EFL TEACHERS’ CHALLENGES AND STRATEGIES IN ADDRESSING STUDENTS’ SPEAKING ANXIETY AT SMK PGRI 2 KEDIRI

Rosul, M.Hikam Maulidir (2026) EFL TEACHERS’ CHALLENGES AND STRATEGIES IN ADDRESSING STUDENTS’ SPEAKING ANXIETY AT SMK PGRI 2 KEDIRI. Undergraduate (S1) thesis, UIN SYEKH WASIL KEDIRI.

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Abstract

Speaking anxiety is one of the most significant psychological barriers to learning English as a foreign language (EFL), particularly in vocational high schools (SMKs), where the challenges are even greater due to limited class hours, heterogeneous student proficiency levels, and curriculum constraints. While existing literature on EFL teaching and learning tends to focus on students' perspectives, this study aims to address this gap by investigating EFL teachers' perspectives. The study is therefore guided by two main questions: (1) What challenges do EFL teachers face when addressing their students' speaking anxiety in the classroom? and (2) What pedagogical strategies do EFL teachers use to reduce their students' speaking anxiety in the classroom? The study employed a qualitative descriptive approach, using a case study at SMK PGRI 2 Kediri during the 2025/26 academic year. The study participants were six selected English teachers. Data were collected using three complementary instruments: semi-structured interviews, classroom observations, and documentation. These data were analysed using. Huberman and Miles, (2002) interactive data analysis model, which includes data reduction, presentation, and conclusion drawing. Methodological triangulation was employed.This study found that students experienced difficulties with English pronunciation and limited vocabulary. The varying levels of proficiency among students at SMK PGRI 2 Kediri presented teachers with the unique challenge of teaching speaking skills and reducing students' anxiety. To address this, teachers implemented group activities to help students practise their social skills. Providing feedback and using technology-mediated instruction in the classroom was also effective. It is therefore concluded that an integrated approach combining cooperative learning, strategic feedback and technology, supported by a psychologically safe classroom environment, constitutes an effective framework for reducing students’ speaking anxiety in the context of vocational English as a Foreign Language (EFL) instruction.

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