Identification Of Student’s Speaking Anxiety in Madrasah Aliyah Al-Wasliyah Pematangsiantar 2026

Abstract

Speaking remains the most challenging skill in English as a Foreign Language (EFL) acquisition, largely due to affective barriers such as anxiety. This research aims to identify and describe the phenomenon of speaking anxiety among Grade XI students at Madrasah Aliyah Al-Washliyah Pematangsiantar. Employing a mixed-method descriptive design, the research utilized a triangulation of instruments: a Likert-scale questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS), semi-structured interviews, and classroom observations. The participants consisted of 30 students for the survey phase, with 12 students purposefully selected for in-depth interviews. The quantitative analysis reveals a pervasive issue: 96.7% of students experience speaking anxiety, with exactly half (50%) categorized as having High Anxiety. Qualitative analysis identifies Fear of Negative Evaluation as the dominant dimension, driven by a "judgmental classroom culture" where peers laugh, boo, or imitate mistakes. Physiological manifestations such as heart palpitations (100%) and cognitive blocks like "mind going blank" (66.6%) were prevalent. The research concludes that speaking anxiety in this context is socially constructed, exacerbated by an unsupportive classroom atmosphere. The findings suggest that pedagogical interventions must transcend linguistic drills to address the psychological and social safety of the students.