An Analysis of Students' Speaking Anxiety in English encountered by Seventh Grade Students at MTsN 1 Nganjuk

Ananta, Nia (2026) An Analysis of Students' Speaking Anxiety in English encountered by Seventh Grade Students at MTsN 1 Nganjuk. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

ABSTRACT Ananta, Nia. (2026). An Analysis of Students’ Speaking Anxiety in English Encountered by Seventh Grade Students at MTsN 1 Nganjuk. Department of English Language Education, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) of Syekh Wasil Kediri. Advisor: (I) Mohammad Muhyidin, M.Pd. and (II) Ria Fakhrurriana, S.Pd.I, M.Pd. Keywords: Speaking anxiety, Speaking skills, EFL Students, Qualitative study Speaking is one of the essential skills in learning English. However, many students experience anxiety when communicating in English, which affects their confidence, participation, and speaking performance. Therefore, this study aimed to identify the factors contributing to students’ speaking anxiety and explore students’ experiences of speaking anxiety during English speaking activities. This study employs a qualitative descriptive research. The subjects in this study were seventh-grade students at MTsN 1 Nganjuk who experienced anxiety when speaking in English class. Data collection was conducted through observation, interviews, and documentation. The data obtained were then analyzed using thematic analysis, which included familiarization with the data, coding, theme identification, theme review, theme determination and naming, and report writing. The findings revealed that students’ speaking anxiety was influenced by both internal and external factors. The internal factors included lack of vocabulary, low self-confidence, fear of making mistakes, self-perceived speaking ability, and lack of readiness. The external factors consisted of classroom pressure, teaching methods, and the social environment. Fear of making mistakes and limited vocabulary emerged as the most dominant factors. Furthermore, students experienced speaking anxiety through nervousness, hesitation and mental blocking, fear of negative evaluation, and the use of coping mechanisms, such as practicing before speaking, asking for assistance, using simple vocabulary, taking deep breaths, and remaining calm. These findings suggest that speaking anxiety develops through the interaction between students’ psychological conditions and their classroom environment. Therefore, teachers should create a supportive classroom atmosphere and provide constructive feedback and regular speaking opportunities to help students reduce anxiety and improve their confidence.

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