The Correlation Between Students’ Anxiety and Their English Reading Comprehension.

Wahyuni, Lilik (2025) The Correlation Between Students’ Anxiety and Their English Reading Comprehension. Masters thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Lilik Wahyuni, 212101060036, 2025. The Correlation Between Students’ Anxiety and Their English Reading Comprehension.
Keywords: Students’ Anxiety, Reading Comprehension
Reading is one of the most essential skills in language learning. Reading is the most important foreign language skill. English reading comprehension is an essential skill that enables students to understand and interpret written texts effectively. However, many students experience anxiety when learning English as a foreign language, which may hinder their comprehension performance. This study investigate the correlation between students’ anxiety levels and their English reading comprehension skills. This study aims to examine the correlation between students’ anxiety and their English reading comprehension at MTsN 2 Jember. The research question addressed are: Is there a significant correlation between students’ anxiety and their English reading comprehension?
This research employed a quantitative with correlational design. The population consisted of eight-grade students at MTsN 2 Jember, with a sample of 73 students selected through simple random sampling. The instruments used were a students’ anxiety questionnaire and an English reading comprehension test. The data were analyzed using Pearson Product Moment correlation to determine the strength and direction of the correlation between the two variables.
The findings showed that there was a positive and significant correlation between students’ anxiety and their English reading comprehension scores. This indicates that students with higher anxiety scores are associated with higher reading comprehension scores. The discussion suggests that anxiety can interfere with students’ concentration, confidence, and processing of English texts, thus affecting their comprehension.
In conclusion, the study confirms that anxiety plays an important role in students’ English reading comprehension achievement. Therefore, teachers are encouraged to create a more supportive and low-anxiety learning environment to help students enhance their reading skills effectively. The result showed that there is a significant correlation between students’ anxiety and their English reading comprehension, with a correlation coefficient of r = 0.931 and a significance level of p < 0.001. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It concluded that there was a strong enough correlation between students’ anxiety and their English reading comprehension

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