THE CORRELATION BETWEEN SPEAKING ANXIETY AND PERCEPTION OF ORAL COMMUNICATION COMPETENCE IN FOURTH-SEMESTER STUDENTS AT UINFAS BENGKULU

Abstract

This study aims to examine the correlation between speaking anxiety and perceived oral communication competence among fourth-semester students of the English Education program at UINFAS Bengkulu. Using a quantitative correlational approach, the study involved 67 respondents selected through purposive sampling. The instruments used were the Foreign Language Classroom Anxiety Scale (FLCAS) and the Self-Perceived Communication Competence (SPCC) Scale, with very high reliability (Cronbach's Alpha = 0.963). Tests for normality and linearity assumptions showed the data were normally distributed and had a linear relationship. Analysis results indicated an average speaking anxiety score of 87.15, and an average perceived oral communication competence score of 82.76. The Pearson correlation test produced a very strong positive relationship (r = 0.965, p < 0.01), meaning that the higher the speaking anxiety, the higher the students' perception of their oral communication competence. These findings enrich psycholinguistic studies by challenging the assumption that speaking anxiety always has a negative effect (debilitating anxiety). Instead, in this context, anxiety functions as facilitating anxiety that reflects students' critical awareness and high academic standards as prospective educators.