English is very important as a media of communication in several activities, such as teaching and learning activity, international conference, and particular conversation with foreigners. People speak English in order to make relationship among people in different countries in the world. But, unfortunately, there are so many students who still find it difficult because they feel anxious when they speak in front of the class. So, the students’ anxiety in speaking skill is a serious problem which inhibits students to develop their speaking skill.
This study related to the students’ anxiety in speaking English. The purposes of this study were (1) to know the levels of speaking anxiety of fourth semester in English Department of Mulawarman University; (2) to investigate some causes of students’ anxiety in speaking of fourth semester in English Department of Mulawarman University; (3) to find out the students solutions to reduce anxiety in speaking of fourth semester in English Department of Mulawarman University. Population and sample of this study was the fourth semester students of English Department at Mulawarman University in academic year 2019/2020. This study was Mixed-Methods with explanatory sequential design. The quantitative data obtained from questionnaire and the qualitative data obtained from reflective journal.
Based on the analysis by using theory from Horwitz (level of anxiety), the researcher found that there were 3 students (3.6%) who had very relaxed level of anxiety, 23 students (28%) who had relaxed level of anxiety, 27 students (32.9%) who had middle anxious level of anxiety, 26 students (31.7%) who had anxious level of anxiety and 3 students (3.6%) who had very anxious level of anxiety. The result of this study showed that the fourth semester students sometimes felt anxious in English Speaking class. The data which been analyzed by using theory from Ohata (source of anxiety) showed that students which considered anxiety came from learner beliefs about language learning (11 students), personal and interpersonal anxiety (22 students), classroom procedures (1 student), instructor beliefs about language teachingg (1 student) and language testing (3 students). The data which been analyzed by using theory from Kondo and Ying Ling (anxiety coping strategies) showed that the strategies were used by students to reduce anxiety were preparation (11 students), relaxation (17 students), positive thinking (5 students) and resignation (2 students).
Finally, some suggestions were discussed in order to help students reduce anxiety and become more confident and enjoy speaking English in front of the class.