This document investigates the influence of anxiety on students' speaking performance at SMPN 01 Bulutaba, focusing on the challenges they face due to lack of confidence and fear of speaking English. It identifies levels of speaking anxiety, the factors contributing to it, and coping strategies to mitigate this anxiety. The research employs a mixed-methods approach, involving both quantitative and qualitative data collection, to gain a comprehensive understanding of the issue.

1. ANINVESTIGATIONOFTHEINFLUENCEOF
ANXIETYON STUDENTS’SPEAKING
PERFORMANCEIN SMPN01 BULUTABA
by
NUR ISLAMIYAH (A12223005)

2. TABLEOF
CONTENT
INTRODUCTION
REVIEW OF RELATE
LITERATURE
RESEARCH
METHOD

3. 01
INTRODUCTION

4. INTRODUCTION
Speaking is a productive skill that is important to be mastered. Its role is very crucial to
make the effective communication. Speaking skill is the ability to share thoughts, strength,
reasoning, and emotions with other people using oral language as a way to make the
message clearly delivered and well received by the listeners (Bygart in Al-Roud, 2016).
Speaking is considered as one of the final result or the output of the language learning
process. Learner who are learn a language are expected to be able to speak the target
language. speaking as an important skill since language learning progress is
dependent on the ability of the learner participant in oral activities (Amalia & Husna,
2020).
However one of the obstacles students encounter in speaking is lack of confidence, one of
which is caused by anxiety. The anxiety experienced by students will have a negative
effect on their speaking performance. sometimes, extreme anxiety may lead to
despondence and a sense of failure in learners (Leong et al., 2017). Because of this
anxiety, students will feel afraid to speak English and students who have low self-confidence
and less motivation to learn will be reluctant to show their speaking skills in front of many
people.

5. IDENTIFICATIONOFTHESTUDY
Based on the background of the study
above, the researcher identifies the
problems as follows:
1.Many students may experience anxiety.
2.Many students do not yet know
the cause of the anxiety they
experienced.
3.The last problem is that many students
do not know how to deal with their
anxiety

6. RESEARCHQUESTION
The researcher formulated the research
question as follows:
1. What are students’ speaking anxiety
levels?
2.What are the possible factors
that cause students’ speaking
anxiety?
3.What are the coping strategy that
can be used to reduce students’
speaking anxiety?

7. OBJECTIVEOFTHERESEARCH
This research has several objectives, they
are:
1.To identify the level of students’
speaking anxiety
2.To figure out the factors that cause
students’ speaking anxiety
3.To find the coping strategy to reduce
the high level of students’ speaking
anxiety

8. SIGNIFICANCESOFTHERESEARCH
TEACHER
this study is expected to be able to help
teachers in overcoming students who
experience speaking anxiety in learning
English.
READERS
expected to provide additional information
and new knowledge for readers, especially
those who are learning a language and
are interested in the English language.
STUDENTS
this study are expected to provide benefits
for students so they can deal with their
anxiety in speaking English
OTHER RESEARCHERS
expected to be a reference for further
researchers to explore further the problems
of anxiety experienced by students in
learning English or other languages.

9. LIMITATIONOFTHEPROBLEM
Based on the problem formulation above, the
researcher determined several Research limitations
such as the level of speaking anxiety experienced by
Junior high school students at SMP Negeri 01 Bulutaba,
Factors that cause anxiety in speaking English for SMP
Negeri 01 Bulutaba students and overcome them well
advice to students who have a high level of anxiety in
speaking

10. REVIEWOFRELATESTUDY
02

11. RELATEDSTUDIES
01 Saidatulula (2016) entitled "An Analysis of Speaking
Anxiety in The Production of English in Speaking Class".
The study aims to identify students 'speaking anxiety levels
and determine how speaking anxiety affects students'
speaking ability. This study uses a descriptive quantitative
method. Researchers used an instrument questionnaire and
speaking test to collect data. The questionnaire used is the
FLCAS (Foreign Language Anxiety Scale) by Horwitz, aiming to
determine the level of student anxiety and the speaking test's
final score to see the effect of anxiety levels on the students'
speaking skills. In this study, the researchers found that the
average student was at the middle anxiety level.

12. RELATEDSTUDIES
02By Fitri (2019), "The Correlation between Anxiety and
Students' Speaking Performance in The EFL Classroom".
The results showed that the level of student anxiety
affected speaking performance, the higher the level of
student anxiety and more negative impact anxiety on
students' speaking performance.

13. RELATEDSTUDIES
03 Kurniawati (2017) with entitled “A Study of Speaking
Class Anxiety of The Second Semester Students in
English Education Department at Uin Alauddin
Makassar”.
The study focus on the level of students’ speaking anxiety
that feels by the students in speaking class. The researcher
use PSCAS or Public Speaking Class Anxiety Scale
instrument to measure the students’ anxiety levels. At the
end of the research, the researcher found that 2 % students
have high anxiety level, 58% students have medium anxiety
level, and 40%s students have low anxiety level. The
researcher also discovered that anxiety which attacked
students has a negative impact to their speaking
performance and suggest the teacher to resolve this
problem

14. RELATEDSTUDIES
By Santriza (2018), with the title “an analysis of
students’ anxiety in speaking performance".
This study is to found out the factors of students anxiety in
speaking performance and the writer use FLCAS instrument
to discover this case. The result of the study show that the
dominant factors are test anxiety, communicative
apprehension, and fear of negative evaluation.
04

15. Conceptual framework

16. RESEARCHMETHOD
03

17. RESEARCHDESIGN
This research will use a mixed methods to provide greater
insight into anxiety in speaking English to junior high students
at SMP Negeri 01 Bulutaba. In this research, researchers
combine them into two types method to get clearer results.
Mixed methods design involves collecting, analyzing, and
"mixing" both quantitative and qualitative data to understand
the research problem well. Researchers use explanatory design
where explanatory design begins Quantitative data collection
and analysis continued with qualitative data collection and
analysis (Creswell, 2012).

18. POPULATION AND SAMPLING
In this research, this research involves eighth grade student
participants at SMP Negeri 01 Bulutaba. This research uses
purposive sampling. Based on Creswell (2012), Purposive sampling
is a sampling technique where the researcher is carried out
deliberately selecting individuals and locations to study or
understand a central phenomenon

19. TIME AND PLACE
This research will be carried out at SMP Negeri 1Bulutaba.
This research will be carried out for 2 weeks

20. RESEARCHINSTRUMENT
The instruments of data collection in this research will be
inform of questionnaire and interview questions to obtain
more information deeply and in detail about the factors
causing students' anxiety levels and find out the solutions
to overcome the anxiety

21. TECHNIQUE OFDATA
COLLECTION
QUESTIONNAIRE INTERVIEW

22. TECHNIQUE OFDATAANALYSIS
There are two data that must be processed in this research.
The first data was the quantitative data, it is the FLCAS
questionnaire data. First, the questionnaire data that
students have filled in the calculated using the calculation
rubric from Horwitz. After that, the qualitative data will be
analyze by Miles & Huberman (1994) are three steps in
analyzing namely data reduction, data display, and
drawing conclusion.

23. THANKYOU!!!