Indah Meisya Maharani. 2025. A Study on Psychological Factors Influencing English-speaking Anxiety Among Students at SMA Negeri 2 Palopo. (Supervised by Hafirah Patang and Andi Mangunguntungi S)
This research aims to identify the levels of students’ English-speaking anxiety and to explore the psychological factors contributing to it. Using a mixed method design, the data were collected from 20 students through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, classroom observation, and semi-structured interviews. The findings revealed that most students experienced moderate to high levels of speaking anxiety, with 4 students (20%) categorized as low, 7 students (35%) as moderate, and 9 students (45%) as high. The qualitative analysis based on Horwitz, Horwitz, and Cope’s (1986) theory indicated that students’ anxiety was influenced by three main psychological factors: communication apprehension, test anxiety, and fear of negative evaluation. Communication apprehension appeared when students hesitated, avoided eye contact, or refused to speak; test anxiety emerged during oral tests and graded performances; and fear of negative evaluation became the most dominant factor, as many students felt anxious about being laughed at or judged by their peers. The study concludes that students’ speaking anxiety is not solely caused by linguistic difficulties but largely by psychological and social pressures within the classroom. Therefore, teachers are encouraged to create a supportive environment, apply anxiety-reducing strategies, and provide positive feedback to help students build confidence in speaking English.