The Correlation Between The Influence Of Classroom Atmosphere And Thai Students’ Speaking Anxiety In English Lessons

Wulandari, Fatma (2025) The Correlation Between The Influence Of Classroom Atmosphere And Thai Students’ Speaking Anxiety In English Lessons. Undergraduate thesis, UIN Kh. Achmad Siddiq Jember.

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Abstract

Keywords: classroom atmosphere, speaking anxiety, English language learning

The ability to speak English is often a challenge for many students, mainly due to anxiety, fear of making mistakes, and lack of confidence. Anxiety about speaking can make it difficult for students to speak in front of the class. This often occurs in students who are learning English as a foreign language, including in Thailand, where the classroom atmosphere can affect students' courage to speak. Therefore, a positive and supportive classroom atmosphere is very important to help students feel comfortable and brave enough to speak.
Based on this, this study was conducted to determine the relationship between classroom atmosphere and students' anxiety in speaking English. This study focused on answering two main questions, namely: (1) Is there a significant relationship between classroom atmosphere and Thai students' anxiety in English speaking activities? and (2) What aspects of classroom atmosphere are most dominant according to students' perceptions in English speaking activities in class?
Based on these research questions, the objectives of this study are to: (1) analyze whether or not there is significant correlation between classroom atmosphere and Thai students' anxiety in English speaking activities. and(2) to identify the dominant aspects of the classroom atmosphere as perceived by students in relation to English speaking activities in the classroom.
This study uses a quantitative approach with a correlational design. The study population consists of all junior high school students at Bankuwa Padee School, Thailand, with a sample size of 58 respondents selected using total sampling technique. Data were collected through a Likert scale-based questionnaire covering two main variables, namely classroom atmosphere (variable X) and speaking anxiety (variable Y). Data were analysed using descriptive statistical analysis and Pearson Product Moment correlation test through the SPSS version 27 program.
The results showed that there was a significant but weak correlation between classroom atmosphere and students' speaking anxiety (r = 0.309; Sig. 0.018 < 0.05). This indicates that the more positive and conducive the classroom atmosphere perceived by students, the lower their level of speaking anxiety tends to be. In addition, descriptive analysis results show that teacher support is the most dominant aspect in shaping a positive classroom atmosphere with the highest average score (mean = 4.05), while emotional warmth has the lowest average score (mean = 3.6).
Thus, it can be concluded that a positive classroom atmosphere, especially good teacher support, plays an important role in reducing students' anxiety levels and increasing their participation in English speaking activities in class. The results of this study are expected to provide input for English teachers to create a warmer, more supportive and interactive learning environment so that students are more confident in communicating in English.

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