<![CDATA[Speaking anxiety has become one of the major psychological barriers affecting English speaking performance among English as a Foreign Language (EFL) learners. This study aimed to investigate the difference in speaking anxiety between students with high and low speaking performance and to identify the most dominant component of speaking anxiety experienced by both groups. This study employed a quantitative comparative research design involving 78 seventh-grade students of SMPN 1 Cisoka selected through purposive sampling. The data were collected using a speaking performance test and the Foreign Language Classroom Anxiety Scale (FLCAS). The data were analyzed using descriptive statistics and an Independent Samples T-Test. The findings revealed a significant difference in speaking anxiety between high-performing and low-performing students (Sig. = 0.001 < 0.05). Students with low speaking performance obtained a higher mean anxiety score (M = 110.36) than students with high speaking performance (M = 103.42). Most participants experienced high to very high levels of speaking anxiety. Fear of Negative Evaluation was identified as the dominant anxiety component in both groups. The findings indicate that higher speaking anxiety is associated with lower speaking performance. Therefore, English teachers should create supportive classroom environments that reduce students' anxiety and encourage confidence in speaking English.]]>
