| The present study is the development of Dewanti’s (2015) undergraduate thesis related to three supporting factors of facilitative anxiety in speaking class, namely (1) acknowledging peers and audiences’ speaking ability, (2) topic-mastery and preparation, and (3) focusing on tasks. The motivation behind the present research is that enormous study about anxiety has been conducted and exposed as a debilitative factor on English language learning. Anxiety is considered as an important affective variable closely related with English learning achievement (Saunders & O’Brien, 2006). Furthermore, EFL students with anxiety have been claimed as victims since anxiety is considered as a hindrance in EFL learning. Among the language domains, researchers have prominently discussed anxiety in oral performance particularly in speaking (Horwitz, Horwitz, & Cope, 1986; Mejias, Applbaum, Applbaum, & Trotter, 1991). The previous studies indicated that speaking anxiety can be a significant predictor of oral achievement. Furthermore, previous study conducted by Dewanti (2015) proved that students in Speaking I and Speaking III had facilitative anxiety rather than debilitatve anxiety, which brings negative effect to their performance. Even though anxiety is considered as a hindrance, Na (2007) suggests adequate anxiety to be maintained in speaking class as a facilitative role. Due to the fact that anxiety might increase students’ motivation in learning speaking, this study investigated the three supporting factors toward students’ level of self-confidence in Speaking II and Speaking IV classes. To achieve the aims of the research, the researcher utilized a qualitative method covered observation in Speaking II and Speaking IV classes, did an observation, conducted an semi-structured interview with ten students and two instructors in Atma Jaya Catholic University. The results of analysis show that the three supporting factors of Dewanti (2015) play an important role in enhancing students’ level of self-confidence in speaking class as stated by some respondents. Based on their responses, both students and instructors have positive responses toward the three supporting factors. Therefore, this present study supports the previous study that the three supporting factors of facilitative anxiety enhance students’ level of self-confidence in speaking classes. |