An Analysis On The Speaking Anxiety Among First Year Students Of UIN Syekh Wasil Kediri: Cause and Strategies

Haliza, Ema Nur (2026) An Analysis On The Speaking Anxiety Among First Year Students Of UIN Syekh Wasil Kediri: Cause and Strategies. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Speaking anxiety is one of the most common psychological challenges faced by EFL students particularly during English speaking activities as it can undermine their self-confidence and negatively impact their speaking performance. Although numerous studies have examined speaking anxiety, limited attention has been paid to how students with varying levels of speaking proficiency experience and cope with this anxiety within the context of Islamic higher education. Therefore, this study investigates speaking anxiety among first-year English Department students at UIN Syekh Wasil Kediri by analyzing its causes and identifying the strategies students employ to manage it. To gather rich, in-depth data, four participants were purposively selected; they exhibited signs of speaking anxiety during classroom speaking activities and represented different levels of speaking proficiency (C+ and B), thereby enabling the researcher to explore the experience of anxiety across varying proficiency levels. This study employed a descriptive qualitative design. The participants consisted of four first-year students from Class E in the 2025/2026 academic year. Data were collected through classroom observations and semi-structured interviews. The collected data were analyzed using Braun and Clarke's thematic analysis, which involved familiarizing with the data, generating initial codes, developing themes, reviewing and defining themes, and reporting the findings. The findings revealed that speaking anxiety was influenced by four interconnected factors: cognitive, social, academic, and linguistic. Cognitive factors emerged as the most dominant causes, particularly shyness and low self-esteem, which led students to feel nervous, embarrassed, and afraid of making mistakes when speaking English. Social factors were related to the classroom environment, while academic factors included pronunciation difficulties and spontaneous speaking tasks. Linguistic weaknesses in pronunciation, vocabulary, grammar, fluency, and comprehension also contributed to students' anxiety. To cope with these challenges, students employed preparation and practice, relaxation and positive thinking, and peer-seeking through interaction and support from classmates. In conclusion, speaking anxiety results from the interaction of psychological, social, academic, and linguistic factors that influence students' confidence and speaking performance. Although the coping strategies helped reduce anxiety and increase confidence, they did not always address students' specific linguistic weaknesses. Therefore, integrating anxiety reduction strategies with targeted speaking skill development is recommended to help students overcome speaking anxiety more effectively and enhance their overall speaking competence.

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