| dc.description.abstract | Speaking is a part of communication which is the skill to utilize language in a suitable way to convey one’s thoughts, feelings, or ideas to exchange information and knowledge with other communicators. In the twenty-first century, speaking talents need to incorporate specific components, or soft skills, such as communication, creativity, teamwork, and critical thinking. Fluency in English is essential for students, particularly those who intend to graduate and get into the workforce.
This study employed a mixed-method explanatory sequential design as a research approach. A descriptive statistic was applied to find the level of student public speaking anxiety, the most common factor of student public speaking anxiety, and the strategies students use to overcome their anxiety. The correlational research design was utilized to calculate the correlation between student public speaking anxiety and student speaking achievements. This current study involved 72 Islamic boarding school students which is 53 male students and 19 female students and they were required to fill out a Public Speaking Anxiety Scale (PSAS) questionnaire. The questionnaire consisted of three factors (cognitive, behavioral, and physiological factor). The students ’ scores in public speaking activity given by the teacher were used to define their speaking achievements. The descriptive statistics aim to reveal the level of public speaking anxiety and most factors used by students. Meanwhile, correlational design aims to investigate the correlation between the students’ public speaking anxiety and their speaking achievement. For analyzing data, the researcher used the statistical formula of the SPSS 24.0 version.
The result of this study revealed that the mean score of Islamic boarding school student's PSAS was M=2.96 students have medium public speaking anxiety levels, which means that Islamic boarding school students have medium anxiety levels when they perform public speaking activities. It also shows that Islamic boarding school students are not too anxious when they are in public speaking class. The result of the contributing factor of public speaking anxiety shows that Islamic boarding school students have a cognitive factor M=3.11, a behavioral factor, M=2.85, physiological factor M=2.94. On the other hand, the cognitive factor is the most contributing factor to public speaking anxiety in Islamic boarding school students.
The correlation between students' public speaking anxiety and their speaking achievements by the result of r (72)= -.102,p<0.01 which means that there is a significant relationship between students' speaking anxiety and their speaking achievements. The result of how students deal with their anxiety shows that practising continuously, understanding the theme and the meaning of the text, and practising with friends are some strategies that can reduce their anxiety before they do public speaking activities.
The findings of this study suggest that Islamic boarding school students can make themselves more comfortable in learning public speaking activities. Teachers can come up with strategies to make students more confident and decrease anxiety on public speaking anxiety. A larger sample size, students with different learning levels, and a deeper investigation into the topic are suggested for future researchers. Keywords: Speaking achievements, public speaking anxiety | en_US |
