Fikri, Ikhsanul and Tavriyanti, Lisa (2025) FACTORS INFLUENCING STUDENTS' ANXIETY IN ENGLISH SPEAKING AT CLASS XI OF SMA KARTIKA 1-5 PADANG. Diploma thesis, Universitas Bung Hatta.
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Abstract
The purpose of this research is to find out the factors that influence students’ anxiety in English speaking. This research method is descriptive. The population of this research is eleventh-grade students of SMA Kartika 1-5 Padang. The total population in this research was 305 students, ten classes, and 53 students, with two classes selected randomly by paying attention to the strata in the population as a sample. The instrument for collecting the data in this research is a questionnaire. The questionnaire is valid in terms of content validity. It is also reliable, as shown by Cronbach’s alpha (0.794). After analyzing the data, it is found that there are three factors influencing students’ anxiety in English speaking of SMA Kartika 1-5 Padang. They are affective, cognitive, and linguistic factors. The data prove that 53% students had anxiety in speaking English, and 47% students did not feel anxiety. It was also proved by the fact that 66% students had anxiety and 34% students did not feel anxiety by affective factors. There are 2 kinds of affective factors, they are interest 51% students and feeling 58% students. The other proof is that 66% students had anxiety, and 34% students did not feel anxiety in English speaking because of cognitive factors. There are 2 kinds of cognitive factors, they are topic 68% students and content 72% students. Also, it is proved by the data that 62% students had anxiety. And 38% students did not feel anxiety in English speaking because of linguistic factors. There are 3 kinds of linguistic factors, grammar 60% students, vocabulary 68% students, and pronunciation 62% students. Based on the data results above, it can be interpreted that 3 factors influence students' anxiety in speaking English. These factors are affective 35 (66%) students, cognitive 35 (66%) students, and linguistic 33 (62%) students. This is because students face anxiety in speaking and students lack practice in speaking. Therefore, it is suggested that these three types of anxiety need to be addressed simultaneously to help students overcome anxiety in speaking English. Understanding the interaction between affective, cognitive, and linguistic factors can help educators design more effective learning strategies for reducing anxiety and improving students' speaking skills.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris |
| Depositing User: | PING FKIP |
| Date Deposited: | 25 Mar 2025 01:56 |
| Last Modified: | 25 Mar 2025 01:56 |
| URI: | http://repo.bunghatta.ac.id/id/eprint/25712 |
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