STUDENT ANXIETY IN ENGLISH SPEAKING PERFORMANCE: A CLASSROOM-BASED ANALYSIS
Kata Kunci:
Student Anxiety, English Speaking Performance, Classroom-Based Analysis, Foreign Language Anxiety, Language LearningAbstrak
This research explores the issue of student anxiety related to English speaking performance within a classroom environment, focusing on a group of 11 English major students. Employing a quantitative methodology, data were gathered using a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS), which measured students’ self-perceived nervousness, apprehension about grammatical errors, embarrassment over pronunciation, and lack of self-assurance. The results indicate that most participants (8 out of 11) experienced elevated anxiety during classroom speaking tasks, with primary concerns centering on making grammatical mistakes, feeling embarrassed about pronunciation, and possessing low self-confidence. Conversely, three students reported lower anxiety levels, highlighting the influence of individual and contextual factors on students’ experiences. These findings emphasize the necessity of understanding classroom dynamics and implementing targeted pedagogical strategies to alleviate anxiety and foster a more supportive learning atmosphere. Recommendations include offering constructive feedback, integrating confidence-building activities, and cultivating a positive classroom climate to improve students’ English speaking abilities and overall language learning outcomes.
