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IN EFL CLASSROOMS 
 

Marlia 

ABSTRACT 

This study examined how practical peer group activities helped Indonesian first-grade high 
school students improve their English speaking skills and reduce their speaking anxiety. 
Through an explanatory mixed-method research design, the study methodically investigated 
the linguistic and psychological effects of collaborative learning strategies in EFL situations 
at SMAN 13 Pangkep throughout the 2024–2025 academic year. After being randomly 
selected, forty-four students were split equally into two groups: the experimental group 
received set-up peer group interventions. In contrast, the control group proceeded to use 
conventional solo learning strategies. The multi-instrument methodology used validated 
anxiety questionnaires derived from the Psychological and Sociocultural Anxiety Scale 
(PSCAS), semi-structured interviews, structured classroom observations, and standardized 
speaking assessments to collect thorough quantitative and qualitative data. According to 
statistical analysis, the experimental group's mean anxiety levels decreased from 64.95 to 
56.09, significantly improving compared to the control group's more modest fall from 64.86 
to 60.54 (p=0.029). At the same time, the experimental group's mean performance scores 
increased from 49.36 to 65.90, which was a substantial improvement above the control 
group's from 46.33 to 56.18 (p=0.009). Qualitative data supported these statistical findings, 
as participants described peer group activities as helpful, engaging, and life-changing for 
their language learning process. The collaborative task division, mutual feedback, and 
knowledge sharing created a supportive environment that students especially enjoyed. 
These factors combined to lower anxiety and boost confidence in oral communication. 
Significant empirical evidence is presented in the study to support the incorporation of 
organized collaborative learning practices as a successful educational intervention for 
addressing the complex relations between social, emotional, and psychological aspects that 
affect language acquisition. These results provide essential information for developing 
curricula and instructional strategies that build communicative competence and reduce 
language anxiety in teenage EFL learners in Indonesian classrooms. 
 
Keywords: Collaborative Learning, Speaking Skills, EFL Learning, Peer Group Activities, 

Speaking Anxiety 

 

  

marlia26m@gmail.com 
 

State University of Makassar, Indonesia 
 

PEER GROUP ACTIVITIES: A COMPREHENSIVE  
  APPROACH TO REDUCE SPEAKING ANXIETY  

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INTRODUCTION 

Learning a language is a complex cognitive and social process that significantly poses 
many difficulties for students when improving their speaking abilities (P. Li & Jeong, 2020). 
According to Teimouri et al. (2019), oral communication in a second or foreign language 
involves intricate psychological, emotional, and social processes in addition to linguistic 
proficiency. The most prevalent of these difficulties is Foreign Language Speaking Anxiety 
(FLSA), which prevents students from communicating effectively and impedes their 
language development and general academic performance (Resnik & Dewaele, 2020). FLSA 
influences learners' confidence, engagement, and motivation in addition to the fluency and 
accuracy of their spoken output, which ultimately shapes their long-term success in language 
acquisition (L. Li & Heydarnejad, 2024). 

Numerous individual, environmental, and social factors impact the psychological 
concept of speaking anxiety. According to Gkonou et al. (2020), new research has shed more 
light on the intricate connections between speaking anxiety, learner identity, motivation, and 
cognitive processes, building on the groundbreaking work of Horwitz et al. (1986). The 
symptoms of FLSA might range from minor anxiety to severe anxiety that keeps students 
from engaging in speaking exercises. Usually, learners who experience high levels of anxiety 
speak more slowly, halt more frequently, and hesitate more, which makes it harder for them 
to speak confidently and coherently (Szyszka et al., 2024). This state impacts performance, 
lowers confidence, and decreases involvement in educational activities. 

According to neurolinguistic research, language learning activates several cognitive 
systems, such as memory, perception, and social cognition, demonstrating that language 
acquisition is a social phenomenon intricately woven into interactive human experiences (P. 
Li & Jeong, 2020). In addition, Vygotsky's (1978) sociocultural theory highlights language 
acquisition as a socially mediated process in which language is a sophisticated psychological 
tool that influences social interaction and personal cognition and is a tool for communication. 
This concept has been broadened by contemporary scholars such as Teimouri et al. (2019), 
who emphasize that language acquisition happens due to dynamic interactions between 
personal psychological processes and larger social contexts. 

The educational system in Indonesia offers a fascinating setting for researching 
speaking anxiety and focused treatments. Despite continuous initiatives to advance 
communicative language teaching (CLT), culturally embedded communication norms, 
teacher-centred instructional methods, and a lack of exposure to language use in everyday 
situations are some obstacles that Indonesian students commonly face when trying to 
improve their speaking abilities (Mbato, 2020). These elements contribute to ongoing 
speaking anxiety and emphasize the necessity for innovative teaching strategies adapted to 
Indonesian students' cultural and educational reality (Hasibuan & Irzawati, 2020). 

Even though anxiety related to foreign languages has been thoroughly researched in a 
variety of settings, there are still a lot of unanswered questions regarding the creation of 
culturally sensitive and successful interventions to lessen speaking anxiety, especially in 
Indonesian English as a Foreign Language (EFL) contexts. Research on workable solutions 
tailored to Indonesian high school students is scarce despite various proposed tactics to 

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reduce FLSA. Studies that have looked at FLSA in college students, like Mulyono et al. (2021), 
have found that high anxiety can lower motivation, confidence, and speaking ability. Most 
FLSA research also concentrates on general theories or approaches from other contexts, 
frequently ignoring the distinctive cultural elements found in Indonesian classrooms. Wijaya 
(2023) emphasizes the need for solutions that fit the Indonesian educational setting, arguing 
that students can lessen their speaking anxiety by encouraging classroom environments and 
introducing innovative activities. 

Peer group activities have gained attention recently as a potentially helpful tactic to 
reduce speaking anxiety because they create cooperative learning settings that offer 
emotional support, lessen performance pressure, and encourage genuine conversation 
(Toyama & Yamazaki, 2021). Social constructivist learning theories, which highlight the 
significance of social interaction in cognitive development, theoretically support these 
approaches. Peer group activities can alleviate individual anxiety, offer scaffolded learning 
experiences, and promote authentic communication by establishing controlled, encouraging 
environments. Because collaborative learning settings use distinct neural pathways than 
standard instructional models, neuropsychological research indicates that they may reduce 
anxiety reactions related to language performance. 

Despite these encouraging findings, little is known about the precise ways in which 
peer group activities in Indonesian high schools may decrease speaking anxiety. According 
to Anandari (2015), speaking anxiety is common among Indonesian EFL students because of 
feelings of discomfort, shyness, and worry. Although self-reflection has been used as a 
technique to deal with anxiety, further research is required to find out how group activities 
might help students deal with their speaking anxiety (Anandari, 2015). 

In order to fill this research gap, the current study thoroughly and empirically 
examines peer group activities to lower speaking anxiety in Indonesian EFL high school 
students. This study examines the relationship between collaborative learning structures, 
psychological health, and language proficiency to offer helpful, context-sensitive techniques 
to improve the efficacy of speaking instruction in Indonesian classrooms. The study 
specifically looks into how well peer group activities reduce speaking anxiety and improve 
English language speaking skills among first-grade high school students at SMAN 13 Pangkep 
in Indonesia. 

This study's significance goes beyond simple classroom procedures. The research adds 
to more extensive scholarly discussions about language education, applied linguistics, and 
educational psychology by tackling FLSA through culturally sensitive, empirically supported 
treatments. Especially in EFL situations like Indonesia's academic environment, the results 
can guide curriculum development, teacher professional development, and the 
establishment of encouraging learning environments that place equal emphasis on linguistic 
proficiency and learner well-being. 

This study aims to figure out whether peer group activities can successfully lower 
speaking anxiety levels and improve speaking skills among EFL students in Indonesian high 
schools. Additionally, the study intends to investigate how students view these collaborative 
learning strategies. The findings of this study will give EFL teachers important information 

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for developing more encouraging and productive learning settings that consider the 
psychological and linguistic aspects of language acquisition. 

METHODS 

Research Design 

The study employed a mixed-method research design following the QUAN-qual model, 
primarily emphasizing quantitative research methods as suggested by Mills and Gay (2018). 
This methodological strategy used qualitative data to offer more profound contextual 
insights while prioritizing quantitative analysis. Beyond conventional single-method 
approaches, the research aimed to develop a holistic knowledge of speaking anxiety by 
combining quantitative and qualitative methods. The influence of peer group activities on 
language learning anxiety was systematically investigated using a quasi-experimental 
methodology, with descriptive qualitative methodologies providing a nuanced examination 
of participants' experiences. 

Research Setting and Participants 

The study was conducted at the South Sulawesi, Indonesia, public high school SMAN 13 
Pangkep. X MIA Al-Khawarizmi was chosen as the experimental group, and X MIA Al Faraby 
was selected as the control group for the study. There were 22 students in each class, for a 
total sample size of 44. Because these classes were carefully chosen, a controlled setting for 
comparing individual and peer group learning strategies was guaranteed. The participants 
represented a representative sample of Indonesian high school students, making them ideal 
for examining speaking anxiety in EFL settings. 

Data Collection Instruments 

A multi-instrument method was used in the study to guarantee thorough data 
collection. Adapted from Yaikhong and Usaha (2012), the Psychological and Sociocultural 
Anxiety Scale (PSCAS) questionnaire was the primary quantitative tool. The questionnaire, 
which consisted of 17 thoughtfully crafted statements, assessed students' speaking anxiety 
levels both before and after the test. Three distinct topics—Fort Rotterdam, Ideal Teacher, 
and My Lovely Hometown—were included in the speaking exam to elicit a range of linguistic 
responses and measure several aspects of speaking ability.  

Researchers documented the learning process during the pre-test, treatment, and post-
test phases, using systematic observation as a key data collection component. Rich 
contextual information was obtained from these observations, which included complex 
relationships and signs of anxiousness. Students' opinions of peer group activities were 
investigated through semi-structured interviews, which were used to supplement the 
quantitative and observational data. A thorough qualitative investigation of the experiences 
and viewpoints of the participants was made possible by the interview questions, which 
were modified from Jurmasari et al. (2021). 
  

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Research Procedure 

The research followed a meticulously designed procedural framework that 
systematically addressed the complexities of investigating speaking anxiety in an EFL 
context. The initial pre-test phase served as a critical foundation for the entire study, 
implementing standardized assessments to establish baseline measurements of speaking 
anxiety and linguistic performance. Researchers carefully administered the Psychological 
and Sociocultural Anxiety Scale (PSCAS) questionnaire and conducted speaking tests across 
experimental and control groups, ensuring a comprehensive initial evaluation. 
The pre-test assessment involved a comprehensive evaluation process beyond simple score 
collection. Students in the experimental and control groups completed a 17-item anxiety 
questionnaire and participated in speaking tasks covering three carefully selected topics: 
Fort Rotterdam, Ideal Teacher, and My Lovely Hometown. These topics were strategically 
chosen to elicit diverse linguistic responses and capture multifaceted aspects of speaking 
performance. Trained researchers documented not only quantitative scores but also 
qualitative observations of students' verbal and non-verbal anxiety indicators, creating a 
rich, multi-dimensional dataset. 

The intervention phase represented a critical component of the research design. The 
experimental group underwent a structured program of peer group activities specifically 
designed to mitigate speaking anxiety. These activities were meticulously crafted to create 
supportive learning environments that encourage communication, reduce performance 
pressure, and promote collaborative interaction. Researchers carefully monitored and 
documented the implementation of these activities, paying close attention to student 
engagement, interaction patterns, and observable changes in communication dynamics. 
In contrast, the control group continued with traditional individual learning approaches, 
maintaining standard classroom instructional methods. This approach allowed for a precise 
comparative analysis, enabling researchers to isolate the potential impact of peer group 
activities on speaking anxiety. Throughout the intervention period, systematic 
documentation of classroom interactions provided additional contextual insights. 

Data Analysis Procedures 

Quantitative data analysis was conducted using SPSS 23 statistical software to study 
the research findings thoroughly. Researchers computed frequency distributions, mean 
scores, and standard deviations to comprehend students' anxiety levels and speaking 
abilities. Hypothesis testing was carried out using t-tests with a significance level of p < 0.05 
to guarantee statistical rigour. 

The interactive paradigm of Miles and Huberman, which entails methodical data 
reduction, display, and interpretation, was adhered to in qualitative data analysis. 
Researchers found recurrent thematic patterns after coding observational notes and 
transcribing interview recordings. Beyond only looking at numbers, this method made it 
possible to comprehend the experiences of the pupils fully. 

Data triangulation was used in the study, comparing quantitative measures, qualitative 
observations, and interview insights. This approach offered a more comprehensive 

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perspective on how peer group activities might influence speaking anxiety in the context of 
language learning. By integrating many data sources, the study sought to reveal the intricate 
social and psychological processes that underlie language learning experiences. 

The thorough technique captured both statistical patterns and students' individual 
experiences in the Indonesian EFL classroom, guaranteeing a nuanced investigation of 
speaking fear. 

RESULTS 

The Students' Speaking Anxiety Level 

Speaking anxiety is a common challenge for students learning a foreign language. This 
research aimed to understand how students experience anxiety when speaking English by 
carefully examining their anxiety levels before and after the intervention. By measuring and 
comparing these levels, we can understand how different teaching approaches might help 
students feel more confident when communicating in English. 

The Distribution of Frequency and Percentage of the Students' Speaking Anxiety Level in the 
Pre-test and Post-test of both experimental and control classes 

The study tracked students' speaking anxiety levels using detailed measurements 
before and after the peer group activities. By calculating the frequency and percentage of 
anxiety levels in the experimental and control classes, researchers could see how the 
intervention affected students' feelings about speaking English. This approach allows for a 
clear, numerical understanding of changes in students' language learning experience. 

Table 1. The Distribution of Frequency and Percentage of Experimental Class in Pre-test 

No 
Speaking Skill 
Classification 

Range 

Speaking Anxiety Level 

Low Moderate High 
17 – 50 51 – 68 69 – 85 

F % F % F % 

1 Excellent 86 – 100 0 0 0 0 0 0 

2 Very Good 71 – 85 0 0 0 0 0 0 

3 Good 56 – 70 0 0 6 27.27 0 0 

4 Average 41 – 55 0 0 9 40.91 4 18.18 

5 Poor 26 – 40 0 0 1 4.55 2 9.09 

6 Very Poor < 26 0 0 0 0 0 0 

Total 0 0 16 72.73 6 27.27 

As shown in Table 1, there are 6 (27.27%) students had moderate speaking anxiety 
levels with good speaking skills, 9 (40.91%) students had moderate speaking anxiety levels 
with average speaking skills, 1 (4.55%) students had moderate speaking anxiety level with 
poor speaking skill, 4 (18.18%) students had high speaking anxiety level with average 
speaking skill, and 2 (9.09%) students had high anxiety level with poor speaking skill. There 
is no student had a low speaking anxiety level. 

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The comparison between the frequency score and the percentage of the students' 
speaking anxiety level and speaking skill in the pre-test of the control class is presented in 
the following table:  

Table 2. The Distribution of Frequency and Percentage of Control Class in Pre-Test. 

No 
Speaking Skill 
Classification 

Range 

Speaking Anxiety Level 
Low Moderate High 

    17 – 50           51 – 68 69 – 85 
F % F % F % 

1 Excellent 86 – 100 0 0   0         0 0      0 

2 Very Good 71 – 85 0 0   0        0 0      0 

3 Good 56 – 70 0 0   3 13.63 0      0 

4 Average 41 – 55 0 0 12 54.55 2 9.09 

5 Poor 26 – 40 0 0   3 13.63 1 4.55 

6 Very Poor < 26 0 0   0        0 1 4.55 

 Total 0 0 18 81.81 4  18.19 

As shown in Table 2, there are 3 (13.63%) students had moderate speaking anxiety 
levels with good speaking skills, 12 (54.55%) students had moderate speaking anxiety levels 
with average speaking skills, 3 (13.63%) students had moderate speaking anxiety levels with 
poor speaking skill, 2 (9.09%) students had high speaking anxiety level with average 
speaking skill, 1 (4.55%) student had high speaking anxiety level with poor speaking skill, 1 
(4.55%) student had high speaking anxiety level with very poor speaking skill. There is no 
student had a low speaking anxiety level. 

Based on the aggregate frequency and percentage of the two classes indicated that they 
were equal in the limited description scale of speaking anxiety and speaking skill. Therefore, 
these findings confirm that both classes are still needed to reduce their speaking anxiety and 
enhance their speaking skill. 

Table 3. The Distribution of Frequency and Percentage of Experimental Class in Post-Test  

No 
Speaking Skill 
Classification 

Range 

Speaking Anxiety Level 

Low Moderate High 

17 – 50      51 – 68 69 – 85 
F  % F % F % 

1 Excellent 86 – 100 2    9.09   0        0 0 0 

2 Very Good 71 – 85 4 18.18   1   4.55 0 0 

3 Good 56 – 70 0        0 12 54.54 0 0 

4 Average 41 – 55 0        0   2   9.09 0 0 

5 Poor 26 – 40 0        0  1   4.55 0 0 

6 Very Poor < 26 0        0  0        0 0 0 

 Total 6 27.27 16 72.73 0 0 

 

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As shown in Table 3, there are 2 (9.09%) students had low speaking anxiety levels with 
excellent speaking skills, 4 (18.18%) students had low speaking anxiety levels with very 
good speaking skills, 1 (4.55%) students had moderate speaking anxiety level with very good 
speaking skill, 12 (54.54%) students had moderate speaking anxiety level with good 
speaking skill, 2 (9.09%) students had moderate speaking anxiety level with average 
speaking skill, and 1 (4.55%) student had moderate speaking anxiety level with poor 
speaking skill. As stated in Table 1, in the pre-test, the students' speaking anxiety level in the 
experimental class was higher. Still, in the post-test, the students' speaking anxiety level was 
lower than in the pre-test. 

Furthermore, the comparison between the frequency score and the percentage of the 
students' speaking anxiety level and speaking skill in the post-test of the control class is 
presented in the following table: 

Table 4. The Distribution of Frequency and Percentage of Control Class in Post-Test 

No 
Speaking Skill 
Classification 

Range 

Speaking Anxiety Level 
Low Moderate High 

17 – 50      51 – 68 69 – 85 
F %   F % F % 

1 Excellent 86 – 100 0      0   0       0 0 0 

2 Very Good 71 – 85 2 9.09   1   4.55 0 0 

3 Good 56 – 70 0      0   9 40.90 0 0 

4 Average 41 – 55 0      0   9 40.90 0 0 

5 Poor 26 – 40 0      0   1   4.55 0 0 

6 Very Poor < 26 0      0   0       0 0 0 

 Total 2 9.09 20 90.90 0 0 

As shown in Table 4, there are 2 (9.09%) students in the control class had low speaking 
anxiety levels with very good speaking skill, 1 (4.55%) student had moderate speaking 
anxiety level with very good speaking skill, 9 (40.90%) students had moderate speaking 
anxiety level with good speaking skill, 9 (40.90%) students had moderate speaking anxiety 
level with average speaking skill, 1 (4.55%) student had moderate speaking anxiety level 
with poor speaking skill, and there is no student had high speaking anxiety level. As stated 
in Table 4.2, in the pre-test, the students' speaking anxiety level in the control class was 
higher, but in the post-test, the students' speaking anxiety level was lower than in the pre-
test. 

Mean Score and Standard Deviation of Students' Speaking Anxiety 

The mean score and standard deviation of the students' speaking anxiety are presented 
in Table 5. 
  

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Table 5. Mean Score and Standard Deviation of the Students' Speaking Anxiety Level  

in the Pre-Test and Post-Test 

Group Statistics 
 

Class N Mean Std. Deviation 
Std. Error 

Mean 

Pre-test Experimental 22 64.95 6.343 1.352 
Control 22 64.86 5.073 1.081 

Post-test Experimental 22 56.09 7.223 1.540 
Control 22 60.54 5.721 1.219 

Based on Table 5, we can see that the mean score of the students' speaking anxiety level 
in the pre-test of the experimental class was higher than the control class, but the difference 
is not significant. The mean score of the experimental class on the pre-test was 64.95, while 
the mean score of the control class was 64.86. It indicated that students' speaking anxiety 
levels in the experimental class were higher than in the control class. The mean score of the 
experimental class was lower than the control class in the post-test. Previously, on the pre-
test, the mean score for the experimental class was 64.95, which was reduced on the post-
test to 56.09. Then, the mean score for the control class was 64.86, which was also reduced 
on the post-test to 60.54. Both of the activities used in this research affected the students' 
speaking anxiety, but the rate of the effect was different.  

Hypothesis Testing Using T-test of Students' Speaking Anxiety 

The t-test statistical analysis was employed to prove the research hypothesis and 
determine whether the difference between the pre-test and post-test was statistically 
significant. The result of the t-test calculation can be seen in the following table: 

Table 6. Independent Samples T-test 

 P-Value 
(Sig. 2 Tailed) 

Level of  
Significance (a) 

Remarks 

Pre-test of the Experimental 
Class and Control Class 

0.958 0.05 
There are no 

significant 
differences. 

Post-test of the Experimental 
Class and Control Class 

0.029 0.05 
There are 
significant 

differences. 

Table 4.6 shows the t-test value of the experimental and control class. The t-test value 
of pre-test> (α) where the t-test value was 0.958 and (α) was 0.05. It indicated no significant 
difference between the students' scores in the pre-test of both classes. Then, the post-test 
shows that the t-test value < (α), (0.029 < 0.05). It indicated a significant difference between 
the students' scores in the post-test of both classes. So, based on the t-test result and 
supported by all the findings, the researcher can conclude that H0 is rejected and H1 is 

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accepted. It means that the use of peer group activities reduces the students' speaking 
anxiety level. 

The Students' Speaking Skills 

Mean Score and Standard Deviation of Students' Speaking Skill 

The mean score and standard deviation of the student's speaking skills are presented 
in the table below: 

Table 7. Mean Score and standard deviation of the students' speaking skills in the pre-test. 

Group Statistics 
 

Class N Mean Std. Deviation 
Std. Error 

Mean 
Pre-test Experimental 22 49.36 7.322 1.561 

Control 22 46.33 8.502 1.812 
Post-test Experimental 22 65.90 12.978 2.766 

Control 22 56.18 10.284 2.192 

Based on Table 7, we can see that the mean score of the students in the experimental 
class was higher than in the control class, but the difference was insignificant. The mean 
score of the experimental class on the pre-test was 49.36, and the mean score of the control 
class was 46.33. It indicated that students' speaking skills in the experimental class were 
higher than in the control class. The standard deviation of the experimental class was 7.322, 
and that of the control class was 8.502. 

The mean score of the experimental class was higher than the control class in the post-
test. Previously, on the pre-test, the mean score for the experimental class was 49.36, and it 
enhanced on the post-test to 65.90. Then, the mean score for the control class was 46.33, and 
it was also enhanced on the post-test to 56.18. The researcher can conclude that although 
both activities used in this research affected the students' speaking skills, peer group 
activities for the experimental class enhanced more than the individual learning activities 
used for the control class. 

Hypothesis testing using T-test of Students' Speaking Skill 

The t-test statistical analysis was employed to prove the research hypothesis and 
determine whether the difference between the pre-test and post-test was statistically 
significant. The result of the t-test calculation can be seen in the following table: 

Table 8. Independent Samples T-test 

 P-Value 
(Sig. 2 Tailed) 

Level of 
Significance (a) 

Remarks 

Pre-test of the Experimental 
Class and Control Class 

0.212 0.05 
There are no significant 

differences. 

Post-test of the Experimental 
Class and Control Class 

0.009 0.05 
There are significant 

differences. 

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Table 8. shows the t-test value of the experimental and control classes. The t-test value 
of the pre-test > (α) where the t-test value was 0.212 and (α) was 0.05. It indicated no 
significant difference between the students' scores in the pre-test of both classes. Then, the 
post-test shows that the t-test value of the post-test < (α), (0.009 < 0.05). It indicated a 
significant difference between students' scores in the post-test of both classes. Thus, based 
on the t-test result and supported by all the findings, the researcher can conclude that H0 is 
rejected and H1 is accepted. This result means peer group and individual learning activities 
enhance students' speaking skills. 

The Students' Perception Toward Peer Group Activities. 

There are some opinions of the students toward peer group activities in reducing 
students' speaking anxiety. Those are helpful, good, interesting, and new activities in 
learning English. 

Table 9. The Students' Perception toward Peer Group Activities 

Students' Perception The Items Statements 

a. Very helpful 1) Task division 
 

Peer group activities are very helpful 
because there is a division for each group 
task, so other friends can correct our 
mistakes.  

 2) Help each other It is very helpful and very interesting 
because, in a group, we can help and give 
suggestions to our friends; those are all the 
way around. Besides, I can have self-
confidence and maybe can correct some 
mistakes. 

b. Very good 1) Help each   
     Other 

Eee it is good because, for example, if we 
do not know something, then one of our 
friends knows the meaning, so she/he can 
help us. Helping each other. 

c. Very  interesting 1) Fun teaching &  
Interesting 
material 

It is very fun because of the way it is taught 
and because the material used is very 
interesting.  

 2) Get close to peers In my opinion, it is very interesting 
because it is fun. We can play and get close 
to friends, and our self-confidence 
increases because friends give suggestions 
and correct them. Thus, we know our 
mistakes. 

d. New Activity  
in learning English 

1) Different activities In my opinion, peer group activities are a 
new thing for me because the learning 
process uses group work with different 
activities from daily activities and as a 
place to share. Sharing knowledge. 

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According to the results of the interviews, peer group activities considerably raised 
students' enthusiasm for learning the language. The ability of these collaborative activities 
to lower speaking fear and improve speaking proficiency was a significant factor in this 
involvement. These exercises fostered encouraging learning environments by forming small 
discussion groups centred around particular subjects. Most students thought peer group 
activities were a good way to help English language learners who were nervous about 
speaking. Their experiences uncovered four main themes demonstrating these advantages 
of cooperative language learning methods. These activities' social and structured elements 
revolutionized the learning process by reducing the fear associated with language practice 
and increasing its effectiveness for learners of all skill levels. 

Students overwhelmingly regarded peer group activities as very beneficial to their 
language-learning process. Peers could recognize and fix each other's errors in a safe setting 
because of the organized task distribution among groups. Thanks to this collaborative 
correction mechanism, students could get fast feedback without the intimidation frequently 
connected to teacher-centred correction. Additionally, by fostering a mutual support system 
among these groups, students could support one another by offering advice and suggestions, 
resulting in a reciprocal learning environment where knowledge flowed in various 
directions. This encouraging environment significantly boosted students' self-confidence 
because they felt empowered to criticize their peers and accept assistance, strengthening 
their comprehension of language ideas. 

Peer group activities were considered "very good" mainly because of the dynamics of 
knowledge exchange that developed organically inside the groups. Students appreciated 
how these exercises facilitated group problem-solving, especially when dealing with 
language barriers. Students could rely on more experienced peers to fill their knowledge 
gaps when presented with new terms or ideas. Because support was easily accessible inside 
the group, this instant access to peer assistance established a safety net that decreased worry 
over not understanding anything. With students switching between the roles of helper and 
helped, the emphasis on "helping each other" emphasizes the reciprocal nature of these 
interactions and fosters balanced learning relationships. 

Because these peer group activities were entertaining and engaging, students found 
them especially interesting. The instructional strategies used in these exercises were 
delightful and unique, drawing in and holding the pupils' interest. Due to their relevance and 
stimulation, the well-chosen materials further increased student involvement. Students 
appreciated how these activities promoted social connections among peers, enabling them 
to play together and form tighter friendships, in addition to the academic advantages. Since 
students felt more at ease around their peers, this social component significantly reduced 
anxiety. Students gradually realized their errors and enhanced their language proficiency in 
a stress-free setting due to the positive feedback loop formed by the increased self-
confidence brought about by encouraging peer comments and corrections. 

Many students saw peer group activities as an inventive way to learn English that was 
very different from conventional approaches. These activities' unique framework, which 
included various group projects that deviated from standard classroom exercises, offered a 
novel educational opportunity. Pupils valued these exercises as specialized forums for 

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information sharing where they could openly discuss ideas and gain knowledge from one 
another. This innovative method of instruction fostered a supportive peer network and 
shared responsibility for language production, which decreased speaking anxiety. 

 

DISCUSSION 

This study examined how practical peer group activities worked to improve speaking 

abilities and lessen speaking anxiety in first-grade high school students in an Indonesian EFL 

setting. The results showed that students participating in peer group activities significantly 

improved their speaking performance and reduced their anxiety compared to those in 
conventional solitary learning environments. The findings are consistent with and go beyond 

earlier theoretical models and empirical research on language anxiety and cooperative 

learning strategies. 

Speaking Anxiety Reduction through Peer Group Dynamics 

According to the quantitative statistics, students in the experimental group 

significantly decreased speaking fear. Peer group activities caused the mean anxiety score 

for students to drop from 64.95 on the pre-test to 56.09 on the post-test, whereas the control 

group had a more moderate drop from 64.86 to 60.54. It is confirmed by this statistically 

significant difference (p = 0.029) that speaking anxiety was lessened by peer group activities 

than by individual learning strategies.  

This result validates Toyama and Yamazaki's (2021) claim that collaborative learning 

environments can dramatically reduce language anxiety by fostering supportive 
circumstances for genuine communication. Students' decreased fear reactions during peer-

facilitated language performance can be explained by their neuropsychological viewpoint, 

which suggests that collaborative settings may activate distinct neural pathways compared 

to traditional instructional methods. The evidence further supports the idea put forth by 

Gkonou et al. (2020) that speaking anxiety is a complex psychological condition that results 

from interactions between emotional experiences, environmental circumstances, and 

personal traits. 

Several processes that are part of peer group activities are responsible for the change 

in anxiety levels. According to their interview statements, students felt more at ease making 

small-group mistakes since peer repair was perceived as less intimidating than teacher-

centred correction. Second, the interview data demonstrated how students valued the 
recommendations and assistance they received from their peers in return, resulting in what 

Vygotsky's (1978) sociocultural theory refers to as scaffolded learning experiences in the 

zone of proximal development. Third, as students no longer felt entirely in charge of 

language production, the division of performance pressure among group members probably 

helped to lower individual anxiety. 

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These results fill a significant gap that Wijaya (2023) pointed out, highlighting the 

necessity of solutions customized for Indonesian educational settings. The study's peer 

group approach is an example of a culturally sensitive intervention that circumvented the 

traditional educational frameworks and collectivist cultural norms that Mbato (2020) 

identifies as possible obstacles to communicative language instruction in Indonesia. 

Enhancement of Speaking Skills through Collaborative Learning 

When students participated in peer group activities, the study found that their 

speaking performance significantly improved in addition to their anxiety levels. The control 

group improved more modestly, from 46.33 to 56.18, whereas the experimental group's 

mean speaking score rose from 49.36 to 65.90. This difference between both groups is 

statistically significant (p = 0.009), indicating that peer group activities offer better context 

for speaking proficiency development. 

The concept proposed by Li and Jeong (2020), which views language as a social 
phenomenon firmly embedded in interacting human experiences, helps explain this 

performance improvement. A more integrated approach to language learning resulted from 

the peer group activities' creation of real-world communication situations that engaged 

memory, perception, and social cognition. This transformation is further demonstrated by 

the frequency distribution data, which shows that no students in the experimental group had 

excellent or very good speaking skills before the intervention. However, following peer 

group activities, two students (9.09%) and five students (22.73%) developed excellent 

speaking skills and very good speaking skills, respectively. 

The qualitative data provides information about how this change took place. Students 

valued how "there is a division for each group task, so other friends can correct our 

mistakes," which created continuous opportunities for feedback and growth. They also 
indicated that peer group activities made it easier to divide tasks and correct each other 

collaboratively. Additionally, they valued knowledge sharing, pointing out that "if we do not 

know something, then one of our friends knows the meaning, so she/he can help us," 

demonstrating the advantages of dispersed knowledge within peer groups. Student 

comments such as "our self-confidence increases because friends give suggestions and 

correct them" further highlighted the psychological advantages that ultimately improved 

speaking skills, with increased self-confidence emerging as a significant benefit. 

These results support Anandari's (2015) study on anxiety in Indonesian EFL students, 

which found that the main obstacles to speaking were shyness, discomfort, and fear. The 

peer group intervention directly addressed these psychological obstacles, which produced 

welcoming and encouraging learning environments that students characterized as "very 

fun" and "interesting." 

  

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Theoretical Implications: Beyond Anxiety Reduction 

The study's findings contribute significantly to our theoretical understanding of the 

connection between anxiety and language acquisition. First, they refute oversimplified 

notions of anxiety as only a barrier to learning, demonstrating how well-structured social 

circumstances can turn worry into a controllable—even beneficial—aspect of language 

development. This finding supports the claim made by Teimouri et al. (2019) that language 

acquisition entails dynamic interactions between broader social circumstances and personal 

psychological processes. 

Second, the results are consistent with Szyszka et al.'s (2024) description of a 

multifaceted understanding of Foreign Language Speaking Anxiety (FLSA). The student's 

transition from high anxiety levels and mediocre or subpar speaking abilities to moderate or 

low anxiety levels and outstanding speaking abilities illustrates the intricate connection 

between language proficiency and psychological state. This change demonstrates how 
halting the "self-reinforcing cycle of worry and communication problems" might accelerate 

language development. 

Third, the study offers factual backing for a social constructivist approach to language 

instruction. Vygotsky's ideas of socially mediated learning, in which cognitive progress 

happens via interaction with more experienced peers, are immediately reflected in the 

student testimonials regarding information sharing, mutual correction, and collaborative 

learning. 

Cultural and Contextual Dimensions 

The study's conclusions are significant in Indonesian education, as Mbato (2020) 

explained, where speaking proficiency has historically been hampered by teacher-centred 

teaching methods and little exposure to real-world language use. The peer group 
intervention effectively circumvented cultural communication norms that occasionally value 

harmony above straightforward speech by establishing more intimate, smaller language 

practice environments. 

According to the qualitative data, peer group activities were "a new thing" for pupils 

used to more conventional methods. In addition to the events' perceived fun and interest, 

this novelty aspect generated an intrinsic drive, which aided in overcoming cultural barriers 

to unplanned communication. As "different from daily activities" and "a place to share," 

students rated these activities highly, indicating that peer group techniques can successfully 

reconcile more communicative language learning objectives with traditional educational 

principles. 

 Hasibuan and Irzawati (2020) expressed concern about the necessity for pedagogical 

innovations adapted to Indonesian learners' cultural and educational realities, and this 

cultural dimension meets that concern. The peer group intervention successfully modified 

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the ideas of communicative language teaching to function inside Indonesian educational 

traditions rather than against them. 

Limitations and Future Directions 

Even if the study showed a lot of beneficial results, there are a few things that should 
be noted. The brief intervention time and the small sample size (n=44) constrain the 
findings' generalizability. Future research should consider longitudinal approaches to 
investigate the sustainability of anxiety reduction and speaking improvements over lengthy 
periods. Furthermore, studies examining how peer group activities fluctuate in their impact 
across different age groups, cultural contexts, and competence levels will enhance 
knowledge of this intervention's adaptability. 

 The precise processes by which peer connection lowers anxiety could also receive 
more focus. More targeted studies on the neuropsychological and socioemotional aspects of 
peer-mediated language learning would reinforce theoretical underpinnings, even though 
qualitative data provide initial insights into these processes. 

Pedagogical Implications 

The results have some beneficial ramifications for EFL teaching in Indonesian and 
comparable educational settings. Peer group activities that are well-planned and have 
distinct work divisions should be used by teachers so that students can assist one another's 
learning while staying accountable. As demonstrated by students' positive experiences with 
peer correction, peer feedback should be designed to provide psychological safety while 
offering essential corrective advice. Given that good emotional experiences aid in language 
acquisition, peer activities' "fun" and "interesting" components should be purposefully 
designed alongside educational objectives. Since students value the self-confidence they 
acquire from peer support, teachers should see confidence growth as a valid educational 
goal. Finally, peer group approaches should be adapted to work within, rather than against, 
existing cultural norms and academic traditions. 

These suggestions align with the findings of Mulyono et al. (2021) about the elements 
that contribute to speaking anxiety in EFL students and Wijaya's (2023) demand for 
encouraging classroom settings and innovative teaching methods to assist Indonesian 
students in overcoming speaking anxiety. 

CONCLUSION 

This study proves that peer group activities help Indonesian high school EFL students 
improve their speaking skills and lessen their speaking fear. The statistically substantial 
gains in psychological comfort and linguistic achievement demonstrate collaborative 
learning environments' ability to revolutionize language instruction. Peer group activities 
address the complex interplay of social, psychological, and cognitive elements that affect 
language learning by establishing supportive environments for genuine communication. 

The results enrich theoretical knowledge of language anxiety and valuable methods for 
teaching EFL, especially in cultural circumstances where conventional teaching methods 
may impede the development of communicative language. These cooperative methods foster 

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positive support cycles, confidence building, and language development. One student's 
testimonial shows that peer activities helped them "play and get close to friends" while 
boosting "self-confidence because friends give suggestions and correct them." 

 Given the significant influence that well-structured social interactions can have on the 
cognitive and affective aspects of language acquisition, future research and pedagogical 
initiatives should build on these insights to create collaborative language learning strategies 
that are more sophisticated and culturally sensitive. 

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