Learning English is a major challenge for vocational students due to a psychological problem known as Foreign Language Classroom Anxiety (FLCA). This anxiety negatively affects their confidence and academic performance. For automotive engineering students, this problem is triggered because communicating in practical workshops requires different skills than in a traditional classroom setting. This descriptive quantitative study using a survey aimed to find the anxiety level and the most dominant component among 97 eleventh-grade automotive engineering students at SMK PGRI 2 Palembang. The data was collected using a modified FLCAS questionnaire with 18 valid items. The results showed that 9 (9.3%) students had a low anxiety level, 74 (76.3%) students had a moderate level, and 14 (14.4%) students had a high anxiety level. Furthermore, the main factors causing students' anxiety were fear of negative evaluation, followed by communication apprehension and test anxiety. The results show that the students’ anxiety is still controlled at a moderate level. Therefore, English teachers are suggested to use small-group activities during workshop practice and give anonymous feedback so students do not feel scared of making mistakes in front of others.
Keywords: Foreign Language Classroom Anxiety, EFL Students, Vocational School