EXAMINING SPEAKING ANXIETY OF INTERNATIONAL RELATIONS STUDENTS IN INDONESIAN UNIVERSITY

Abstract

English speaking anxiety is a significant issue among students learning English as a foreign language, especially in academic settings where effective communication is crucial. This anxiety can impair students' performance in oral activities, participation in class, and overall language acquisition. Understanding speaking anxiety is essential for educators and researchers to develop targeted interventions that promote a supportive learning environment. This study examines English speaking anxiety levels among students in the International Relations Program at Universitas Muhammadiyah Kalimantan Timur. It aims to identify the extent of anxiety experienced, factors influencing it, and effective strategies to overcome it. Utilizing the Foreign Language Speaking Anxiety Scale (FLSAS) by Balemir (2009) and in-depth interviews, the research found that 65% of students experience moderate speaking anxiety. Average scores were 3.26 for Communication Anxiety, 3.16 for Test Anxiety, and 3.26 for Fear of Negative Evaluation. Key factors exacerbating anxiety include communication apprehension, test-related anxiety, and fear of negative evaluation, often due to uncertainties about language proficiency and comprehension. Effective coping mechanisms identified include speaking exercises in front of a mirror, thorough preparation of speaking material, and repeated practice sessions, which collectively help bolster confidence levels while mitigating anxiety symptoms. This study provides a foundation for tailored interventions to improve English communication skills among students and highlights the interplay between anxiety levels, underlying factors, and the efficacy of coping strategies.