The correlation between classroom environment, language anxiety, and grade nine students’ english achievements

Kumala, Theresia Dian (2015) The correlation between classroom environment, language anxiety, and grade nine students’ english achievements. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Two factors to learn English language as the students’ foundation to learn English well that have to be considered are classroom environment and language anxiety. Realizing that two factors are important, the writer decides to conduct a study entitled “The Correlation between Classroom Environment, Language Anxiety, and Grade Nine Students’ English Achievements” to see whether the classroom environment, language anxiety, and achievements really correlate each other in successful learning process. The aim of the result of this study is to give some contribution to the teaching of English to fulfill the students’ needs as well. The subjects of this study were 100 grade nine students of a Private Catholic Junior High School in Surabaya, of the school year 2013-2014. The study used 2 questionnaires which were adapted from What is Happening in This Class Scale (WIHICS) and Foreign Language Classroom Anxiety Scale (FLCAS). Classroom environment and language anxiety were elicited through questionnaires using Likert Scale, which was administered to all students. Students’ achievements were elicited using mid-term test scores. For calculating the correlation between the variables, the writer used Multiple Correlation and Pearson Product Moment Correlation. To help the researcher calculate the correlation, the researcher used SPSS (Statistical Packages for the Social Sciences) version 21. This study found that there is a significant correlation between classroom environment, language anxiety, and grade nine students’ English achievements all together. The multiple correlation coefficient (R) of classroom environment, language anxiety, and grade nine students’ English achievements all together is 0.609 with R2 = 0.371. The second result showed that there is positive significant correlation between classroom environment and grade nine students’ English achievements. The calculation of the coefficient correlation resulted in 0.427. The third result showed that there is negative significant correlation between language anxiety and grade nine students’ English achievements. The calculation of the coefficient correlation resulted in -0.519. The fourth result showed that there is negative significant correlation between classroom environment and language anxiety. The calculation of the coefficient correlation resulted in - 0.223. The results of the study are that the higher classroom environment and the lower language anxiety are, the higher achievement will be. On the contrary, the lower classroom environment and the higher language anxiety are, the lower achievement will be. Futhermore, the study concludes that the student who is in more positive classroom environment and lower language anxiety will possibly achieve better in English. Finally, it is suggested for teachers to manage the classroom environment and consider the language anxiety of the students in improving students’ achievements in learning English.

Item Type: Thesis (Undergraduate)
Department: ["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Uncontrolled Keywords: Correlation, classroom environment, language anxiety, achievement, learning English
Subjects: English Education
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Operator 2 Student Staff
Date Deposited: 25 Jan 2016 01:50
Last Modified: 25 Jan 2016 01:50
URI: http://repository.wima.ac.id/id/eprint/4990

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