Anxiety, Communicative, Achievement, Language Learning, Teaching Material
The research was intended to investigate the students’ negative anxiety in learning English language by developed communicative English teaching material. Anxiety plays an important role in foreign language students’ classroom performance. It determines students’ success or failure in foreign language classes. Therefore students’ anxiety will influence negatively to students’ achievement in language learning. It is essential to place the learner at the centre of your teaching endeavors, and structure learning environments and activities to help learners construct knowledge rather than just absorb it. The study is an educational research and development or R&D (Borg and Gall, 1983), which aims at developing communicative English teaching material to reducing student’s anxiety in performance. From the data, it is known that at first most of the students felt anxious during the language class but then after the treatment by using the teaching material developed, the students’ anxiety is getting lower. The findings show that the students were more active because they were ready to prepare and to recall their background knowledge. They were sharing in pairs and with friends in bigger groups to present and to discuss their result of performance. The students agreed if the teacher should apply the communicative English teaching material. According to the ordinal level determined for test anxiety, 36 (14.5%) students had low anxiety, 91 (36.7%) students had moderate anxiety, 96 (38.7%) students had high anxiety, and 25 (10.1%) students had very high anxiety in test anxiety.