THE CORRELATION BETWEEN SECONDARY STUDENTS’ ANXIETY AND WILLINGNESS TO COMMUNICATE ENGLISH AS A FOREIGN LANGUAGE

Livaini Putri Meydika, Nuse Aliyah Rahmati

Abstract


Abstract: This study investigates the profile of secondary students' anxiety in the English classroom and examines the correlation between their foreign language anxiety and willingness to communicate. A sample of 59 students from SMP PGRI Jabung was selected. The research utilized a quantitative descriptive correlational research design. The study utilized the Foreign Language Classroom Anxiety Scale (FLCAS) and the Willingness to Communicate (WtC) scale to collect data. Descriptive analysis revealed that students perceived a high level of foreign language anxiety (M=3.60). Specifically, the mean scores revealed high level of communication apprehension (M=3.68), medium level of test anxiety (M=3.44), and the highest level of fear of negative evaluation (M=3.69). The overall extent of students' anxiety was found to be at a medium level (M = 3.01), with learning responsibility identified as the primary reason for their engagement. Correlation analysis, however, showed that foreign language anxiety was not significantly correlated with students' willingness to communicate in English (p=.239). These findings suggest that factors beyond anxiety may influence students' willingness to engage in English communication. Future research could explore how demographic variables and other factors shape the relationship between language anxiety and communication willingness. Understanding these dynamics can inform strategies to support students' English language development and communication skills.

 

Keywords: Foreign Language Anxiety, Willingness to Communicate, Secondary Students.


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