Tesis

Exploring the causes, impacts, and coping strategies of l2 speaking anxiety: a study on senior high school students / Nur Giana Febrianti

Abstrak
This study explores the causes impacts and coping strategies of L2 (second language) speaking anxiety among senior high school students in the context of second language acquisition (SLA) with a particular focus on the sociocultural influences in Kalimantan Utara. Speaking is often regarded as the most anxiety-inducing skill in language learning because it requires real-time performance and spontaneous expression making it highly vulnerable to psychological linguistic and social pressures. Anchored in the theoretical framework of Horwitz et al. (1986) which categorizes foreign language anxiety into communication apprehension fear of negative evaluation and test anxiety this study also adopts Liu rsquo s (2007) sociocultural perspective that highlights how classroom dynamics and community attitudes shape learners rsquo willingness to communicate in English. Employing a mixed-method design this research combined quantitative and qualitative approaches. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) while qualitative data were obtained through semi-structured interviews and classroom observations. The participants consisted of 86 eleventh-grade students of SMA Negeri 1 Tanjung Selor representing both compulsory and elective English classes. The FLCAS data were analyzed descriptively to identify anxiety levels while interview and observation results were coded thematically to reveal the underlying causes behavioral patterns and social influences contributing to speaking anxiety. The findings reveal that 95% of participants experience moderate to high speaking anxiety. The three interrelated dimensions identified by Horwitz et al. (1986) which are communication apprehension fear of negative evaluation and test anxiety appeared as major causes. Limited vocabulary low English proficiency lack of preparation and lack of practice were key triggers of apprehension. Social stigma as highlighted in Liu (2007) discussion of classroom and cultural impacts explained as a distinctive contextual factor with students expressing fear of being judge when using English especially in public or class settings. Consequences of this anxiety included avoidance of speaking opportunities physical and cognitive symptoms during oral tasks reduced participation in classroom activities and stagnation in language development. Overall the study confirms that L2 speaking anxiety is shaped by two major dimensions linguistic and sociopsychological. From the linguistic perspective students often experience anxiety due to limited vocabulary grammatical inaccuracy and difficulties in pronunciation all of which are intensified by low English exposure in their daily lives. On the other hand the sociopsychological dimension emerges from negative social perceptions fear of making mistakes in front of peers and low self-confidence. While both factors interact closely the findings suggest that sociopsychological pressures exert a stronger influence than purely linguistic limitations as students frequently reported that fear of negative evaluation discouraged them more than linguistic difficulties themselves. This distinction highlights the need for pedagogical strategies that address not only language skills but also the affective and social aspects of communication.

Informasi Detail

DDC

Rt 428.3 FEB e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xvi, 80 lembar : ilus. ; 30 cm.

Bahasa

Indonesia

No Reg

00828/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - BERBICARA
2. ENGLISH - SPEAKING

Pembimbing

1. Nurenzia Yannuar, S.s., M.a., Ph.d; 2. Yusnita Febrianti, S.pd, M.a., Ph.d

Lampiran Berkas