THE ROLE OF ANXIETY IN ENGLISH SPEAKING PERFORMANCE AMONG SENIOR HIGH SCHOOL STUDENTS

Abstract

This study investigates the role of anxiety in English speaking performance among senior high school students at SMA Negeri 2 Palembang. Using a qualitative descriptive approach, data were collected through interviews, observations, and teacher notes to explore students’ experiences of speaking anxiety and their coping strategies. The findings reveal that anxiety significantly affects speaking performance, particularly in terms of fluency, coherence, and confidence. Fear of making mistakes, peer judgment, and low self-confidence were identified as major contributors to anxiety. Meanwhile, supportive classroom environments, teacher encouragement, peer collaboration, and individual coping strategies such as practicing at home or preparing notes were found to help students manage anxiety. These results underscore the importance of understanding students’ emotional experiences and creating supportive learning environments to enhance English speaking performance.