The Correlation Between Foreign Language Classroom Anxiety and Oral Communication Competence Among English Language Teaching (ELT) Students at UIN Raden Mas Said Surakarta

This study aims to examine the correlation between Foreign Language Classroom Anxiety (FLCA) and Oral Communication Competence among English Language Teaching (ELT) students at UIN Raden Mas Said Surakarta. Employing a quantitative approach with a correlational design, this research involved 110 ELT students as the sample, selected through a purposive sampling technique. Data on foreign language anxiety were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) adapted from Horwitz et al., while oral communication competence was measured through [speaking tests / self-assessment scales / speaking course grades]. Statistical data analysis using the Pearson Product-Moment correlation test revealed that there was a [significant negative correlation / no correlation] between foreign language classroom anxiety and students' oral communication competence (r = [110], p < 0.05). This result indicates that [higher] anxiety levels experienced by students in the classroom correspond to [lower] levels of oral communication competence. Based on these findings, it is suggested that ELT lecturers should foster a supportive and low-anxiety learning environment to minimize students' anxiety and optimize their speaking skills.