| Summary: | This study investigates foreign language anxiety among Indonesian undergraduate
students of five foreign language classrooms: i.e. English, French, Japanese,
Korean, and Arabic, and examines its relationship with students� motivation and
their perception toward teachers� behaviors. Questionnaires were employed to 182
second-grade undergraduate students at Faculty of Cultural Sciences UGM. Oneway
ANOVA analysis revealed that students of Japanese have the highest foreign
language anxiety level compared to other foreign languages students. Furthermore,
using independent sample T-test method, it was also found that students of non-Latin
alphabet languages group (Japanese, Korean, and Arabic) have a higher foreign
language anxiety level than students of Latin alphabet one (English and French).
The relationship between foreign language anxiety, students� motivation and their
perception toward teachers� behaviors was analyzed using multiple regression
method, and the finding indicates that student�s motivation does not affect foreign
language anxiety. Meanwhile, student�s perception toward teacher�s behaviors
significantly affects foreign language anxiety. Based on the results, the present study
suggests that foreign language teachers should give more attention to their teaching
method and behaviors applied inside the classroom, and on how to create a more
conducive learning environment in the classroom in order to reduce foreign
language anxiety experienced by their students.
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