CAUSING FACTORS AND STRATEGIES IN OVERCOMING SPEAKING ANXIETY IN SPEAKING CLASS (Qualitative Research of English Education Department Students Batch of 2023 UIN Salatiga)

Mubarokah, Niswatun (2025) CAUSING FACTORS AND STRATEGIES IN OVERCOMING SPEAKING ANXIETY IN SPEAKING CLASS (Qualitative Research of English Education Department Students Batch of 2023 UIN Salatiga). Other thesis, IAIN SALATIGA.

	Text NISWATUN MUBAROKAH - 23030210029 - TBI'2021 .pdf Download (4MB)
	Text NISWATUN MUBAROKAH - 23030210029 - TBI'2021 .pdf Download (4MB)

Abstract

ABSTRACT Mubarokah, N. 2025 “Causing Factors and Strategies in Overcoming Speaking Anxiety in Speaking Class (Qualitative Research of English Education Department Students Batch of 2023 UIN Salatiga)”. A Graduating Paper, , Faculty of Teacher Training and Education. English Education Department. Salatiga State Islamic University. Counselor: Rr. Dewi Wahyu Mustikasari, S. S., M. Pd., Ph. D. This research aims to explore the factors that cause speaking anxiety and the strategies used to overcome it among the 2023 cohort students of the English Education Department at UIN Salatiga. Using a qualitative approach, this study involved semi-structured interviews with voluntarily recruited students who had previously attended speaking classes. The data were analyzed using thematic analysis Creswell & Poth (2018). The findings reveal that speaking anxiety is triggered by various interrelated psychological and academic factors. These include shyness, lack of self-confidence, fear of making mistakes, limited vocabulary, negative past experiences, test anxiety, fear of negative evaluation, inadequate preparation, lack of speaking practice, and the pressure of being a new university student or first year academic experience. These factors collectively intensify anxiety and hinder students’ speaking performance. To overcome these challenges, students employ five types of strategies adapted from Kondo and Yang’s (2004) framework: preparation, relaxation, positive thinking, seeking peer support, and resignation. Among these, active strategies such as preparation, relaxation techniques, positive self-talk, and peer support were found to be the most effective. However, some students also use to passive strategies like resignation, which may negatively affect their language development. This study contributes theoretically by confirming the relevance of established anxiety coping frameworks in the context of Indonesian EFL learners and practically by providing insights for educators and institutions to design more supportive and responsive speaking class environments. Keywords: speaking anxiety, coping strategies, EFL students, qualitative research, speaking class, UIN Salatiga

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