<![CDATA[English speaking performance is one of the key aspects of English process of acquiring a language brcause Students can effectively convey their ideas, opinion, and iformation clearly through spoken communication. Nevertheless, expressing themselves in English can remain challenging for many learners, particularly when they experience language anxiety. The correlation between language anxiety and students’ English speaking performance at MAN 3 Agam is investigated in this studi. A quantitatif corelational design was adopted to investigate the correlation between the variables. The study involved 32 tenth-grade students who were selected using a simple random sampling technique. The Foreign Language Classroom Anxiety Scale (FLCAS) and an English speaking test were administered for data collection, and then analyzed using the Spearman rank correlation test usig spss version 26. The findings revealed that a correlation between language anxiety and English speaking performance, with a p- value of 0.000 (p < 0.05). The analysis yielded a correlation coefficient of -0.583 indicated that the correlation between the two variables was moderate in magnitude and indicating a negative relationship. A negative correlation between language anxiety and students’ speaking performance was identified from the findings. Creating a supportive classroom environment may help teachers alleviate students’ language anxiety. The results contribute to the current understanding on affective factors in English language learning by providing evidence of how language anxiety relates to speaking performance among students at the Madrasah Aliyah level.]]>
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