Chart 1. Students’ Level of Anxiety
B. Discussions
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(39%) followed by low anxiety (56%), and the least experienced extreme anxiety (5,5%) with two students. In other words, pupils with moderate anxiety levels received questionnaire ratings ranging from 99 to 132 on a scale of 100. Despite the fact that those kids had a moderate amount of worry, their anxiety levels differed. The various levels of anxiety experienced by pupils depend on the situation that causes them to feel anxious when speaking English. Some scenarios cause students to feel anxious when speaking English, such as when they are bashful in front of a large group of people and fear bad criticism or commendation from teachers or other students in the classroom.
Foreign language anxiety is significant in learning a foreign language since it might prevent pupils from learning their target language. Foreign language anxiety is defined as the self- perception, sentiments, and habits associated with classroom language acquisition that result from the distinctiveness of the language learning process. Furthermore, foreign language anxiety is a situational anxiety that does not appear to have a significant
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relationship with other types of anxiety; it is tied to the language learning setting. It implies that there is a link between language anxiety and language acquisition. Anxiety may have both a beneficial and bad influence on pupils who want to learn a foreign language, particularly English. It can be detrimental if children are unable to regulate or control their anxiety. They will struggle to learn English and will receive a low grade. Otherwise, anxiety might be beneficial to pupils. For example, if a student is worried about failing an exam, he or she will be more committed to studying English. In short, anxiety is intimately tied to a student's success in learning English. Furthermore, it would be more difficult for pupils to learn English if they are anxious because they are worried of making mistakes when learning English.
Furthermore, The findings revealed that there were some factors that made students anxious while speaking English, such as speaking in front of the class, being called on by the teacher, receiving negative feedback from the teacher, being concerned about grammatical errors, mispronunciation, and being ridiculed
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by others. Foreign language anxiety has been classified into three major categories: communication apprehension, exam anxiety, and fear of poor assessment. The The first root of linguistic anxiety is dread of communication (the fear of communicating with other people). Researchers discovered that contributing factors such as English components such as a lack of syntax, a lack of vocabulary, a lack of pronunciation, and an inability to grasp the subject influenced students' performance. The impacts of communication anxiety are directly related to the student's mindset; the pupils felt bashful, humiliated, inferior, blank, puzzled, less focused, and unsure of what they would transmit.
Based on the result the researcher concluded that this research contributes to the advancement of English language learning and teaching English is a required subject in higher education in Indonesia. English instruction includes not just writing skill but also communication skill in a foreign language.
This research assists EFL learners in identifying speaking anxiety as a hindrance to speaking performance. To overcome speaking
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anxiety, it is strongly advised to use Personal Report of Public Speaking Anxiety Questionnaires or other comparable tools.
Identifying personal speaking anxiety levels would encourage EFL learners to anticipate and adopt specific techniques to avoid failure in speaking class, as well as to try to solve their problems and obtain a better speaking performance. Furthermore, the future researcher may utilize the findings of this study as one of the baselines for future investigations on similar variables.
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CONCLUSIONS AND SUGGESTIONS A. Conclusions
The study's objectives were to determine the amount of English speaking anxiety felt by 2nd grade students at SMK 4 South Bengkulu. The findings revealed that 39 percent of pupils had moderate levels of anxiety, 56% had low feelings of anxiety, as well as the remaining had just 5.5 percent experienced high levels of anxiety. When invited to speak in front of the class in English, the biggest source of their concern was apprehension about obtaining bad remarks from professors and other pupils., Fear of being rectified in front of others by teachers for making mistakes, loss of faith in Speaking English in the classroom, and perplexity while speaking English in public so many learners.
These factors should be considered by any English instructor, especially those who teach EFL students, while looking for solutions to help their pupils overcome their fear of speaking English in the classroom.
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Anxious is one of the issues that EFL students, including junior high school students in Indonesia, face when speaking. The national curriculum officially introduces English to students at this grade level. Although the current study found that a moderate amount controlled students' speaking fear, further in-depth research, particularly on teachers, is required' solutions for conquering the kids' fear of public speaking The research is significant since it is the first to examine the levels of anxiety reported by secondary school pupils in Banda Aceh, Indonesia findings are expected to make some contributions, particularly to teachers, by providing information on the various levels of nervousness that students face when speaking. Furthermore, the findings of this study can provide information on the scenarios that cause pupils to feel anxious when speaking, allowing the teacher to employ suitable tactics to address the issues. Finally, study into the causes or variables causing students' fear when For example, speaking English can be used as a subject for additional in-depth research.
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