ANALYSIS OF STUDENTS’ COPING STRATEGIES IN OVERCOMING ENGLISH SPEAKING ANXIETY AT IKIP PGRI BOJONEGORO

ROSHIDI, AHMAD ADI (2026) ANALYSIS OF STUDENTS’ COPING STRATEGIES IN OVERCOMING ENGLISH SPEAKING ANXIETY AT IKIP PGRI BOJONEGORO. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Roshidi, Ahmad Adi. (2026). Analysis of Students' Coping Strategies in Overcoming English Speaking Anxiety at IKIP PGRI Bojonegoro. Skripsi. English Education Study Program, Faculty of Language and Arts Education, IKIP PGRI Bojonegoro. Advisor (I) Dr. Ima Isnaini Taufiqur Rohmah, M.Pd., Advisor (II) Dr. Fitri Nurdiangingsih, M.Pd. Keywords: Speaking Anxiety, Coping Strategies, English Speaking, EFL Students, IKIP PGRI Bojonegoro Speaking anxiety is one of the affective barriers frequently experienced by English as a Foreign Language (EFL) students in learning English. This condition may reduce students' self-confidence, willingness to communicate, and speaking performance. Therefore, it is important to investigate students' experiences of speaking anxiety and the strategies they use to cope with it. This study aimed to analyze the forms of speaking anxiety experienced by sixth-semester students of the English Education Study Program at IKIP PGRI Bojonegoro, identify the factors contributing to their speaking anxiety, and explore the coping strategies they employed to overcome it. This study employed a descriptive qualitative approach with a case study design. The participants consisted of 12 sixth-semester students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and documentation. The data were analyzed using Miles and Huberman's interactive analysis model, including data reduction, data display, and conclusion drawing. Data credibility was ensured through triangulation. The findings revealed that the students experienced three major forms of speaking anxiety: communication apprehension, fear of negative evaluation, and test anxiety. The factors contributing to speaking anxiety included internal factors, such as low self-confidence, limited vocabulary and grammatical knowledge, and fear of making mistakes; situational factors, including classroom presentations and spontaneous speaking tasks; and environmental factors, such as classroom atmosphere, lecturers' feedback, and peer evaluation. To cope with these challenges, the students employed cognitive, affective, and social coping strategies, including preparing speaking materials, practicing vocabulary and pronunciation, engaging in positive self-talk, applying relaxation techniques, and practicing with peers. In conclusion, the appropriate use of coping strategies helped students reduce speaking anxiety and improve their confidence in communicating in English. These findings are expected to provide practical insights for lecturers in designing more supportive speaking instruction and serve as a reference for future studies investigating coping strategies in broader educational contexts.

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