The Relationship between Students’ Speaking Anxiety and

Speaking Skills

Nanda Rizkiadi Winatapura, Alek, Nasifuddin Jalil, Tati Lathipatud Durriyah, Farida Hamid,

Agus Sufyan and Kustiwan Syarief

Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta, Jl. Ir. H. Juanda No. 95 Jakarta, Indonesia

Keywords: English, Speaking Anxiety, Speaking Skills.

Abstract: The research aims to find any relationship between students’ speaking anxiety and the students’ speaking skill

in an English classroom in the seventh-grade students of an Islamic-based junior high school in Jakarta. The

method of the study was a qualitative method of research by distributing a set of questionnaires for 35 students

which are based on the English Language Speaking Anxiety Scale, and the purpose of the questionnaire is to

know about students’ anxiety level. The Speaking test is assessed based on six aspects; pronunciation,

grammar, vocabulary, fluency, comprehension, and performance. The test used a post-test method, and also,

the purpose of the speaking test was to know students’ speaking performance levels—the interview used an

indepth Interview. Based on the result to find any relationship between students’ speaking anxiety and

students’ speaking skills. Many factors make it difficult for people to learn more about the English language.

Anxiety was one of the main factors that can potentially make it harder for people to learn more about the

English language, especially in learning about speaking, and this shows that there is a relationship between

students’ speaking skills with the possibility of students achieving higher speaking performance scores if they

have a low level of anxiety is large. In comparison, the possibility of students achieving lower speaking

performance scores if they have a high level of anxiety is also significant.

1 INTRODUCTION

English is a language that is important because in the

current era, English has become an absolute

requirement for many adults, especially in the present

era of globalization, and it is also a worldwide

language that many people have acknowledged as a

requirement needed to be able to communicate with

other people from different countries. English is the

most common primary language in the world as the

international language. The Indonesian government is

fully committed to the quality of national education

by using many ways to improve the quality of the

curriculum, teachers, students’ school management,

and many more to face the globalization era. There

are various approaches and methods in language

teaching, it is described as an approach which is a set

of beliefs and principles that can be used as the basis

for teaching a language, and also there are four

foundation skills of language learning that a junior

high school students in Indonesia need to comprehend

that are: Listening, Speaking, Writing and Reading. It

is a must for students to expand their knowledge of

communicative skills, and It is also a must for

students to be able to use English earlier. Speaking is

one of the most important skills needed to gain

complete knowledge of learning the English language

because if you only learn about reading, writing, and

listening without learning how to convey what you

want to say from your own mouth, then it will be all

useless.

Speaking is one of the productive skills that

require English language learners to have great

courage and confidence in conveying the message to

the listener. Also, speaking can be used for many

different and varied purposes, and speaking as a

productive skill is mostly to be used in

communication, especially when we had a

conversation with other people (Hanifa, 2018). But

there are many problems for a lot of people in

Indonesia to understand more about speaking. One of

them is the teaching process of students, and it is

possibly linked to their own emotions. Emotions have

a significant effect on the learning process because

they are a fundamental component of learning

strategies and techniques (Hanifa, 2018). There is a

Rizkiadi Winatapura, N., Alek, ., Jalil, N., Lathipatud Durriyah, T., Hamid, F., Sufyan, A. and Syarief, K.

The Relationship between Students’ Speaking Anxiety and Speaking Skills.

DOI: 10.5220/0011240900003376

In Proceedings of the 2nd International Conference on Recent Innovations (ICRI 2021), pages 37-44

ISBN: 978-989-758-602-6

little bit of similarity between fear/anxiety and

emotion regulation. Anxiety within the framework of

learning the English language is defined by fears of

insecurity, fear of negative opinions from mates and

teachers, and afraid of failing to adhere to personal

averages and goals (Nuraini, 2016). Based on the

background of the study above, it is important to learn

about the English language, especially about

speaking and the ability to be able to speak English

well is a requirement needed to be able to

communicate with other people in different countries.

It is also important to learn why most students in

Indonesia seem to feel anxiety learning the English

Language, especially when the teacher asks them to

talk English. This is supported by the attitudes of

several seventh-grade students of Insan Harapan

Junior High School who look nervous so quickly,

want to avoid being called by the teacher and The

students’ emotions prevent or bother the

concentration of study so that as a result it reduces the

number of students who actively participate in the

classroom activity. The main objective of this study

is to find any relationship between students’ anxiety

and students’ speaking performance in the English

classroom.

Nuraini (2016) said that Speaking is an interactive

legal action of constructing meaning that involves

producing and reception and processing of informa-

tion, speaking is also found by many people who learn

the English language in Indonesia as a difficult skill to

master, and it is reflected by few data showing that

Indonesian students’ English skills are still at a very

low level. While some study said, speaking is produced

by a composite of language skills. Those skills are

related to each other, and for instance, speaking could

not be separated from listening.

Speaking skills advance by listening so that the

learners know new vocabulary and English sounds

they do not know or hear before. Suarsih (Sutarsyah,

2017) also defines that “speaking is a language that is

developed in a child’s life, which is produced by

listening skills, and at that period speaking is learned.”

Speaking skills also help to assure that one will not be

misunderstood by those who are listening. Even

Lumettu and Runtuwene (Lumettu and Runtuwene,

2018) said that the development of speaking skills

could not be separated from Listening skills.

Anxiety can generally be identified as a sense of

threat, fear, tension, or worry. Asysyfa et al. (Asysyfa

et al., 2019) even defined anxiety as a state of stress

and fear as a natural response to a perceived threat.

Sutarsyah (Sutarsyah, 2017) also said that anxiety

response consists of the emotional components,

feeling of tension; cognitive components, worry,

physiological responses, increased heart rate and

blood pressure; and behavioral responses, avoidance

of certain situations. Maarif et al. (?) described the

difference between fear and anxiety. While anxiety is

more futureoriented, feeling worried and anxious

about the possibility that something terrible might

happen, fear is definitely a natural alarm response to

a dangerous situation.

Tovilovic et al. (Tovilovic et al., 2009) said that ´

there are two types of anxiety; Trait Anxiety (a

responding pattern of anxiety even in non-threatening

situations) and State Anxiety (a feeling of anxiety

while posed by a ”threatening situation”). There are

various Symptoms of Anxiety, according to Milne R.

and Munro M. (2020); Emotional Symptoms,

Cognitive Symptoms, Psychological Symptoms, and

Behavioural Symptoms. Kodal et al. (Kodal et al.,

2018) said that there are few factors that can make

people feel anxious; Over Self-Prediction Toward

Fear, Irrational Faith, Excessive Sensitivity Toward

Threat, The Sensitivity of Anxiety, Wrong

Attribution of Body Signal, and Low self-confidence.

Also, Muslem et al. (2019) said that speaking anxiety

comes from few different areas. There is evidence

suggesting that the sources of foreign internship

students’ anxiety are the students, class profiles,

classroom management, teaching procedures, being

observed, mentors and others. From those statements,

it can be seen that anxiety is a kind of abstract feeling

that is associated with apprehension or worry that

occurs when someone faces an awful situation or

even a threatening situation. However, there are

certain cases where anxiety comes intense and lasted

for a long time, and it depends on an individual

regardless of the status and also when people feel

anxious, they may worry about something

unimportant, avoid complicated tasks, having a fast

heart rate, feel tense and more.

Elaine K. Horwitz (1986) also identified there are

three performance anxieties. The first is

communication apprehension which is a type of

shyness that is felt when communicating with people,

the second one is fear of getting a negative evaluation,

and the third one is defined as a type of performance

anxiety that arises from fear of failure felt in academic

evaluation environments. When such anxiety is

experienced by students majoring in English

Language Education, the stakes are higher since they

are the future. Lightbown (2003) also discusses

speaking anxiety and how it can affect language

learning, but they also claim that someone should

distinguish temporary anxiety or tension from anxiety

that interferes with a student’s learning process. This

can be dangerous for a person because of its

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relationship with cognitive capacities that take on a

massive role in the language learning process and are

devoted to learning how to be better in learning and

speak the English language fluently (Tobias, 1985).

There are several related studies related to this

study. The first related study had been conducted in

Universiti Kebangsaan, Malaysia. Jafar Mohammad

Batiha, Noorizah Mohd Noor, and Rosniah Mustaffa

entitled “Speaking Anxiety among English as a

Foreign Language Learner in Jordan: Quantitative

Research.” In this research, Batiha et al. (2016) found

that The negative effect of speaking anxiety on

English as a foreign language (EFL) learners’

performance and attainment have been acknowledged

by language scholars and researchers in different

contexts. The Second related study is entitled

“Speaking Anxiety and Its Effects on Participation In

Group Discussions in L2 Classrooms,” conducted by

Murunga Felicity. In this research, Felicity (2018)

found that anxiety has been found to interfere with

many types of learning. However, when it is

associated with L2 learning, it is termed second

language anxiety. It is a complex and

multidimensional phenomenon. The third related

study had been conducted by Uli Modesta Siagian

and Adam in the year 2017, entitled “An Analysis of

Students’ Anxiety in Speaking.” In this research,

Siagian and Adam (2017) found out that there were

many causes of students’ anxiety to speak English in

the classroom. The fourth related study had been

conducted in SMA PGRI 56 Ciputat by Rahma

Faridila Amaliah entitled “The Correlation Between

Anxiety and Students’ Speaking Performance in an

EFL Context”. In this study, Amaliah (2019) found

out about how anxiety correlates with students’

speaking performance and about how there’s a

negative correlation between students’ anxiety and

their speaking performance.

The previous related studies above are about

current awareness of category performance and

factors of anxiety. The previous studies also found

that the implementation in-about how anxiety can

affect students’ speaking performance. Furthermore,

the previous studies found a correlation between

students’ anxiety and students’ speaking

performance. Nevertheless, the investigation of the

students’ speaking anxiety in the three previous

studies was conducted in the offline classroom, while

one previous study was conducted in the online

classroom. Therefore, this current study investigates

the data of the students’ speaking anxiety level scores

and how the students’ anxiety can affect their process

of learning the English language, especially in

learning how to speak English fluently and this

current study also purposes find out any relationship

between students’ speaking anxiety and speaking

skills in the English classroom activity.

2 METHOD

The researchers used the method of qualitative

research. A qualitative method was chosen because

this study aims at providing an insight into the case of

language anxiety in the seventh-grade students in

Insan Harapan Junior High School, specifically

anxiety when speaking the English language. Rahmat

(2009) said that the data is the result of documenting

a specific activity by a researcher through observing,

interviewing, experimenting, and testing.

This study took place at SMP Insan Harapan in the

second semester (the academic year 2020/2021), and

the researchers used a qualitative research method

that will be conducted at seventh-grade students in

Insan Harapan Islamic Junior High School. The

location is at Kademangan, and the study was started

on March 22nd 2021, until April 15th 2021. The

researchers conducted the research by joining the

google classroom on the first meeting of google

classroom meeting to introduce himself to the students

and give the questionnaire and the speaking test video

assignments to the students. Then, on the last day of

research, the researchers met the English teacher in the

school garden to have an interview with him.

The form of this research data is information

about whether there is a relationship between

students’ anxiety and students’ speaking skill of

seventh-grade students at Insan Harapan Islamic

Junior high school in the academic year of 2020/2021.

The data sources in this research involved google

form, seventh-grade students’ English google

classroom group, and interviewees. The google form

here implied the speaking anxiety level scores of

seventh-grade students of English classrooms. It

involved 35 students and the English teacher. For the

English google classroom speaking skill data, the

researchers needed a video file for the speaking test

of 35 students. The researchers gathered the video

data in the Seventh-grade group of the English google

classroom. To provide complete information, the

researchers needed interviewees. The interviewee is

Insan Harapan Junior High School’s English teacher,

and he gives many pieces of information the

researchers needed while the researchers gathered the

data in the field. In this research, the interviewee is

given five questions related to students’ English

language learning, their speaking anxiety, and their

speaking skills.

The Relationship between Students’ Speaking Anxiety and Speaking Skills

The techniques in collecting the data in this study:

the questionnaire, students’ speaking tests, and an

interview were used. The questionnaire was used to

know the level of students’ anxiety. The

questionnaire was adapted from English Language

Speaking Anxiety Scale, which was elevated by

Horwitz et al. (Horwitz, 1986). The answer is

compiled and converted to the percentage of how

many respondents are very good, good, fair, poor, and

very poor. The researchers used the scale of Likert

(1932) to determine the scores. The questionnaire

also used the English language and then translated

them into the Indonesian language to make it easier

for the students to choose their answers based on what

they feel about the statements.

The speaking test uses the post-test method, and

the students are given an assignment by the teacher to

make a Speaking video/audio about students having a

speaking presentation in front of their camera and

speak about the kind of profession they want to be in

the future and sent it to a google classroom file, and

the test is assessed based on six aspects;

pronunciation, grammar, vocabulary, fluency,

comprehension, and performance (2017). In

comparison, the interview was using an in-depth

Interview to support the questionnaire and tests. The

interview itself talks about speaking anxiety in the

English Classroom, and most of the questions are also

about students’ English language learning and their

speaking skills. The interview was using an in-depth

interview adapted from Brouneus (2011). The

interview with the teacher used the Indonesian

language to make it easier for the researchers and the

teacher to have a conversation.

In this study, the researchers used three

instruments: the non-participant observer in the

questionnaire, the speaking video files from the

google classroom group, and an in-depth interview.

On the questionnaire data analysis, the questionnaire

that the researchers used was in google form

questionnaire, and the researchers had a role as a non-

participant observer in the questionnaire with only

appear at the first meeting of google classroom to

introduce himself at the beginning of the class lesson

briefly and then after the English teacher has done

giving the English lesson on that day the researchers

spoke up and provide the questionnaire assignments.

He also had a role as a non-participant questionnaire

that observe the answers’ percentage on each

statement and see how much the percentage of

students who agree, really agree, and did not agree.

Furthermore, on the speaking data analysis, the

speaking test that the researchers conducted was in

the speaking video file of google classroom, and the

researchers also had the same role as he did on the

questionnaire with only appear as a non-participant

observer at the first meeting of google classroom to

introduce himself at the beginning of the class lesson

briefly and then after the English teacher has done

giving the English lesson on that day the researchers

spoke up and give the assignments of speaking test

that is related to that day’s lesson and it is about the

Dream Job. The researchers and the teacher agreed on

the day before to make the speaking video test as

homework that must be submitted on the next

meeting, and after students submit it with the script of

monologue (for the questionnaire number 10), then

the researchers collected the speaking video data of

35 students then observed their speaking performance

and give the score based on all the aspects of speaking

(Gunada, 2017). Lastly, the researchers conducted the

interviews by meeting the interviewees directly in the

school garden of Insan Harapan Islamic junior high

school. The researchers transcribed the recording of

the interviews and made the reduction of unnecessary

teachers’ answers interviews that did not need to be

shown in transcription. The researchers classified the

result of teachers’ interview answers according to the

research questions. Therefore, the researchers

explained the result of the Interview descriptively.

3 FINDINGS & DISCUSSION

The findings answer the research questions. After

some preparations were made, such as preparing

questionnaire sheets in the google form to measure

students’ speaking anxiety and speaking test

assignments to measure students speaking

performance in the classroom and also having an

interview with the English teacher of the seventh

grade of Insan Harapan Islamic Junior High School

on the last day of the research. The first data that will

be collected is the questionnaire. The second data that

will be collected is the speaking test video

assignment. The third data that will be collected is the

interview between the researchers and the teacher.

Based on the result of the data from the questionnaire,

test, and Interview to the research subject, the

researchers present the research findings. The data

were also taken from the file that has been collected

in the google classroom file by the English teacher of

Insan Harapan Islamic Junior High School.

The data above shows that there are about six

students who were categorized in a high level of

anxiety, while one of them can be seen as the highest.

Also, six students who got a fairly level of anxiety are

close enough to be categorized as the students who

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got a high level of anxiety, and the remaining nine

students with a fair level of anxiety are shown in the

table. Also, students who were categorized in a low

level of anxiety are around 14 students while the low

est ones in 14 of them are around five students, so it

is clear that there are still around 21 students who are

still not fully comfortable when learning the English

language, especially learning about how to speak

English comfortably.

Also, the data of the questionnaire above show

that ten statements/the questionnaires were given to

the students, and they answer it based on what they

feel honest about each statement and give their

choices of opinion whether to agree, really agree, and

not agree with the researchers’ statement.

Table 1: The Data from the Questionaire.

Respondent Total Score Pred

1 27 A

2 28 A

3 25 B

4 19 D

5 25 B

6 21 C

7 24 B

8 22 C

9 24 B

10 22 C

11 27 A

12 22 C

13 20 D

14 17 E

15 23 C

16 27 A

17 19 D

18 20 D

19 25 B

20 27 A

21 26 B

22 21 C

23 26 B

24 23 C

25 18 D

26 22 C

27 21 C

28 24 B

29 23 C

30 21 C

31 21 C

32 26 B

33 22 C

34 23 C

35 21 C

The data above shows that there are about six

students who were categorized in a high level of

anxiety, while one of them can be seen as the highest.

Also, six students who got a fairly level of anxiety are

close enough to be categorized as the students who

got a high level of anxiety, and the remaining nine

students with a fair level of anxiety are shown in the

table. Also, students who were categorized in a low

level of anxiety are around 14 students while the

lowest ones in 14 of them are around five students, so

it is clear that there are still around 21 students who

are still not fully comfortable when learning the

English language, especially learning about how to

speak English comfortably.

Also, the data of the questionnaire above show

that ten statements/the questionnaires were given to

the students, and they answer it based on what they

feel honest about each statement and give their

choices of opinion whether to agree, really agree, and

not agree with the researchers’ statement.

Table 2: The Data of Speaking Test.

Student Score

The Relationship between Students’ Speaking Anxiety and Speaking Skills

From the table above, it can be seen that only 2

students in Junior High School level had a very good

score of speaking ability with very good fluency and

very good confidence when presenting themselves in

a video. In comparison, there are 2 students who had

a good score of speaking ability in Junior High School

level with reasonable fluency and very good

confidence when presenting themselves in a video.

Also, there are about 15 students who had a fair score

of speaking ability at the Junior High School level.

Most of them have reasonable fluency and average

creativity in the way they presented themselves in a

speaking video.

But there are about 15 students who had a poor

score of speaking ability at the Junior High School

level, and in 15 of them, there are even two students

who often paused while speaking and seem to be

confused and lose confidence in speaking English. So

from the table above, we can see that the highest score

is 90 while the lowest score is 60. Also, almost half

of the students are below the KKM (minimum

competence criteria) when it comes to the category of

students’ speaking scores.

The Interview using in-depth Interviews and took

place on the school grounds, and the conversation was

using the Indonesian language to make it easier for

the teacher to be freely expressed his own opinion

about English as an important subject to be learned in

seventh-grade students and also about the student

learning process at Insan Harapan Islamic Junior

High School.

The primary objective of this research was to find

any relationship between students’ speaking anxiety

and students’ speaking skills. The study also

discussed the students’ performance on their speaking

video, students’ responses to each statement in the

questionnaire, the result of the questionnaire and

speaking video test as a piece of evidence of the

relationship between students’ speaking anxiety and

their speaking skills, the comparison between this

study and the previous relates studies and the

interview using an in-depth Interview.

The study found that there was a relationship

between students’ speaking anxiety and speaking

skills based on many statements which were based

from various sources about speaking, anxiety, and the

relationship between the two of them. Based on the

students’ performance on their speaking video, the

researchers found that speaking is one of the most

important things that must be learned in order to

develop your knowledge in the English language, and

it will be useless if you are only focusing your mind

on just learning listening, reading, and writing.

Nuraini (2016) said that speaking is an interactive

legal action of constructing meaning that involves

producing and reception and processing of

information. In comparison, Gudu (2015) said that

speaking is made by a composite of other language

skills. Those skills are souring each other, and for

instance, speaking could not be separated from

listening.

Based on students’ responses to each statement in

the questionnaire, it can be found that anxiety could

generally be identified as a sense of threat, fear,

tension, or worries, and anxiety emerged as a

response to a particular situation. Asysyfa et al.

(2019) even define anxiety as a state of tension and

fear as a natural response to a perceived threat, and

sometimes it is hard to make a difference between

fear and anxiety. Maina et al. (2016) described the

difference between fear and anxiety. While anxiety is

more future-oriented, feeling worried and anxious

about the possibility that something bad might

happen, fear is definitely a natural alarm response to

a dangerous situation. While from the result of the

questionnaire and speaking video test, the researchers

found a piece of evidence about the relationship

between students’ speaking anxiety and students’

speaking skills. The result also shows that anxiety

was one of the main factors that can potentially make

it harder for people to learn more about the English

language, especially in learning about speaking. Raja

(2017) said that speech anxiety refers to the feelings

of discomfort that people experience before or during

speaking in public. Also, communication concerns

feelings of fear or anxiety about a situation in which

one must communicate properly, especially when the

communication act takes place in the public forum

(Karmos and Karmos, 1978). Even Dawood et al.

(2016) said that emotions have a significant effect on

the learning process because they are a fundamental

component of learning strategies and techniques. So

if students feel any discomfort or being nervous when

speaking, then it will affect their performances,

especially when speaking English with friends,

teachers, other people, and even a foreigner from

another country or even in front of many people

watching you.

Also, based on the comparison of the previous

studies, the researchers found about how this study’s

methodology is a little bit similar to Amaliah (2019),

especially about how she collected the students’

anxiety level data by using the questionnaire which

adapted from Horwitz (1986). The purpose of the

questionnaire of this previous study and this study

was similar too, which is to find out the students’

level of anxiety and the sources of students’ speaking

anxiety. Also, both studies are using interviews to

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support the questionnaire. The contrast between the

two studies can be seen by the purpose of two studies

which are clearly different, the total of question items

in the questionnaire of both studies are different and

both studies method of interview are clearly different

too.

Furthermore, based on interviews, the researchers

used in-depth Interviews, which is adapted from the

theory of Brouneus (2011). The teacher confirms that

the students who are still struggling in learning

English possibly most of them did not like English

subject since Elementary School. The difference

between students who are not having anxiety or fluent

in learning English and the students who are having

anxiety or not fluent in learning English also can be

seen from the result of their assignments because

active students are more creative by adding some new

words and new vocabulary in their assignments while

the passive students are just doing what the teacher

told without any willingness to add some new words

and vocabulary. It also can be seen from the gesture

while the students who are fluent in English subjects

are more active while the students who are not fluent

in learning English are passive.

4 CONCLUSIONS

Based on the results and discussion above, the

researchers found that that there is a lot of evidence

of a relationship between Students’ speaking anxiety

and students’ speaking skill, especially if you look at

student responses in the questionnaire which adapted

based on Horwitz (1986) from the first statement to

the ninth statement and their dream job script

monologue for the questionnaire no.10, and also it

can be seen from the video assignments of students’

speaking skills which the test is assessed based on six

aspects; pronunciation, grammar, vocabulary,

fluency, comprehension, and performance (Gunada,

2017). It is clear from the data that anxiety was one

of the main factors that can potentially make it harder

for people to learn more about the English language,

especially in learning about speaking, and also, many

students clearly have anxiety and confidence

problems in speaking English. Especially in speaking

English privately and even in front of many people. It

also can be concluded that there is a relationship

between anxiety and students’ speaking performance.

It means that the possibility of students achieving

higher speaking performance score if they have a low

level of anxiety is large while the possibility of

students achieving lower speaking performance score

if they have a high anxiety problem is also large.

English teachers should be able to recognize

students’ anxiety in the learning process to develop a

relaxed atmosphere. This is believed to reduce

anxiety conditions for students. Moreover, teachers

must help them to cope with anxiety and build their

self-confidence by doing such an exciting activity in

the classroom, and the teacher also should be able to

find the right time and the right way to correct

students’ errors to build their belief about their ability

and confidence. The students should be able to find

out by themselves what causes their anxiety or

analyse the level of anxiety they experience and have

the courage to discuss it with the teacher or classmate

or even their parents to minimize the effects of their

anxiety. For future researchers, the researchers would

like to suggest researching or exploring student

anxiety with other factors such as age differences,

background knowledge, or school environment to

make a more meaningful contribution to the language

learning process.

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