Degree of English-speaking anxiety experienced by EFL pre-service teachers in Madiun East Java

Teachers’ English-speaking anxiety plays a big role in determining the quality of students’ speaking skills since a teacher who experiences foreign language speaking anxiety will tend to choose a teaching approach that has the opportunity to reduce communication activities in class and to avoid interaction. Therefore, this study intends to determine the level of anxiety experienced by EFL pre-service teachers in the collegian classroom speaking practices to identify and overcome the problems. This research was designed quantitatively in the form of a survey involving 76 students who took part in Argumentative Speech and Public Speaking classes organized by the Department of English Education in Madiun Indonesia. An instrument in the form of Linkert scale-based questionnaire ranging from Strongly Agree downward Strongly Disagree simplified from Horwitz’s Foreign Language Classroom Anxiety Scale (FLCAS) was utilized to gather the data. The data were then descriptive statistically analyzed using Statistic Package for Social Sciences (SPSS) to determine the mean, percentage, and level of English-speaking anxiety. The result of the analysis shows that 19 to 76 students or 25% are less anxious in the process of speaking activities. In addition, 44,7% or 34 students from the total sample experienced moderate anxiety. Last, 23 students (30,3%) had severe high anxiety. The finding indicates that the EFL Pre-service teachers in Madiun mostly have problems with English-speaking anxiety, and it is recommended to cope with the obstacles to create a teacher with fluent and accurate English-speaking ability.