Mangku, Ni Ketut (2026) AN ANALYSIS OF ANXIETY IN SPEAKING CLASS AMONG STUDENTS OF BEC ACADEMY IN LEARNING ENGLISH. Masters thesis, Universitas Pendidikan Ganesha.
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Abstract
The aim of this study is to identify the level of speaking anxiety experienced by students at BEC Academy, investigate the factors contributing to this anxiety, and determine the strategies instructors use to overcome it. The design of this study uses a mixed-method research approach that combines quantitative and qualitative. The subjects of this study were 1 English instructor and 19 housekeeping students. Data were collected through questionnaires, classroom observations, semi-structured interviews, and documentation. The instruments used to collect data were FLCAS questionnaires, observation sheets, and interview guides. The data in this study were analyzed using descriptive statistical analysis for quantitative data and the Miles, Huberman, & Saldana (2014) model for qualitative data. There are three main findings of this study. The level of students’ anxiety was moderate to high. Out of 19 students investigated, the majority of students comprising 12 students (63.2%) exhibited a moderate speaking anxiety. Meanwhile, 6 students (31.6%) fell into the high speaking anxiety category, and 1 student (5.3%) was classified to have a lower speaking anxiety level. The analysis further indicated that fear of making mistakes and being negatively evaluated, task-specific speaking anxiety, the influence of classmates, instructor influence and class environment, lack of self-confidence and perception, negative past speaking experiences, linguistic difficulties and language complexity, external and situational factors were main contributors to students’ speaking anxiety. There are several instructors’ strategies: creating a supportive and low-anxiety classroom atmosphere through positive encouragement, implementing pair-based role-play into speaking activities, and providing scaffolding to support speaking performance, question and answer are techniques that is used in anxiety-sensitive manner and adjusting instruction based on students' anxiety levels. In summary, it can be concluded that most students experience moderate to high levels of speech anxiety due to internal and external factors, and instructors implement a variety of responsive and collaborative teaching strategies to help reduce such anxiety.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Anxiety Speaking, Efl Students, Instructor Strategy |
| Subjects: | L Education > L Education (General) |
| Divisions: | Pascasarjana > Program Studi Pendidikan Bahasa Inggris (S2) |
| Depositing User: | Ni Ketut Mangku |
| Date Deposited: | 27 Jul 2026 01:52 |
| Last Modified: | 27 Jul 2026 01:52 |
| URI: | http://repo.undiksha.ac.id/id/eprint/31500 |
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