the students surveyed in this study

the students surveyed in this study
had significantly higher scores on the Foreign
Language Classroom Anxiety Scale (FLCAS) (see
Appendix A) compared to published results for
students surveyed in other foreign language programs
(Nagahashi, 2007). The primary source of the students’
anxiety appears to come from communication
apprehension, a result that correlated with a low selfevaluation
of speaking skills (Nagahashi, 2007). High
levels of anxiety, along with low self-evaluations of
skills, are detrimental to the learning process.
According to MacIntyre (1999), “The combination of
high levels of anxiety and low self-rated proficiency
creates students with low levels of linguistic selfconfidence,
which reduces motivation for study and

Results (Indonesian) 1:

Para siswa yang disurvei dalam studi inimemiliki nilai secara signifikan lebih tinggi di luar negeriBahasa kelas kecemasan skala (FLCAS) (LihatLampiran A) dibandingkan dengan menerbitkan hasil untuksiswa yang disurvei dalam program bahasa asing lain(Nagahashi, 2007). Sumber utama siswakecemasan tampak berasal dari komunikasiketakutan, hasil yang berkorelasi dengan selfevaluation yang rendahberbicara keterampilan (Nagahashi, 2007). Tinggitingkat kecemasan, bersama dengan rendah self-evaluations dariketerampilan, merusak proses belajar.Menurut MacIntyre (1999), "kombinasitinggi tingkat kecemasan dan kemampuan diri dinilai rendahmenciptakan siswa dengan tingkat rendah linguistik selfconfidence,yang mengurangi motivasi untuk belajar dan