Students Anxiety in Speaking a Foreign Language. The Case of Eleventh Graders

Abstract

Aim. This research was conducted through a descriptive-qualitative design that aimed to determine the factors of students' speaking anxiety. Methods. This study used qualitative research involving 205 eleventh grade students of Senior High School on Pontianak, Indonesia who had attended English lessons. Data on students' anxiety in speaking English were collected using two instruments: questionnaires and interviews. Result. eleventh graders students fall into the middle category, and their lack of mastery leads to speaking anxiety about grammar, a lack of vocabulary, and a lack of preparation. Conclusion. Foreign language anxiety, especially in speaking, is a challenging problem for most students. Therefore, teachers should provide opportunities for students to practice speaking in front of the class gradually because such activities will positively increase their self-confidence and perception of their performance in the target language. More importantly, teachers and students must collaborate by providing a better learning environment and setting achievable speaking performance standards. If this activity is carried out continuously, it will increase students' motivation in learning foreign languages, especially class XI students at Pontianak High School. Cognitive Value. This research will provide input for stakeholders, especially English teachers to overcome speaking anxiety in their classrooms.