EFL STUDENTS’ LANGUAGE ANXIETY IN IN CLASS ORAL PRESENTATIONS

David, Bakhrul Khoir (2025) EFL STUDENTS’ LANGUAGE ANXIETY IN IN CLASS ORAL PRESENTATIONS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT In learning English, speaking ability presents many challenges, with anxiety being a major emotional barrier. Anxiety, characterized by tension, worry, and nervousness, interferes with students‟ learning and performance, particularly in oral presentations. It leads to self-doubt, reduced participation, and poor speaking performance. This research examines the link between EFL students‟ language anxiety and their oral presentation performance, focusing on contributing factors and coping strategies. Conducted at UIN Raden Intan Lampung, the research used qualitative methods, including observations, questionnaires, and interviews with third-semester English Department students. The Foreign Language Classroom Anxiety Scale (FLCAS) revealed that communication apprehension, fear of negative evaluation, and test anxiety were prevalent, though severity varied. Class 3C showed the highest anxiety (85%), particularly in peer evaluations and tests, whereas Class 3E had moderate anxiety (52%), suggesting better stress management. Interviews with students from classes 3A–3E showed introverts were more prone to anxiety (71%), with fear of judgment being a key concern. Physical symptoms like trembling hands and rapid heartbeat were reported by 57% of students, reflecting anxiety‟s physiological effects. Common coping strategies included preparation (86%), deep breathing (64%), and positive self-talk (49%), which helped but did not fully eliminate anxiety. The research concludes that language anxiety significantly hinders EFL students‟ speaking performance. Educators should implement strategies such as structured speaking practice, peer support, and anxiety-reducing activities to build confidence and create a supportive learning environment. Keywords: EFL Students, Oral Presentations, Students’ Languange Anxiety.

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