Foreign language classroom anxiety: a study of the students’ English Language Classroom Anxiety (ELCA) in English Teacher Education Department at UIN Sunan Ampel Surabaya.

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FOREIGN LANGUAGE CLASSROOM ANXIETY: A

STUDY OF THE STUDENTS’ ENGLISH LANGUAGE

CLASSROOM ANXIETY (ELCA) IN ENGLISH

EDUCATION DEPARTMENT AT UIN SUNAN

AMPEL SURABAYA

AN UNDERGRADUATE THESIS

Submitted as a Fulfillment of the Requirements to Attain the Degree of Sarjana Pendidikan (S. Pd) in English Teacher Education Department

By:

HESTI HENDAYANA

D75213065

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER

TRAINING

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

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ABSTRACT

Hesti Hendayana. (2017). “Foreign Language Classroom Anxiety: A

Study of the Students‟ English Language Classroom Anxiety (ELCA) in

English Teacher Education Department at UIN Sunan Ampel

Surabaya”. An Undergraduate Thesis. English Education Department.

Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya.

Advisors : Dr. Phil. Khoirun Niam and Hilda Izzati Madjid, MA

Key words : Anxiety, Language Anxiety, Foreign Language Anxiety, Foreign Language Classroom Anxiety (FLCA), English Language Classroom Anxiety (ELCA)

Anxiety is one of the affective factors which is essential in a foreign language learning. A great numbers of EFL students in University experience anxiety during their English language classrooms including the ones who are taking English Major. The present study was aimed to determine the levels of students‟ ELCA (English Language Classroom Anxiety). Moreover, this study was also aimed to find out the ways that the students do to overcome their ELCA. This study was carried out on 22 undergraduate students of 4th semester in English Education Department, State Islamic University of Sunan Ampel Surabaya, East Java, Indonesia during academic period of 2017/2018. The FLCAS (Foreign Language Classroom Anxiety Scale) and a semi open-ended questionnaire were used to obtain the data. Although the findings show that 91% of the students experience moderate level of ELCA, there was also found a little number of the students who experience high and low level of ELCA. Five kinds of different ways

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ABSTRAK

Hesti Hendayana. (2017). “Foreign Language Classroom Anxiety: A

Study of the Students‟ English Language Classroom Anxiety (ELCA) in

English Teacher Education Department at UIN Sunan Ampel

Surabaya”. Skripsi. Pendidikan Bahasa Inggris. Fakultas Tarbiyah dan Keguruan. UIN Sunan Ampel Surabaya.

Dosen Pembimbing : Dr. Phil. Khoirun Niam and Hilda Izzati Madjid, MA

Kata Kunci : Kecemasan, Kecemasan Bahasa,

Kecemasan Bahasa Asing, Kecemasan Kelas Bahasa Asing (FLCA), Kecemasan Kelas Bahasa Inggris (ELCA)

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The students in English Major, especially in English Teacher Education Major are expected to have high proficiency level in all aspects of English, such as pronunciation, grammar, vocabulary, discourse, and language skills. But it is different case if the students are EFL (English as a Foreign Language) students. Being EFL students, who do not speak English everyday maybe less challenging for some, but it is quite challenging for most of the students. As an EFL student who is studying in English Teacher Education Major, the researcher found out that there are many kinds of challenges during the courses, for instance: feeling unconfident and afraid to make mistakes when doing presentation, showing opinions or arguments in a discussion, or even goes blank in some situations. These challenges can influence the

students‟ affective variables, such as students‟ beliefs, attitudes,

personality characteristics, motivation, self-esteem, and anxiety. Among

these variables, students‟ anxiety is needed to be studied.

Anxiety is a feeling of uncomfortable suspense.3 According to Spielberger, it is a complicated and multidimensional phenomenon and can be described as a personal feeling of tension, apprehension, nervousness, and worry affiliated with an arousal of the automatic nervous system.4 The researcher agreed that anxiety is such an important factor that can affect foreign language learning because it deals with the emotional reactions of the students. Anxiety researchers usually mentioned three mainstream kinds of anxiety. The first is Trait Anxiety, which is regarded as a part of personality 5. The second is State Anxiety,

3_{S. Rachman,}_Anxiety_{, Psychology Press,Hove, East Sussex, UK, 1998. cited in An}

Exploration of Foreign Language Anxiety and English LearningMotivation by Meihua Liu andWenhong Huang

4_{C. D. Spielberger,}_{Manual for the State-Trait Anxiety Inventory (Form Y}_{) (Palo Alto, CA:}

Consulting Psychologists Press, 1983)

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which is defined as an apprehension felt at a specific moment in time as a reaction towards a real situation.6 The last is Situation-Specific Anxiety. It is related to unique apprehension which happens in particular situations.7 The anxiety experienced by the students in English Teacher Education Major falls under this type. This type of anxiety leads to the term of “Language Anxiety” and“Foreign Language Anxiety (FLA).

The worry and negative emotional response occured when learning or using a second language is called as Language Anxiety.8 Abu–rabia mentioned that the foreign language student who is recognized as having anxiety is usually anxious, physically insecure, and difficult to engage in situational learning.9 This situation often happens in the foreign language classroom, including English classrooms, so anxiety experienced in a classroom is called as Foreign Language Classroom Anxiety (FLCA) by Horwitz, E.K, Horwitz, M., and Cope. They advanced the theory of FLCA as a definite complex of self-perceptions, feelings, beliefs, and behaviors pertained to classroom language learning occuring from the uniqueness of the language learning process.10 It can be concluded that any negative emotional feelings toward foreign language learning is recognized as a foreign language anxiety.

Anxiety has been a matter of considerable interest in language education setting for educators since it is a major challenge to foreign language learning that the students need to face.11 Many studies in this topic have been conducted in recent years. To name a few, Gardner and MacIntyre conducted several studies to understand the process of anxiety in second language learning and to identify the effect of anxiety

on students‟ language achievement. Next, Horwitz et al. made

significant contributions of anxiety research in foreign language

6_{C. D. Spielberger, Ibid. p.15}

7_{Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University}

Press.

8_{MacIntyre, P. D. (1998). Language anxiety: A review of the research for language}

teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning

(pp. 24-45). Boston: McGraw-Hill.

9_Abu-_{Rabia, S. (2004). Teachers‟ Role, Learners‟ Ge}_{nder Differences, and FL Anxiety}

Among Seventh-

Grade Students Studying English as a FL. Educational Psychology, 24 (5), 711-721. p 712

10_{Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety.} Modern Language Journal, 70 (2), 125-32.

11_{Wu K (2010). The relationship between language learners‟ anxiety and learning strategy}

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learning‟s field. They developed an instrument to measure FLA which

will be used in this study. They also promoted interest and concern in anxiety research among foreign language educators. There are other similar studies by Aida, Campbell, Ortiz, Phillips, Bailey, Young, Kitano, Aydin, etc. that can be added to the list. But, among those studies, there is still a limited number of studies involving students at the undergraduate level in Indonesia, especially in State Islamic University of Sunan Ampel. Thus, the researcher wants to enrich the studies of FLCA in this university.

Related to the previous studies that have been conducted in State Islamic University of Sunan Ampel, a study by Imaniar entitled

“Students‟ Writing Anxiety Levels in Proposal Writing Course in Fifth Semester at English Education Department State Islamic University of Sunan Ampel Surabaya” inspired the researcher to conduct the present

study. Imaniar‟s study was aimed to investigate the writing anxiety levels and the major causes of students‟ anxieties in Proposal Writing

Course. 22 undergraduate students of English Education Department were taken as the participants. English Writing Anxiety Test (EWAT) was used to measure the writing anxiety level of the students. The finding showed that 59% of the participants were considered to be in unusual level of writing anxiety. The major problem of students‟ writing anxiety is the difficulties to write the background.12

The next study is a case study by Aminah entitled “Pre-Service

Teachers‟ Anxiety in the First Teaching Practice in Microteaching Class (PPL1) in English Teacher Education”. The purpose of her study was to find of the causing factors of pre-service teachers‟ anxiety in the first teaching practice in microteaching class and the way how pre-service teachers manage their anxiety. 35 participants were taken from 7 microteaching (PPL 1) classes. Interview guidelines and questionnaire that contain 15 statements for causing factor of pre-service teacher‟s anxiety and 12 statements for anxiety management were used as the instrument. The result of the study showed that the causing factors of pre-service teachers‟ anxiety in the first teaching practice in microteaching class (PPL 1) are teaching experience (86%), worrying about language includes giving instruction in the class (80%) and

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controlling speaking pace and modifying the language in the class (60%), implementing lesson plan (69%), worrying to make mistake in performance (66%), seeing reaction of supervisor (60%).13

The previous studies mentioned above are under the field of flanguage anxiety. However, the researcher has not find the studies

dealing with the students‟ Foreign Language Classroom Anxiety

(FLCA) in English classrooms yet. Imaniar‟s study was focused on

students‟ anxiety level at certain skill which is students‟ writing skill.

On the other hand, Aminah‟s study was more concerned on the causing factors and its management of pre-service teachers‟ anxiety during microteaching (PPL 1) class. Hence, the researcher wants to fill this gap by conducting the present study aiming to find the levels of 4th semester

students‟ English Language Classroom Anxiety (ELCA) in English Teacher Education Department at State Islamic University of Surabaya and to know how the students overcome their ELCA.

B.

Research Questions

Based on the background of the study that has been described, the researcher formulated two research questions as in the following:

1. What are the English Language Classroom Anxiety (ELCA) levels of the 4th semester students in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya?

2. How do the 4th semester students overcome their Foreign Language Classroom Anxiety (ELCA)?

C.

Objectives of the Study

Based on the research questions, the objectives of this study are: 1. To determine the students‟ English Language Classroom

Anxiety (ELCA) levels in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya.

2. To find out the ways that the students do to overcome their English Language Classroom Anxiety (ELCA).

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D.

Significance of the Study

This study will be beneficial for the students, teachers or lecturers, and educational practitioners and researchers.

1. For the Students:

a. To provide an overview about Foreign Language Classroom Anxiety (FLCA) and English Language Classroom Anxiety (ELCA).

b. To make the students aware about the importance how to manage and overcome their FLCA and English Language Classroom Anxiety (ELCA).

2. For the Lecturers:

a. To give the lecturers deeper information and knowledge about foreign language classroom anxiety (FLCA) and English Language Classroom Anxiety (ELCA).

b. To give the lecturers insight to provide less anxious and enjoyable foreign language classrooms.

3. For the Researchers:

a. Hopefully this study can be a reference to the other researchers

who are keen to study about students‟ anxiety, particulary in foreign

language classroom anxiety (FLCA) and English Language Classroom Anxiety (ELCA).

E.

Scope and Limitation of the Study

1. Scope of the Study

The scope of this study is students‟ English Language Classroom Anxiety (ELCA). In this study, the researcher focused on the analysis of the levels of the students‟ ELCA in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya. The researcher also focuses on the ways that the students do to overcome their ELCA.

2. Limitation of the Study

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F. Definition of Key Terms

To avoid misunderstanding and to build the same perception, the researcher describes the key terms that often found in the study as the following:

1. Foreign Language Classroom Anxiety (FLCA)

As mentioned earlier, FLCA is a definite complex idea of self-perceptions, feelings, beliefs, and behaviors pertained to classroom language learning occuring from the uniqueness of the language learning process.14 In this study, FLCA refers to any definite complex self-perceptions, feelings, beliefs, and behaviors pertained to classroom language learning that are experienced by the 4th semester students in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya during the process of learning English.

2. English Language Classroom Anxiety (ELCA)

In this study, the term English Language Classroom Anxiety is a modified term of Foreign Language Classroom Anxiety (FLCA). It refers to any definite complex self-perceptions, feelings, beliefs, and behaviors pertained to English classrooms that are experienced by the 4th semester students in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya during the process of learning English.

3. Overcome

The term “overcome” means “deal” with something. If we overcome a problem or feeling, it means that we succesfully deal with it and control it.15 In this study, the problem or the feeling that is needed to be overcame is the 4th semester students‟ English Language Classroom Anxiety

(ELCA). So, “overcome” here refers to how the students “deal” with their English Language Classroom Anxiety (ELCA). In addition, “overcome” also means “manage”. Tran

said that when the students manage their anxiety, they find

ways to make the best out of it.

14_{Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety.} Modern Language Journal, 70 (2), 125-32.

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CHAPTER II

REVIEW OF RELATED LITERATURE

The literature in this chapter gives a brief explanation about some theories related that support this research. The theories are related to anxiety in language learning and Foreign Language Classroom Anxiety (FLCA) including English Language Classroom Anxiety (ELCA)

A. Theoretical Foundation

1. _{Anxiety in English Language Learning}

Anxiety is a “common” yet “uncommon feelings” that every person may experience it. By “common”, the researcher thinks that anxiety can be experienced by all human being, including students who are learning a second or foreign language or in the present study, EFL students who are learning English as a foreign language. While it can be considered as

“uncommon” when the anxiety level is too high so it can block the learning process. However, it is important to distinguish the definition of anxiety in the scope of second or foreign language learning and the other types of anxiety.

Psychologists describe anxiety as a condition of worry, an ambiguos fear that is only obliquely related with an object.16 According to Lader, anxiety is difficult as it can range from a mixture of overt behavioral characteristics that can be researched scientifically to introspecting emotions that are inaccessible.17 Young defined it as a complex and multidimensional phenomenon.18 Lastly, Spielberger defined it is a subjective feeling of tension, apprehension, nervousness, and worry

16_{Tanveer, M. (2007). Investigation of the factors that cause language anxiety for}

ESL\EFL learners in learning speaking skills and the influence it casts on communication in the target language. Doctoral Dissertation. University of Glasgow.

17_{(Lader, 1975).}

18_{Young, Dolly J. "Language Anxiety from the For- eign Language Specialist's}

Perspective: Inter- views with Krashen, Omaggio Hadley, Terrell, and Rardin." Foreign Language Annals 25 (1992): 157-72. Noted in Tran, T. T. T. (2012). A review of Horwitz,

Horwitz, and Cope‟s theory of foreign language anxiety and the challenges to the theory.

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affiliated with the rise of the automatic nervous system.19 In other words, when a student feels tense, anxious, worry, and nervous, he or she can be assumed as having anxiety. Hence, each student may have

different level of anxiety due to the students‟ individual differences.

Although it is not easy to determine student‟s anxiety level directly, there are some behavioral signs that can be recognized by the teachers. According to Aida, anxious students may be anxious in the classroom because they may not know how to ask questions to clarify their tasks or how to organize and process information to increase their understanding of the material. Some students may need help from the instructor, but do not ask for help because they might view help-seeking as a manifestation of weakness, immaturity, or even incompetence. They might feel missed out in the language classroom and anxious about the teacher finding out their problem. It is also potential that anxious students may be able to handle anxiety-provoking situations if they possess high self-esteem.20 Therefore, anxiety among EFL students, especially in State Islamic University of Sunan Ampel Surabaya is important to be explored more because if the students let the feelings mentioned above get the best of them, they would have such a high level of anxiety and it may constrain their progress in English language learning.

There are some ways proposed by several language anxiety researchers to reduce anxiety. Grenberg et al. proposed a Terror Management Theory, which postulates that "people are motivated to maintain a positive self-image because self-esteem protects them from anxiety”21 Based on their theory, people (or in this case is the students) whose self-esteem are high may be less anxious. Additionally, Horwitz et al. noted that foreign language learning could cause a threat to students' self-esteem because it deprives the students of their normal means of communication (since making errors are common in the language classroom) and the ability to behave completely as normal

19_{C. D. Spielberger,}_{Manual for the State-Trait Anxiety Inventory (Form Y}_{) (Palo Alto,}

CA: Consulting Psychologists Press, 1983

20_{Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cop}_e‟_{s construct of foreign}

language anxiety: The

case of students of Japanese. Modern Language Journal, 78 (2), 155-68.

21_{Tom Pyszczynski & Sheldon Solomon. "The Causes and Consequences of a Need for}

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people. Then, people with a sure sense of self-worth could manage more effectively the threats caused by the language learning environment than those with low self-esteem.22 Hence, it is essential to provide the

students‟ knowledge on how to overcome their anxiety by rising their self-esteem.

2. Foreign Language Anxiety (FLA)

Horwitz asserted that one-third of all foreign language learners experience some level of language anxiety.23 Therefore, it is essential to understand how foreign laguage students suffer from anxious feelings

while they are learning the target language. The questions “what” was formulated in the present study. With the change of research focus from teachers to students in second language acquisition and learning, affective factors such as attitude, motivation and anxiety were taken to account for successful language learning outcomes.24 There are some pros and cons regarding the effects of anxiety towards the language learning process, but it has been accepted by most of researchers and linguists that there is a kind of anxiety which is uniquely belongs to foreign language learning including English language learning.

Tran described that Foreign language anxiety (FLA) is such a unique type of anxiety. There is a substantial body of research showing that FLA is not simply an abstract construct studied by theorists or by researchers under laboratory on induced-anxiety conditions, but a reality for many students.25 Researchers have offered many definitions of FLA. According to Clement, FLA is a complex notion that deals with

learners‟ psychology in terms of their feelings, esteem, and

22Aida, Y. (1994). Examination of Horowitz, Horowitz, and Cope‟s construct of foreign

23_{Horwitz EK (2001). Language anxiety and achievement. Annual Rev. Appl. Linguistics,}

21:112-126. http://dx.doi.org/10.1017/S0267190501000071

24_{Shabani, Mohammad Bagher. Levels and Sources of Language Anxiety and Fear of}

Negative Evaluation among Iranian EFL Learners.

25_{Tran, T. T. T. (2012). A review of Horwitz, Horwitz, and Cope‟s}_{theory of foreign}

language anxiety and the challenges to the theory. English Language Teaching, 5, 69-75. Retrieved from http://dx.doi.org/10.5539/elt.v5n1p69 (see also (e.g., Casado &

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confidence.26 Emphasizing the recognizable feature of FLA, Young defined it as “a complicated psychological phenomenon peculiar to language learning.”27 More specific definition comes from MacIntyre and Gardner. They defined FLA as the feeling of tension and apprehension particularly pertained with second or foreign language contexts, including speaking, listening, and learning, or the worry and negative emotional response emergence when learning or using a second or foreign language28. In this study, FLA experienced by the students in English Education Department is when the they are learning and using English in the classrooms. Similarly, Zhang defined anxiety as the psychological tension that the student goes through in performing a learning task. 29 From these perspectives, foreign language anxiety deals with the psychological state of the students, particularly the negative reaction ones during their foreign language learning process.

The definitions mentioned above are built to support a claim made by Horwitz, Horwitz and Cope that FLA is “a phenomenon related to but discernible from other specific anxieties”30. Horwitz, Horwitz and Cope were the first to conceptualize FLA as a unique type of anxiety specific to foreign language learning. Their theoretical model of FLA has made a great and influential contribution in language anxiety research. According to them, FLA is a definite complex idea of self-perceptions, feelings, beliefs, and behaviors pertained to classroom language learning occuring from the uniqueness of the language learning process. In other words, Horwitz et al. claim that language anxiety is unique due to the way it in learners‟ self-concepts to communicate competently and to present themselves genuinely.31

26_{Clément, R. (1980). Ethnicity, contact, and communicative competence in a second}

language. In H. Giles, W. P Robinson, & P. M. Smith (Eds.), Language: Social psychological perspectives. Oxford, United Kingdom: Pergamon Press. pp. 147-154

27

Young, Dolly J. "Language Anxiety from the For- eign Language Specialist's Perspective: Inter- views with Krashen, Omaggio Hadley, Terrell, and Rardin." Foreign Language Annals 25 (1992):

28_{(1994b) (MacIntyre, 1999).}

29_{Zhang, L. J. (2001). Exploring variability in language anxiety: Two groups of PRC}

students learning ESL in Singapore. RELC Journal, 32, 73–91.

http://dx.doi.org/10.1177/003368820103200105

30_{Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety.} Modern Language Journal, 70 (2), 125-32. (p. 129).

31_Şenel_Elaldı_{. 2016. Foreign language anxiety of students studying English Language and}

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Moreover, In her review, Tran mentioned that based on Horwitz et

al.‟s theory, FLA should be seen as a situation-speicific anxiety which is aroused from the uniqueness of the formal learning in a foreign language, not just a phenomenon of general classroom anxiety being transferred to foreign language learning. They added that no other fields of study have similar self-concepts and self-expression to the same degrees as foreign language study.32 The researcher agrees that it makes FLA differs from other academic anxieties. Students who already have general anxiety are potential to experience FLA. Nonetheless, there is no surprise if we find the students who are very good at certain subjects frustrated in foreign language classes including English classes. Thus, Aida said that there must be something unique to the language learning experience that makes some students anxious.33

3. Components of Foreign Language Anxiety (FLA)

Based on Horwitz, Horwitz, and Cope‟s theory, Foreign language anxiety is related to three components; communication apprehension, test anxiety, and fear of negative evaluation. Communication Apprehension happens at the time when the students mature communication skills is less although they have mature ideas and thoughts. It refers to be afraid of getting into real communication with the other speakers. According to McCroskey, Communication Apprehension is a person's level of fear or anxiety affiliated with either real or anticipated communication with another person or people.34 He pointed out that typical behavior pattern of communicatively apprehensive people are communication avoidance and communication retraction.35 People who have communicative apprehensive usually are more reluctant to engage in conversations with others and to seek social interactions compared to non-apprehensive people. The researcher often

32_{Tran, T. T. T. (2012). A review of Horwitz, Horwitz, and Cope‟s}

theory of foreign language anxiety and the challenges to the theory. English Language Teaching, 5, 69-75. Retrieved fromhttp://dx.doi.org/10.5539/elt.v5n1p69

34_{McCroskey, James C}_{. “}_{Validity of the PRCA As an Index of Oral Communication}

Apprehension." Communication Monograph 45 (1978): 192-203.

35_{McCroskey, James C. "The Communication Apprehension Perspective." Avoiding}

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found some students who are not willing to speak up in classes due to their communication apprehension. Thus, it is worth to explore more about it.

Meanwhile, Test Anxiety, is a worry towards academic evaluation. It could be defined as a fear of failing in examinations and an unpleasant experience felt by the students in certain situations whether they are being aware or not. This component of FLA concerns worry towards academic evaluation which is based on a fear of failure. 36 Sarason stated that test anxiety is "the tendency to view with alarm the consequences of deficient performance in an evaluative situation.”37 Students worry about failing to perform well. Culler and Holahan and other researchers speculated that test anxiety may be caused by deficits in students' learning or study skills. Some students have anxiety during a test situation because they do not know how to manage the course material and information. Since daily evaluations of skills in foreign language classrooms are quite usual, and making mistakes is a normal phenomenon, students probably feel stress and anxiety often, which may cause a problem for their performance and future improvement.38 Other researchers postulate that test anxiety happens when students who have performed inadequately beforehand will create some negative and irrelevant thoughts during evaluation situations. 39

The last but not least is Fear of Negative Evaluation. This component of FLA can be observed when EFL students feel incapable of making proper social impression and avoidance of evaluative situations. Watson and Ronald defined it as an apprehension about others‟ evaluation, distress over their negative feedbacks, and the

36_{Horwitz, E. K. & Young, D.J. (Eds.). (1991).}_{Language anxiety: From theory and} research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.

37_{Sarason, Irwin G. "Stress, Anxiety, and Cognitive Interference: Reactions to Tests."} Journal of Personality and Social Psychology 46 (1984): 929-38. p. 214)

38_{See Hodapp, V. & A. Henneberger. "Test Anxiety, Study Habits and Academic}

Performance." Advances in Test Anxiety Research Vol. 2. Ed. H. M. Vander Ploeg, R. Schwarzer & C. D. Spielberger. Hillsdale, NJ: Erlbaum, 1983: 119-28. See also Wittmaier, Bruce. "Test Anxiety and Study Habits." Journal of Educational Research 46 (1972): 929-38.

39_{McKeachie, Wilbert J., Donald Pollie & Joseph Spiesman. "Relieving Anxiety in}

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expectation that others would evaluate oneself negatively40 It is such a common problem among the students ranging from young students up to university students including the students in English Teacher Education Major. As Capel asserted that the main cause of anxiety for student teacher was being observed, evaluated or assessed.41 In other words, fear of negative evaluation is a fear caused of getting negative feedback by the others. It occurs when the teachers or lecturers corrected the

students‟ error in such a judgmental manner.

Additionally, Research shows that people who are highly concerned about the others‟ impressions tend to behave in manners that reduce the possibility of unpleasant evaluations. They usually avoid or just leave social situations in which they believe others might think unfavorably towards them.42 Aida said that when this idea of fear of negative evaluation is applied to foreign language learners, we can easily imagine that students with fear of negative evaluation will sit passively in the classroom, retracting from classroom activities that could uplift their improvement of the language skills.43 Therefore, FLA is very important to be studied continuosly because there will be different and shocking results due to the changing of foreign language learning setting.

4. Ways to Overcome English Language Classroom Anxiety

(ELCA)

There are several techniques and strategies to overcome foreign language anxiety including English Language Classroom Anxiety (ELCA). According to Prins44 and Bailey et al.45, one of the most common overcoming strategies for adult students is avoidance. Gregersen stated that avoidance by making eye contact with the teacher

40_{Watson, David & Ronald Friend. "Measurement of Social-Evaluative Anxiety." Journal}

of Consulting and Clinical Psychology 33 (1969): p. 449.

41Capel, S. A. (1997). Changes in students‟ anxieties and concern after their first and

second teaching practices.Educational Researchers, 39 (2), 211-228

42_{Leary, Mark R. Understanding Social Anxiety: Social, Personality, and Clinical}

Perspectives. Beverly Hills, CA: Sage, 1983. See also Twentyman, Craig T. & Richard M. McFall. "Behavioral Training of Social Skills in Shy Males." Journal of Consulting and Clinical Psychology 43 (1975): 384-95. And Zimbardo, Philip G. Shyness: What It Is, What to Do About It. Reading, MA: Addison-Wesley, 1977.

language anxiety: The case of students of Japanese. Modern Language Journal, 78 (2), 155-68.

44₍₁₉₈₆₎ 45

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is a typical non-verbal reaction of anxious students.46 In a similar vein, Christophel47 and Frymier48 stated that nonverbal type of immediacy behavior such as eye contact and positive gestures can reduce anxiety and impact positively on motivation to learn.

The other strategies are the findings of Hauck and Hurd‟s study.

There are ten strategies that are mostly used by the students. The strategies are:

a. Actively encourage myself to take risks in language learning, such as guessing meanings or trying to peak, even though I might make some mistakes.

b. Use positive self-talk.

c. Imagine that when I am speaking in front of others, it is just a friendly informal chat.

d. Use relaxation techniques. e. Share worries with other students. f. Let my tutor know I am anxious.

g. Give myself a reward or treat when I do well.

h. Be aware of physical signs of stress that might affect my language learning.

i. Tell myself when I speak that it won't take long. j. Write down my feelings in a day or notebook.49

Furthermore, Foss and Reitzel also offered several techniques for decreasing language anxiety stemming from student beliefs. They stated that if students can recognize their unreasonable beliefs or fears, they will be able to interpret anxiety-provoking situations in more realistic ways and finally decide to approach rather than avoid an anxiety-evoking situation. Foss and Reitzel also recommended that the teacher should ask students to speak out their fears and then write them on the board to help students recognize their fears about language learning.50

Another unique technique for overcoming foreign language anxiety is to use an Anxiety Graph proposed by Oxford. Students chart their level of anxiety to show that not every phase of an equal amount of

46_(2003).

47₁₉₉₀ 48₁₉₉₃

49_{Hauck, M and Hurd, S. Exploring the Link Between Language Anxiety and Learner}

Self-management in Open Language Learning Contexts. European Journal of Open, Distance and E-Learning.

50

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anxiety. An anxiety graph helps students to identify their highest level of anxiety. An analysis of the graph (the highest point in the graph) as well as student comparisons and discussions of their graphs could help the students approach the same situation with more information and, therefore, more realistically.51

The last but not least is five coping strategies of language anxiety proposed by Kondo and Ying-Ling.52 Mahmud and Suryana53 discussed those strategies as in the following:

a. Preparation

Many second language students feel that they become nervous when they had not prepared before class. There are many ways to prepare including reading the materials before class, taking second language courses provided in or out of school, asking help from friends and teachers, and focusing on specific areas which can make them anxious.

b. Positive Thinking

Some anxious students try to build a positive self-image. They use many kinds of ways, such as trying to be confident, envisioning themselves giving a great performance, thinking of something enjoyable, or not thinking of the negative results. c. Relaxation

Many anxious students may experience “audience fear” when they have to speak in front of their peers or public or when they are being assigned by the teacher to answer the question. One of many strategies to reduce this fear is relaxation such as taking a deep breath and trying to calm down.

d. Peer seeking

Some anxious students cope with their language anxiety by comparing themselves with others who experience the same problems. These students may find a suitable learning partner to talk to or developa small-scale support group with others who experience the same issue. This strategy is a good

51_{(p. 402).}

52_{Kondo, DS and Yang YL 2004}_{. „}_{Strategies for coping with language anxiety: the case of}

students of English in Japan‟, ELT Journal, vol. 58.

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16

solution, especially if the students can share their experiences and strategies with their learning partner.

e. Resignation

The anxious students, or the researcher may call them as extremely anxious students, may resign themselves by giving up, stopping paying attention, accepting the situation, stopping making any effort, even going to sleep in class.

B. Previous Studies

There are many studies that had been conducted under the field of Language Anxiety. The first is a study conducted by Aydin entitled “An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners”.Aydin‟s study was aimed to investigate the sources and levels of of Fear of Negative Evaluation and Language Anxiety among Turkish learners as EFL learners as well as finding the correlation between both of them. The participants in the study were 112 Turkish foreign language learners. A FLCA (Foreign Language Classroom Anxiety) scale and Fear of Negative Evaluation (FNE) scale were used as a measure. The findings showed that EFL learners suffer from language anxiety and fear of negative evaluation. FNE was proved to be a major source of language anxiety.54

The second is a study conducted by Tran and Moni entitled

“Management of Foreign Language Anxiety: Insiders‟ Awareness and Experiences”. This study was aimed to investigate EFL students‟ and

teachers‟ perspectives and experiences of managing Foreign Language Anxiety (FLA). The participants of the study were 351 non-English major university students in Vietnam. The data were gained from the

students‟ autobiographies, open-ended questionnaire as as well as interviews with both of students and teachers. Tran and Moni also identified a dual-task approach to manage FLA with specific strategies for the students, teachers , and school stakeholders. The findings showed that an effective solution to overcome FLA is to accept it and work the best out of it. It is also emphasized the need to more focus on working with FLA instead of managing to reduce it.55

54_{Aydin, S. (2008). An investigation on language anxiety and fear of negative evaluation}

among Turkish EFL learners. Asian EFL Journal. 30(1),421-444

55_{Management of foreign language}_{anxiety: Insiders‟ awareness and experiences, T.T.T.}

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The third is a study conducted by Awan R.N et al. entitled An Investigation of Foreign Language Classroom Anxiety and Its Relationship with Students‟Achievement. This study examined anxiety in English undergraduate classes regarding the kinds of situations that provoke anxiey during different stages of the learning process and the relationship between anxiety and the students‟ achievement. The participants of the study were 149 undergraduate students. The questionnaire used in this study is Foreign Language Classroom Anxiety Scale (FLCAS). This study also used an inventory to identify different situations that provoke anxiety and students‟ GPAs to find its relationshop with language anxiety. The results of the study showed that language anxiety and achievement are negatively related to each other. In addition, female students are less anxious in learning English as a foreign language than male students. „Speaking in front of others‟ was rated as the biggest cause of anxiety followed by „worries about grammatical mistakes‟, „pronunciation‟ and „being unable to talk

spontaneously‟. This study suggested that the classroom environment should be encouraging and motivating.56

The fourth is a case study conducted by Aminah entitled “

Pre-Service Teachers‟ Anxiety in the First Teaching Practice in

Microteaching Class (PPL1) in English Teacher Education”. The purpose of her study was to find of the causing factors of pre-service

teachers‟ anxiety in the first teaching practice in microteaching class and

the way how pre-service teachers manage their anxiety. 35 participants were taken from 7 microteaching (PPL 1) classes. Interview guidelines and questionnaire that contain 15 statements for causing factor of

pre-service teacher‟s anxiety and 12 statements for anxiety management

were used as the instrument. The result of the study showed that the causing factors of pre-service teachers‟ anxiety in the first teaching practice in microteaching class (PPL 1) are teaching experience (86%), worrying about language includes giving instruction in the class (80%) and controlling speaking pace and modifying the language in the class (60%), implementing lesson plan (69%), worrying to make mistake in performance (66%), seeing reaction of supervisor (60%).57

56_{Awan, R.N., Azher, M., Anwar, M.N., & Naz, A. (2010). An investigation of foreign}

language classroom anxiety and its relationship with students‟ achievement. Journal of College Teaching & Learning, 7(11), 33-40.

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The fifth is the study conducted by Imaniar entitled “Students‟

Writing Anxiety Levels in Proposal Writing Course in Fifth Semester at English Education Department State Islamic University of Sunan Ampel Surabaya”. Imaniar‟s study was aimed to investigate the writing anxiety

levels and the major causes of students‟ anxieties in Proposal Writing

Course. 22 undergraduate students of English Education Department were taken as the participants. English Writing Anxiety Test (EWAT) was used to measure the writing anxiety level of the students. The finding showed that 59% of the participants were considered to be in unusual level of writing anxiety. The major problem of students‟ writing anxiety is the difficulties to write the background.58

The previous studies mentioned above are under the field of language anxiety. The first three studies were more concerned in relating anxiety with the other variables and the management of anxiety. The

fourth study was focused on students‟ anxiety level at certain skill which is students‟ writing skill. On the other hand, the fifth study was more concerned on the causing factors and its management of students‟

anxiety as pre-service teacher at microteaching (PPL 1) class. Then, the sixth study was more focused on analyzing the very detail reactions of anxiety-provoking situation reported by the students, characteristics, and the relationship between anxiety and pair and small group work. However, the researcher has not find the studies dealing with the

students‟ English Language Classroom Anxiety (ELCA) yet. Imaniar‟s

study was focused on students‟ anxiety level at certain skill which is students‟ writing skill. On the other hand, Aminah‟s study was more

concerned on the causing factors and its management of pre-service

teachers‟ anxiety during microteaching (PPL 1) class. Hence, the researcher wants to fill this gap by conducting the present study aiming to find the levels of 4thsemester students‟ English Language Classroom Anxiety (ELCA) in English Teacher Education Department at State Islamic University of Surabaya and to know how the students overcome

their ELCA

Undergaduate Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University of Sunan Ampel Surabaya.

58

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CHAPTER III RESEARCH METHOD

This chapter presents the methodology that was used in this study. It consists of research design, research setting, data and source of data, data collection technique, research instrument, data analysis technique and checking validation of finding.

A. Research Design

The present study is in form of descriptive qualitative research. The purpose of this study was to get information and description of

the students‟ English Language Classroom Anxiety (ELCA) levels and to find out how the students overcome their ELCA. Descriptive qualitative method is used when the researcher wants to describe the condition and situation of something specifically. 59 Similarly, Creswell explained that the qualitative research is used when the researcher needs a detailed understanding of issue that can be developed by talking directly with the people or the subject of the research.60

Moreover, Donald added that “qualitative research finds out to understand the phenomenon by concentrating on the whole picture rather than narrow it down into variables and the goal of qualitative research is a holistic picture and depth of understanding rather than a numeric of analysis data”.61 It shows that the essential thing to conduct a qualitative research is the depth understanding of the data.

There is only one variable in this study, which is students‟ English Language Classroom Anxiety (ELCA). The researcher used two kinds of questionnaire to obtain the data. The first is a close-ended (self-reported) questionnaire adopted from Horwitz , Horwitz, and Cope called Foreign Language Classroom Anxiety Scale (FLCAS). The second is a semi open-ended questionnaire made by the researcher. The Foreign Language Classroom Anxiety

59_{M. Nazir, (2003).}_{Metode Penelitian}_{(Jakarta: Ghalia Indonesia), p.55}

60_{John W. Creswell,}_{Qualitative Inquiry & Research Design: Choosing Among Five} Approaches, Second Edition (California: Sage Publications Inc, 2007) p.40

61_{Ary Donald,}_{Introduction to Research in Education,}_{Sixth Edition, (USA: Wadsworth}

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Scale (FLCAS) was used to answer the first research question and the semi open-ended questionnaire was used to answer the second research question. Then, both of the results of those two questionnaires were discussed in the section of Findings and Discussion in Chapter V.

B. Research Setting

The limitation of this study is within the 4thsemester students‟ in Speaking for Formal Setting Class (Class C) of English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya during academic period of 2017-2018.

C. Data and Source of Data

According to Arikunto, the source of data is the place or thing in which the researcher can observe, ask or read about related matter of the object being studied. Sugiyono stated that source of data is gained from the consideration of people who really know about the problem and give the valid information.62 It can be categorized into person, place and documentation.63 There are two kinds of data:

1. Primary Data

The primary data is the data which is obtained directly by the researcher. The primary data of this study consists of: a. The levels of the 4thstudents‟ ELCA in English Teacher

Education Department at State Islamic University of Sunan Ampel Surabaya.

b. The ways that the 4th semester students do to overcome their ELCA.

The data mentioned above were derived from the results of the FLCAS (Foreign Language Classroom Anxiety Scale) and the results of the semi open-ended questionnaire. The source of the primary data are 22 students in Class C of “Speaking for

Formal Setting” Class in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya.

62_Sugiyono._{Metode Penelitian Kombinasi (Mixed Methods)}_{. (Bandung: Alfabeta, 2014)}

p.434

63

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21

2. Secondary Data

The secondary data is the supporting data which can be obtained through many sources including literature sources. The secondary data is obtained indirectly by the researcher. In

this study, the secondary data are the students‟ background

information and the explanation of some theories regarding to the field of ELCA. The source of the secondary data are books, articles, and journals that are related to English Language Classroom Anxiety (ELCA).

D. Data Collection Technique

[image:32.420.71.371.197.479.2]

Creswell explained that the qualitative researchers collect data themselves by examining documents, observing behavior, and interviewing participants.64 In the present study, The researcher used one kind of technique which is Distributing Questionnaire. According to Sax, distributing questionnaire is very significant in qualitative study. It attempts to elicit the feelings, beliefs, experiences, or activities of respondents.65 Thus, the researcher distributed two kinds of questionnaires; close-ended questionnaire and semi open-ended questionnaire. The questionnaires were distributed online via Google Forms on June, 8th until June, 9th. The online delivery was chosen by the researcher due to its simplicity and its cost-effectiveness. The following is the table for collecting the data:

Table 3. 1

Techniques for Collecting Data Research

Questions

Data Collection Techniques

Research Instruments

RQ 1 Distribute

Questionnaire

Close-ended Questionnaire: Foreign Language Classroom Anxiety

Scale (FLCAS)

64_{John W. Creswell,}_{Qualitative Inquiry & Research Design: Choosing Among Five} Approaches, Second Edition (California: Sage Publications Inc, 2007), p.38

65_{Sax, Gilbert. 1979.}_{Foundations of Educational Research.}_{New Jersey: Prentice Hall. P.}

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22

RQ 2 Distribute

Questionnaire

Semi Open-ended Questionnaire

E. Research Instrument

Imaniar mentioned that in qualitative research, the researcher is the key instrument. The researcher must understand the research method and the insight of the problems. By having the proper instruments, the researcher will have a highly reliable and valid data for the findings.66 There are two kinds of research instruments used to obtain the data:

1. A Close-ended Questionnaire

Foreign Language Classroom Anxiety Scale (FLCAS) was used as a close-ended questionnaire in this study. FLCAS was proposed by Horwitz, Horwitz, and Cope as an instrument to measure anxiety levels that are showed by negative performance expectancies and social comparisons, psychophysiological symptoms, and avoidance behaviours. The FLCAS consists of 33 statements. Twenty-four of the items are positively worded and nine of the items are negatively worded.67 The purpose is to examine communication apprehension, test anxiety and fear of negative evaluation related with language anxiety. Each item on the FLCAS is rated on a five-point Likert scale ranging from 1 (strongly agree) to 5 (strongly disagree). Total scores of the scale range from 33 to 165 with lower scores indicate higher levels of anxiety. In this study, the term “Foreign Language” in FLCAS is replaced with the term “English”. Horwitz reported that FLCAS has proved internal consistency, as measured by Cronbach‟s alpha coefficient of .93.68 Hismanoglu also reported in his study that the

66_{Imaniar, Ibid.}

67_{Tran, T. T. T. (2012). A review of Horwitz, Horwitz, and Cope‟s}_{theory of foreign}

language anxiety and the challenges to the theory. English Language Teaching, 5, 69-75. Retrieved fromhttp://dx.doi.org/10.5539/elt.v5n1p69

68_{Horwitz, Elaine K. "Preliminary Evidence for the Reliability and Validity of a Foreign}

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reliability of this scale was found to be .79.69 Thus, this scale were applied in this study because of its reliability and validation. Regardless of many studies that have used this scale in their studies, the researcher believes that the findings would be not same with the previous studies due to the different setting and participants.

2. A Semi Open-ended Questionnaire

The researcher made the semi open-ended questionnaire based on the theories of students‟ ways to overcome their ELCA. The semi open-ended questionnaire consists of 11 questions reflecting 3 components of ELCA; Communication Apprehension, Test Anxiety, and Fear of Negative Evaluation. This questionnaire offers 3 alternative options and 1 open-ended option. This open-open-ended option gives the students chance to answer based on their own ways in case the ways they do are not provided in the 3 alternative options.

F. Data Analysis Technique

After collecting data, the next process is analyzing the data. In the process of analyzing, the researcher collaborated of the results from the FLCAS and the semi open-ended questionnaire before interpreting the data. The steps to analyze the data was based on Huberman and Miles‟s theory70 as described in the following:

1. Data Reduction

Data reduction is used to determine some important data that will be used. This is the process of reducing and transforming the data. Reducing data means to summarizing, selecting main data, and focusing on the main topic of the research.71 In this step, the researcher checked the results of the FLCA Scale and the results of the semi open-ended questionnaire. The results of the semi open-ended questionnaire were

69_{Hismanoglu, Murat. (2013). “}_{Foreign Language Anxiety of English Language Teacher}

Candidates: A Sample from Turkey”. Procedia - Social and Behavioral Sciences 93. 930 – 937

70_{A.M. Huberman, M.B. Miles. “Data Management and Analysis Method”. NK Denzin}

and YS. Lincoln (Eds.), Handbook of Qualitative Research (USA: SAGE, 1994), 429.

71_Sugiyono._{Metode Penelitian Pendidikan: Pendidikan Kuantitatif, Kualitatif, dan R&D}

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checked and classified based on choices and the open-ended answers.The students‟ scores of FLCA Scale were divided into two categories; score of positive statements and negative statements. Then, the researcher calculated each score of the students manually by adding the score of positive statements and the score of negative statements. The score for positive statements range from 1 to 5 (Strongly Agree to Strongly Disagree). Conversely, the score for negative statements range from 5 to 1 (Strongly Agree to Strongly Disagree). After adding both positive and negative statements, the final score were categorized into

[image:35.420.69.371.62.472.2]

three categories, which are “High Anxious”, “Moderate Anxious”, and “Low Anxious”. The tables of the Likert‟s scoring scale is shown in Table 3.2.

Table 3. 2

Likert’s Scale Scoring Table adopted from Horwitz, Horwitz, and Cope

Statements of FLCA

Scale

Scoring

Strongly Agree

(SA)

Agree (A)

Neither Agree

nor Disagree

(N)

Disagree (D)

Strongly Disagree (SD)

Positive 1 2 3 4 5

Negative 5 4 3 2 1

The following table is the range of scores for each ELCA level perceived by students:

Table 3. 3

Range of ELCA Scale scores

Range ELCA Level

33-75 Low Anxious

76-119 Moderate Anxious

120-165 High Anxious

2. Data Display

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method, the data display is created in short essay, diagram, graphic, matrix, network, flowchart, and the like.72

3. Drawing Conclusion

In this step, the researcher concluded the findings descriptively. Firstly, after analyzing the data from FLCA Scale, the researcher explained each type of the students‟ ELCA levels perceived by the students. Regarding with the semi open-ended questionnaire, the researcher tabulated the data by categorizing and labeling. After that, the researcher decribed kinds of ways used by the students to overcome their ELCA. In the discussion section of Chapter IV, the researcher concluded the most category of ELCA levels that the students are categorized in and the common ways that were used by the students to overcome their ELCA. Finally, the researcher discussed the findings by

reflecting on related theories

72

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CHAPTER IV

FINDINGS AND DICUSSION

This chapter describes the results of the self-reported (close-ended) questionnaire and semi open-ended questionnaire. There are findings and the explanation of the results in the discussion section as well. The results answered the research questions of the study, which are; what are the levels of the 4th semester students‟ ELCA (English Language Classroom Anxiety) in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya and how do they overcome their ELCA (English Language Classroom Anxiety).

A. Research Findings

As mentioned earlier in Chapter I, this study was aimed to determine the levels of the students‟ ELCA (English Language Classroom Anxiety) in English Teacher Education Department at State Islamic University of Sunan Ampel Surabaya and to explain how they overcome their ELCA. The researcher determined the students‟ ELCA levels based on their FLCAS (Foreign Language Classroom Anxiety Scale) score. After that, the researcher analyzed the ways how they overcome their ELCA based on the results of the semi open-ended questionnaire.

There are 26 students in Class C of “Speaking for Formal Setting”

Class in total, but only 23 students who participated as the respondents in this study. 22 students fully participated to fill the entire questionnaire and 1 student only participated in the second questionnaire, which is not the main questionnaire. The researcher already tried to contact the other three students via their classmates but they did not respond until the deadline of the online questionnaire. So, the researcher only took 22

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27

Picture 4. 1 Total of the Respondents

1. The ELCA Levels of the 4th Semester Students

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Picture 4. 2 Online Questionnaire

Because there are two kinds of statements in FLCA Scale;

positive and negative, the results of the students‟ score were

divided first into two categories. Then, the researcher calculated each score of the students manually by adding the score of positive statements and the score of negative statements. The score for positive statements range from 1 to 5 (Strongly Agree to Strongly Disagree). Conversely, the score for negative statements range from 5 to 1 (Strongly Agree to Strongly Disagree). After adding both positive and negative statements, the final score were

categorized into three categories, which are “High Anxious”, “Moderate Anxious”, and “Low Anxious”. The students‟ responses

[image:39.420.77.386.65.406.2]

of the FLCA Scale are displayed in the table 4.1.

Table 4. 1

FLCA Scale Items with Percentages of Students’ Responses

Item Statements

of FLCAS

SA* A N D SD

1. I never feel quite sure of myself when I am speaking English in the

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class.

2. I don't worry about making mistakes in the class.

4,6% 54,5% 22,7% 18,2% 0

3. I tremble

when I know that I'm going to be called on in the class.

18,2% 50% 22,7% 9,1% 0

4. It frightens me when I don't

understand

what the

lecturer is

saying in

English.

4,5% 50% 22,7% 22,7% 0

5. It wouldn't

bother me at all to take more English classes.

9,1% 45,5% 36,4% 9,1% 0

6. During

classes, I find myself thinking about things

that have

nothing to do

with the

course.

0 31,8% 36,4% 31,8% 0

7. I keep

thinking that

the other

students are

better at

English than I

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30

am.

8. I am usually at ease during tests.

0 31,8% 40,9% 27,3% 0

9. I start to

panic when I have to speak without preparation in the class.

22,7% 45,5% 27,3% 4,5% 0

10. I worry about the

consequences of failing classes.

4,5% 73% 13,5% 4,5% 4,5%

11. I don't

understand

why some

people get so upset over English classes.

0 50% 22,7% 27,3% 0

12. In the class, I can get so

nervous I

forget things I know.

4,5% 68,2% 9,1% 18,2% 0

13. It

embarrasses

me to

volunteer answers in my language class.

0 22,7% 41% 31,8% 4,5%

14. I would not be nervous speaking English with native

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speakers 15 I get upset

when I don't understand

what the

lecturer is correcting.

9,1% 54,5% 22,7% 13,6% 0

16. Even if I am well prepared for the class, I feel anxious about it.

4,5% 41% 23% 27% 4,5%

17. I often feel like not going to the class.

0 13,6% 22,7% 40,9% 22,7%

18. I feel

confident when I speak English in the class.

9,1% 36,4% 45,5% 9,1% 0

19. I am afraid

that my

lecturer is

ready to

correct every

mistake I

make.

0 13,6% 27,3% 45,5% 13,6%

20. I can feel my heart

pounding

when I'm

going to be called on in the class.

4,6% 54,5% 22,7% 18,2% 0

21. The more I study for a test, the more confused I get.

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22. I don't feel pressure to prepare very well for the class.

9,1% 45,5% 36,4% 9,1% 0

23. I always feel that the other students speak English better than I do.

4,5% 59,1% 27,3% 9,1% 0

24. I feel very self‐

conscious about speaking English in front of other students.

0 40,9% 50% 9,1% 0

25. The lesson of

the class

moves so

quickly I

worry about getting left behind.

0 45,5% 31,8% 22,7% 0

26. I feel more

tense and

nervous in my language class than in

my other

classes.

0 31,8% 40,9% 22,7% 4,6%

27. I get nervous and confused when I am speaking English in the class.

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33

28. When I'm on my way to the class, I feel very sure and relaxed.

0 81,8% 13,6% 4,6% 0

29. I get nervous when I don't understand every word the lecturer says.

0 59,1% 31,8% 9,15% 0

30. I feel

Foreign language classroom anxiety: a study of the students’ English Language Classroom Anxiety (ELCA) in English Teacher Education Department at UIN Sunan Ampel Surabaya.