🔹Background of the Study
1. What’s your motivation to choose this topic?
I chose this topic because I observed that many second-semester students, including my
classmates, experience speaking anxiety in English class. They often remain silent or avoid
participation even when they know the answer. I wanted to understand why this happens and
how we can help reduce this issue to support students' learning.
2. Why is this problem important to do research on?
Speaking is one of the most essential skills in learning English. Anxiety in speaking can
significantly affect students’ academic performance, confidence, and participation. If this issue is
not addressed, students may avoid speaking altogether, which limits their language development.
3. What is the research gap you want to fill?
Previous research often focused on general factors or strategies to overcome anxiety, sometimes
in online settings. This study is unique because it specifically investigates the types and causal
factors of speaking anxiety among second-semester students in the offline, face-to-face
learning context of Class 2D at UIN Raden Mas Said in the 2024/2025 academic year.
🔹Purpose of the Research
1. What is the specific purpose of your research?
The purpose is to analyze the types of speaking anxiety (communication apprehension, test
anxiety, and fear of negative evaluation) and explore the factors causing this anxiety among
second-semester students.
2. How is this purpose related to your identification of the problem?
The purpose is directly related. The identification of the problem shows that students experience
different types of anxiety and that it affects their performance. The research aims to categorize
and analyze those types and factors more deeply.
🔹Identification of the Problem
1. How did you decide on this identification of the problem?
I decided this based on literature, observations, and interviews. I noticed students were silent in
class and expressed nervousness when asked to speak. I also supported this identification through
the theoretical framework of Horwitz et al. and MacIntyre & Gardner.
2. Is the identification already clear and specific enough?
Yes. It focuses specifically on Class 2D, second-semester students, and it outlines both the types
of anxiety and the contributing factors in a structured and focused way.
🔹Methodology
1. Why did you choose this method?
I used a qualitative descriptive method because it allows me to explore students’ personal
experiences and feelings in-depth. Anxiety is a psychological and subjective phenomenon, so
qualitative research is more appropriate than quantitative.
2. How is this method related to your research purpose?
Because the purpose is to analyze types and causes of anxiety, qualitative data from interviews
and questionnaires give me the insights I need to interpret students' emotional responses, not just
numbers or scores.
3. Is this method valid and relatable?
Yes. The method is valid as it uses triangulation (interview + questionnaire) and is grounded in
widely accepted theories (Horwitz et al., MacIntyre & Gardner). It’s also relatable because the
participants directly represent the population being studied.
🔹The Result
1. What’s the main result of your research?
The main result is that most second-semester students in Class 2D experience speaking anxiety
—particularly communication apprehension and fear of negative evaluation. Causes include fear
of making mistakes, lack of comprehension, and classroom pressure.
2. Is the result relatable to the hypothesis you provided?
Yes. The findings confirm the theoretical expectation that anxiety has multiple types and is
influenced by both internal and external classroom factors. This matches the theories by Horwitz
et al. and MacIntyre & Gardner.
3. How do you interpret those findings?
The findings show that speaking anxiety is not just a lack of skill but also an emotional and
psychological issue. To reduce it, we need both better teaching strategies and more supportive
environments that encourage students to speak without fear of judgment.
🔹Discussion
1. How do you compare the result of your research with previous research?
My results are consistent with past studies, such as Siregar (2024) and Hidayat (2021), which
also found that fear of judgment and lack of confidence are key causes. However, unlike them,
my research focuses specifically on identifying anxiety types and factors, not just symptoms or
coping strategies.
2. What’s the implication of your research findings?
The implication is that English lecturers need to create a more supportive environment where
students feel safe to make mistakes. For students, understanding their anxiety can help them find
personal strategies to overcome it. For future researchers, this study provides a structured
framework to further explore foreign language anxiety.