TEACHER STRATEGIES TO MITIGATE FOREIGN LANGUAGE SPEAKING ANXIETY (FLSA) IN ENGLISH CLASSROOM AT MIN 1 KOTA KEDIRI ACADEMIC YEAR 2025/2026

Laksono, Bayu Adi Laksono (2026) TEACHER STRATEGIES TO MITIGATE FOREIGN LANGUAGE SPEAKING ANXIETY (FLSA) IN ENGLISH CLASSROOM AT MIN 1 KOTA KEDIRI ACADEMIC YEAR 2025/2026. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study investigated the factors contributing to Foreign Language Speaking Anxiety (FLSA) and the teacher strategies used to mitigate it in English classrooms at MIN 1 Kota Kediri during the 2025/2026 academic year. Although the curriculum emphasizes communicative competence, many students remained reluctant to speak English, making it necessary to examine both the sources of their anxiety and the instructional practices employed to address it. This study adopted a qualitative descriptive case study design. Data were collected through in-depth semi-structured interviews with the English teacher, classroom observations, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). Data credibility was ensured through triangulation and member checking. The findings revealed that FLSA resulted from the interaction of learner-related factors (limited vocabulary, low self-confidence, and fear of making mistakes), teacher-related factors (correction-induced embarrassment), and environmental factors (limited English exposure, peer mockery, and the predominance of Indonesian and Arabic in the school environment). To reduce students' anxiety, the teacher implemented a coherent three-phase strategy. Before speaking activities, the teacher used ice-breaking activities and modeling to build confidence. During speaking activities, group work, vocabulary scaffolding, strategic code-switching, and familiar topics were employed to support participation. After speaking activities, the teacher emphasized effort-based praise and collective error correction to protect students' self-esteem. The study concludes that these classroom strategies are effective in reducing speaking anxiety; however, their long-term impact is limited without institutional support, particularly the implementation of a structured daily English-speaking program. The findings provide practical implications for English teachers, school administrators, and curriculum developers in similar educational contexts.

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