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Hajjah Zulianti
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JETA (Journal of English Teaching and Applied Linguistic)
Published by STKIP PGRI Bandar Lampung
ISSN : 27223388     EISSN : 27223396     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of English Teaching and Applied Linguistic (JETA) is a peer-reviewed journal run by the English Language Education Department of STKIP PGRI Bandar Lampung (Institute of Teachers Training & Education of PGRI Bandar Lampung), Indonesia. JETA aims at reporting high-quality empirical and original research contributions for the benefit of teachers, lecturers, and researchers in the field of English Language Teaching, Applied Linguistics, Literatures, and English Language Studies. The scope includes theory and practice in English language teaching and learning, language teachers’ training and education, teaching English as a second or foreign language (TESL, TEFL), Applied Linguistics, English Literatures, and English Language Studies. It also publishes book reviews of potential interest to readers. Papers submitted to this journal must be original, and are not considered in any other journals. The journal is published in both print and online versions. The online version of the journal is free access and download.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 121 Documents
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FACTORS AFFECTING STUDENTS’ ANXIETY IN SPEAKING FOR DAILY CONTEXT (A STUDY OF THE SECOND SEMESTER ENGLISH STUDENTS AT THE ENGLISH EDUCATION STUDY PROGRAM OF FATMAWATI SUKARNO ISLAMIC STATE UNIVERSITY IN ACADEMIC YEAR 2025/2026) Ejontomi Afrizon; Rezky Atri Oktarin; Pahrozi Ahmad; Tania Syafutri
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/1vp88585

Abstract

This study investigated the factors affecting students’ anxiety in speaking for daily context among second-semester students in an English Education Study Program. Speaking anxiety remains a common challenge in English as a Foreign Language (EFL) learning, particularly in spontaneous communication. The study aimed to identify the level of students’ speaking anxiety, determine the dominant contributing factors, and explore students’ experiences in everyday communication situations. A mixed-method design with an explanatory sequential approach was employed. Quantitative data were collected through a Likert-scale questionnaire administered to 32 students selected using purposive sampling. The data were analyzed using descriptive statistics, including mean scores and percentages. Qualitative data were obtained through semi-structured interviews and classroom observations and were analyzed using thematic analysis to provide deeper insights into students’ experiences. The findings showed that most students experienced high levels of speaking anxiety in daily contexts. Fear of negative evaluation was identified as the most dominant factor, followed by lack of confidence and limited vocabulary. In contrast, classroom environment and test anxiety were found to have a lower influence. Qualitative results indicated that students’ anxiety was closely related to fear of making mistakes, peer judgment, and difficulty expressing ideas. Observable behaviors such as hesitation, avoidance, and code-switching supported these findings. These results indicate that speaking anxiety in daily communication is primarily influenced by internal psychological and linguistic factors rather than external conditions, suggesting the need for greater attention to learners’ confidence and language readiness.

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