Journal of Teaching & Learning English in Multicultural Contexts Volume 2.
Number 2
ISSN: 2541-6383
EXPLORING JUNIOR HIGH SCHOOL STUDENTSAo FOREIGN LANGUAGE
CLASSROOM ANXIETY
Lukman Abdul Jabar1.
Arini Nurul Hidayati2.
Yusup Supriyono3 *arini.
hidayati@gmail.
Siliwangi University ABSTRACT StudentsAo foreign language classroom anxiety (FLCA), in the last four decades, has been discussed by many researchers regarding to its impact toward studentsAo learning and achievement.
Since Auanxiety prevents some people from performing successfully in foreign language learningAy (Horwitz et al.
6 p.
, it is necessary to explore in order to gain success.
This present research implements survey study which was conducted among 194 junior high school students in order to find the levels of FLCA, and interview was given to 11 students who are classified as students with High Level of Anxiety in order to explore the factors contributing studentsAo FLCA.
Findings show that there are 63 .
%) students classified in Low Level of Anxiety, 120 .
%) Moderate Level of Anxiety and 11 .
%) High Level of Anxiety, and there are two major factors contributing FLCA which relate to cognitive anxiety and psychological anxiety.
Keywords: Foreign Language Classroom Anxiety.
Junior High School Students INTRODUCTION Anxiety is a factor which can cause several negative effects towards EFL students.
As stated by Spielberg as cited by Horwitz .
Auanxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous systemAy .
More spesifically.
Awan et al.
0 p.
Authe anxiety experienced in a classroom is called Foreign Language Classroom Anxiety (FLCA)Ay.
The foreign language classroom anxiety was constructed and proposed by Horwitz et al.
It is defined as Aua distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from uniqueness of the language learning processAy .
Commonly, anxiety effects to studentsAo speaking and performance in front of the Tiono et al.
argue that Auto speak or to perform something using foreign language in a classroom situation can cause studentsAo anxiety because they have to perform unfamiliar sounds in front of an audience, or because teacher and other students ask questions and give corrections or comments excessivelyAy .
In addition.
Horwitz et al.
6, p.
claim that Auanxiety prevents some people from performing successfully in foreign language learningAy.
Therefore, this needs to be handled soon.
In other countries, researchers have found that foreign language anxiety has a wide range of potential negative effects on foreign language learning (Han, 2013, p.
And the similar result is obtained by Abdullah et al.
0 p.
, that Authere are a number of students who thought that they feel nervous when they have to speak without preparation and felt very conscious about speaking in English in front of other studentsAy.
Those reveal that anxiety contributes the negative effects, especially in studentsAo oral performance in front of EFL Classroom.
*Corresponding Author Arini Nurul Hidayati Email: arini.
Lukman Abdul Jabar.
Arini Nurul Hidayati.
Yusup Supriyono The phenomenon alike was found in one Junior High School in Tasikmalaya.
When the students were asked to speak or perform in front of students, they rejected.
They say AuNo sir.
I cannot do it.
IAom fear to get wrong!Ay As stated by (Tiono et al.
Auan anxious learner may avoid delivering difficult messages, avoid being involved in class discussion, reduce their performance in public communication, et cetera.
And when they are forced one to stand in front of the class, he/she did nothing and got blank.
If the anxiety still exists and still gives some negative effects, the goal of the study cannot be achieved.
Therefore, it is necessary to conduct the research related to the problem, in order to minimize the failure of studentsAo achievement in learning foreign language.
This research seeks two research questions, the first is aimed to seek the levels of studentsAo FLCA, and the second is to find out the factors contributing FLCA.
In order to find out the levels of FLCA, a survey study is impelemted to an EFL classroom of Junior High School in Tasikmalaya and to explore the factors causing students anxious.
The differences between this research and the previous research studies are.
the first research is aimed at giving a comprehensive review of studies on language anxiety and the second research is aimed to find out the types of Communication Strategies used and mostly used by university students with high and low levels of anxiety.
LITERATURE REVIEW
Language Anxiety Language anxiety has been found as a factor giving negative effects toward students and teachers of Foreign Language (FL) Classroom.
AuIt has long been the major discussion issue for the language researchers such as Krashen.
Horwitz.
Oxford, etc.
in the aspect of language teachingAy (Di, 2010, p.
It is an emotion or feeling which affects every person, including FL learners.
In FL learning, attention has been given to anxiety because of its effects on FL learners.
English language learners, as students who are learning a foreign language, experience anxiety when it comes to such classroom activities as speaking in front of a group of their fellow students, or taking a test in a language other than their first language.
Speaking in the foreign language in front of others heightened students' levels of anxiety (Awan et 2010, p.
Language anxiety is known as a negative feeling which damages language According to Horwitz et al.
, language anxiety is recognized as Aua distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning processAy .
It contributes some negative effects, and it has been the challenge in language learning.
Stated by Di .
0, p.
, that anxiety plays a significant role in language learning and communication and is a real challenge in second and foreign teaching and learning.
It also can give negative impact to the achievement of language learners if it is not handled.
Saito & Samimy .
argued that Auanxiety has a significant impact on language learning and achievementAy .
ited in Wu, 2010.
Anxiety is also well-known as a fear which usually arises in language learning regarding to the activity of performing or using foreign language in front of the class.
According to Gardner and Macintyre .
, that language anxiety is a fear or apprehension occurring when a learner is expected to perform in the second or foreign language .
Supported by Tiono et al.
Auto speak or to perform something using foreign language in a classroom situation can cause studentsAo anxiety because they have to perform unfamiliar sounds in front of an audience, or because teacher and other students ask questions and give corrections or comments excessivelyAy .
Its correlation with language learning needs to be decreased in order to enhance learnersAo improvement in their foreign or second language learning.
Macintyre .
suggests that affective factors, especially anxiety, are the obstacle Exploring Junior High School StudentsAo Foreign Language Classroom Anxiety in the process of language learning .
s cited in Di, 2010, p.
Based on the argument, anxiety, in this case is FLCA, is really urgent to get solved.
Foreign Language Classroom Anxiety Anxiety which exists in language learning, especially in foreign language classroom has been discussed by researchers and linguists.
According to Awan et al.
,Authe anxiety experienced in a classroom is called Foreign Language Classroom Anxiety (FLCA)Ay .
It arises at the class when the teaching learning process is being done.
MacIntyre and Gardner .
and Horwitz.
Horwitz and Cope .
consider FLCA to be a situational anxiety which learners experience in the well-defined situation of a foreign language classroom .
s cited in Awan et al.
2010, p.
Each student has different level of anxiety, and one of them is caused by the lack of self-efficacy, which is simply defined as the beliefs in oneAos capabilities to organize and execute the courses of action required to produce given attainments (Bandura as cited in Cinkara, 2009, p.
Students having low self-efficacy automatically have high level of anxiety.
Cubukcu .
argues that Authe students with low self-efficacy have a higher level of anxiety than students with high selfefficacyAy .
It is hugely affects the performance of the students while speaking or doing conversation in the classroom.
A research conducted by Kim .
, suggests that second language students reported more anxiety in conversation activities, than while engaging in reading activities .
s cited in Synder, 2011, p.
Awan et al.
also states that speaking in the foreign language in front of others heightened students' levels of anxiety .
Components of Foreign Language Classroom Anxiety Foreign Language Classroom Anxiety consists of several components.
stated by Horwitz et al.
that there are three major components, .
Communication Apprehension, .
Test Anxiety, and .
Fear of Negative Evaluation.
The first component of FLCA is Communication Apprehension which refers to anxiety in doing communication in front of the class.
As defined by (McCroskey as cited by Namsang, 2.
that communication apprehension is an individualAos level of fear or anxiety associated with either real or anticipated communication with another person .
And Daly .
also stated that it is Authe fear or anxiety an individual feels about orally communicatingAy .
s cited in Tiono et al.
2004, p.
The second component is Test Anxiety which also plays role in foreign language classroom anxiety.
According to Horwitz et al.
, test anxiety Aurefers to a type of performance anxiety stemming from a fear of failureAy .
This happens when the anxious learner is taking formal test or other evaluative situation.
This becomes unpleasant feeling or emotional state that has both physiological and behavioral concomitantsAy (Nimat, 2013, p.
The last component of FLCA is Fear of Negative Evaluation.
It is defined as an Auapprehension about otherAos evaluation, avoidance of evaluative situations, and the expectation that others would evaluate oneself negativelyAy (Horwitz et al.
, 1986,
This evaluation does not refer to personal only, but also refes to academic MacIntyre and Gardner .
added, that Auevaluation in this case refers to both academic and personal evaluations made of students on the basis of their performance and competence in the target languageAy .
s cited in Namsang, 2011.
Factors Causing Foreign Language Classroom Anxiety Young .
categorized several factors causing foreign language classroom anxiety into three general factors: factors associated with the learner, the instructor.
Lukman Abdul Jabar.
Arini Nurul Hidayati.
Yusup Supriyono and instructional practices .
Learner characteristic is one of the most influential factors which relates to Foreign Language Classroom Anxiety.
According to Horwitz et al.
as cited in Namsang .
Learners Characteristics related to foreign language anxiety include low self-esteem, self-perceived low level of ability, and competitiveness, lack of group membership with peers.
and beliefs about language learning apprehension .
Nimat .
added that Aulearner characteristics can cause language anxiety which includes inability to comprehend, self-perceived low level of anxiety, competitiveness, perfectionism, self-awareness, speaking activities, test anxiety, fluent speakersAo presence, studentsAo beliefs about language learning, lack of group membership with peers, fear of negative evaluation, negative classroom experiences, etcAy .
Instructor factors include a judgmental teaching attitude and manner of Some characteristics of the instructor are also linked to studentsAo anxiety, for example, absence of instructor support, unsympathetic personality, lack of time for personal attention, favoritism, a sense that the class does not provide students with the tools necessary to match up with the instructorAos expectations, and the sense of being judged by the instructor or wanting to impress the instructor (Palacios as cited in Nimat, 2013, p.
Instructional practices include the classroom activities methods, most classroom activities, like listening comprehension, oral presentations, reading and writing (Namsang, 2011.
Speaking in front of the class, feeling like seen by everyone, and feels evaluated negatively can be the most factors which contribute Palacios as cited by Nimat .
found the following classroom characteristics to be anxiety producing factors.
demands of oral production, feeling of being put on the spot, the pace of the class, and the feeling of being evaluated .
Effects Caused by Foreign Language Classroom Anxiety There are three major effects which are caused by Foreign Language Classroom Anxiety.
Foreign language learning anxiety has been associated with a large number of negative outcomes that can be classified as physical, psychological, or social (Bailey et.
as cited in Andrade, 2009, p.
Physical symptoms can include rapid heartbeat, muscle tension, dry mouth, and excessive perspiration.
Psychological symptoms include embarrassment, feelings of helplessness, fear of going blank, and poor memory recall and retention among others.
Negative social behavior may be manifested as inappropriate silence, unwillingness to participate, absenteeism, and withdrawal from the course (Andrade, 2009, p.
RESEARCH METHOD
The design used in this research is a survey study, one of typical descriptive study Survey method is frequently used to collect descriptive data to find out Auwhat isAy (Borg and Gall as cited in Elaldi, 2016, p.
This survey adopts a a questionnaire called the Foreign Language Classroom Anxiety Scale (FLCAS) arranged by Horwitz et .
and an oral survey method which is adapted from Worde .
The FLCAS was a 33-item self-report measuring instrument, which was scored on a five-point Likert Scale.
The five points ranged from Austrongly agreeAy to Austrongly disagreeAy, and was developed to capture the specific essence of foreign language anxiety in a classroom setting, and to provide investigators with a standard measure (Worde, 2003 p.
After giving the FLCAS, the oral interview is delivered to the students.
The participants of the research are students of junior high school in Tasikmalaya.
The population is all of 8th grade classes which consist of 390 students and the sample is 194 students based on the calculation of Checkmarket Sample Size Calculator .
ttps://w.
com/sample-size-calculator/) with 5% of Margin of Error.
According to Sukamolson .
Ausurvey research requires that respondents are Exploring Junior High School StudentsAo Foreign Language Classroom Anxiety randomly sampled, that means that each person in the population has a known probability of being sampledAy .
The reason basically makes me decide to collect the data from them is because they are my students who are easy to meet and to ask, so I do not need any procedures for getting permission from them.
The data were gathered using questionnaire (FLCAS) and interview.
At the first.
FLCAS which consists of 5-point Likert scale ranging from AuStrongly AgreeAy (SA).
AuAgreeAy (A).
AuNeither Agree or DisagreeAy (N).
AuDisagreeAy (D), and AuStrongly DisagreeAy (SD) is given in order to find the high, low, and moderate level of anxiety existing in the class.
After getting the result, interview arranged by Worde .
is given to students who have high level of anxiety in order to recognize what factors contributing to the foreign language To ease the students participating in this research, both instruments are translated into Bahasa Indonesia in order to make the respondents understand because they are still junior high school students.
The FLCAS also has negative and positive statements which are placed randomly, so it is arranged to reduce misunderstanding of students in filling it.
Therefore, there are negative statements started from 1 Ae 24, and positive statements started from 25 Ae 33.
FLCAS consists of three main types of language anxiety in its item, those are: .
Communication Apprehension: 1, 9, 14, 18, etc.
, .
Test Anxiety: 2, 8, 10, 19, 21, etc.
, and .
Fear of Negative Evaluation: 3, 7, 13, 15, etc.
The questionnaire (FLCAS) which consists of 33 Likert Scale items ranging from 5 Ae 1 .
or negative statemen.
and 1 Ae 5 .
or positive statemen.
are calculated manually with the scores ranging from 33 until 165 for each person.
After all data from students are obtained, the data are categorized using 3 categories.
High Level of Anxiety.
Moderate Level of Anxiety, and Low Level of Anxiety.
Adopted from Un .
s cited in Debreli and Demirkan, 2016, p.
, that a learner who has score ranging 132 - 165 gets AuHigh Level of AnxietyAy, learner who has score ranging 99 - 132 gets AuModerate Level of AnxietyAy, and learner who has score ranging 33 - 99 gets AuLow Level of AnxietyAy.
Statement Strongly Agree Negative Positive Table 3.
1 FLCAS Scoring Neither Agree Agree nor Disagree Disagree Strongly Disagree The interview data were analyzed using thematic analysis adopted from Braun and Clarke .
Thematic analysis is a method for identifying, analyzing, and reporting patterns .
within data (Braun and Clarke, 2006, p.
There are several steps in thematic analysis.
Familiarizing yourself with the data In this phase.
I did the transcription from the verbal data which are obtained from the interview recorded in order to make me easy to identify what are said by students.
Then the transcripts were translated from Bahasa Indonesia .
ometimes Sundanese Languag.
into English.
Then, familiarizing with the data from the interview transcripts was conducted by reading an amount of time, again and again, until the data were really recognized.
Finally, the important points were highlighted to be coded.
Generating initial codes This phase is used to code some points or unique data .
hrase, sentence, or paragrap.
in order to ease in sorting the data required.
The codes were the phrase, sentence, or paragraph which related to the factors contributing studentsAo foreign language classroom anxiety.
Finally.
I have got the codes which are relevant with the factors contributing studentsAo foreign language classroom anxiety, and I also put the initial codes of Lukman Abdul Jabar.
Arini Nurul Hidayati.
Yusup Supriyono students after each code in order to make the readers recognize what is the factor that is almost happening in the class.
Table 3.
2 List of Codes Name Codes Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Searching for themes, reviewing, and defining and naming the themes This phase to start gathering all codes into several themes, and it is found two themes coming from Cognitive Aspect and Psychological Aspect regarding to Young .
Learners Characteristics.
Instructor Factors, and Instructional Practice.
This phase, which re-focuses the analysis at the broader level of themes, rather than codes, involves sorting the different codes into potential themes, and collating all the relevant coded data extracts within the identified themes (Braun and Clarke, 2016, p.
There is also a factor which does not exist in Young .
, there is factor related with environment, and it is named as Environmental Factors which is caused by bad environment, such as full of noise, uncomfortable condition/time, etc.
Producing the report This phase is used to report in details all findings which are needed by this The previous chapter explained about the research procedure, including research method, instrument, data analyzing, etc.
This chapter will report the result of this research which has been collected from 11 classes of 8 th grade of Junior High School in Tasikmalaya whose participants are 194 .
Ae 20 participants each clas.
The result comes from the Questionnaire (FLCAS) in order to find the levels of studentsAo Foreign Language Classroom Anxiety (FLCA) and interview is aimed to find out the reasons contributing studentsAo Foreign Language Classroom Anxiety (FLCA).
These are the more specific explanation.
FINDINGS AND DISCUSSIONS
Levels of StudentsAo Foreign Language Classroom Anxiety The first research question is answered by this questionnaire named Foreign Language Classroom Anxiety Scale (FLCAS), proposed by Horwitz et al.
Table 4.
1 Levels of StudentsAo Foreign Language Classroom Anxiety CLASS
LOW
MODERATE
HIGH
RESULT
Exploring Junior High School StudentsAo Foreign Language Classroom Anxiety RESULT From the findings above, it can be concluded that there are 63 .
%) students who are classified as students with low level of anxiety.
There are also 120 .
%) students who are classified as students with moderate level of anxiety.
And there are 11 .
%) students who are classified as students with high level of anxiety.
High level of anxiety is associated with low level of academic achievement in foreign language learning, and learners with high level of anxiety have tendency to avoid interpersonal communication more often than learners with low level of anxiety (Zheng, 2008, p.
Most of the studies reveal that high-anxious learners either expect or receive lower grades than their less anxious peers, and are likely to be reticent or unwilling to communicate in the classroom (Wu, 2010, p.
Factors Contributing StudentsAo Foreign Language Classroom Anxiety The interview has been given to 11 students with high level of anxiety in order to find out the factors contributing their anxiety.
The data of the interview are thematically analyzed using Braun and Clarke .
The results show that there are two themes, cognitive anxiety and psychological anxiety which are related to learners characteristics, instructor factors, instructional practices, and environmental factors.
The following figure manifests all factors found which are grouped into two macro Figure 4.
1 Factors Contributing Anxiety Cognitive Anxiety Cognitive anxiety is a fear related to studentsAo intelligence or language competence which includes vocabulary problem, fear in pronouncing, and teacherAos style of teaching.
The first factor appears in learners characteristics which is related to Vocabulary Problem, which means the lack of vocabulary itself and also the lack of ability to guess the meaning based on the vocabularies which have been recognized by themselves.
It is proved by the statements below.
00:49 (S)
The meaning of the words are not recognized well by me.
04:00 (A)
Sometimes.
IAom not able to guess the meaning, forget the meaning, donAot know the meaning.
(February, 2017.
AuthorAos Translatio.
According to Horwitz et al.
as cited in Namsang .
AuLearners Characteristics is related to foreign language anxiety include low self-esteem, selfperceived, low level of abilityA.
Ay Lukman Abdul Jabar.
Arini Nurul Hidayati.
Yusup Supriyono The second factor appears from instructional practices which is related to demands in the class, such as demand of oral production, demand of writing, etc.
The statements below are related to the demand of oral production, especially in pronouncing the words which affects studentsAo anxiety in cognitive aspect.
It can be seen from the statements below.
I donAot know, there are so many words.
I mean.
I donAot know.
like Auother, orderAy, that is different in pronouncing it.
I cannot pronounce it.
00:37 and 00:43 (S) So many words which are really hard to read.
I mean to (February, 2017.
AuthorAos Translatio.
00:30 (IR) Palacios as cited by Nimat .
found the following classroom characteristics to be anxiety producing factors.
demands of oral production.
A .
The statements above prove that the students have Problem in Pronouncing.
The last factors in cognitive anxiety is related to instructor factors.
Every teacher has his/her own style of teaching.
Sometimes he/she explains the material too fast although the students have not understood what is explained.
It seems like he/she does not care whether the students understand or not what he/she explained, and also he/she gives lacks of time for personal attention.
The following statements inform how the teacher contributes studentsAo anxiety in cognitive aspect, especially in TeacherAos Style of Teaching.
02:23 (IR) Sometimes, teacher is too fast in explaining the material, so I cannot ItAos so fast, sir! 02:34 (F) Sometimes teacher is too fast in explaining! 03:29 (I) Sometimes teacherAos explanation is not understandable because her speaking is too fast.
(February, 2017.
AuthorAos Translatio.
According to Palacios as cited in Nimat .
Ausome characteristics of the instructor are also linked to studentsAo anxiety, for example.
A, unsympathetic personality, lack of time for personal attention,A.
Psychological Anxiety The second theme is psychological anxiety which relates to studentsAo psychological aspect, such as feeling, mood, belief, etc.
It includes fear of bullying, interpersonal relationship, studentsAo belief, lacks of teacherAos help or support, and annoying environment.
Fear of Bullying is the first factor in psychological anxiety which is related to learners characteristics.
The statements below show that students have negative experiences in classroom, especially concerning in bullying.
It is found in these statements.
01:31 and 03:12 (IR) 01:01 (F) 01:36 (F) Nervous, my friends bully me.
When IAom in front of the class, my friends bully and laugh at me! Certain boy laughs and bullies me when IAom mistaken (February.
AuthorAos Translatio.
Nimat .
argued Aulearner characteristics can cause language anxiety which includes A, negative classroom experiences, etc.
Ay.
There is also a factor in learners characteristics which is regarding to the lack of group membership with peers, particularly in Interpersonal Relationship.
This factor relates studentsAo Exploring Junior High School StudentsAo Foreign Language Classroom Anxiety psychological aspect.
There are statements indicating the factor related to interpersonal relationship.
00:27 and 00:52 (B) The major factor is, thereAos my Ex.
01:07 (D)
ThereAos someone who I really like.
03:57 and 04:06 (AM) I hate a boy.
ThereAos a boy who always bully me.
(February, 2017.
AuthorAos Translatio.
Horwitz et al.
as cited in Namsang .
argued AuLearners Characteristics is related to foreign language anxiety includeA, lack of group membership with peers.
AAy.
The other factor is StudentsAo Belief.
This factor comes from studentsAo psychological aspect regarding to learners characteristics.
The following statements indicate how the students have negative belief about English.
00:40 (A)
I donAot like English.
IAom not in my mood.
00:48 (MD) Dislike.
I dislike English.
(February, 2017.
AuthorAos Translatio.
According to Horwitz et al.
as cited in Namsang .
Learners Characteristics is related to foreign language anxiety includeA, beliefs about language.
Nimat .
states Aulearner characteristics can cause language anxiety which includes A, studentsAo belief about language learning.
AAy.
There is also a factor in psychological anxiety which relates to teacherAos support or help.
Lack of Support or Help contributes studentsAo anxiety, especially towards studentsAo psychological anxiety.
More deeply in the statements below, those explicitly prove that sometimes the teacher is careless, even he/she never helps or supports the students, as follows.
03:47 (MD) Never get helped by teacher when IAom not able to answer the 02:30 (D) When I am not able to do something in front of the class, teacher sometimes help me, sometimes not.
(February, 2017.
AuthorAos Translatio.
Supported by Palacios as cited in Nimat .
that some characteristics of the instructor are also linked to studentsAo anxiety, for example, absence of instructor support, unsympathetic personality, lack of time for personal attention.
The last factor contributing studentsAo anxiety regarding to studentsAo psychological aspect is Annoying Environment.
It is proven by the following 01:52 (IR) Yeah, exactly! There are so many noises coming from other students .
n other classe.
, so it really annoys me.
01:52
04:04 (F) There are noises coming from a workshop.
(February, 2017.
AuthorAos Translatio.
Those statements explicitly explain how some noises coming from other classes and workshop contribute studentsAo anxiety.
The other situation such as, additional class and time, could also contribute studentsAo anxiety.
The Environmental Factors could come from a bad environment which gives negative effects, and a bad situation or time which could increase studentsAo anxiety.
Overall, there are factors appearing from cognitive and psychological aspect related to learners characteristics, instructor factors, instructional practices, and environmental factors.
Cognitive aspect includes vocabulary problem, fear in pronouncing, and teacherAos style of teaching.
And psychological aspect includes fear of bullying, interpersonal relationship, studentsAo belief, lacks of teacherAos help or support, and annoying environment.
Lukman Abdul Jabar.
Arini Nurul Hidayati.
Yusup Supriyono These factors need to get handled by the teachers in order to minimize studentsAo anxiety.
Students with high level of anxiety mostly obtain worse achievement in learning than students with low level of anxiety.
High level of anxiety is associated with low level of academic achievement in foreign language learning, and learners with high level of anxiety have tendency to avoid interpersonal communication more often than learners with low level of anxiety (Zheng, 2008, p.
Supported by Wu .
AuMost of the studies reveal that highanxious learners either expect or receive lower grades than their less anxious peers, and are likely to be reticent or unwilling to communicate in the classroomAy .
CONCLUSION
This research addressed two research questions.
The first is aimed to seek the levels of studentsAo Foreign Language Classroom Anxiety.
The data from FLCAS questionnaire reported that they are 63 .
%) students who are classified as students with low level of anxiety, 120 .
%) students who are classified as students with moderate level of anxiety, and 11 .
%) students who are classified as High Level of Anxiety.
Students classified as High Level of Anxiety were interviewed in order to answer the second research question regarding to the factors contributing studentsAo Foreign Language Classroom Anxiety.
The result showed that there are 2 Factors.
Cognitive Anxiety and Psychological Anxiety which relate to LearnersAo Characteristics.
Instructor Factors.
Instructional Practices, and Environmental Factors.
Based on the findings, we can conclude that the most part of students are in moderate level, and there are also students in high level of anxiety which means they are really not able to handle their This research seeks only two research questions regarding to the levels and factors contributing studentsAo Foreign Language Classroom Anxiety.
I suggest for the further research to seek the strategy used by students with low level of anxiety.
It is also better if the next research is aimed to seek the relation between anxiety and gender.
It is even greater if there is a research regarding to teachersAo anxiety and how teacher overcomes students and teacherAos anxiety.
REFERENCES