AN ANALYSIS OF STUDENTS ANXIETY IN SPEAKING

ENGLISH AT SENIOR HIGH SCHOOL

ARTICLE

By:
NAUFAL MUHAMMAD WAHIDUL QUTHBI
18020084042

STATE UNIVERSITY OF SURABAYA

FACULTY OF LANGUAGES AND ARTS
ENGLISH LANGUAGE AND LITERATURE DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
2022
 AN ANALYSIS OF STUDENTS ANXIETY IN SPEAKING
ENGLISH AT SENIOR HIGH SCHOOL

ARTICLE

Presented to
State University of Surabaya
As partial fulfillment of the requirements
For the degree of Sarjana Pendidikan

By:
NAUFAL MUHAMMAD WAHIDUL QUTHBI
18020084042

STATE UNIVERSITY OF SURABAYA

FACULTY OF LANGUAGES AND ARTS
ENGLISH LANGUAGE AND LITERATURE DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
2022

i
 APPROVAL SHEET

This is to certify that the following article tittled “AN

ANALYSIS OF STUDENTS ANXIETY IN SPEAKING ENGLISH
AT SENIOR HIGH SCHOOL”, written by Naufal Muhammad
Wahidul Quthbi (18020084042) has been thoroughly checked and
fulfilled the requirements for the examination before the Board of
Examiners.

Surabaya, 9 Juli 2022

Advisor

Drs. Fahri, M.A.

NIP. 196408191990031003

ii
 BOARD OF EXAMINERS’ APPROVAL SHEET

This is to certify that the article entitled "AN ANALYSIS OF

STUDENTS ANXIETY IN SPEAKING ENGLISH AT SENIOR
HIGH SCHOOL”, written by Naufal Muhammad Wahidul
Quthbi (18020084042) has been examined on the 8th of June 2021
and has been approved by the Board of Examiners as the
requirements for the degree of Sarjana Pendidikan in English
Language Education.

1. Rahayu Kuswardani, S.Pd.,

M.AppL.
NIP. 197706032001122002 Examiner I

2. Arik Susanti, S.Pd., M.Pd.

Examiner II
NIP. 197802052005012001

3. Drs. Fahri, M.A. Examiner III/

NIP. 196408191990031003 Thesis Advisor

iii
 UNIVERSITAS NEGERI SURABAYA
FAKULTAS BAHASA DAN SENI
JURUSAN BAHASA DAN SASTRA INGGRIS
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
Kampus Lidah Wetan Surabaya Telp. (031) 77441402
Email: englishdept.unesa@yahoo.com

DECLARATION OF AUTHORSHIP
Here with I,
Name : Naufal Muhammad Wahidul Quthbi
Place, Date of Birth : Ponorogo, 09 September 1998
NIM : 18020084042
Study Program/Year : English Education / 2018
Address : Batoro Katong Street No. 89

Declare that:
1. This article is the sole work of mine and has not been
written in collaboration with any other person, nor does
it include, without due acknowledgement, the work of
any other person.
2. If at a later time it is found that this thesis is a product of
plagiarism, I am willing to accept any legal consequences
that may be imposed to me.

Surabaya, 09 July 2022

Materai 10.000
NAUFAL M. W. Q.
NIM. 18020084042

iv
 MOTTO

“Percayalah pada proses. Nikmati setiap rasa sakit, air mata, serta duka
lara. Kelak di suatu masa, kau akan tertawa bahagia sembari menengok
kebelakang dan berkata. “Aku sudah melewati ini semua””.
-Naufal M.W.Q

ACKNOWLEDGEMENT

v
 Praise and gratitude always goes to Allah SWT, because
for the abundance of His grace and guidance, this article with the
title "AN ANALYSIS OF STUDENTS ANXIETY IN SPEAKING
ENGLISH AT SENIOR HIGH SCHOOL" could be compiled
and completed. I would like to express my sincere gratitude to:
1. Prof. Dr. H. Nurhasan, M.Kes., as the rector of State
University of Surabaya.
2. Dr. Trisakti, M.Si., as the Dean of Language and Art
Faculty.
3. Dra. Pratiwi Retnaningdyah, Ph.D., as the Head of
the English Department.
4. Ahmad Munir, Ph.D., as the Head of English
Education Study Program.
5. Drs. Fahri, M.A., as the Thesis Advisor that help me
complete this article.
6. Arik Susanti, S.Pd., M.Pd. and Rahayu Kuswardani,
S.Pd., M.AppL., as the examiners that help me to
improve this article.
7. Asrori, S.S., M.Pd. as the Academic Advisor.
8. The honorable lectures of English Education.
9. Hj. Ernin Naurinnisa, M.Pd. as the English Teacher of
SMA Negeri 2 Surabaya, for all help in gathering the
data.
10. All students of XII IPA 6 SMA Negeri 2 Ponorogo, for
the time, opportunity and willingness to be the
participant.

vi
 Me as a writer also apologize for the imperfection of this
article. Constructive criticism and suggestions are also expected.
I hope that this work will be useful for readers, academics, and
society in general.

Surabaya, 09 July 2022

The writer

DEDICATION SHEET

This article is gratefully dedicated to:

vii
1. Allah SWT, for all the blessings and guidance.
2. My parents also my brother and sister, who always
supporting me to finish my study.
3. My kind advisor, Drs. Fahri, M.A., Thank you for all
suggestion, support, and advice. My board examiners,
Arik Susanti, S.Pd., M.Pd. and Rahayu Kuswardani,
S.Pd., M.AppL., thank you for all of your feedbacks, and
advices to finish this article.
4. All my English Department lectures who has provided
precious knowledge and wonderful experiences for me.
5. My dearest great support system, Tika, Dio, Aceng,
Hayus, Jibril, Firsya, Hana, Melina, and Septian. Thank
you for always beside me, support me, and listen to all of
my stories and complaints during my happiness and
sorrow.
6. The teachers, staff and students at SMA Negeri 2
Ponorogo who supported and helped me in the
preparation of the article.
7. All of my English Department fellows, and those who I
cannot mention one by one.
1. Me myself, the one and only, thank for being strong
passing all the obstacles and for your hardworking and
your beliefs to makes this thesis happen.

ABSTRACT

viii
 AN ANALYSIS OF STUDENTS ANXIETY IN SPEAKING
ENGLISH AT SENIOR HIGH SCHOOL

Name : Naufal Muhammad Wahidul Quthbi

NIM : 18020084042
Study program : S-1 English Education
Department : English Department
Faculty : Language and Arts
University : State University of Surabaya
Supervisor : Drs. Fahri, M.A.

The purpose of the study analysis was to discover the factors of

students' anxiety in speaking English. This study was conducted
with 25 students from the twelfth grade of senior high school 2
Ponorogo using a mixed method research design. As data
sources, an observation, a questionnaire, and a semi- structured
interview were employed. Observation, questionnaires, and
interviews are used to collect data for the study. To examine the
data, the acquired data from questionnaires and interviews were
processed, analyzed, coded, and interpreted. It found that most of
students feel anxiety about speaking English. However, the
speaking’s anxiety is existence in students when they are
speaking English. The factors that contributed in students’
speaking anxieties are communication apprehension, test anxiety,
and fear of negative evaluation. It is recommended for EFL
teachers to identify students' anxiety in speaking and improve
their speaking skills.

Keywords: Speaking anxiety; students’ speaking anxiety; EFL

students; high school students’ perception; speaking skills.

ix
ABSTRAK

x
 AN ANALYSIS OF STUDENTS ANXIETY IN SPEAKING
ENGLISH AT SENIOR HIGH SCHOOL

Nama : Naufal Muhammad Wahidul Quthbi

NIM : 18020084042
Program Studi : Pendidikan Bahasa Inggris
Jurusan : Bahasa dan Sastra Inggris
Fakultas : Bahasa dan Seni
Universitas : Universitas Negeri Surabaya
Dosen Pembimbing : Drs. Fahri, M.A.

Tujuan dari analisis data adalah untuk mengetahui faktor-faktor

kecemasan siswa dalam berbicara bahasa Inggris. Penelitian ini
dilakukan terhadap 25 siswa kelas XII SMA Negeri 2 Ponorogo
dengan menggunakan metode campuran dalam pengumpulan
data. Sebagai sumber data digunakan observasi, kuesioner, dan
wawancara semi terstruktur. Observasi, angket, dan wawancara
digunakan untuk mengumpulkan data untuk penelitian. Untuk
menguji data, data yang diperoleh dari kuesioner dan wawancara
diolah, dianalisis, diberi kode, dan diinterpretasikan. Ditemukan
bahwa kebanyakan siswa merasa cemas tentang berbicara bahasa
Inggris. Namun, kecemasan dalam berbicara para murid adalah
ada. Beberapa faktor yang mempengaruhi adalah ketakutan
komunikasi, kecemasan ujian, dan ketakutan akan evaluasi
negatif. Disarankan bagi guru untuk mengidentifikasi kecemasan
siswa dalam berbicara dan meningkatkan keterampilan berbicara
mereka.

Kata Kunci: Kecemasan berbicara; kecemasan berbicara siswa;

siswa EFL; persepsi siswa SMA; keahlian berbicara.

TABLE OF CONTENTS

xi
COVER.....................................................................................................i
APPROVAL SHEET..............................................................................ii
BOARD OF EXAMINERS’ APPROVAL SHEET.............................iii
ACKNOWLEDGEMENT....................................................................vi
ABSTRACT............................................................................................ix
ABSTRAK..............................................................................................xi
TABLE OF CONTENTS.....................................................................xii
LIST OF TABLES................................................................................xiii
LIST OF APPENDICES.....................................................................xiv
INTRODUCTION..................................................................................1
RESEARCH METHODOLOGY.........................................................10
RESULTS AND DISCUSSIONS.........................................................13
CONCLUSION AND SUGGESTIONS.............................................21
REFERENCES.......................................................................................22
APPENDICES.......................................................................................25

xii
 LIST OF TABLES

Table 1. Students’ Anxiety Score.......................................................13

Table 2. The Level of Anxiety Existence...........................................15
Table 3. Anxiety and Its Causes.........................................................17

xiii
 LIST OF APPENDICES

Appendix 1 (Questionnaires).................................................................25
Appendix 2 (Semi-structured Interview Questions)......................27
Appendix 3 (Analysis of Interview Data)........................................28

xiv
 INTRODUCTION

The importance of English in 21th century especially

speaking skill has the impacts in the Indonesian government, for
example, English be taught in Indonesian schools. It becomes a
local subject in elementary school and incorporates subjects in
junior high, senior high, and post-secondary institutions. As they
proceed through their education, it is believed that Indonesian
students will be able to master English. One of the most
important skills that English language students must acquire is
speaking. Students must be able to communicate in English in
everyday contexts, notably in class. One of the goals of learning
English is to be able to speak English fluently. Students, on the
other hand, have distinct personalities, particularly in terms of
psychological health. Some students struggle when they want to
speak English but are afraid of making a mistake, or when they
witness a classmate speak smoothly but appear hesitant and
angry about their English ability. Anxiety is the phrase used to
describe these symptoms (Amalia, 2018). One of the obstacles in
speaking is anxiety, which has a substantial impact on language
learning growth, particularly in speaking performance, and they
are unable to acquire English for a variety of reasons. A lack of
experience, according to Juhanna (2017), can lead to a lack of
confidence, shyness, and quietness, all of which inhibit natural
communication. Anxious students may also freeze or go blank on
the test, unable to convey knowledge they already know
(Rumiyati & Seftika, 2018). From time to time, every student may
feel various sorts of anxiety. It shows itself in their psychological
and psychological responses, such as when they are anxious or
emotionally charged (Amalia, 2018).

1
 Students may experience anxiety in a variety of settings,
making it difficult for them to excel in a foreign language class
(Amalia, 2018). If students wish to be effective in speaking, they
should overcome their fear of the language. The majority of
students still struggle to express their thoughts, feelings, or
experiences verbally. They were having serious communication
difficulties. Many students influence how they study and how
their learning patterns differ from those of their peers. Most of the
students struggled with vocabulary knowledge, which made it
difficult for them to comprehend the materials. The students were
unmotivated to speak English. Their behavior during the lesson
demonstrates this. The majority of the students were talking to
their classmates or playing with their books instead of paying
attention to the teacher. Teachers have to know more about the
cause of speaking anxiety among students and also have a better
understanding of the various levels of anxiety that students
experience when speaking English.

Anxiety Types
Anxiety in the state, anxiety as a trait, and anxiety caused
by a certain situation are the three categories of anxiety (Horwitz
et al., 1986):
- The majority of the people who took part in the study
reported anxiety in the state, often known as normal
anxiety. This type of anxiety is only present for a short
time and occurs in response to a particular circumstance
or terrible event. To put it differently, it's a momentary
tense emotion that fades once the dangerous event has
passed.

2
 - Anxiety is a natural part of the human personality.
People who have trait anxiety worry more than the
average person and perceive various aspects of their
environment as inappropriately threatening. Trait
anxiety, in other terms, is a person's proclivity to be
frightened or nervous regardless of the situation to which
they are exposed.
- Specific-situation Anxiety refers to a person's ability to be
nervous at a particular time and in a particular
circumstance. Specific-situation anxiety is a type of trait
anxiety that shows up in a particular situation. It is
prompted by a particular circumstance, including
speaking in public, tests, or class involvement (Horwitz
et al., 1986).

Anxiety and Its Causes

Horwitz et al. (1986), said that there are three causes of
anxiety, the first is communication apprehension, the second is
anxiety about the test, and the last is the fear of a bad evaluation.
Here's the description of the three factors above to find out the
causes of student anxiety when speaking English.
- CA is frequently triggered by learner characteristics such
as timidity, quiet, and reluctance. People's levels of
anxiety differ from others and from one circumstance to
the next. Seven factors could lead to kids becoming quiet:
- A deficiency in mental capacity. (2) a lack of English
language proficiency. (3) social introversion of one's own
volition. (5) communication anxiety, (4) social
estrangement (6) A poor social personality, and (7)
communication norms that vary by ethnic heritage.

3
 - Another cause of anxiety is test anxiety. The exam is
equally applicable to the subject of acquiring learning
English anxiety. Hotwitz et al (1986) said that type of
performance anxiety is caused by a sense of failure. A
student may experience anxiety while studying English,
which prevents him from performing well.
- Fear of negative evaluation can emerge in any
interpersonal, evaluative situation, including an
interview session, or presenting in a second/foreign
language class, this kind of anxiety is a continuation of
test anxiety (Zhiping Diao & Paramasivam Shamala,
2013). It is indeed comprehensive in that it encompasses
not just the teacher's evaluation of the learners, but as
well as the responses of other students.

The Effects of Anxiety About Learning Foreign Language

Anxious Anxious students have a harder time thinking
properly and are more prone to making mistakes. Moreover,
anxiety makes people worry and disturbs their educational
process, so they have to try longer to finish a task. Anxiety has
been considered a problem in learning English by educators.
Learners who have anxiety began to suffer from learning
languages since anxiety affects cognitive functioning. Anxiety
could obstruct learning in a variety of ways. A worried learner
could have trouble paying attention and digesting information
effectively, gaining information, and demonstrating abilities
previously acquired In other terms, foreign language anxiety is
classed as severe anxiety since it can prevent language learning
(Erdiana et al., 2020).

4
 Foreign language anxiety acts as a filter at the input
stage, preventing some knowledge from being processed
cognitively. While the processing stage, anxiety functions as a
distraction. It distracts children's capacity to assimilate
information quickly. While learners are terrified, they may learn
less and be unable to acquire new ideas, sentences, syntax, etc, or
they may take time to process the material. Anxiety can affect the
output analysis of students' foreign language skills. Learners who
are nervous at this time may find it difficult to demonstrate how
much they have learned.

Speaking Skills
One of the most important language skills to master is
speaking. It shows that communicating involves delivering
words using lips to maximize the information delivered. The
ability to speak, as well as the ability to see and walk, is crucial to
an individual's daily activities and experiences (Rayhan, J. M.
2014).
Speaking skills is a technique of communicating ideas,
opinions, perspectives, and descriptions to others to receive a
response or a method of transmitting messages to comprehend
and contribute to others' wishes. Speaking activities must include
both the speaker and the listener. Students have to speak with
others because the majority of our daily communication is
interactional.

Components of Speaking
To be a good speaker, students must master many
elements of speaking. Bahdi (2014) split the aspects of speaking
5
ability into five pieces and identified five factors of speaking
ability. It can be found in the following explanations (BAHDI,
2014):
- Accuracy and Pronunciation, Accuracy appears to
encompass more as well. Speaking English correctly, in
particular, entails avoiding or minimizing faults in not
only grammar but also vocabulary and pronunciation.
Students employ correct words, order verbs, tense
consistency, and other granular skills.
- Grammar, one of the most important aspects of language
is grammar. According to Bahdi (2014), grammar is a
type of internal linguistic knowledge that is used to
produce and recognize suitably structured expressions in
a language. Grammar is being used to correct phrase
meaning depending on the situation; it is also utilized to
prevent misinterpretation in every communication.
(BAHDI, 2014).
- Vocabulary, is the total quantity of words that make up a
language (together with the rules for combining them).
Vocabulary refers to the suitable diction employed in
communication. The ability to understand the meanings
of words is referred to as vocabulary. The fact that words
can take at least two forms: spoken and written, further
complicates this concept.
- Comprehension, developing a limited vocabulary, or
understanding the definitions of enough words is
required for comprehension. A subject speech, as well as
the ability to begin it, are required for verbal
communication. Furthermore, Bahdi (2014), The process
through which the listener comprehends the speaker's
phrases is known as comprehensibility. As a result, it can
6
 be inferred that in speaking, comprehension refers to the
speakers' knowledge of what they would be
communicating to the listeners to avoid misreading
information; also, its job is to make it easy for the listeners
to catch the information out from speaking.
- Fluency, the ability to talk communicatively, fluently, and
accurately is defined as fluency. Many language learners
strive for speaking fluency. Specifically, it identifies the
criteria for determining fluency. The following are the
details: a) Lack of hesitancy: students speak fluently and
naturally. They do not pause for lengthy periods, and it is
simple to follow what they are saying. b) length: learners
could combine thoughts to construct a statement or an
argument. c) autonomy: students can express themselves
in a variety of ways, constantly talk and ask questions,
and engage in a variety of other activities to keep the
conversation going (Drachsler & Kirschner, 2012).

Students Speaking Anxiety

Speaking is an anxiety-inducing action that causes kids to
get uneasy in the classroom. Many students are nervous about
participating in speaking activities (Keramida, 2009). They feel
much more anxious if they were asked questions or asked to
perform in front of the class. (Zhang & Watkins, 2007). This
finding is similar to that of (Horwitz et al., 1986), who found that
EFL students are afraid to speak other languages for fear of being
wrong and being judged as less capable by others. Because of
their great self-consciousness, they lack the courage to speak in
front of others.

7
 It can be inferred, according to Mayangta, and Tesalonika
(2011), that learners' causes of anxiety in speaking are diverse.
Personal and interpersonal fears, learners' ideas of learning
languages, teacher relationships, classroom management, and
related capabilities of English proficiency are all identified as
drivers of speaking anxiety in this study (Mayangta, 2011). Many
learners suffered from nervousness in the EFL classroom, which
had a severe impact on them. As a result, English teachers must
be conscious of their learners' uneasiness.
The research's main goal is to learn more about the causes
of speaking anxiety among students in senior high schools. This
research is believed to make a meaningful impact on a student's
capacity to communicate. The findings might help educators and
teachers clearly understand the different kinds of anxiety that
students feel while speaking English.
The study has two significances in this study, there are:
- Teachers, the study is expected to be used in the practice
and learning process, particularly in determining the
Students' Anxiety in Speaking English in the Twelfth
Grade of Senior High School 2 Ponorogo, as well as to
provide additional information and knowledge to the
teachers.
- Learners, the researcher believed that this study will
provide some recommendations for classroom interaction
in the English Twelfth Grade class at Senior High School
2 Ponorogo.

For the purpose of this study, the researcher chose to

concentrate on one important question, which was described as
follows:

8
 1. Does anxiety exist in students when they are speaking
English?
2. What are the factors that contributed to students' anxiety
in Speaking English?

RESEARCH METHODOLOGY

In this research, the researcher used mixed methods

entails blending or integrating qualitative and quantitative
research and data. Quantitative data usually comprises closed-
ended replies, such as those found on questionnaires or
psychological instruments, whereas qualitative data is frequently
9
open-ended with no predetermined responses (Creswell, 2014).
As a result, in order to become associated with the phenomenon,
the researcher became absorbed and engaged in it.
This research has been carried out at Senior High School
2 in Ponorogo, East Java. The specific setting place for data
collection is in one of the English classes, especially grade twelfth.
The study in Students' Anxiety in Speaking English at Senior
High School 2 Ponorogo was conducted because most of the
students were afraid and shy to practice with the target language,
in this case, English, because they were worried about making
mistakes. Since it is located in a suburban city, English is not as
widely spoken as it could be. As a result, students must be
motivated to speak English
The data was obtained by the researcher using various
techniques and instruments. The instruments used by the
researcher to collect data and information from the study's
subject. The data will be collected by observation, questionnaire,
and interview.
In the twelfth grade at Senior High School 2 Ponorogo,
the researcher used this method to observe students' anxiety in
speaking English. The researcher joints the classroom and
observed the students' learning activities when they should be
learning English with the teacher. The researcher then used an
observation sheet to observe students' anxiety when speaking
English and analyzed the significant elements of students'
nervousness while speaking English. The researcher was able to
see the students' perceptions of learning English, as well as their
anxiety, based on all of this information. The researcher will pay
attention to each student's speaking ability by telling them to
come forward in front of the class. Many learning activities can be

10
done, such as dialogue with friends, presentations, telling stories,
and others.
After completing the observation, the researcher gave a
questionnaire to students with 14 questions using google form.
The researcher employed questionnaires to gather data on
research participants' thoughts, feelings, attitudes, views, values,
impressions, characters, and continuance intentions. The results
of the questionnaire were then evaluated to identify the students'
fear of speaking in class. The researcher then utilized a
questionnaire to evaluate a variety of qualities. A questionnaire
was also employed to obtain extra data in this investigation.
Before the interview began, the questionnaire was completed. The
purpose of the questionnaire was to elicit replies from students.
The results of the questionnaire were analyzed using a modified
version of the FLCAS (Foreign Language Classroom Anxiety
Scale). The questionnaire was based on the experiences of foreign
language students who had self-selected into a language support
group due to anxiety or difficulties learning their target language.
FLCAS items identify specific scenarios that can generate anxiety
in students, making FLCAS a specific anxiety situation
evaluation. The criteria are outlined in the 14 questionnaire items.
The analysis was begun by calculating the score of each student
who already answered the 14 questions in the questionnaire, after
the data was collected and described, it will show whether the
anxiety exists or not. This formula is used to calculate the average
value of the questionnaire that has been given to students.

Mx =
∑X
N
Mx = mean(average)

11
X = Total of variable X
N = Number of sample that observed
The researcher conducted observations and interviews
with students from Senior High School 2 Ponorogo in order to
identify the factor causing students' speaking anxiety. Five
students were chosen to participate in the interview. The
questions were first written down in the interview guidelines.
The respondents respond to the questions directly after the
interviewer ask the questions. The researcher performs an
exploratory approach with learners in twelfth grade to gather
data. The researcher selected some of the students to be
interviewed. The researcher starts with a broad guidance
interview based on the framework and then gives the teacher and
learners complete freedom to speak. The students will be
interviewed in Indonesian to avoid miscommunication. The
information offered by the learners at the end of the interview
reveals topics.

RESULTS AND DISCUSSIONS

These are the results after observation, questionnaire, and

interview. The result is a student's score after answering the
questionnaire. From these results, researchers can see the level of
student anxiety.

The Existence Of Students Anxiety In Speaking English

12
 After the questionnaire has been answered, the
researcher starts scoring the students' questionnaire. There are
fourteen questions in total. Horwitz et al. developed the FLCAS,
which is the most widely used tool for assessing FLA (1986). A
modified version of FLCAS was used in this study. The original
FLCAS consists of 33 5-point items. The language anxiety scale
instrument used to assess students ranged from (strongly
disagree to strongly agree). The scale ranged from strongly
disagree (1 point) to strongly agree (5 points). The table below
displays the score of students who responded anxiously to the
total number of questions.

Table 1. Students’ Anxiety Score

Number Students Initial Score

1 AFD 39
2 AFI 32
3 ANR 55
4 BRD 55
5 ES 54
6 EDC 41
7 GMP 44
8 GRAPM 52
9 HWP 52
10 IMN 41
11 KFS 50
12 MGT 49
13 MPA 45
14 MH 45
15 MFRK 52
16 MBP 50
17 MARF 49
18 MDNS 50
13
 19 MRN 58
20 NAP 49
21 NAD 52
22 PEW 55
23 RGS 56
24 SWAP 52
25 YRSA 37

The data above shows students speaking anxiety scores

after answering a total of fourteen questions on the questionnaire.
To get the average score on students' anxiety, the researcher was
used the formula:

Mx =
∑X
N
Mx = mean(average)
X = Total of variable X
N = Number of sample that observed
1214
Mx =
25
Mx = 48.56

The table below shows the scores that explain the various
levels of anxiety, each range of scores indicates a different level of
anxiety.

Table 2. The Level of Anxiety Existence

Number Score Level of Number of Percentage

Anxiety Students
1 0-14 Strongly 0 0%
Not Exist

14
 2 15-28 Not Exist 0 0%
3 29-42 Neutral 5 20%
4 43-56 Exist 20 80%
5 57-70 Strongly 0 0%
Exist

According to the data above, the table shown the results

of the level of anxieties in students’ speaking skill. The researcher
concluded that 80% of students have anxiety when they speak in
English. Then, 20% of students have anxiety but still can speak in
English well. It concluded that students who have anxiety in
speaking English are more than those who do not have anxiety in
speaking English.
According to the results of 14 questions in the
questionnaire that was given to 25 respondents, the category of
anxiety in Speaking English is Anxiety Does Exist. It was
determined from the results that the average value of the
questionnaire is 48,56, indicating that anxiety exists.
From the results above, the researcher concluded that
students have various levels of anxiety. It is supported by the
previous study (Tanveer, 2007) that people's levels of timidity
differ from others and from one circumstance to the next.
According to McCroskey and Bond (1980, as referenced in
Tanveer, 2007), seven factors could lead to kids becoming quiet:
(1) A deficiency in mental capacity. (2) a lack of English language
proficiency. (3) social introversion of one's own volition. (5)
communication anxiety, (4) social estrangement (6) A poor social
personality, and (7) communication norms that vary by ethnic
heritage.

The Factors of Students’ Anxiety in Speaking English

15
 The researcher conducted observations and interviews
with students from Senior High School 2 Ponorogo in order to
identify the factor causing students' speaking anxiety. Five
students were chosen to participate in the interview. The
questions were first written down in the interview guidelines.
The respondents respond to the questions directly after the
interviewer ask the questions. Horwitz et al. (1986), said that
there are three causes of anxiety related to performance anxieties,
first is communication apprehension (CA). The second is test
anxiety, and the last is fear of negative evaluation. According to
the first interview results with respondents, the cause of the
anxiety in Speaking English is communication apprehension,
students argued that English is a difficult language to learn so
they don't like or are interested in English, and also they said that
they have lack of proficiency in English. There's one student who
argued that he doesn't like English because it's difficult to
memorize the vocabulary. The researcher also found the same
problem while doing observation, most students tend to be silent
during learning English.

Table 3. Anxiety and Its Causes

No Types of Anxiety Causes Solution

1 Communication - Do not have any - Trying to
Apprehe nsion motivation in practice speaking
English because English with
difficult to other friends
understand - Write every new
- It's hard to vocabulary in a
memorize every notebook
word (lack of

16
 vocabulary)
- Rarely practice
speaking English
2 Test Anxiety - Feel afraid to - Prepare the
have a material to be
presentation in presented
front of the class - Doing a lot of
using English. practice
- Did not prepare independently
the presentation before the
well presentation
- Mispronunciation
makes them
nervous while
doing the
presentation
- Eye contact with
the audience
- Went blank
while doing a
presentation
- Afraid to
make mistakes in
grammar
3 Fear of Negative - Feel ashamed - Prepare the
Evaluation and guilty when material to be
they make presented
mistakes during - Feedback given
presentations by the teacher
- Afraid of being can be used as
laughed at by an evaluation so
their classmate students don't
17
 - Afraid of repeat the same
feedback or mistakes
negative
comment given
by the teacher

From the table above, it can be concluded that there are

some factors that make students feel anxiety during speaking
English, such as communication apprehension, test anxiety, and
fear of negative evaluation. Therefore, the factors of students'
anxiety generated some causes that have been identified by the
researcher. However, after the researcher conducted an interview,
some students gave solutions to dealing with speaking anxiety.
According to the result of observation and interview, it
concluded that most students have anxiety about speaking
English. Various factors gave impacted students' anxiety. The
finding has been supported by some previous studies.
From (Amalia, 2018), some students struggle when they
want to speak English but are afraid of making a mistake, or
when they witness a classmate speak smoothly but appear
hesitant and angry about their English ability (Amalia, 2018). The
result showed that many students feel anxiety because they are
afraid to make mistakes. Then, according to Tanveer (2007), seven
factors could lead to kids becoming quiet. One of them is a lack of
English language proficiency (Tanveer, 2007). It supported the
result of the interview that students would be nervous when they
have a lack English language proficiency.
Most students argued that the factors which make them
nervous are grammar, pronunciation, and vocabulary. Although
those are the five aspects of speaking skills, some students still
have struggled with that aspects. The results are supported by
18
Bahdi (2014). Bahdi argued there are five factors of speaking
ability such as accuracy and pronunciation, grammar,
vocabulary, comprehension, and fluency (BAHDI, 2014). They
also feel anxious when presentations use other languages,
especially English. The finding has been supported by a previous
study. EFL students are hesitant to talk in other languages
because they are fearful of making mistakes and being perceived
as less competent by others (Horwitz et al., 1986). Also, some
students would freeze or go blank when they are nervous. This
finding is similar to It (2011). Anxious students may also freeze or
go blank on the test, unable to convey knowledge they already
know (It, 2011).
According to Juhanna (2017), a lack of experience can
lead to a lack of confidence, shyness, and quietness, all of which
inhibit natural communication. As we could see from the results
above, many students decrease their anxiety with good
preparation, because they believed if they prepared the
presentation well, they could perform better. Some students feel
afraid when they have a test, in this case, doing a presentation.
They argued that they feel they will fail if they don't prepare their
preparation well. This finding is similar to Hotwitz et al (1986),
which is an approach to performance anxiety brought on by a
sense of failure.
Horwitz et al (1986) said that Fear of negative evaluation
can emerge in any interpersonal, evaluative situation, including
an interview session or presenting in a second/foreign language
class, anxiety is an extension of the second component (test
anxiety) of second/foreign language anxiety. As we could see
from the results above, many students feel afraid, ashamed, and
guilty when the teacher gives them feedback after doing a
presentation, not only feedback given by the teacher but also
19
from classmates as well. Most classmates didn't give good
feedback but they try to humiliate the presenter by making fun of
their mistakes.

CONCLUSION AND SUGGESTIONS

Based on the result of the study, students in the twelfth

grade of senior high school 2 Ponorogo have various levels of
anxiety and students have different factors that make them
anxious. From 25 students who have participated in this study, it
found that 48.56% of students feel anxiety about speaking skills.
Then, from 5 students who participated in the interview, the
researcher knew that the students felt anxiety in some factors
such as communication apprehension, test anxiety, and fear of
negative evaluation. Students want to learn how to decrease their
anxiety. It can be seen from the students' perception of how to
deal with anxieties they have. Some students tried to prepare the
20
presentation well. Also, students prepared and learned how to
pronounce some words. There is one student who argued that the
way he deals with speaking anxiety is by changing his mindset.
According to the results of the data, the researcher gives
some suggestions for teachers and students. After the teachers
read this study, teachers can identify students' anxiety, then
teachers can some learning processes which make students feel
confident. Students, if students afraid to make some mistakes, can
open some online dictionaries to check their pronunciation. The
researcher also gives some advice for the next studies. Other
researchers should find some technics or media which can
increase students' self-confidence.
The researcher hopes that teachers can recognize
students' anxiety and the factors that make students feel anxious
during speaking in English. Also, the researcher hopes this study
can make students choose their style to deal with their anxieties.

REFERENCES

Amalia, N. L. (2018). Speaking anxiety in the presentation of EFL

students. 1–51.

ASPARANITA, R., Musyyadad, K., & Zurnelly, N. (2020).

STUDENTS’ANXIETY IN SPEAKING ENGLISH AT THE
ELEVENTH GRADE OF SENIOR HIGH SCHOOL 1 MUARO
JAMBI (Doctoral dissertation, UIN Sulthan Thaha Saifuddin
Jambi).

BAHDI, M. (2014). The Impact of Extracurricular Activities on

Students’ Academic Oral Proficiency. 91.

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Creswell, John W. (2014). Research Design: Qualitative, Quantitative,
and Mix Method Approaches. London. SAGE Publications, Inc.

Drachsler, H., & Kirschner, P. A. (2012). Learner Characteristics.

In Encyclopedia of the Sciences of Learning.
https://doi.org/10.1007/978-1-4419- 1428-6_347

Erdiana, N., Daud, B., Sari, D. F., & Dwitami, S. K. (2020). A study
of anxiety experienced by EFL students in speaking
performance. Studies in English Language and Education, 7(2),
334–346. https://doi.org/10.24815/siele.v7i2.16768

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign

Language Classroom Anxiety. The Modern Language Journal,
70(2), 125-132. doi:10.2307/327317.

Horwitz, E. K., & Young, D. J. (1991). Language anxiety: From

theory and research to classroom implications. Prentice Hall.

It, A. (2011). FLUENCY AND PRONUNCIATION IN THE

ASSESSMENT OF GRAMMATICAL ACCURACY IN
SPOKEN PRODUCTION : An Empirical Study. 6, 7–20.
https://doi.org/10.1285/i2239-0359v6p7

Mashayekh, M., & Hashemi, M. (2011). The impact/s of music on

language learners’ performance. Procedia - Social and
Behavioral Sciences, 30, 2186–2190.
https://doi.org/10.1016/j.sbspro.2011.10.424

Mayangta, T. (2011). Tesalonika Mayangta, 2013 Students’ Speaking

Anxiety In An EFL Classroom Universitas Pendidikan Indonesia
| repository.upi.edu | perpustakaan.upi.edu. 17(1994), 49–50.

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Rayhan, J. M. (2014). The impact of using role play techniques on
improving pupils' speaking skill for primary school. Basic
Education College Magazine For Educational and Humanities
Sciences, (15).

Rumiyati, R., & Seftika, S. (2018). Anxiety of Speaking English in

English Foreign Language (Efl) Class. Journal of English
Education, Literature and Linguistics, 1(1), 276591.

Tanveer, M. (2007). Investigation of the factors that cause language

anxiety for ESL / EFL learners in learning speaking skills and the
influence it casts on communication in the target language. By.
June, 1–92. https://doi.org/10.13140/RG.2.1.1995.1129

Tsiplakides, I., & Keramida, A. (2009). Helping students

overcome foreign language speaking anxiety in the English
classroom: theoretical issues and practical
recommendations. International Education Studies, 2(4), 39-44.

Wahyuni, N., Dinata, K., Juhanna, V. I., & Nugraha, S. H. (2017).

Comparing the effects of brain exercise to listening to mozart
in improving short term memory. Indonesia Journal of
Biomedical Science, 11(2), 20.
https://doi.org/10.15562/ijbs.v11i2.143

Zhang, Q., & Watkins, D. (2007). Conceptions of a good tertiary

EFL Teacher in China. TESOL Quarterly, 41(4), 781–790.
https://doi.org/10.1002/j.1545-7249.2007.tb00103.x

Zhiping Diao, & Paramasivam Shamala. (2013). Anxiety of

Speaking English in Class Among International Students in
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23
 https://www.researchgate.net/publication/280099101_AN
XIETY_OF_SPEAKING_ENGLISH_IN_CLASS_AMONG_I
NTERNATIONAL_STUDENTS_IN_A_MALAYSIAN_UNIV
ERSITY

APPENDICES

Appendix 1 (Questionnaires)

Opinion
No Expression
SA A D SD
I am not sure with my
1.
speaking ability
I feel nervous when my
teacher asks me to do
2.
presentation by using
English
3. When I feel anxious,
suddenly I forget some

24
 vocabularies
It is extremely difficult
for me to be volunteer to
4.
speak English in front of
the class
I am worried about
5. making mistakes during
my presentation
When I have to give a
presentation in class
6.
without preparation, I
start to panic.
When I have something
to say during a
7. presentation, I
sometimes have
negative thoughts
When I am going to be
called for a presentation,
8.
I can feel my heart
pounding.
I always have the
impression that the
9.
other students speak
English better than I do
Even though I had
planned to practice
10.
before the presentation
began, I am still nervous
I'm afraid the other
students will laugh at
11.
me if I make a mistake
during my presentation
12. I'm very confident and
relaxed before giving a
25
 presentation
When I have a
13 presentation in front of
the class, I feel confident
I believe that I would
enjoy speaking during
14.
the classroom learning
process

*SA = Strongly Agree

*A = Agree

*D = Disagree

*SD = Strongly Disagre

Appendix 2 (Semi-structured Interview Questions)

1. Do you like English? Why?

2. Is English important? Why?
3. When and where you have learn English?
4. What factors that make you like English?
5. Why are you worried about learning English?
6. What makes you anxious in Speaking English?
7. What is your solution to reduce your anxiety?
8. What are some suggestions from friends to reduce your
anxiety?
9. What are some suggestions from teachers to reduce your
anxiety?
10. What are your hopes for not worrying about speaking
English?
26
Appendix 3 (Analysis of Interview Data)

Date: 10 January 2022

I conducted an interview on the use of digital multimodal

composing (Wattpad) in learning narrative text focused on
writing skill. I get seven students from 10th grade of Banking and
Microfinance 4 class in SMKN 10 Surabaya that answer my
interview through Whatsapp Videocall. The interview questions
include:

1. Do you like English? Why?

2. Is English important? Why?
3. When and where you have learn English?
4. What factors that make you like English?
5. Why are you worried about learning English?
6. What makes you anxious in Speaking English?

27
 7. What is your solution to reduce your anxiety?
8. What are some suggestions from friends to reduce your
anxiety?
9. What are some suggestions from teachers to reduce your
anxiety?
10. What are your hopes for not worrying about speaking
English?

Questions Transcript Code Note

Apakah Kalau dibilang suka Im The
banget ya biasa tapi ya
kalian participant
kalau suka saja
menyukai mungkin bisa iya like English
karena menurut saya
bahasa because it’d
bahasa inggris bahasa
Inggris? nya mungkin untuk important (Im)
sebagian orang sulit
Kenapa?
untuk dimengerti
seperti halnya saya
juga tetapi mungkin
suatu saat juga bahasa
inggris juga akan
digunakan selayaknya
bahasa indonesia dan
menurut saya
mungkin saya suatu
saat bisa menyukai
bahasa inggris dan
memperdalaminya🙏🏻
Saya suka, tapi kan F The
Bahasa Inggris itu
participant
susah jadi banyak
temen-temen yang like English

28
gak suka Bahasa because
Inggris. Saya suka
English is Fun
Bahasa inggris karena
menurut saya belajar (F)
Bahasa itu
menyenangkan. Selain
itu menambah
wawasan saya juga.
Suka mas, kalau gak In The
suka nanti agak susah
participants
berkomunikasi sama
orang luar negeri like English
karena kan Bahasa
because
inggris Bahasa
internasional, nanti English as an
aku malah gak bisa
International
jawab apa-apa kalau
ditanyain sama bule (In) language
hehe
is important
Suka, karena
mempelajari bahasa
itu seru. Bisa melatih
kemampuan berbicara
serta memahami
makna bahasa asing.
Apalagi bahasa
inggris kan bahasa
internasional, jadi
sangat berguna ke
depannya.
tidak menyukai V The
karena sulit
participant
memahami bahasa
Inggris dengan mudah doesn’t like
apalagi menghafal
English
29
 kosa katanya because
English is
difficult to
understand
the
vocabularies
(V).
Apakah Kalau menurut saya In All
mungkin
menurut participants
penting,karena bahasa
kalian inggris juga sangat think that
berguna untuk nanti
bahasa English is
di jenjang perkuliahan
Inggris itu nya apalagi yang ada important
bahasa inggris nya itu
penting? because it’s an
mungkin sangat
kenapa? penting dan bahasa International
inggris juga bahasa
(In) language.
internasional jadi
menurut saya juga
mungkin bisa
dipelajari lebih dalam
apalagi yang nantinya
mungkin berlibur di
luar negeri atau ya
bertemu orang luar
negeri
Penting, karena di
zaman sekarang
penggunaan bahasa
inggris semakin
marak apalagi buat
30
 akses informasi
penting dunia saat ini.
Sama biar terlihat
keren
Menurut saya bahasa
Inggris itu penting
apalagi pada bidang
pendidikan , karena
bahasa Inggris bahasa
internasional sehingga
kita bisa mudah untuk
kemana²
Penting mas karena
Bahasa inggris adalah
Bahasa internasional.
Jadi kalau tidak ingin
ketinggalan jaman yaa
harus belajar Bahasa
inggris.
Iya mas penting
soalnya jaman
sekarang kalau tidak
bisa Bahasa inggris
maka tidak akan bisa
berkomunikasi
dengan orang lain
antar negara.
Apakah anda Iya, masih sulit G+P The
mempelajari bagian
mempunyai participant has
grammar sih sama
kesusahan pronounce yang bener difficulties in
ketika belajar Grammar (G)
bahasa and
Vocabularies
31
Inggris? (V).

Untuk diri saya V The

sendiri ya mungkin
participants
ada seperti mungkin
sulit untuk berbicara have difficulty
bahasa inggris untuk
in vocabulary
kata kata tertentu nya
Ada. Saya sering gak (V)
tau Bahasa inggris
untuk beberapa kata
mas.
Bahasa inggris itu
sebenarnya gak susah
mas kalau saya tau
artinya hehe kalau gak
tau kan bingung mau
ngomong sesuatu gak
tau Bahasa inggrisnya
apa
Ada mas, saya sendiri P The
agak susah gitu kalau
participant has
ngomong pakai
Bahasa inggris apalagi difficulty in
bagaimana cara
Pronunciation
pengucapannya itu.
Misal kata alright itu (P)
kadang kalau lupa
saya bilangnya “alrik”
padahal kan harusnya
“olraikt”
Apakah Kalau gugup pasti ada Lr The
tetapi saya pastinya
kalian participant
juga memberanikan
32
merasa diri untuk presentasi feels anxious
di depan kelas karena
gugup atau when do
suatu saat pasti di
takut ketika jenjang kuliah juga presentation
akan sering presentasi
melakukan but she still
jadi mulai sekarang
presentasi di melatih diri saya learn (Lr) to
supaya tidak gugup
depan kelas? deal with it.
Iya, masih sulit G+P The
mempelajari bagian participants
grammar sih sama feel anxious
pronounce yang bener because they
iya benar merasa afraid if they
gugup karena takut
make some
salah pengucapan
mistakes in
grammar and
pronunciation
(G + P).

Iya mas saya gugup L The

apalagi kalau pakai
participant
Bahasa inggris, pake
Bahasa Indonesia aja feels anxious
masih sering gugup
because of the
kok
language (L).
Kadang gugup Pr The
33
 kadang enggak mas, participant
tergantung
feels anxious if
persiapanku buat
presentasi tersebut. didn’t prepare
(Pr) it well.
Faktor apa Untuk faktor nya P The
mungkin karena
saja yang participants
ketika di depan kelas
membuat nanti saya takut kalau argued that
tidak hafal atau
anda gugup the factor
ngeblank atau
ketika mungkin semisal which make
membaca takut salah
melakukan them anxious
pembacaan nya jadi
presentasi di mungkin sedikit malu is the English
jika agak belibet
depan kelas? pronunciation
bacanya atau
hafalanya (P).
mungkin pelafalan
yang kurang benar
atau kelancaran dalam
berbicara bahasa
Inggris yang membuat
saya gugup dan takut
salah

gugup atau takut

ketika membaca atau
presentasi pelafalan
bahasa Inggrisnya
salah
Tatapan orang orang EC The
sih kak. Bikin
participant
degdegan duluan kek
34
 takut salah ngomong believed that
gitu jadinya lupa
making eye
semua
contact (EC)
with the
audiences
makes her
nervous.
Kalau persiapan saya Pr The
kurang matang
participant
jadinya suka gugup
atau grogi kalau argued that if
presentasi. Biasanya
it was less
kalau presentasi
menggunakan Bahasa preparation
inggris saya lebih
(Pr), it made
sering
menghafalkannya biar her anxiety.
tidak gugup hehe
Pengalaman Pernah diem didepan B When the
kelas agak lama
buruk apa participants
soalnya ngeblank 
yang kalian karena biasanya saya feel anxious
menghafal teks,
punya ketika their mind
jadinya kalau gugup
melakukan suka lupa gitu went blank
Untuk saya sendiri
presentasi di (B).
alhamdulillah tidak
depan kelas? ada ya mungkin ya itu
tadi mungkin kadang
ngeblank tetapi
insyallah bisa
menutupinya atau
35
 meng improve nya
Pernah salah dalam Fo The
pelafalan,lupa teks,
participant
dan kurang ekspresif
forgotten (Fo)
the texts when
he feels
anxiety.
Saya kalau gugup TF When the
sering ngerap gitu
participant
kalau ngomong jadi
pelafalannya sudah feels anxious,
tidak karuan dan
she would
bakalan tidak ingat
tadi ngomong apa aja talked too fast
(TF).
kurang bisa C The
mengendalikan situasi
participant
karena gugupnya
can’t control
(C) the
situation.
Bagaimana ketika saya sedang MS The
gugup untuk
anda participant
mengatasi nya dengan
mengatasi cara mungkin will change
menyakinkan diri
rasa gugup her mindset
bahwa saya bisa
yang anda mungkin dalam hal (MS) to deal
presentasi atau ya
with the
36
miliki? yang melatih speaking’s
keberanian saya
anxiety.
intinya menyakinkan
diri saya bahwa saya
bisa dan bisa
menyelesaikan
dengan lancar tanpa
rasa gugup
Dengan cara Pr The
mempersiapkan
participants
materi dengan matang
dulu sebelum will prepare
presentasi dan sebisa
the good
mungkin
membayangkan preparation
presentasi seperti
(Pr) to deal
latihan.
Ya itu sih mas, with the
menyiapkan
speaking’s
materinya dengan
matang biar kalau pas anxiety. Also
presentasi bisa
prepare and
improvisasi, karena
kalau menghafal aja learn how to
bisa saja lupa ketika
pronounce (P)
presentasi. Terus
kadang aku juga some words.
sering membawa
kertas kecil kalau
presentasi didepan
buat catatan
pengingat saja.

Biasanya saya
pelajarin dulu materi

37
yang mau saya
presentasikan. Selain
itu, saya juga sering
berlatih didepan
cermin
kuasai materi yang Pr + P
akan di presentasikan
dan berlatih
bagaimana
pelafalannya yang
baik yang benar

38