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.