Analysis of Factors Affecting Students’ English Speaking Anxiety At MtsS Madinatul Munawwarah

Thariq, Muhammad (2026) Analysis of Factors Affecting Students’ English Speaking Anxiety At MtsS Madinatul Munawwarah. Skripsi thesis, Universitan Islam Negeri Imam Bonjol Padang.

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Abstract

Speaking is one of the most important yet challenging skills for students to master in English learning, and many students experience anxiety when required to speak the language in class, a phenomenon known as Foreign Language Classroom Anxiety (FLCA). This study aims to identify the level of speaking anxiety and to analyze the factors affecting it among eighth-grade students at MTsS Madinatul Munawwarah, Bukittinggi, West Sumatra. This research employed a qualitative descriptive design. Data were collected in two stages: first, the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was distributed to 80 grade VIII students to measure their anxiety level; second, semi-structured interviews were conducted with 8 to 12 students identified as having high anxiety, selected through purposive sampling, to explore the factors underlying their anxiety. The findings showed that 75% of students experienced a high level of speaking anxiety, 25% a moderate level, and none a low level. Interview data further revealed five interconnected factors contributing to students' speaking anxiety: psychological factors (fear of making mistakes, nervousness, low self-confidence, and test anxiety), which were the most dominant; linguistic factors (limited vocabulary, pronunciation difficulties, and lack of fluency); social factors (fear of negative evaluation from peers); personal factors (limited speaking practice, experience, and exposure); and classroom-related factors (fear of low scores and anxiety toward teacher correction). It is concluded that students' speaking anxiety is not caused by a single factor but by the interaction of emotional, linguistic, social, personal, and classroom-related aspects, suggesting that addressing it requires attention to both students' language competence and their psychological well-being and learning environment.

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