EXPLORING STUDENT'S SPEAKING ANXIETY IN ENGLISH CLASS: A

CASE STUDY AT SMP NEGERI 26 PALEMBANG

Submitted To Fulfill The Requirements For Obtaining A Bachelor's Degree In

Education ([Link])

By

Name: Debby

NIM: 2220205053

English Language Education Study Program

FACULTY OF TARBIYAH AND TEACHER TRAINING

RADEN FATAH STATE ISLAMIC UNIVERSITY

PALEMBANG

2026
 CHAPTER 1

INTRODUCTION

1.1 Background

English is currently recognized as one of the most dominant languages across the

globe and plays a crucial part in international communication. It is extensively used

in various global sectors, including education, commerce, science, technology, and

diplomatic relations. People from diverse linguistic and cultural backgrounds rely on

English as a shared language to communicate effectively. Salih (2021) a language

attains global recognition when it is adopted and utilized in multiple fields by

different countries. The continuous expansion of English in many regions has

strengthened its position as a primary medium of worldwide interaction.

Moreover, Melitz (2016) emphasizes that learning English is not merely about

studying a foreign language; it is also closely connected to academic success and

career development. For this reason, many educational systems around the world

make English a mandatory subject to equip students with skills needed in the

international arena. This reality demonstrates that English is no longer confined to

countries where it is spoken as a first language, but has developed into a global means

of communication.

Additionally, Alsagoff et al. (2022) highlights that language acquisition is

influenced by social demands and communicative purposes. In the era of

globalization, where cross-cultural interaction is increasing, English functions as a

bridge that links people from different nations. Therefore, proficiency in English

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becomes increasingly important for students who wish to engage actively in the

global society.

In light of these viewpoints, it is evident that English occupies an important and

strategic role as an international language. Its widespread use also affects educational

policies in many countries, including Indonesia, where English is introduced from

early stages of schooling. Consequently, examining students’ experiences and

challenges in learning English in classroom settings is a significant area for further

investigation.

In education, English plays a key role as the primary language for disseminating

knowledge. Many textbooks, scientific journals, and academic references are written

in English, making mastery of this language key to accessing the latest information

and scientific developments. Salih (2021) in his book English as a Global Language

explained that the dominance of English in higher education and scientific

publications makes it the primary language of international academic exchange.

Students and academics who master English have greater opportunities to attend

international conferences, pursue studies abroad, and build global academic networks.

In addition Melitz (2016) in How to Teach English emphasizes that mastery of

English is not only important as a subject, but also as a tool for developing critical

thinking and communication skills. In the context of modern learning, English serves

as a medium for understanding various global perspectives and broadening students'

horizons.

A number of studies have emphasized the significant importance of English in

the fields of education and global communication. Evidence suggests that English
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serves as the main language of instruction and as a central medium for sharing

scholarly knowledge internationally. As a result, it supports cross-border academic

interaction and strengthens collaboration among scholars worldwide (Kurniawan,

2024).

Speaking is recognized as one of the four primary language skills listening,

speaking, reading, and writing that form the foundation of English language learning.

Among these competencies, speaking is frequently considered the clearest sign of

language mastery because it demonstrates a learner’s ability to convey ideas

effectively in authentic communicative contexts. Jeremy Harmer, in How to Teach

English, states that speaking allows learners to engage in interactive language use,

requiring not only an understanding of vocabulary and grammar but also the capacity

to respond spontaneously (Amran, 2023). Thus, effective speaking involves both

linguistic knowledge and communicative ability.

Moreover, Jack C. Richards in Teaching Listening and Speaking describes

speaking as a productive skill that occupies a central position in communicative

language teaching (Ghafar et al., 2023). He emphasizes that the primary objective of

language education is to enable learners to communicate meaningfully and

appropriately across various social situations. Consequently, classroom speaking

tasks should encourage interaction, meaning negotiation, and opportunities for

genuine communication practice.

Despite the recognized importance of speaking in English language learning, its

development is not always successfully achieved in classroom practice. Many

students continue to face difficulties when attempting to communicate orally in

English. Although speaking activities are frequently included in language instruction,

learners often struggle to express their ideas fluently and confidently. These

challenges may arise from linguistic limitations, psychological factors, or a lack of

meaningful practice opportunities. Therefore, it is essential to examine the specific

obstacles students encounter in developing their speaking competence in order to

design more effective instructional strategies.

Analysis of students' difficulties in English speaking skills shows that many

learners face obstacles in expressing their ideas orally, either due to limited

vocabulary, lack of grammar mastery, or lack of self-confidence (Tristasari, 2025).

One of the most common psychological phenomena in everyday life is anxiety.

Amran (2023) define anxiety as a state of tension and worry that arises as a natural

response to perceived threats. In the context of language learning, Zaki (2025)

explain that anxiety may stem from learners’ unrealistic or mistaken beliefs about

language learning, which can lead to a lack of self-confidence. As a result, students

who experience high levels of anxiety tend to avoid speaking activities, and some

may even withdraw from foreign language classes that require oral communication

(Papi, 2023).

SMP Negeri 26 Palembang is one of the public junior high schools in Palembang

that implements English as a compulsory subject in its curriculum. As an educational

institution that aims to improve students’ communicative competence, English

learning at this school includes the development of the four language skills,

particularly speaking. However, despite the integration of speaking activities in

classroom instruction, preliminary observations indicate that not all students are able
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to participate actively and confidently. Some students appear hesitant and reluctant

when required to speak English in front of their classmates. This condition suggests

that psychological factors, especially speaking anxiety, may influence students’

performance during English lessons.

Preliminary observations conducted at SMP Negeri 26 Palembang reveal that

speaking anxiety appears to be a persistent issue in English classroom activities.

During speaking tasks such as dialogues, oral presentations, and spontaneous

question-and-answer sessions, a considerable number of students demonstrate visible

signs of nervousness, including prolonged hesitation, avoidance of eye contact,

trembling voices, and in some cases, complete silence. Classroom observations

further indicate that only a small proportion of students actively participate, while the

majority tend to remain passive. Informal interviews with the English teacher also

suggest that students’ fear of making grammatical or pronunciation errors, as well as

concerns about peer evaluation, significantly reduce their willingness to speak.

These preliminary findings highlight a gap between the instructional objective of

developing communicative competence and the actual classroom reality. If speaking

anxiety continues to hinder students’ participation, the effectiveness of speaking

instruction may be compromised. Therefore, an in-depth exploration of students’

speaking anxiety at SMP Negeri 26 Palembang is necessary to identify its underlying

causes, manifestations, and impacts on learning. Such investigation is expected to

contribute to the development of more supportive and psychologically responsive

teaching strategies in English classrooms.

Based on the explanations above, speaking anxiety appears to be one of the

major psychological barriers that hinder students from developing their speaking

competence. Although speaking activities are implemented in classroom instruction,

many students still experience fear, nervousness, and lack of confidence when

required to speak English.

Several previous studies have examined speaking anxiety in English as a Foreign

Language (EFL) classrooms. For instance, research conducted on speaking anxiety in

various learning contexts found that learners often experience anxiety related to fear

of making mistakes, lack of self-confidence, and fear of negative evaluation, which

significantly affect their willingness to speak English in class (Jannah et al., 2022).

Another study identified multiple factors contributing to speaking anxiety such as

cognitive, affective, and performance-related causes in EFL classrooms. (Suciati,

2020). Moreover, research on speaking anxiety among students in online and blended

learning environments revealed different types of anxiety manifestations, including

test anxiety and communicative apprehension (Rahmania et al., 2022).

Despite the growing body of research on speaking anxiety, most studies have

focused on secondary or tertiary level learners in general EFL contexts or specific

classroom formats. Few studies have explicitly investigated speaking anxiety through

an in-depth case study approach in a junior high school setting, particularly in

Indonesian public schools like SMP Negeri 26 Palembang.

1.2 Research Questions

Based on the problem background and literature review, the formulation of the

research problem is as follows. What factors contribute to students’ speaking anxiety

in English class at SMP Negeri 26 Palembang?

1.3 Objectives of the Study

Based on the research question that have been described above, this study aims to

obtain an overview of what factors are contribute to speaking anxiety. The specific

objectives of this study are: To explore the factors that contribute to students’

speaking anxiety in English class at SMP Negeri 26 Palembang.

1.4 Significance of the Study

1. Theoretical Significance

This study is expected to enrich the literature related to speaking anxiety in

English as a Foreign Language (EFL), especially in the context of junior high

school students in Indonesia.

2. Practical Significance

a. For Teachers: The findings may help teachers identify the causes of

speaking anxiety and develop appropriate strategies to reduce it.

b. For Students: The study may increase students’ awareness of their anxiety

and encourage them to improve their confidence in speaking English.

c. For Future Researchers: This study can serve as a reference for further

research related to speaking anxiety or classroom interaction in EFL

settings.
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