Variations in Foreign Language Enjoyment and Classroom Anxiety Among Learners: A Comparative Study of Two Teachers in the Same Language Classroom

Abstrak

This study examines the dynamics of students’ emotions inforeign language learning by focusing on Foreign LanguageEnjoyment (FLE) and Foreign Language Classroom Anxiety(FLCA). Conducted at SMAN 1 Kabawo with a sample of 23students, data were collected using questionnaires andanalyzed through descriptive statistical methods. The analysisrevealed that students experienced significantly higher FLEwith the first teacher, whereas FLCA levels were significantlyhigher with the second teacher. Interestingly, no significantdifferences were found in FLE predictors, such as teacherpredictability, frequency of foreign language use, time spenton language activities, and students’ attitudes toward theteacher, between the two classes. However, students generallyreported more positive attitudes toward Teacher 1,particularly in terms of time spent on writing and readingactivities and overall teacher-student rapport. The findingssuggest that in foreign language education, teachers shouldprioritize enhancing students’ enjoyment (FLE) rather thansolely focusing on reducing anxiety (FLCA). Creating apositive and engaging classroom atmosphere may be moreeffective in promoting language learning outcomes. Englishteachers are thus encouraged to attend to students' emotionalneeds by fostering a joyful and motivating learningenvironment.

Kata kunci

• A Comparative Study of two Teachers
• Foreign Language Classroom Anxiety
• Foreign Language Enjoyment