Abstract
The objective of this research are to investigate pre-service teachers’ speaking anxiety in EFL classroom. The subject of this research was 40 pre-service teachers of STKIP Al Hikmah Surabaya Indonesia. The research design of this study is descriptive qualitative research. The main single instrument used in this research was questionnaire. The questionnaire used in the form of Likert scale which was adopted and developed from Horwitz. In this study, questionnaire was applied as the single instruments. In analyzing data, an interactive data analysis model proposed by Miles M.B and Huberman A.M (1984) was used. The result of the study were: (1) All pre service teachers experienced speaking anxiety in EFL classroom. (2) There are five major areas of speaking anxiety experienced by pre service teachers in EFL classroom namely fear of interaction, fear of perception of others, low self esteem and lack of confidence, language proficiency, and error correction or fear of negative corection.
Highlights
Speaking ability is oftenly perceived difficult to learn because it is closely related to either words production or conveying messages
There were four options available in the questionnaire namely Strongly Agree (SA) and Agree (A) that latter were combined together to gain a global degree of agreement
The following table shows the percentage of speaking anxiety in EFL classroom experienced by Indonesian pre service teachers
Summary
Speaking ability is oftenly perceived difficult to learn because it is closely related to either words production or conveying messages. In other words, speaking well requires the use of comprehensible series of words It is in line with Toth (2010) who said that speaking in English is a tense thing for students, that because they feel that they are afraid of making mistakes related to grammar and the lack of vocabulary in English to facilitate their speaking activities. Feeling nervous and afraid when students speak is a form of students speaking anxiety. It is in line with Spielberger ac cited in Brown (2004) who clearly stated that anxiety is a subjective feeling of tension, fear, anxiety. Anxiety is closely associated with the excitement of the autonomic nervous system. Anxiety plays such a very significant influence on both the success of student’s communication and improving students' speaking English skills. If anxiety can be succesfully eliminated, it will greatly assist students to grow their confidence
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