This research aimed to analyze the factors caused the students’ speaking
anxiety and the strategies used to reduce their speaking anxiety. In this research, the
researcher employed a descriptive qualitative research method. The data was
collected through interview, participant observation, and documentation. The subjects
of this research were the students at the tenth grade of SMAN 3 Bone. There were 6
students become the object of this research consisted 3 students who have the highest
level of anxiety and 3 students who have the lower level of anxiety. The data analysis
was employed based on procedure of data analysis suggested by Miles and Huberman
which consisted of step reduction, display, and verification data. The result of this
research showed that the factors causing the students’ speaking anxiety in the
classroom were: inhibition, nothing to say, and mother tongue use. Furthermore, the
strategies used by the students in reducing their speaking anxiety were preparation,
relaxation, positive thinking, and peer seeking.
A. Conclusion
Speaking anxiety is one of the students’ problems in learning English in the
classroom. Anxiety is a feeling of nervousness, tension, and apprehension about
something worse might happen. In this research, the researcher has investigated
about what factors caused the students’ speaking anxiety and what are the
students’ strategies in reducing it. Based on the discussion above, the researcher
took conclusion of the research as follows:
From the result of the research findings, it can be concluded that all the
subjects has various factors that make them anxiety in speaking English. First,
inhibition is refers to the feeling afraid of making mistake, fear of criticism or
losing face. Second, nothing to say is related to the students’ motivation and
preparation to express their ideas. Third, mother tongue use is related of what
language the students’ use in their English learning process.
Related to the students’ strategies in reducing speaking anxiety, they also used
various ways. First, preparation is about the students’ efforts in prevent upcoming
threat by prepare everything before speaking. Some ways that students do in this
strategy such as making a small note, practicing in front of the mirror before
performance, and preparing their mental. By having preparation, the students can
be more fluent in speaking English. Next, relaxation is related to the method to
reduce anxiety symptoms which experienced by the students. By doing relaxation,
such as taking a deep breath, trying to be calm down, or lying on the chair, it can
make body can be more relaxed and keep calm which can reduce the students’
anxiety. Another strategy is positive thinking. It refers to the efforts to distract the
stressful and nervousness into positive and pleasant cues. For example: Thinking
that I can do it and imagining oneself that will give the best performance. These
ways could help the students to be more confident in speaking in front of the
audience. The last strategy is peer seeking. In this case, the students try to look for
a friend who experienced the same problem with them. Through this strategy, the
students can share experience to each other and reducing their anxiety feeling
together.
B. Suggestion
a. To students
Students as the subject of the research should use their own strategies
in reducing their speaking anxiety as they need to show their ability and
share their knowledge and opinion.
b. To teachers
Teacher should be able to understand that the students have a different
level of anxiety. By knowing the factors that caused the students anxiety in
speaking, the teachers are expected to help the students to reduce it and
help the other students to find their own strategies in order to reduce their
speaking anxiety.
c. To other researcher
The result of this research is expected to be used as consideration for
other researchers to conduct further research about the students’ strategies
in reducing speaking anxiety. In the next research, other researchers can try
to analyze the anxiety in different skills such as listening, writing, or
reading. Last, hopefully the result of this research can be used as additional
research to make better future research.

STAR20220168

168/2022

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