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activity for some learners Hewitt Stephenson, 2011, cited in Khodaday Khajavy, 2012.
Horwitz et al. 1986 concluded that FLA usually appears in listening and speaking activities, testing situations, over studying, certain beliefs and so on.
They also classify three types of foreign language anxiety: communication anxiety, test anxiety, and fear of negative evaluation.
Communication anxiety
is defined as “a type of shyness characterized by fear of or anxiety about
c ommunicating with people” Horwitz, et al., 1986; and
fear of negative evaluation
is defined as “apprehension about others‟ evaluative situations,
avoidance of evaluative situations, and the expectation that others would evaluate oneself negatively” Watson Friend, 1969, cited in Occhipinti, 2009. Test
anxiety is defined as “a type of performance anxiety stemming from a fear of
failure” Horwitz et al, 1986. It means that when someone feels others evaluated himher, this type of anxiety will occur.
3. Foreign Language Speaking Anxiety FLSA
Brown 2001 states that people who have a successful achievement of language showing the ability of two-way communications with the other language
speaker whether it is in monologue or dialogue. Therefore we could say that this two-way communication is not successful if one language speaker could not
understand what other language speaker trying to say. This failure could be due to many factors, one of them is the anxious feeling in speaking experienced by the
language speaker. Foreign language speaking anxiety can be described as an individual‟s feeling of fear and anxiety in communicating orally Daly, 1991, cited
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in Deyuan, 2011. Some studies in this area have been conducted and shown that even a person that active in oral communication using herhis L1 might become
ashamed and reluctant when communicating using foreign language Horwitz et al. 1986. It is because the language learners not only have to learn the foreign
language but also to perform the language Foss Reitzel, 1988, cited in Cheng, 2009. They might have this FLSA because they had to perceive the language. As
Aida 1994 states that “[...] people experience anxiety and reluctance in communicating with other people or in expressing themselves in foreign language
in which they do not have a full competence ”.
4. Foreign Language Speaking Anxiety in Classroom
Speaking in foreign language in classroom is usually difficult for the anxious students even when they were asked to answer a task or give a speech that they
have prepared Cheng, 2009. Horwitz et al. 1991 pointed out that listening and speaking in the classrooms are where the foreign language anxiety mostly
happened. Phillips 1992 also supported Horwitz‟ statement by saying that based
on the studies about FLA, it was reported that students generally having their highest level of anxiety in speaking in foreign language classroom. High levels of
anxious student usually avoid the foreign language class or remove the courses that having a communication requirement Phillips, 1992. They also feel reluctant
to volunteer answers and being involved in activities that speaking was required in classroom MacIntyre Gardner, 1991.
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4.a. Factors affecting foreign language speaking anxiety in classroom Young 1991; cited in Vognild, 2013 classified six possible causes of
language anxiety in classroom: “1 personal and interpersonal anxieties, 2 learner beliefs about language learning, 3 instructor beliefs about language learning, 4
instructor – learner interactions, 5 classroom procedures, and 6 language
testing”. Personal anxieties could happen because some factors, one of them is a negative self perception and low self esteem towards themselves. Self perceptions
or popular as self concept in psychology studies is how one person identify himherself Shavelson Bolus, 1981 this perception might be highly influenced
by hisher environment Shavelson, 1976; cited in Shavelson Bolus, 1981. Meanwhile self esteem is a concept of how one person treats himherself, their
attitude toward himherself based on how heshe judges himherself based on hisher self perceptions toward himherself Sigelman, 1999; cited in Bailey,
2003. A study by Liu 2007 shows that low English proficiency, lack of practice,
difficulty of the task, lack of confidence, and fear of making mistakes are the factors that contribute to foreign language speaking anxiety for China learners.
Horwitz et al 1986 remarked three major factors that contribute to foreign language speaking anxiety in his FLCAS: communication anxiety, test anxiety,
and fear of negative evaluation. Mak 2009 conducted a study about FLSA with Chinese EFL learners using
FLCAS and the results show that beside the three factors, some other factors such as the feeling of uneasy to speak with native speaker, negative perspective toward
