GRADE X STUDENT’S ANXIETY IN LEARNING ENGLISH VOCABULARIES

Safitri, Yuriko Rahma (2026) GRADE X STUDENT’S ANXIETY IN LEARNING ENGLISH VOCABULARIES. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Safitri, Y.R. (2026). ”Grade X Students' Anxiety in Learning English Vocabularies.” Skripsi. English Education Study Program, IKIP PGRI Bojonegoro. First Advisor: Meiga Ratih Tirtanawati, M.Pd. Second Advisor: Dr. Refi Ranto Rozak, M.Pd. Keywords: anxiety, English learning, vocabulary mastery, qualitative study, Grade X students. Anxiety is one of the psychological factors that influences students’ success in learning English, particularly in vocabulary mastery. This study aimed to identify the types of anxiety experienced by Grade X students, explore the factors causing their anxiety, and describe the effects of anxiety on their vocabulary mastery. The study employed a qualitative descriptive design involving 53 Grade X students: 31 students from SMAN 1 Kalitidu and 22 students from MA Islahiyah Kalitidu. Data were collected through interviews, classroom observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), which includes data condensation, data display, and conclusion drawing. The findings showed that students experienced three types of anxiety: communication anxiety, fear of negative evaluation, and test anxiety, with communication anxiety being the most dominant. The factors causing anxiety included lack of self-confidence, fear of making mistakes, limited vocabulary mastery, and limited exposure to English. Anxiety negatively affected students’ confidence, classroom participation, willingness to communicate, and ability to remember and use English vocabulary effectively. Although both schools showed similar forms of anxiety, students at MA Islahiyah Kalitidu tended to have lower participation and confidence during English learning activities. In conclusion, anxiety significantly affects students’ English learning and vocabulary mastery; therefore, teachers should create a supportive and low-anxiety classroom environment.

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