FOREIGN LANGUAGE ANXIETY IN EXPRESSING OPINIONS: SYMPTOMS, CHALLENGES AND STRATEGIES OF SENIOR HIGH SCHOOL STUDENTS AT SMAN 6 KEDIRI

Azzahra, Amysha (2026) FOREIGN LANGUAGE ANXIETY IN EXPRESSING OPINIONS: SYMPTOMS, CHALLENGES AND STRATEGIES OF SENIOR HIGH SCHOOL STUDENTS AT SMAN 6 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Expressing opinions is one of the most demanding speaking activities for English as a Foreign Language (EFL) learners because it requires students to generate ideas, organize arguments, and express personal viewpoints while communicating in English. Although previous studies have extensively examined Foreign Language Anxiety (FLA) in speaking, limited research has specifically investigated how anxiety manifests during opinion-based speaking activities. Therefore, this study focused on students' Foreign Language Anxiety when expressing opinions in English. This study aimed to investigate the symptoms, challenges, and coping strategies of Foreign Language Anxiety experienced by senior high school students when expressing opinions in English. A descriptive quantitative survey design was employed involving 278 students from SMAN 6 Kediri selected through simple random sampling. Data were collected using a five-point Likert-scale questionnaire developed based on Horwitz, Horwitz, and Cope's (1986) Foreign Language Anxiety theory and analyzed using descriptive statistics, including frequency, percentage, and mean scores. The findings revealed that students experienced a moderate level of Foreign Language Anxiety across all dimensions. Among the anxiety symptoms, cognitive symptoms recorded the highest overall mean, while experiencing a fast heartbeat before speaking emerged as the most prominent physical symptom at the item level. Regarding the challenges, pronunciation concerns, grammar uncertainty, and difficulty remembering ideas while expressing opinions quickly were identified as the three most dominant difficulties. Pronunciation concerns emerged as the greatest challenge, indicating that students were more concerned about being understood than achieving perfect linguistic accuracy. To cope with anxiety, students primarily relied on peer support, linguistic preparation, and self-confidence strategies. Among these, discussing ideas with peers before speaking was the most frequently reported strategy, indicating that collaborative learning and adequate preparation helped students feel more confident during opinion-sharing activities. In conclusion, this study provides a more comprehensive understanding of Foreign Language Anxiety during opinion-based speaking by highlighting students' symptoms, challenges, and coping strategies. The findings also offer pedagogical implications for English teachers to create collaborative and supportive speaking environments that promote students' confidence and willingness to communicate in English.

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