This research aims to determine what factors influence anxiety and speaking
performance and what ways to reduce speaking anxiety in the classroom. The
participants of this study were teachers and students of class 8a second grade of MTs
Miftahul Khaer Mare. This research is a qualitative research. This study uses
purposive sampling in selecting participants in this study. All students participated in
the observation checklist and four were selected as interviewees. The data in this
study were collected through observation and interviews. Data were analyzed in five
cycle phases. Namely compiling, disassembling, reassembling, interpreting, and
concluding.
The findings reveal that: (1) this Research found three factors from the results
of student observation and interviews that influenced the students' speaking anxiety.
They are communication apprehension, anxiety test, and fear of negative evaluation.
The effect anxiety on speaking performance it became their physical response while
speaking; there are shaking, cold hands, avoiding eye contact, reading fast, and low
voice (2) this study found three ways to reduce students' speaking anxiety which
consisted of class activities, teacher-student relationships, and teacher correction.
Teacher and learners must be aware that speaking anxiety is a serious problem for
EFL learners.
A. Conclusion
This researcher aims to find out the factors and effect speaking anxiety from
point of view between teacher and students and provide some solution to reduce
learners speaking anxiety. The researcher collected the data trough observation and
interview with the learners and the English teacher. On the description of research
findings and discussion, the researcher answer the two question of problem statement
cited in chapter one.
1. The factors that contribute learners speaking anxiety in the classroom are
communication apprehension caused lack of preparation and lack of
confident, and the second factor is speaking test caused the students
having difficulties in speaking, such us the difficulties about pronunciation
of some word. And the last factor is Fear of negative evaluation includes
receiving critics and fear making mistake. The effect anxiety on speaking
performance it became their physical response while speaking; there are
shaking, cold hands, avoiding eye contact, reading fast, and low voice.
2. The result about strategies to reduce speaking anxiety comes from teacher
interview. Some strategies were conducted by the teacher to help the
learners to reduce speaking anxiety; there are class activity, teacher-
learner relation and teacher correction.
B. Suggestion
After conducting the research phase in the field and analyzing the
collected data, the researcher would like to give some suggestions for
students, teachers, and further researchers. First, for students
From this study, students know the factors that influence speaking
anxiety, so that students can anticipate them. Learners can learn more English,
especially in pronunciation, vocabulary and grammar. Most of the students
admit it as the most difficult part of speaking English. Students also need to
prepare themselves before speaking English, to reduce their speaking anxiety.
To minimize their speaking anxiety, learners need to convince themselves to
speak up and increase their confidence.
Help students who have speech anxiety. English teachers can design
and create various class activities to attract students' interest and increase
students' courage in speaking English. Teachers need to create a pleasant
atmosphere in the classroom during teaching and learning activities. For
example, the teacher always looks in a good mood in front of the students and
is friendly, sometimes giving some jokes to warm up the class. Furthermore,
the teacher can begin class by singing a song, which will inspire students to
speak up and participate in active learning each time they meet. The teacher
must also pay close attention to each and every word that the children say,
when correcting students' speaking, the awareness the appropriate words
without undermining the students' self-esteem and in the appropriate manner,
whether direct or indirect correction.
And the last for the future researchers figure out the other factors that
affect learners' speaking anxiety using different methods to expand their
research about speaking anxiety. As an example, future research can figure
out the factors affecting speaking anxiety from the internal and external of the
learners.

STAR20220067

67/2022

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