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English class, fear for failing the class, asked to make impromptu speech, being corrected when speaking, insufficient time for preparation, and the prohibition of
L1 use in class. A result of FLSA in English classroom by Keramida 2009 also show that students in the third grade of lower secondary school in Greece
experienced FLSA because they were afraid that their peers will evaluate them negatively and consider them as a low ability students. They also believed that
“they should produce faultless sentences”. Mayangta 2013 in her study of FLSA with Indonesian junior high school found out that “personal and interpersonal
anxieties, students‟ beliefs about language learning, instructor-learner interactions, classroom procedures and perceived levels of English proficiency” are factors that
contributed to students‟ speaking anxiety in classroom. 4.b. Signs of anxiety: Psycho-physiological symptoms
Psycho-physiological symptoms also found in FLCAS Qustionnaire. Psycho-
physiological symptoms is “deeply associated with feelings and emotions of human beings” Yoon, 2012. It is a feeling of fear, uneasiness, worry, dread,
sweat, and have palpations that are experienced by the anxious students Horwitz et. al, 1986. A study of elementary and intermediate female Iranian EFL learners
from Hayatdavoudi Kassaian 2013 revealed that students who suffered a high level of language anxiety reported to experience the higher psycho-physiological
tensions in speaking performance.
5. Foreign Language Classroom Anxiety Scale FLCAS
Foreign Language Classroom Anxiety Scale FLCAS was developed by Horwitz et al. i
n 1986. FLCAS is a “standard instrument for the purpose of testing
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individuals‟ response to the specific stimulus of language learning.” Dalkilic, 2001.
FLCAS is an instrument that consists of 33 items with scale 1-5 from strongly agree into strongly disagree. Those 33 items measure three dimension of
languange learning anxiety; 1 fear of negative evaluation, 2 communication apprehension, and 3 test anxiety. It also measure the anxiety based on four major
skills in language learning: speaking, writing, reading, and listening. The participants‟ answer then calculated and being divided into five levels of anxiety:
1 Very Anxious. 2 Anxious, 3 Mildly Anxious, 4 Relaxed, 5 Very Relaxed.
5.a. Results of FLCAS Since this instrument was introduced, nowadays this instrument is
commonly used by researchers to investigate the levels of anxiety experienced by the learners. Liu 2007 in her study about anxiety in oral English classroom found
out that twenty-four university students in Beijing experienced anxiety in English classroom. FLCAS was used to measure their anxiety and the results show that
54,1 students agreed with statements in the FLCAS that indicate their fear of taking risk to perform their foreign language speaking ability in front of others. In
the next evaluation items, 66,7 students show their lack of communication apprehension by choosing the items showing fear if they could not understand
instruction or feedback from their teacher. Another indicator to notice the anxious students is that they fear of negative evaluation. 66,8 students agree with items
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indicating fear of negative evaluation by peers and 70,8 students agree that they fear their teacher will pointed out their mistakes.
Mak 2009 found out that “students‟ negative attitudes towards the language class can contribute to their overall levels of secondforeign language
anxiety”. The result shows that the important aspect that influences students‟ speaking anxiety in classroom is fear of negative evaluation. A similar result
showed by a study of foreign language anxiety on Malaysian university students by Abdullah Rahman 2010. This study reveals that the high anxiety level
experienced by the students because they feel reluctant to speak in foreign language in front of others. The communication apprehension aspect contributes to
moderate levels of anxiety. In Indonesia, a study was conducted by Mayangta 2013 who investigated
the levels anxiety experienced by second grade students of junior high school in Bandun
g. The result shows that “most of the students are mildly anxious anxiety levels with no relaxed students”.
C. METHODOLOGY
This section discusses on how this study was conducted to answers the research questions proposed in this study.
1. Research Design
This study focused on quantitative study which means that the data presented in form of numbers Azwar, 2008.
