Name : Kadek Ari Yuliani
NIM/Class : 1312021048/5B

FOREIGN LANGUAGE LEARNERS’ ANXIETY AND THEIR ACHIEVEMENT Learning English becomes a complicated subject matter for foreign language learners. The process of acquiring a foreign language should be achieved naturally nevertheless, most of foreign language learners feel this process is full of challenges and can be a stressful activity for them (Hewitt & Stefenson, 2011 as cited in Khodady & Khajavy, 2013, p. 269-289). Some researchers claim that language anxiety plays a prominent role in achieving the successfulness of language learning processes. Language anxiety expounded as “distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process” (Horwitz et al. 1986, p. 128). Language anxiety of foreign language learners contributes both positive and negative effect to their achievement in language learning processes. The study about the relationship between foreign language learners’ anxiety and their achievement is not a recent topic in education, it has been discussed for many years. Alpert and Haber (1960 cited in Wu. 2010 ) mentioned two types of language anxiety effects, they are, debilitating anxiety and facilitating anxiety. Debilitating anxiety means that language anxiety motivate the students to escape or decamp from language learning processes. The language anxiety makes learners feel underestimated with their ability and they prefer to keep silent and being a passive learner because of their fears of making mistakes. We exactly know the goal of learning a foreign language is to make learners to be able to communicate using foreign language, but if the learners are worrying too much, it makes the progress of the foreign language learners’ work in a slow pace. In short, the relationship