ANALYZING THE RELATIONSHIP BETWEEN PUBLIC SPEAKING ANXIETY AND THE USE OF CODE-SWITCHING ON ACADEMIC ORAL PRESENTATION PERFORMANCE AMONG ENGLISH EDUCATION STUDENTS

, Siti Zulfah (2025) ANALYZING THE RELATIONSHIP BETWEEN PUBLIC SPEAKING ANXIETY AND THE USE OF CODE-SWITCHING ON ACADEMIC ORAL PRESENTATION PERFORMANCE AMONG ENGLISH EDUCATION STUDENTS. Other thesis, IAIN SALATIGA.

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Abstract

Effective oral communication is crucial for academic success, particularly for English education students, yet many struggle with public speaking anxiety (PSA) during academic oral presentations (AOPs). Another influential factor is code-switching (CS), the alternation between two or more languages within a discourse, which is commonly employed by bilingual learners. While CS may function as a communicative strategy, it can also reflect underlying linguistic constraints. Both PSA and CS are believed to have relationships with students’ AOP performance. Therefore, this study analyzes the relationship between PSA and CS, and students’ AOP performance and examines how students’ perceptions help contextualize these relationships. An explanatory sequential mixed-method design was employed at Universitas Sains Al-Qur’an Wonosobo, involving 85 English Education students across first, second, and third-year level. Stratified sampling was used for participant selection: 30 students for pilot testing and 55 for the main data collection. In the quantitative phase, PSA was assessed using the Personal Report of Public Speaking Anxiety (PRPSA-18, α = 0.956), CS through a validated rubric (ICC = 0.992, p < .001), and AOP performance via a validated rubric (ICC = 0.930, p < .001). the study employed Spearman’s rank correlation to analyze the relationships between PSA, CS, and AOP performance. In the qualitative phase, a focused group discussion (FGD) was conducted with six purposively selected participants representing varied extent of PSA and CS. Thematic analysis was used to explore their perceptions and experiences related to PSA, CS, and AOP performance. Quantitative findings revealed a PSA mean of 55.7 (range: 44-72), a CS mean of 3.91 (range: 0-24), and an AOP performance mean score of 69.4 (range: 51.5-88.4). Among 215 instances, CS mostly occurred at the inter-sentential (50.2%) and intra-sentential (48.4%) levels, serving mainly metalinguistic (71.6%) and referential (19.1%) functions. AOP on the other hand, revealed a mean score of 69.4 (range: 51.5-88.4). The study then revealed a significant negative correlation between PSA and AOP performance (ρ = -0.500, p < .001) and a significant positive correlation between CS and AOP performance (ρ = 0.377, p = .002). This suggested that while PSA hinders effective AOP performance, CS can serve as a supportive strategy. Qualitative findings supported these results. Students identified sources of anxiety such as fear of unfamiliar audiences, fear of mistakes, fear of negative evaluation, perfectionism, and limited topical knowledge. These led to cognitive overload, verbal disfluency, physical interference, mechanical delivery, and lack of audience engagement. Conversely, CS was perceived as a strategic and affective response to linguistic limitations, communication fallback, and anxiety. Students reported to use CS to improve clarity, enhance confidence, and audience understanding during presentation delivery. The study concludes that both PSA and CS significantly relate to AOP performance. It recommends that educators integrate affective and communicative strategies in pedagogy to enhance student performance in academic speaking tasks such as AOP. Keywords: Public speaking anxiety; the use of code-switching; academic oral presentation performance

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