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Dumaris E Silalahi
Department Of English Education, Universitas HKBP Nommensen Pematangsiantar, Pematang Siantar, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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STUDENTS’ ANXIETY IN ENGLISH SPEAKING AMONG GRADE XI STUDENTS AT SMAN 3 PEMATANGSIANTAR Helen Renata Br Simanungkalit; Dumaris E. Silalahi; Novra Melisa P. Hutabarat
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 11 (2025): OCTOBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1367

Abstract

Speaking anxiety is one of the major affective barriers that hinder students’ oral performance in English as a Foreign Language (EFL) classrooms. This study aims to investigate the levels, forms, and contributing factors of speaking anxiety among Grade XI students at SMAN 3 Pematangsiantar. Using a qualitative approach with a phenomenological design, data were collected through questionnaires, interviews, and classroom observations. The findings reveal that students experience a high level of speaking anxiety influenced by five interrelated factors: psychological, linguistic, pedagogical, sociocultural, and environmental. Psychological factors such as fear of making mistakes, low self-confidence, and fear of negative evaluation emerged as the most dominant contributors. Linguistic limitations, particularly vocabulary shortages, pronunciation difficulties, and grammatical concerns, also increased students’ hesitation to speak. Pedagogical aspects, including teacher correction styles, unclear task instructions, and difficult speaking tasks, further intensified anxiety. Sociocultural influences, such as peer judgment and cultural norms of silence, shaped students’ reluctance to speak, while environmental conditions like large class sizes and limited speaking opportunities outside the classroom exacerbated the problem. The study concludes that speaking anxiety is a complex and multidimensional issue requiring comprehensive support from teachers and institutions. Creating a more supportive, communicative, and low-anxiety classroom environment is essential for improving students’ speaking confidence and fluency.
Co-Authors Albert Welman Daulat Lumbangaol Angelina Agustina Br Turnip Bintoro Manalu Brooklyn Silalahi Calvyn Sepanya Siregar Cevhin Devhin Simarmata Cindy Yani Simorangkir Cintya Pinta Nainggolan Diyan Ryan C Simbolon Falty Bastian Samosir Gabriella Clarisa Silaban Gian Reynaldo Pandiangan Helen Renata Br Simanungkalit Helena Zepania Samosir Herman Herman Herman Herman Immanuel Onasis Kha Napitupulu Indah Anastasya Togatorop Indah Dame Nababan Irene Adryani Nababan Josua Silalahi Joyada Alexander Sinambela Kevin Christian Siagian Lustriyani Petronella Sidabalok Melvin M. S Simanjuntak Naomi Simanjuntak Novra Melisa P. Hutabarat PANJAITAN, MUKTAR B PURBA, LYDIA Ridwin Purba Samuel Fernando Manik Sanju Febrio Saragih Tias Bastian Saragih Yanti Kristina Sinaga