STUDENTS' ANXIETY IN SPEAKING ENGLISH IN THE SECOND GRADE AT SMAN 1 KARANGAN

ZIAN FARADISA AZMI, 126203203208 (2024) STUDENTS' ANXIETY IN SPEAKING ENGLISH IN THE SECOND GRADE AT SMAN 1 KARANGAN. [ Skripsi ]

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Abstract

English is the most widely spoken language and a compulsory subject in Indonesia. There are four important language skills for students to master, namely listening, speaking, reading, and writing, with speaking skills as an important basis for communication in the classroom. However, anxiety often inhibits students' courage to speak in public. This speaking anxiety is triggered by fear and feelings of embarrassment, which are exacerbated by a lack of practice opportunities. This anxiety arises in certain situations, especially when speaking publicly, such as speeches or presentations. Anxiety impacts students' success in language learning, where speaking ability is considered an indicator of success. Therefore, reducing anxiety is an important step in improving students' speaking skills in the English classroom. This research is a case study type of research, generally aiming to find out 1) What are the factors that influence students' anxiety when speaking in English class? 2) What are the strategies to minimize students' anxiety when speaking in English class? The research method used was qualitative research with a case study approach. The research was conducted on 37 students of class XI Department D SMAN 1 Karangan who had experienced various anxiety factors and then analyzed to find out how students controlled their anxiety when speaking English. Then, data were collected through open-ended questionnaires and interviews to find out the factors that influence students' anxiety as well as strategies to minimize students' anxiety when speaking in English classes. The results of this study show that anxiety is caused by internal and external factors. External factors include limited vocabulary and fear of ridicule from classmates, which make students feel anxious when speaking in public. Meanwhile, internal factors include low self-confidence, shyness, and fear of making mistakes. Shyness inhibits their speaking ability, while fear of mistakes amplifies anxiety, causing students to choose silence over speaking. In addition, this study identified five strategies to reduce students' speaking anxiety: relaxation, preparation, positive thinking, peer support, and concentration. Relaxation strategies, such as taking deep breaths, help students control anxiety. Preparation of materials and practice increased their confidence when speaking. Positive thinking and ignoring mocking friends encouraged students to be more confident. Support from peers also reduces the fear of speaking, while concentration helps them focus and avoid mistakes.

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