<![CDATA[This study aimed to describe the forms of students’ speaking anxiety, the strategies employed by teachers to address it, and students’ perceptions of these strategies in news-text learning at the elementary school level. The study employed a qualitative descriptive approach using a case study method. The subjects consisted of 30 fifth-grade students and one Indonesian language teacher. Data were collected through observations, interviews, questionnaires, and documentation and analyzed using the Miles and Huberman interactive model. The findings showed that students’ speaking anxiety included physiological, cognitive, and behavioral symptoms. The implementation of teacher strategies, including gradual learning activities, audiovisual media, a conducive classroom environment, intensive guidance, and personalized motivation, reduced students’ anxiety levels from high to moderate. Students’ perceptions of the teacher’s strategies were categorized as good. These findings indicate that systematic and supportive instructional strategies can help reduce speaking anxiety and create a more comfortable learning environment for students. Therefore, teachers should provide gradual learning experiences, individualized support, and positive motivation to help students develop confidence and participate more actively in speaking activities, particularly in news-text learning.]]>
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