Yogyakarta — Speaking anxiety has been identified as the strongest factor influencing English speaking performance among Indonesian junior high school students. The finding comes from a study by Aprilia Helmiyati Alim and Dwiyani Pratiwi of Universitas Negeri Yogyakarta, published in 2026 in the International Journal of Education and Life Sciences.
Universitas Negeri
Yogyakarta (UNY) is widely recognized as one of Indonesia’s leading teacher
education institutions, known for research in language education, learning
psychology, and classroom innovation. The latest study highlights a persistent
challenge in English language learning: many students still struggle to speak
English confidently despite years of classroom instruction.
Speaking challenges in English classrooms
English speaking skills are now considered essential for academic mobility, access to global knowledge, and international employment opportunities. Yet in many Indonesian classrooms, students remain reluctant to speak.
English lessons often remain
teacher-centered, limiting opportunities for student-to-student interaction. At
the same time, classroom presentations and public speaking tasks can trigger
fear of negative evaluation and anxiety about making mistakes. This gap between
curriculum goals and real classroom experiences motivated the researchers to
examine the psychological factors behind students’ speaking performance.
The study focused on three
key variables:
- Speaking self-efficacy (confidence in
speaking ability)
- Speaking motivation
- Speaking anxiety
How the research was conducted
The study involved 128 Grade
VIII and IX students from public junior high schools in Sleman Regency, Special
Region of Yogyakarta.
Data were collected through
two main steps:
Speaking test
Students completed an oral performance test assessing fluency, accuracy,
vocabulary, and listener comprehension.
Psychological questionnaires
Students filled out questionnaires measuring:
- Speaking self-efficacy
- Speaking motivation
- Speaking anxiety
The data were analyzed using multiple linear regression to determine the combined and individual effects of these variables on speaking performance.
Overview of students’ speaking conditions
The descriptive results
show:
- Average speaking score: 81.33
- Self-efficacy and motivation: moderate to
high
- Anxiety levels: widely varied among
students
These results suggest that students’ basic speaking ability is relatively solid, but psychological factors play a major role in performance differences.
Key research findings
The results reveal a clear
and striking pattern.
Speaking anxiety shows the strongest relationship with
performance
Students with higher anxiety consistently demonstrated lower speaking
performance.
Three factors explain 41.7% of speaking performance
Self-efficacy, motivation, and anxiety together accounted for nearly half of
the variation in students’ speaking scores.
Only anxiety has a significant direct effect
When analyzed simultaneously:
- Self-efficacy showed no significant
direct effect
- Motivation showed no significant direct
effect
- Speaking anxiety showed a strong negative effect
This means fear, nervousness, and worry about making mistakes are the most powerful barriers to students’ speaking performance.
Why anxiety matters most
Speaking anxiety often
appears in the form of:
- Fear of being judged by peers
- Fear of mispronunciation
- Mental blocks during speaking tasks
- Avoidance of English communication
These reactions can lead students to speak more quietly, less fluently, or switch back to their first language.
According to Aprilia Helmiyati Alim of Universitas Negeri Yogyakarta, managing speaking anxiety should become a top priority in English teaching practices.
Motivation and confidence still matter
Although self-efficacy and
motivation were not direct predictors, they remain important indirect
contributors.
They help students:
- Practice more consistently
- Seek speaking opportunities
- Use effective learning strategies
However, their positive effects can be overshadowed when anxiety levels are high.
Implications for education
The findings carry important
lessons for teachers and schools.
Emotionally safe classrooms are essential
Teachers should reduce excessive correction and create supportive learning
environments.
More authentic speaking opportunities are needed
Examples include:
- Small group discussions
- English clubs
- Informal communication activities
Gradual exposure improves confidence
Small, repeated speaking successes can help students build confidence step by
step.
The study emphasizes that successful speaking instruction depends not only on language content but also on students’ emotional well-being.
Broader impact
The findings are relevant
for multiple stakeholders:
Schools
Need to integrate emotional support into language teaching.
Parents
Can encourage speaking practice without excessive pressure.
Policymakers
May consider promoting more human-centered language teaching approaches.
Global communication competence is not only about grammar and vocabulary, but also about the courage to speak.
Author profiles
- Aprilia Helmiyati Alim - Universitas Negeri Yogyakarta
- Dwiyani Pratiwi - Universitas Negeri Yogyakarta
Source
Aprilia Helmiyati Alim, Dwiyani Pratiwi. The
Effects of Speaking Self-Efficacy, Speaking Motivation, and Speaking Anxiety on
Junior High School Students’ Speaking Performance in Sleman Regency, Special
Region of Yogyakarta, Indonesia. International Journal of Education and Life Sciences, Vol. 4 No. 2, hlm.
65-74. 2026.
DOI: https://doi.org/10.59890/ijels.v4i2.271
Official URL: https://ntlmultitechpublisher.my.id/index.php/ijels
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