This study was carried out to identify the factors of students' anxiety and the strategies used to reduce speaking English anxiety based on their experience in the fourth semester of English Education at the University of Islam Malang. The researcher then conducted this research to give a detailed description of what were the factors and how were the strategies to reduce speaking anxiety. In this study, the researcher used a qualitative approach with a descriptive qualitative design. The participants of this research for the fourth semester of English education were 41 students from classes A and C who answered the questionnaire then two people who were interviewed from the results of the questionnaire who had low anxiety to provide strategies that had been used to reduce it. The data was collected through an online-based questionnaire and an online-based interview. The Instruments used in this research were questionnaires and open-ended interviews. The result of the study showed that there were three kinds of students' anxiety in speaking English in the fourth semester of English education at the university of Islam Malang and the researcher took the highest anxiety resulting from questionnaire and interview based on Horwitz and Cope (1986) theory, such as communication apprehension where students felt anxious when could not pronounce the word correctly, being worried about grammar mistake and worried about limited of vocabularies. Secondly, test anxiety, where students were still worried about making mistakes, feeling anxious when they were called to speak and so on. The last was fear of negative evaluation, where the students were afraid of being criticized badly by people who speak better than them. The next is strategies from students' fourth semester based on Kondo and ling (2004) theory, there were three kinds of strategies that had been used such as preparation, in which students could practice more, watching a movie that shows many vocabularies and learning structure more in grammar. Secondly was relaxation, where the teacher could create group work to reduce student anxiety, giving time to think for students and feeling less nervous if they knew each other better and last was positive thinking where strategies of being confident used by students to reduce anxiety in speaking English. Keywords: Foreign Language, Speaking Anxiety