Understanding the Triggers of English Speaking Anxiety Among Second-Year Senior High School Students

Abstrak

This study investigates the factors that contribute to second-year high school students' anxiety in speaking English. Through a literature review of relevant research published between 2019 and 2024, the study aims to understand the underlying causes of this anxiety and explore potential solutions. The research utilizes a qualitative approach, analyzing existing written materials such as books, journals, and undergraduate theses. The findings reveal that students' anxiety often stems from self-doubt and fear of negative evaluation. To address this, the study suggests creating a positive classroom atmosphere, fostering a supportive learning environment, and providing constructive feedback. Overall, the study emphasizes the complex interplay of psychological, social, and educational factors that influence students' anxiety in speaking English. By understanding these factors, educators can implement strategies to help students overcome their anxiety and improve their language skills.