THE ESSENCE OF 'SAFE SPACE' FOR ENGLISH LANGUAGE LEARNERS: THE ROLE OF ENGLISH COURSES IN REDUCING PRONUNCIATION ANXIETY AND BUILDING SPEAKING CONFIDENCE IN ELEMENTARY SCHOOL STUDENTS

Abstrak

This article aims to investigate the role of English courses as a 'safe space' for elementary school students to reduce pronunciation anxiety and build speaking confidence. Employing a mixed-methods design, data were collected from 14 fifth and sixth-grade students at the Cambridge English Course using questionnaires, interviews, classroom observations, and question-and-answer sessions. The analysis revealed that while 64% of students experience nervousness when speaking English, they demonstrate courage, indicating a manageable affective filter. Pronunciation was identified as the primary barrier for 57% of students, a challenge directly addressed by the course's instructional strategies. The findings prove that the course functions as a 'safe space' due to a supportive environment fostered by shared student goals and a focused learning atmosphere. Effective strategies include drilling (favored by 79% of students) for pronunciation accuracy, games (valued by 64%) for reducing anxiety, and collaborative pair/group work (preferred by 93%) for building confidence. The implications suggest that intentionally designed English courses can significantly mitigate speaking anxiety and foster linguistic development by prioritizing psychological safety and targeted pedagogical strategies.