYUK NAWANGSIH, 1860203221025 and NURUL CHOJIMAH, 196906292009012001 (2026) THE CORRELATION BETWEEN FOREIGN LANGUAGE CLASSROOM ANXIETY AND STUDENTS' READING COMPREHENSION. [ Skripsi ]

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Abstract

Foreign language classroom anxiety is one of the affective factors that may influence students' reading comprehension in English as a Foreign Language (EFL) learning. Students often experience anxiety when learning English, which may affect their academic performance, including reading comprehension. Anxiety is one of the psychological factors that may be related to students' performance in learning English. Therefore, this study was conducted to investigate whether there is a significant correlation between Foreign Language Classroom Anxiety and students' reading comprehension among eleventh-grade students at MAN 3 Tulungagung. This study employed a quantitative method with a correlational design. The sampling technique used in this study was purposive sampling, with a total sample of 31 students from class XI-F. The data were collected through a Foreign Language Classroom Anxiety Scale (FLCAS), which was used to measure students' levels of anxiety in the foreign language classroom, consisting of 28 valid items, and reading comprehension test scores were obtained from the English subject teacher. The researcher used SPSS version 25 to analyze the data and analyzed statistically using Spearman's Rank Correlation. The findings showed that the students had a moderate level of anxiety with a mean score of 2.06. Meanwhile, the mean score of students' reading comprehension was 2.29, which indicates a moderate level of reading comprehension. The result of the correlation analysis revealed that the significance value was 0.366. The findings revealed that most students experienced a moderate level of Foreign Language Classroom Anxiety. Furthermore, the result of the Spearman Rank Correlation analysis showed that the correlation coefficient between Foreign Language Classroom Anxiety and Students' Reading Comprehension was r = -0.168 with a significance value of p = 0.366. This indicates a very weak negative correlation between the two variables, and the relationship was not statistically significant. In conclusion, there was a very weak negative correlation between Foreign Language Classroom Anxiety and Students' Reading Comprehension among the eleventh-grade students of MAN 3 Tulungagung. However, the relationship was not statistically significant, suggesting that students' reading comprehension may also be associated with other factors beyond anxiety

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