4. Anxiety Symptoms
Michael W. Passer and Ronald Smith classify anxiety symptom, they are:
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1 Subjective-emotional symptom, including feeling of tension, and apprehension
2 Cognitive symptom, including worry some thought and a sense of inability to cope
3 Psychological symptom, including increased heart and blood pressure, muscle tension, raid breathing, nausea, dry mouth, and
diarrhea 4 Behavior symptom, such as avoidance of certain situations and
impaired task performance.
Another anxiety symptom also described by Jeffrey S. Nevid as follow:
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Table 2.1
Anxiety symptom
Physic symptoms Behavioral
symptoms Cognitive symptoms
Nervous, Panic Avoid behavior
Worried about
something Body Tremble
Dependent behavior Conviction about
something will happen
Sweating Unstable behavior
Hard to focus
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Michael W.Passer and Ronald Smith, Psychology, The Science of Mind and Behavior, Fourt Edition New York: Mc Grawwhill Company, 2003, p.547
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Jeffrey S. Nevid, Psikologi Abnormal, Edisi ke-5, Jakarta : PT. Erlangga, 2003, p.167
Hard to speak Very careful to need
sensation Short breath
Dizzy, Frightening, Frequently urine
Moreover, foreign language anxiety appears in the form of anxiety such as: communication apprehension, test anxiety, and fear of
negative evaluation. Components of language anxiety will be discussed in the following topic.
5. Components of Language Anxiety
According to Horwitz, three components of foreign language anxiety have been identified:
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1 Communication apprehension arises from learners’ inability to
adequately express mature thoughts and ideas. It is usually associated with personality like shyness, quietness, and
introversion. Communication apprehension plays large role in foreign language anxiety since interpersonal interactions are the
major emphasis in foreign language class. In foreign language class students are required to communicate with the target
language by ways of speaking and listening. Their limited capabilities in the target language may derive students into a
communication apprehension. Communication apprehension exist because students think that they will have difficulty
understanding others in listening and making oneself understood in speaking.
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Horwitz, Horwitz and Cope, Foreign Language Classroom Anxiety, The Modern Language Journal, Vol. 70, Blackwell Publishing, 1986, p.127
2 Fear of negative social evaluation arises from student’s need to
make positive social impression from others. Moreover, students are prone to have a fear of negative evaluation from both teacher
as the only fluent speaker in the class and their peers. 3 Test anxiety is a fear of failure about academic evaluation. It
means this kind of anxiety occurs in an evaluation situation. Students with test anxiety might have unpleasant experience on
their previous tests which makes them fear of failing the upcoming test. These students may also have false belief about
foreign language learning. They put unrealistic demand that they should feel that anything than a perfect test is a failure.
C.
Previous Study
In this study the researcher takes three previous studies to support this
study. The first study is “The Relationship between anxiety and Oral Practice in Turkey” written by Gonca Subasi in 2010.
The objective of the study is to find out the correlation between anxiety and oral practice of turkish. The method of this research is
correlational study. The data were gained through questionnaire and interview. The result shows that there is correlation between students
and anxiety and their oral performance. They feel more anxious when they are in Foreign language classroom because they perceive that
their own speaking ability as poorer than their classmates and teacher. As a result, the anxiety influences their performance quality.
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The second study is “A study that had been done by Shameem Rafik-Galea and Zuhana Mohd. Zin in 2010. The objective of the
study is to investigate the influence of reading anxiety on comprehension performance among low proficiency Malay ESL
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Gonca Subasi, What Are the Main Sources of Turkish EFL Students’ Anxiety in Oral Practice?, Turkish Online Journal of Qualitative Inquiry,
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