IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 10, Issue 3 Ser. III (May - June 2020), PP 36-40 www.iosrjournals.org DOI: 10.9790/7388-1003033640 www.iosrjournals.org 36 | Page Exploring Learners’ Speaking Anxiety in EFL Context on Integrated Teaching Learning Agung Putra M, Ag. Bambang Setiyadi, Muhammad Sukirlan (Master of English Education, Lampung University, Indonesia) Abstract: Background:Speaking anxiety referring speaker’s personality, has been well reported in language learning. In addition, studies on examining learners’ speaking anxiety level have focused on isolated teaching activity. However, examining learners’ speaking anxiety level on int egrated teaching activity are very rare. This study serves to: i) identify the effect of learners’ speaking anxiety level after they were taught through integrated teaching learning activity which applied modified CLT principle-based podcast procedures; and ii) examine each of learners’ speaking anxiety aspects and its correlation to their speaking performance. Materials and Method:Purposive sampling were implied to select the sample of the research. The instrument used were foreign language classroom anxiety and speaking assessment. Results: The result showed that there is significant difference of learners’ speaking anxiety between pretest and posttest since significant value is lower than significant level (0.00 < 0.05) and there is improvement of students’ speaking anxiety since the t-value is higher than t-table (13.572 > 2.045). In addition, fear of negative evaluation and test anxiety are considered to be the most contributed aspects to speaking anxiety. Conclusion: The implementation of integrated teaching learning applied modified CLT principle-based podcast procedures could facilitate students to reduce learners’s speaking anxiety Keywords: Speaking Anxiety, Speaking Performance, Integrated Teaching Learning, CLT. --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 21-05-2020 Date of Acceptance: 08-06-2020 --------------------------------------------------------------------------------------------------------------------------------------- I. Introduction Speaking is an important language skill which L2 learners should master. The importance of speaking relies on two aspects: 1) speaker’s personality (self-image, knowledge, and ability in receiving-processing- expressing thought) and 2) speaker’s participation (the speaker’s linkage in certain environment ). Moreover, speaking is widely known as an ability to share thoughts, ideas, and intention to other people in form of oral form. Therefore speaking represents an interactive process between speaker and listener which involves receiving and processing the information also producing certain appropriate response to the information either interactional or transactional. Hence speaking plays an important role in communication. Traditional ESL or EFL language teaching program focuses on teaching language skill isolated from other skills. This teaching program aims to focus in instructionally deep comprehension to certain skill. However, teaching oral skill has lower popularity than other language skill in the EFL classroom pedagogies (Vandergrift & Goh, 2012). This results in lack of spoken practices of the EFL learners. The less students practice their oral skill, the less students comprehend in oral skill (Leong & Ahmadi, 2017) Moreover, it has been widely noticed that EFL learners may face difficulties in speaking English. In addition there are some factors that cause speaking difficulties to EFL learners (Zhang, 2009). There are inhibition (students’ anxiousness), motivation (students’ lack of motivation), participation (students are lack of engagement in speaking exposure), and interference from mother tongue (learner will get negative transfer from their first language since the use of direct translation or over generalization). ). In addition, this situation will enhance students’ grammatical error since students will translate the sentence literally (Flora &Cahyadi&Sukirlan, 2019). These problems occur due to the less practice time in class and limited teaching hours in class. This lack of speaking exposure results in increasing learners’ anxiety. Foreign Language Anxiety (FLA) makes students become discouraged and learners may lose confidence in participating foreign language activity (Na, 2007). There have been many studies examining Foreign Language Anxiety (FLA) and its effect results in speaking performance. Sutarsyah (2017) examined the students’ speaking anxiety and its effect on speaking performance. Moreover, the study found out that the students’ speaking performance significantly differs between the two groups. The group which has lower anxiety level performed better in speaking performance. Ahmed & Pathan & Khan (2017). The study examined the causes of English language speaking anxiety. It was found out that the myriad factors influence students’ anxiety in EFL classroom. In addition, the fear of making