Analyzing Public Speaking Anxiety Among Students at SMA Tri Sukses Natar: Levels, Factors, and Coping Strategies

Abstract

Public speaking anxiety is still a common problem in English as a Foreign Language (EFL) learning, especially among high school students. This study aims to analyze the levels of public speaking anxiety, the factors that influence it, and the coping strategies used by students in a boarding school environment where English is used in daily communication. This study used a qualitative descriptive approach involving six second-grade students selected through purposive sampling based on several criteria, such as regular exposure to English and experience in public speaking activities. The data were collected through semi-structured interviews and analyzed using thematic analysis. The findings show that students experience three levels of anxiety: high, moderate, and low. Each level affects students’ speaking performance differently. Students with high anxiety often experience serious nervousness that disturbs their communication performance. Students with moderate anxiety still feel nervous and sometimes experience difficulties while speaking, but they are still able to continue their performance. Meanwhile, students with low anxiety are generally more confident and able to control their emotions better during public speaking activities. This study also found that internal factors such as low self-confidence, overthinking, fear of making mistakes, and limited language control become the main causes of anxiety. Besides that, external factors such as fear of negative evaluation, peer pressure, and performance demands also increase students’ anxiety. Although students are exposed to English every day, anxiety still appears in formal speaking situations. This indicates that language proficiency alone cannot fully reduce public speaking anxiety. In addition, students use several coping strategies such as repeated practice, positive self-talk, and managing their focus during performances. The findings suggest that public speaking anxiety is influenced not only by language ability but also by psychological and social factors. Therefore, teachers are expected to create supportive learning environments and help students build confidence in public speaking activities.