Jurnal Wahana Pendidikan, 7(1), 29-38, Januari 2020

P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

https://jurnal.unigal.ac.id/index.php/jwp

THE EFL STUDENTS’ PERCEPTION OF THEIR FOREIGN LANGUAGE ANXIETY IN SPEAKING

CLASS

Dita Anggraeny1, Iskhak Said2, R. Bunga Febriani3

English Education Department
Faculty of Teacher Training and Education
Galuh University
e-mail: [email protected]

ABSTRACT
The purpose of this paper is aimed at investigating the factors that influence foreign language anxiety among the
students in a speaking class, and how they perceive about overcoming foreign language anxiety. The present study used
a questionnaire to find out the factors that influenced students‟ foreign language anxiety. An interview was conducted in
order to find out the students‟ perception of their foreign language anxiety. It was found that students felt anxious when
they were unable to comprehend communication in class (62.5%). Test and speaking in front of class became one of the
factors that caused students to experienced anxiety (43%). On the other hand, fear of receiving bad comments from the
teacher and the other students was the third factor that students experienced anxiety (61.8%). Through the semi-
structured interviews, it showed that students reduced the anxiety by practicing the pronunciation, and memorizing the
vocabulary. Besides, the teacher played a role in creating and reducing students‟ foreign language anxiety. The teacher
who was able to create an enjoyable learning atmosphere, and focused on student-centered learning, the students
argued that it could reduce their foreign language anxiety.

Keywords: Speaking, Anxiety, Foreign Language Anxiety

ABSTRAK
Tujuan dari artikel ini bertujuan untuk menyelidiki faktor-faktor yang mempengaruhi kecemasan bahasa asing di antara
siswa di kelas berbicara, dan bagaimana mereka memandang tentang mengatasi kecemasan bahasa asing. Penelitian
ini menggunakan kuesioner untuk mengetahui faktor-faktor yang mempengaruhi kecemasan bahasa asing siswa.
Wawancara dilakukan untuk mengetahui persepsi siswa tentang kecemasan bahasa asing mereka. Ditemukan bahwa
siswa merasa cemas ketika mereka tidak dapat memahami komunikasi di kelas (62,5%). Tes dan berbicara di depan
kelas menjadi salah satu faktor yang menyebabkan siswa mengalami kecemasan (43%). Di sisi lain, ketakutan
menerima komentar buruk dari guru dan siswa lain adalah faktor ketiga yang membuat siswa mengalami kecemasan
(61,8%). Melalui wawancara semi-terstruktur menunjukkan bahwa siswa mengurangi kecemasan dengan
mempraktikkan pengucapan, dan menghafal kosa kata. Selain itu, guru berperan dalam menciptakan dan mengurangi
kecemasan bahasa asing siswa. Guru yang mampu menciptakan suasana belajar yang menyenangkan, dan fokus pada
pembelajaran yang berpusat pada siswa, para siswa berpendapat bahwa itu dapat mengurangi kecemasan bahasa
asing mereka.

Kata kunci: Berbicara, Kecemasan, Kecemasan Bahasa Asing

Cara sitasi:
Anggraeny, D., Said, I., Febrian, & R. B. (2020)The Efl Students‟ Perception Of Their Foreign Language Anxiety In
Speaking Class. Jurnal Wahana Pendidikan, 7 (1), 29-38.

Sejarah Artikel:
dikirim desember 2019, direvisi januari 2020, diterima januari 2020

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 Jurnal Wahana Pendidikan, 7(1), 29-38, Januari 2020
P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

INTRODUCTION
In English foreign language learning, especially in speaking class, students mostly encounter
some learning problems. One of the major problems encountered by the students is anxiety. Anxiety
can be defined as a mental and physical state characterized by specific emotional, physical,
cognitive and behavioral symptoms (Mahmoodzadeh, 2012). Anxiety becomes an obstacle for
students in learning English as a second or foreign language because the students need to process
linguistic input and produce their thought at the same time (Catagay, 2015). The situation can cause
the students to encounter anxiety. Therefore, anxiety becomes an important one among all speaking
problems. It is in line with Kasar & Didem's study (2015), that anxiety is one of the affective factors
playing a major role in language learning.
Language anxiety is a negative emotional state, which has a negative impact on how to learn or
acquire the target language. It can be a negative emotional state because learners who encounter
anxiety might at the same time experience feelings such as apprehension, worry, and dread (Wu,
2015). Besides, they find it difficult to concentrate and forget the things they know. The anxiety that is
related to learning a foreign language is referred to as Foreign Language Anxiety (FLA). Students‟
language anxiety is a real problem that the majority of students face in learning English as a foreign
language (Herwanto, 2013). Melouah (2013) stated that language anxiety is the most outstanding
factor among the several factors in learning general and specific speaking which influence students'
speaking skills they are required to master.
Some previous studies related to language anxiety have revealed the fact that anxiety can
impede students in speaking (Sadiq, 2017). One of the studies by Lababidi (2016) explored and
investigated the perceptions and experiences of foreign language anxiety (FLA). It is found that the
manifestation of language anxiety could be organized under two main categories:
psychophysiological and behavioral indicators. Feelings of anxiety were described as being
manifested in physical symptoms such as tremors, rapid heart palpitations, sweating and blushing.
EFL learners who encounter foreign language speaking anxiety may lead them to the failure to
speak English fluently. Language speaking anxiety forms an essential element that could determine
learners‟ oral production (Akkakoson, 2016). Therefore, this anxiety should be noticed in order to
reduce their foreign language speaking anxiety in speaking class that affect to their speaking skill. In
a few years, foreign language speaking anxiety becomes a phenomenon that is very interesting to
study. It is proven by many studies related to anxiety. In the present study, the researcher focuses
on what factors of foreign language anxiety, and how students perceive their anxiety in speaking
class.
Speaking skill
Speaking is one of the abilities that should be mastered by the students as language learners.
It means that students may express their desire in a particular situation through communication.
According to Harmer (2007), speaking will help the students inform and share what they think. It
conveys what they have in their brain. Hence, students have to master speaking skills since it always
is used in every activity to communicate with each other.
Nowadays, speaking English is very common in the globalization era. Being able to speak well
and fluently in English becomes a basic need for every person in today‟s era of globalization
(Medjahdi, 2015). In consideration of almost every single activity, some activities need English as a
tool to speak (Farid, M, 2019). To sum it up, that speaking is one of the language abilities that
involve speaker and listener, which is to exchange some information to connect with each other.

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P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

The importance of speaking skill

A language is a tool for communication. People communicate with others, to express their
ideas, and to know others‟ ideas as well. Sugiarto (2015) said that „Language is supposed to be an
important instrument for the continuing life of human beings in the world‟. So, it is very important to
master the speaking skill. Everyone can connect to each other, because of the communication in
words. People can communicate to the world if we are able to master the speaking English skill,
which is one of the languages with the most users in the world. Thus, the ability to speak English
fluently can facilitate the students in every aspect of daily activities, because people in the world can
connect to each other through direct communication.
Speaking English problems
Speaking is the most challenging skill of language learning, and it is one of the most negatively
influential affective variables (Stawiarska, 2014). Among the speaking English problems, anxiety is
mentioned to be the most causes of students‟ speaking problem. Idri (2012) pointed out that anxiety
comes as one of the most outstanding factors due to its pervasive effects on foreign language
learning, among the affective factors that influence EFL learners. Research has shown the effect of
language anxiety on students‟ achievement and performance in English language learning (Sadiq,
2017). Thus, students who encounter language anxiety may affect the students' achievement and
performance. In conclusion, anxiety has a debilitating effect on the language learning process.
Language anxiety
Anxiety is a feeling of unease, negative thinking about something in mind marked by excessive
uneasiness. Gardner and McIntyre (as cited in Melouah, 2013) state that anxiety in relation to the
foreign language anxiety is defined as a negative experience when the learners show negative
reactions to particular foreign language learning contexts. Thus, the negative effect of language
anxiety can inhibit students in acquiring a language.
Language anxiety is viewed as one of the hindrances for language learners from their
successful achievement at a high level of proficiency in a foreign language. Öztürk (2014) stated that
students in foreign language classrooms generally report that speaking in the target language is the
most anxiety-producing experience. Linas & Garau (as cited in Aghajani, M. & Amanzadeh, 2017)
suggested that anxiety and in this case foreign language anxiety is the result of language problems
that learners may have during their course. Hence, it is important to identify foreign language anxiety
in order to help students acquire the target language easily.
We conclude that it is important for the teacher to be aware of using a learning method in order
to reduce students‟ language anxiety. The teacher also has to be able to make an enjoyable
classroom atmosphere. Thus, it is important for a teacher to conduct a learning classroom, which is
student-centered learning. Therefore, it can give the students the opportunity to be active in class.
Thus, the present study has two research questions, those are: what are the factors influencing
language anxiety among second-year students in a speaking class? And, how do the students
perceive about overcoming the problems of anxiety?

METHOD
A qualitative research method was employed in this research, which aimed at investigating the
students‟ perception of their foreign language anxiety. This method was used due to the nature of the
problems studied implies the research directly to obtain relevant data to the purpose of the research.
The present study was a survey study. The researchers selected the second year of the English

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P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

Department as the respondent in this present study. In collecting the data, the researchers used to
interview and questionnaire. The kind of interview was the semi-structured interview. The other
instrument was a questionnaire. It was conducted to know the students‟ perception of language
anxiety, the sources of foreign language anxiety in speaking class. Finally, the data obtained from
interviews and questionnaires were analyzed by generalizing and interpreting the data. Furthermore,
the researchers drew some conclusions and gave suggestions based on the findings of the study.

FINDINGS AND DISCUSSION

In order to answer the first research question, the researchers used a questionnaire to find out
the factors of students‟ foreign language anxiety. The questionnaire consisted of 20 statements. The
statements were classified into three factors of language anxiety, namely communication
apprehension, test anxiety, and fear of negative evaluation. In interpreting the data, the researchers
analyzed the answers by the respondents.
a) Communication apprehension
The first factors that influencing students‟ language anxiety was communication apprehension.
So, the Communication apprehension factors was on the statement number 1 (doubt to speak
English), 4 (fear of not understand the communication in class), 7 (speaking without preparation), 9
(fear of forgetting things), 11 (confidence in speaking with native speakers), 13 (do not want to attend
speaking class), 14 (feeling confident to speak in speaking class) and 18 (feeling more anxious in
speaking class than other classes). The researchers calculated the results of respondents‟ answer to
the statements into the table 1.
Table 1.
Communication apprehension
Number of Statement SA+A N D
1 68.2% 13.6% 18.2%
4 56.8% 27.3% 15.9%
7 84.1% 13.6% 2.3%
9 90.9% 0 9.1%
11 54.5% 13.6% 31.8%
13 25% 34.1% 40.9%
14 45.4% 11.4% 43.2%
18 75% 11.4% 13.7%
(Mean) 62.5% 15.6% 21.9%
Based on the table 1, it showed that communication apprehension could influence the students
to encounter language anxiety in speaking class. It was proven by 62.5% of the respondents agreed
with the statements in the communication apprehension. The agree score was higher than the
neutral and disagree scores. Only 15.6% answered neither agree nor disagree with the statements,
and 21.9% of the respondents answered disagree with the statements.
b) Test anxiety
The second factor that influencing students‟ language anxiety was test anxiety. Test anxiety
factor was on the statement number 5 (thinking the others are speaking better), 6 (feeling at ease
during test speaking), 8 (worrying the consequence of failing in speaking class), 10 (embarrass to
answer teacher‟s question), 12 (feel anxious in speaking class), and 16 (confused after studying for
speaking class). The researcher calculated the results of respondents‟ answers to the statements
into the table below.

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P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

Table 2.
Test anxiety
Number of Statement SA+A N D
5 52.3% 29.5% 18.2%
6 20.5% 25% 54.5%
8 43.2% 38.6% 18.1%
10 61.4% 25% 13.6%
12 61.4% 13.6% 25%
16 22.8% 40.9% 36.3%
(Mean) 43.6% 28.8% 27.6%
Based on the table 2, it showed that a test in speaking class could influence students to
encounter language anxiety. It was proven by 43.6% of the respondents agreed with the statements.
The agree score was higher than the neutral and disagree scores, those were 28.8% for neutral
score and 27.6% for disagree score.
c) Fear of negative evaluation
The third factor that influencing students‟ language anxiety was fear of negative evaluation. The
fear of negative evaluation factor were on the statement number 2 (afraid of making mistakes), 3
(tremble when being called), 15 (afraid of getting correction), 17 (feel self-conscious of speaking in
front of others), 19 (afraid of being laughed), and 20 (afraid of unexpected questions). The
researcher calculated the results of respondents‟ answer to the statements into the table below.
Table 3.
Fear of negative evaluation
Number of Statement SA+A N D
2 54.6% 6.8% 38.7%
3 68.2% 15.9% 15.9%
15 43.2% 25% 31.8%
17 75% 18.2% 6.8%
19 47.8% 18.2% 34%
20 81.8% 4.5% 13.6%
(Mean) 61.8% 14.8% 23.5%
Based on the table 3, it showed that fear of negative evaluation could influence students to
encounter language anxiety. It was proven by 61.8% of students agreed with the statements. The
agree score was higher than the neutral and disagree score, which the scores were 14.8% for
neutral, and 23.5% for disagree.
In order to answer the second research question, the researchers conducted interview in order
to investigate the students‟ perception of their foreign language anxiety. The researchers also
associated the result of the interview with the relevant theory about language anxiety. In the
interview, the researchers gave eight questions followed by spontaneous question and conducted to
eight students. The result of the interview were as follow.
a) Learning difficulties
The students faced some difficulties in learning English as a foreign language. The difficulties
can lead them to feel anxious, hesitant, and self-conscious when they speak English in speaking
class. The researchers had asked the interviewees about the difficulties in speaking English as a
foreign language. The result showed that most of students encounter some problems related to learn
English. The students explained some problems in learning English such as vocabulary and

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P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

grammar. They also found it was hard to pronounce some English vocabulary since the letter words
and the way to pronounce it was different.
Besides, they said that learning English as a foreign language can be a barrier to learn English.
They felt difficult to practice speaking English in daily conversation because it is hard to find a
partner to speak English. Thus, the difficulties in speaking that causing student‟s encounter language
anxiety is the lack of English use in the daily conversation. The students only used English only in
the classroom.
Furthermore, the students seldom use English in daily conversation, since the first language in
Indonesia is Bahasa Indonesia. Based on the data above, accustoming students to speak English
more, can reduce their difficulties in learning English. Hence, practice makes perfect.
b) Anxiety caused by classroom situation
In addition to the difficulties in learning English such as grammar and vocabulary, situations in
the classroom can also create anxiety in speaking class. The students felt anxious if the other
students were able to speak English better than they were. They also felt anxious if the lesson
material was difficult.
The data above showed that the classroom situation could lead students to feel anxious in
speaking class. The students started to panic when the lecturer asks questions, which the students
did not prepare in advance. Thus, it was important for students to be confident in order to reduce the
feeling of anxious and nervous.
c) Fear of making mistakes
The other factors that could create students‟ language anxiety was fear of making mistakes.
Most of students were fear of making mistakes because they were afraid that the other students
would laugh at them. Thus, it delivered students to be afraid of making mistakes, and also hesitate to
speak in front of class.
Based on the result of the interview, the students were afraid of being laughed by their friends
because they were confused about the pronunciation. Besides, the students also did not get used to
speak in public. Thus, it could make the students fear of making mistakes in speaking class.
d) Teacher’s role
The other factors that could cause the students‟ language anxiety was the teacher itself. The
students felt anxious when the teacher did not appreciate them. When the students have tried to
speak up, instead of correcting the students answer, the teacher were tried to get other answer from
other students. Thus, it made the students were confused, trembling, and hesitate to speak again.
Besides, when the lecturer asked the students some unexpected questions, the student would
feel anxious to answer the question without preparation. The thrilling lesson also could make
students feel anxious. The lecturer who could not make the learning process fun, but stressful could
also create the students‟ language anxiety. It was proven by the student‟s statement, which shown
by the following data.
However, the lecturer also could make the students feel enjoy in the speaking class which was
so stressful than the other classes. The enjoyable situation in class could make students would not
feel anxious in speaking class. Based on the data of the interview, the role of teacher could lead
students to have a language anxiety, or even reduce the students‟ language anxiety. The way
teachers delivered the materials could affect students‟ language anxiety. Thus, it is important for the
teacher to use an appropriate teaching method in order to reduce the students‟ language anxiety.
e) Overcoming the language anxiety

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P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

In order to overcome the language anxiety, the students had their own perspective about how to
reduce their language anxiety. Some of students had a principle to face it even though they did not
know whether the answer or what they are talking about was correct or incorrect. The key was they
had to face it, not avoid it. Therefore, it could train them to get used to speak English. After getting
used to speak English, it would reduce the language anxiety itself.
Besides, the other ways to overcome the students‟ language anxiety were practice the
pronunciation, and memorized what they wanted to say before performing in front of class. The
students thought by practicing, they would not feel nervous and tense when they were speaking in
front of class. It showed in the result of the interview below.
Based on the data above, students had their own ways to reduce their language anxiety. The
ways to reduce their language anxiety based on the students‟ perspective were by memorizing what
they wanted to say, and practicing the pronunciation. Thus, by memorizing and practicing, they
believed it would reduce their language anxiety in speaking class.
Discussion
The researchers used a questionnaire in order to find out the factors that caused students‟
language anxiety in speaking class. There were three factors that cause students‟ language anxiety
in speaking class, those were communication apprehension anxiety, test anxiety, and fear of making
mistakes. Each factor that caused students encountered language anxiety has different symptoms
and characteristics. Therefore, the researcher investigated the factors that caused students‟
language anxiety by adding statements related to the symptoms and characteristic each factors in
the questionnaire.
a) Communication apprehension
The factors that provoked students encountered language anxiety is the inability to comprehend
what was being discussed or said in the classroom The data from questionnaire showed that
communication apprehension could influence the students to encounter language anxiety. It was
proven that 62.5% of the respondents agreed that communication apprehension became one of the
factors that the students encountered language anxiety in speaking class. Thus, the students who
suffered to comprehend the communication in speaking class would be difficult to improve their
speaking English ability. Based on the data from questionnaire, the students would be frightened
when they did not understand what the teacher was saying. Students who experience a high level of
communication apprehension withdraw from and seek to avoid communication when possible.
b) Test anxiety
Based on the result of the study, most of students felt anxious when they have a speaking test. The
data from the questionnaire showed that test in speaking class could influence students encountered
language anxiety. 43.6% of the respondents agreed that facing a speaking test was one of the
sources of their language anxiety. However, they were hardly to volunteer answering the teacher‟s
questions in the class. Besides, they also feel intimidated when others speak better than they do.
Thus, it could make the students did not feel at ease during test in speaking class.
c) Fear of negative evaluation
Based on the result of the study, it was found that the students were fear to get the negative
evaluation about their performance in speaking class. The data from questionnaire showed that
61.8% students agreed that fear of negative evaluation became the factor that the students
encountered language anxiety. It encouraged students to be careful when they spoke in front of
class in order to not causing problems that would be corrected by the teacher later, or even laughed

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P-ISSN: 2355-2425 dan E-ISSN : 2715-6796

at by their friends because they mispronounced some words. In the questionnaire, most of students
agreed with the nineteenth statement “I am afraid that the other students will be laugh at me when I
speak English”. Thus, it tends to make students feel afraid and nervous in speaking class.
d) Students’ perception of overcoming their foreign language anxiety
The findings of the research showed that the students found it was difficult to comprehend
speaking ability. They faced some learning difficulties, which became the barriers for students to be
able to speak English fluently. Thus, the students would encounter language anxiety that influenced
to students‟ speaking ability. It was found some learning difficulties in speaking that the students
faced, those were lack of vocabulary, fear of making grammatical errors, and pronunciation. They
stated that they were lack of vocabulary, difficult to order the words in a sentence, and did not know
how to pronounce some words. The learning difficulties above could lead them to have language
anxiety in speaking class.
The students had several ways in order to overcome their language anxiety. The researchers
found that students would feel less anxious when they have memorized what they would talk about
before performing in front of the class. Besides, the students also had to practice the pronunciation in
order to not making a mistake while they were speaking in front of the class, which was causing
them to feel anxious. Otherwise, the teacher also has an important role in creating and reducing the
students‟ language anxiety. Teachers in language classes sometimes ignored the fact that the
students will probably feel uncomfortable in class due to the techniques of teaching. However,
the researchers also found that the students would not feel anxious if the teacher was able to make
the learning activities fun and enjoyable. It is essential for teachers to be friendly and make some fun
class activities rather than being strict and uncared with the students. In addition, it is important for
the teacher to use the appropriate learning methods, models, and strategies in order to make the
students would not feel anxious in English class, especially in speaking class.

CONCLUSION
Based on the finding and discussion of the research, the researchers could conclude that
the factors influencing students‟ language anxiety in the speaking class were communication
apprehension, test anxiety, and fear of negative evaluation. The communication apprehension was
the inability students to comprehend what was being discussed or said in the classroom, which
provoked students to encounter language anxiety. The present study found that most of the students
were not sure to speak English, fear of not understand the communication in class, afraid to speak
without preparation, fear of forgetting things. They also felt not confidence when they spoke with
native speakers. Thus, the students tent to skip the speaking class since they felt more anxious in
speaking class than the other classes.
The research showed that the students were difficult to comprehend speaking ability. They
faced some learning difficulties, which became the barriers for students to be able to speak English
fluently. The researchers found some learning difficulties in speaking that the students faced, those
were lack of vocabulary, fear of making grammatical errors, and pronunciation. The students had to
memorize what they were going to talk about before performing in front of the class. The students
would feel less anxious when they have memorized what they would talk about before performing in
front of the class. Besides, the students also had to practice the pronunciation in order to not making
a mistake while they were speaking in front of the class, which was causing them to feel anxious.
Otherwise, the teacher also has an important role in creating and reducing the students‟ language

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anxiety. The students would feel anxious when the teacher made the situation in class tense. The
learning method, which the teacher used also could affect the students‟ language anxiety. The
students would not feel anxious if the teacher was able to make the learning activities fun and
enjoyable.
For further researchers, it is highly recommended to investigate a learning technique or method
to cope with students‟ foreign language anxiety. The further research related to foreign language
anxiety is also suggested can find a more effective foreign language learning in order to cope with
the students' foreign language anxiety through better research design, instruments, and analysis.

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