MEASURING FOREIGN LANGUAGE ANXIETY AMONG INDONESIAN UNDERGRADUATE STUDENTS IN FOREIGN LANGUAGE CLASSROOM: IN RELATION WITH STUDENTS� MOTIVATION AND THEIR PERCEPTION TOWARD TEACHERS� BEHAVIORS

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