The Level of Students’ Anxiety in Speaking English at SMA Negeri 1 Pinrang

Abstract

Speaking anxiety remains one of the most pervasive affective variables influencing the performance of English as a Foreign Language (EFL) learners. This study examines the level and dimensions of speaking anxiety among second-grade students at SMA Negeri 1 Pinrang, South Sulawesi, Indonesia. A quantitative descriptive design was employed, utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986). Thirty students participated voluntarily in the study. The findings indicate that 60% of participants experienced moderate to high levels of anxiety (M = 116.4, SD = 9.2), predominantly characterized by fear of negative evaluation and communication apprehension. Factors contributing to these levels include linguistic limitations, peer pressure, and teachers’ corrective feedback styles. The study suggests the importance of fostering supportive classroom environments, implementing communicative learning strategies, and emphasizing fluency to reduce students’ anxiety. Pedagogical implications are discussed in relation to the Affective Filter Hypothesis and Control-Value Theory of Achievement Emotions, providing insights for English educators to cultivate emotionally safe and encouraging learning atmospheres