FOREIGN LANGUAGE SPEAKING ANXIETY OF TENTH GRADE STUDENTS AT SMAN 15 MEDAN

This study investigates the factors contributing to speaking anxiety among tenth-grade students at SMAN 15 Medan using a qualitative research approach. The research aimed to determine the levels of speaking anxiety, assess students' speaking achievements, identify anxiety symptoms, and explore the contributing factors. Data on speaking anxiety levels were gathered through a questionnaire, revealing that 9 students experienced high anxiety, 36 students with moderate anxiety, and 15 students with low anxiety. Speaking achievements were assessed using oral tests, with 5 students rated as very good, 24 good, 20 average, 11 poor, and none very poor. Observation and interviews identified physical (83 instances), mental (14 instances), and emotional (50 instances) symptoms of speaking anxiety. Interviews revealed several internal factors contributing to anxiety, including lack of self-confidence (14 students), lack of practice (13 students), lack of preparation (9 students), fear of making mistakes (11 students), low English proficiency (17 students), inability to express oneself (1 student), and shyness (1 student). External factors included fear of being negatively evaluated (8 students), fear of being the focus of attention (10 students), fear of being laughed at or ridiculed (4 students), the influence of teachers (7 students), and environmental factors (5 students). Additionally, three new factors were identified: the presence of recording equipment, feelings of intimidation by peers' proficiency, and students' bad experiences. The findings indicate that both internal and external factors significantly impact speaking anxiety. These insights highlight the need for educators to create supportive environments, reduce evaluative pressures, and provide positive speaking experiences to alleviate anxiety and enhance language proficiency.