AN ANALYSIS OF EFL LEARNERS’ ANXIETY AT SMA MUHAMMADIYAH 25 PAMULANG

This study examines the influence of environmental factors on students' anxiety in learning English as a Foreign Language (EFL) among eleventh-grade students of SMA Muhammadiyah 25 Pamulang. Emotions, particularly anxiety, are known to have a significant impact on students' learning experiences, especially in the foreign language learning process. Many students face emotional barriers such as fear, worry, and lack of self-confidence that hinder their English learning process. This study addresses gaps in previous studies by focusing on environmental aspects—such as teacher support, classroom atmosphere, and peer interactions—as potential factors contributing to Foreign Language Anxiety (FLA). Using a mixed-methods design, the study combines quantitative data from questionnaires and qualitative insights from interviews, using triangulation with the My Classroom Inventory (MCI) framework to ensure the validity of the findings. The results indicate that lack of personalized teacher support, peer pressure, academic difficulties, and competition in the classroom are the main environmental factors triggering students' anxiety. This study highlights the critical role of the classroom environment in shaping students' emotional responses and emphasizes the importance of supportive and inclusive teaching strategies to reduce FLA and promote effective language learning. These findings provide practical implications for students, teachers, and future researchers in improving English as a foreign language (EFL) learning environments.