The students’ anxiety in Learning English as a Foreign Language in Senior High School

Abstract

This study investigates the anxiety levels in learning English as a foreign language among senior high school students in Indonesia, utilizing a quantitative research design namely descriptive survey method and qualitative study. A stratified random sampling method ensured a representative sample of approximately 300 students from various regions, types of schools, and grades. Data collection involved the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, adapted for the Indonesian context, with both quantitative and qualitative data gathered. Analysis using SPSS and thematic analysis revealed significant anxiety among students, particularly regarding speaking in class, making mistakes, and understanding the teacher. Key findings include that most of the students (90%) lack self-confidence meanwhile 83% of students worry about making mistakes, and 64% feel frightened when they do not understand the teacher, with 90% experiencing physical symptoms such as trembling. Comparative self-perception also contributed to anxiety, with 82% believing their peers were more proficient. The study highlights the detrimental impact of language anxiety on students' academic performance and participation, emphasizing the need for supportive classroom environments and positive teacher interventions. Students reported using various coping strategies, such as preparation and relaxation techniques, but these were often insufficient without supportive teacher practices. The study underscores the importance of addressing language anxiety to improve English language learning outcomes, recommending that educators create non-judgmental practice opportunities and provide positive reinforcement. These findings offer valuable insights for educators and policymakers in developing strategies to support students in overcoming language learning anxiety, ultimately leading to better engagement and academic performance.