| dc.contributor.author | PUSPITOSARI, INDAH | |
| dc.date.accessioned | 2019-11-30T03:24:34Z | |
| dc.date.available | 2019-11-30T03:24:34Z | |
| dc.date.issued | 2019 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/30671 | |
| dc.description | Anxiety is one of a serious problem in the learning process for students’.
Besides, anxiety also happens in students who learn speaking in English language
education based on the informal conversation with English student major. Anxiety
can obstruct students’ improvement in learning process and could affect students’
achievement in speaking class. The aims of this research was to examine students’
anxiety in speaking class, students’ achievement in speaking class, and the correlation
between students’ anxiety and students’ achievement in speaking class. This research
used quantitative research approach. The students of English Language Education
Department batch 2018 became the participants of this research. The instrument of
this research was questionnaire and document score. The mean score of students’
anxiety in speaking class was 78.62; it was categorized low. Meanwhile, the mean
score of students’ achievement in speaking class was 50.09; it was categorized high.
The data were analyzed by statistical application. The result showed that the
significance value was 0.022 which is lower than sig value of 0.05 and the correlation
(r value) by Pearson product moment was -0.171. It means the correlation both of
variables is negative correlation. The meaning of negative correlation is when the
student reduces their anxiety, so their achievement is improved. Therefore H1
hypothesis is accepted, so there were correlation between students’ anxiety and
students’ achievement in speaking class. | en_US |
| dc.description.abstract | Anxiety is one of a serious problem in the learning process for students’.
Besides, anxiety also happens in students who learn speaking in English language
education based on the informal conversation with English student major. Anxiety
can obstruct students’ improvement in learning process and could affect students’
achievement in speaking class. The aims of this research was to examine students’
anxiety in speaking class, students’ achievement in speaking class, and the correlation
between students’ anxiety and students’ achievement in speaking class. This research
used quantitative research approach. The students of English Language Education
Department batch 2018 became the participants of this research. The instrument of
this research was questionnaire and document score. The mean score of students’
anxiety in speaking class was 78.62; it was categorized low. Meanwhile, the mean
score of students’ achievement in speaking class was 50.09; it was categorized high.
The data were analyzed by statistical application. The result showed that the
significance value was 0.022 which is lower than sig value of 0.05 and the correlation
(r value) by Pearson product moment was -0.171. It means the correlation both of
variables is negative correlation. The meaning of negative correlation is when the
student reduces their anxiety, so their achievement is improved. Therefore H1
hypothesis is accepted, so there were correlation between students’ anxiety and
students’ achievement in speaking class. | en_US |
| dc.publisher | FPB UMY | en_US |
| dc.subject | ANXIETY IN SPEAKING | en_US |
| dc.subject | , ACHIEVEMENT | en_US |
| dc.subject | CORRELATION | en_US |
| dc.title | THE CORRELATION BETWEEN STUDENTS’ ANXIETY AND STUDENTS’ ACHIEVEMENT IN SPEAKING CLASS | en_US |
| dc.type | Thesis
SKR
FPB
125 | en_US |
