Examining Students’ Speaking Anxiety in English Language Learning at a Junior High School
Menelaah Kecemasan Berbicara Siswa dalam Pembelajaran Bahasa Inggris di Sekolah Menengah Pertama
DOI:
https://doi.org/10.21070/ups.11544Keywords:
EFL, English Speaking, FLCAS, speaking anxietyAbstract
Speaking anxiety constitutes a substantial affective barrier to students’ oral participation in English classrooms. This study investigated the predominant dimension of speaking anxiety among seventh-grade students and examined the factors associated with its occurrence. A descriptive quantitative design involved 28 students from a junior high school in Sidoarjo, Indonesia. Data were collected through an adapted Foreign Language Classroom Anxiety Scale questionnaire and supplemented by semi-structured interviews. Questionnaire responses were analyzed descriptively, whereas the interview data were examined thematically. The results identified Test Anxiety as the most prominent dimension, followed by Communication Apprehension and Fear of Negative Evaluation. The principal sources of anxiety included pressure to speak when prompted by the teacher, fear of linguistic errors, limited vocabulary, and low self-confidence. These findings underscore the need for a psychologically supportive classroom environment which students receive constructive feedback, regular speaking opportunities, and reassurance that errors are a natural part of language learning.
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