SELF-EFFICACY, TEST ANXIETY AND READING ACHIEVEMENT

Siti Nur Hasanah

Abstract


This study examined the relationship between self-efficacy (SE) and test anxiety (TA) to reading achievement (RA). The design of this study is correlational method. The questioners were to measure students’ SE and their TA. Achievement test to measure students’ RA. Furthermore, the data was analyzed by applying Pearson product moment and Regression analysis. The correlation between TA and RA is significant. The result of correlation analysis showed that r is -0,451 with the significance level of 0,000. The current correlation is negatively significant. Regression analysis output showed R is 0.174 means the correlation value is on moderate level, with R² is 0.204 at 0,002 significant level which is lower than 0,05. It indicates the correlation between SE and TA significant toward RA. In addition, it is only 20,4% credited by the predictors to RA. Then, based on the result it is suggested for the teacher, to treat students using approaches, such as; behavioral approaches, cognitive approaches, cognitive-behavioral and Skill-deficit methods. It is also recommended to train students on effective study skills such as SQR3. Further research is proposed to use larger samples to be able to generalize the results to EFL students. Further research also need to assess the influence of reading strategies on TA.


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