<![CDATA[This study aims to overcome public speaking anxiety (speech anxiety) and improve speech practice skills through the implementation of differentiated learning processes in class VIII.3 students of SMP Negeri 7 Denpasar. This Classroom Action Research (CAR) was conducted in two reflective and collaborative cycles with 39 students as research subjects. Data collection used a Likert scale questionnaire instrument to measure speech anxiety and a direct performance test to measure speech oral competence. The results showed a significant linear success in both main aspects: 1) Academic Aspect, the classical average value (Mean) of speech skills increased from 80.10 in Cycle I to 80.79 in Cycle II, and drastically boosted the percentage of classical learning completeness from 51.28% (Cycle I) to 92.31% (Cycle II); 2) Psychological Aspect, the classical average anxiety decreased sharply from the High category (27.26) in Pre-cycle, down to the Medium Category (53.44) in Cycle I, until reaching the lowest point of the psychological safe zone (46.51) in Cycle II, where 69.23% of the class population (27 students) were free from severe anxiety. The implications of this study prove that the expansion of tiered performance method variations (multi-tiered speaking methods) is able to dissolve the affective filters that interfere with working memory, so as to absolutely lead students to achieve mastery of oral speaking performance competence.]]>
