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THE CORRELATION BETWEEN STUDENTS’ ANXIETY AND 

SPEAKING PERFORMANCE AT THE SECOND GRADE IN 

SMAN 1 PANTAI CERMIN KABUPATEN SOLOK  

Peni Oktavia1, Syahrul2 * 

State Islamic Collage of Bukittinggi, Bukittinggi1,2 

syahrulsabri@gmail.com 
 

ABSTRACT 

The background of this research was the presence of anxiety among some students in 

their English-speaking activities in the school. In addition, some students had anxieties when 

speaking English because anxiety affected performance while some other students had no 

problems. This research used a quantitative approach in the type of correlation design. The 

population of this research was all class of the second grade in SMAN 1 Pantai Cermin and 

all of them became sample because they were less than a hundred. The data was got through 

a questionnaire and documentation. The students fill the questionnaires directly relate to 

their anxiety in speaking. The data of the documentation were taken from the students’ final 

scores in the speaking. To analyze the data, the researcher used the SPSS version 20 for 

windows. In analyzing the data, the researcher used the Person Product Moment formula to 

find out the significant correlation, to find out the correlation direction and to find out the 

correlation magnitude. The results of the research showed that there was a correlation 

between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai 

Cermin. 

Keywords: English Language Learning, Speaking performance, Students’ Anxiety. 

 
INTRODUCTION 

In the Globalization era, English is one of the languages that should be learned by 
students, especially at Senior High School. Besides, as an international language, English is 
very important and has many interrelationships with various aspect of life own by a human 
being (Iksan & Duriani, 2015). In Learning English, four skills should be mastered by the 
students such as listening, speaking, reading, and writing. Speaking is one of the skills that 
have an important role in the language learning process. speaking is one of the most 
important skills of the four language skills because individuals who learn a language are 
referred to as the speakers of that language (Penny Ur,1991). In addition, speaking can help 
students to use and effectively transmit knowledge. Indeed, it is an important skill that 
should be mastered by the students and should be applied in daily communication. 

Speaking is a way for the students to express their knowledge, to share their feelings 

and to show their performance. The students can make social contact with others when 

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interacting. They can express their thoughts, even they can respond directly to what the 

people say to them, so the students become to understand what they say. In addition, there 

are three main functions of speaking that is talk as interaction, talk as a transaction, and talk 

as performance (Richards, 2008). In conclusion, those function of speaking will help the 

students to understand what is said. 

Generally, speaking performance can be defined as the act of express ideas orally. 

Related to the definition of speaking performance, speaking performance is public talk that 

talks to transmit previous information to an audience, such as classroom presentation, public 

announcement, and speeches (Jack Richards, 2008). Some students when communicating 

with other people may feel hesitant to speak in English, while others who have their 

encouragement will be brave to practice speaking English . It means that, when the students 

more practice speak English, they can communicate actively and fluently. Many students 

cannot use English fluently either inside or outside the classroom. Because English is not 

their mother tongue and there is no enough time to practice. It is rarely used and they tend 

to use their mother tongue in daily activities to interact with others. In addition, many of 

them become worried, nervous and afraid of making mistakes when they use their English. 

This kind of situation is called anxiety. 

Anxiety is a feeling where someone hesitant with their ability or what they want to do. 

It can be described that someone having low confidence so that they can’t get maximal of 

their life. Related to the definition of anxiety, there are some different opinions of experts 

about anxiety. Anxiety is feelings of self-consciousness, desire to speak perfectly, and fear of 

making mistakes (Horwitz, 1981). Meanwhile, Spielberger (Zahiri, Sibarani, and Sumarsih, 

2017) stated that anxiety is the subjective feeling of tension, apprehension, nervousness, and 

worry associated with an arousal of the autonomic nervous system. It means that anxiety is 
a factor of hindrance in speaking that should be avoided or decreased by the students. 

There are two levels of anxiety. The first level is low anxiety. When the student has low 

anxiety; automatically he or she has low ability in speaking. The optimal anxiety is the second 

level. When the student has optimal anxiety; automatically he or she has a high ability in 

speaking (Deyuan He,2018). The level of anxiety is very crucial. It is not easy to identify. In 

conclusion, it occurs when the students feel anxious, nervous, and afraid to express their 

feelings. 

On preliminary research on January 2019/2020 at SMAN 1 Pantai Cermin Kabupaten 

Solok, the researcher conducted observation and interviewed one of the English 

teachersRisfanelti and some students to find some problems related to the students’ anxiety 

and speaking performance. In addition, some students had anxieties when speaking in front 

of the class while some other students had no problems. The researcher found some of the 
problems. First, some of the students felt afraid to get negative opinion when they spoke 

beside their friend. Based on observation, fear of negative opinions appeared when the 

teacher asks some students to speak English in material cause and effect. When some 

students will start to talk, then other friends refute and some laugh and the students who are 

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asked to speak feel scared and silent. Thus, some students who felt anxious about their 

negative opinion become afraid to express their ideas in English in front of many people. 

Secondly, some students have a lack of confidence and lack of vocabulary when they 

spoke besides their friend is a second problem (Wiraldi, Jufriadi, 2020). Based on the 

interview, they admitted that speaking performance was a serious problem in learning 

English. Some students said that they did not have vocabulary mastery and less knowledge 

of grammar in English. Hence, they were being able to speak English fluently. Then, some 

students appeared to be shy, not comfortable, and not confident in practising speaking 

English. However, in other condition, some students cannot appear to be shy. Thus, it can be 

concluded that vocabulary mastery, grammar knowledge, influent, students’ self-problem 

affected their achievement in speaking performance (Iksan & T. Palangngan, 2018). 

Based on the explanation above, the researcher was interested in research “The 

Correlation between Students’Anxiety and Speaking Performance at Second Grade in SMAN 

1Pantai Cermin Kabupaten Solok”.  

METHODS. 

This section looks into the study design, population and sample size, research 

instrument, data collection instruments, and analysis methods. 

Study Design 

This research used the quantitative approach in the form of a correlational one because 

the researcher used a numerical system to find the data. 

Population 

The population of this research was all class of second grade in SMAN 1 Pantai Cermin 

Kabupaten Solok in the 2020/2021 academic years, which consists of four classes. The 

population would be described in the table below: 
Table 1. The Total of Second  Students 

No. Class Total Students 

1. XI IPA 1 25 Students 
2. XI IPA 2 23 Students 
3. XI IPS 1 25 Students 
4. XI IPS 2 24 Students 

Total  97 Students 

Source:  Administration Staffs of SMAN 1 Pantai Cermin Kabupaten Solok 

  

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Sample Size 

From the data in population, it showed that the data of the population was more than 

100 students. Arikunto stated that if the population is less than a hundred, it must be taken 

all as the sample. However, if the population was a hundred or more, it should be taken 10%-

15% or 20%-25% or even more. Indeed, the sample of this research was 97 students from 

all class because the population was less than a hundred. 

Instruments 

The researcher got the data from two kinds of instrumentation that were questionnaire 
and documentation. 

Questionnaire 

To get the data, the researcher used a closed questionnaire. The questionnaires were 
adapted from (Horwitz,1986) about the Foreign Language classroom anxiety scale (FLCAS) 
then the researcher adapted the questionnaires to be translated into Indonesian, to make it 
easy and avoid misunderstanding of the respondents on the content of the questionnaire. 
The FLCAS questionnaires were distributed to all students in the second grade in SMAN 1 
Pantai Cermin. Then, the students were asked to fill or give a checklist of the statements. The 
students responded to the items on the questionnaire in 15 minutes. 

Practically, FLCAS consists of three components such as communication apprehension, 
test anxiety, and fear negative evaluation. The FLCAS consists of 33 statements. The 
questionnaire was divided into positive statements and negative statements. The 
questionnaire was used a Likert Scale model which very disagreed, disagree, neither agree 
and disagree, agree and very agreeable. In this research, the researcher gave a score of 5 for 
those who chose very Agree. If the students chose to agree, they gave a score of 4. While score 
3 for those students who chose less agree. Score 2 gave for the students who chose disagree, 
and score 1 gave for the students who chose very disagree. It can be seen on the table below: 

Table2. Scala of Likert Scale 

Alternative Opinions Positive Negative 

Very Agree 5 1 

Agree 4 2 

Less Agree 3 3 

Disagree 2 4 

Very Disagree 1 5 

Source: Suharsimi Arikunto’s book 

The data calculated manually with a range of score from 33 to 165. The last score took 

from the total answers to a questionnaire given by the researcher. In addition, the high and 

low score showed the anxiety range. If the students obtained a score of 33 to 98, they had 

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low anxiety. Whereas, if the students achieved a score of 99 to 165, they had high anxiety. In 

conclusion, by using a Likert scale, the researcher was easier to measure the students’ score 

on the statements in the questionnaire. 

From the questionnaire, the researcher got the level of students’ anxiety after being 

calculated the score from each number. Besides, the Likert scale was more flexible than other 

measurement techniques. The number of items or statements was up to the consideration of 

researchers. 

Documentation 

The researcher used documentation to collect the data about the students’ speaking. 

The students’ score was gotten by the researcher from English teacher of SMAN 1 Pantai 

Cermin. Where the students’ score was known as documentation. The documentation was 

taken from the students’ daily score of speaking because the students often practised 

speaking on the learning process.  

Data collection 

The data was collected as following the steps below: 

Questionnaire 

a. Gather the respondents 
b. Explain what to do to the respondents 
c. Ask the respondents to fill the questionnaire 
d. Distribute the questionnaire to the respondents 
e. Collect the answer sheet 

Documentation 

a. The researcher got the score of speaking performance from the teacher. 
b. The researcher collects the students’ score from each class 

Data Analysis Technique 

The researcher analyzed the data using Pearson Product Moment (Geoffrey E. Mills, 

2018) by the assistant of SPSS 20 for windows. 

RESULTS 

Students Anxiety And Speaking Performance 

Table 3. Students’ Anxiety Score (XI MIA 1) 

No Students EI score 

1 AH 97 
2 ASM 86 
3 A 113 
4 AJ 92 

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Table 4. Students’ Anxiety Score (XIMIA 2) 

NO NAMA EI Score 

1 AJ 80 
2 AZ 92 
3 AF 115 
4 BA 100 
5 CRB 93 
6 DM 113 
7 FR 94 
8 FS 104 
9 GAR 116 

10 HA 85 
11 HAP 116 
12 IM 126 
13 JK 111 
14 LF 125 
15 MBDR 118 
16 MA 105 
17 N 107 
18 PK 115 
19 PM 131 
20 RA 113 
21 SW 102 
22 VS 98 

5 DS 96 
6 DWA 106 
7 FAZ 96 
8 FO 75 
9 FJ 99 

10 HEP 93 
11 HAP 121 
12 II 97 
13 IJ 96 
14 JT 94 
15 LS 122 
16 MM 93 
17 NS 101 
18 NA 119 
19 OS 102 
20 RYP 75 
21 RS 87 
22 TMP 84 
23 YAS 112 
24 YQA 102 
25 Zs 109 

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23 ZRW 112 

Table 5. Students’ Anxiety Score (XIIPS 1) 

NO NAMA EI Score 

1 AEP 104 
2 AP 96 
3 AR 92 
4 ANY 98 
5 AH 96 
6 AAP 94 
7 DPS 92 
8 FS 96 
9 FF 94 

10 FS 92 
11 HP 94 
12 MR 88 
13 MR 97 
14 NR 93 
15 PCA 94 
16 PR 98 
17 RAY 90 
18 RPO 88 
19 RH 92 
20 RS 94 
21 SS 94 
22 SAP 92 
23 SO 94 
24 SR 98 
25 TI 94 

Table 6. Students’ Anxiety Score (XIIPS 2) 

NO NAMA EI Score 

1 AI 94 
2 AP 92 
3 AR 94 
4 AA 94 
5 AR 94 
6 AK 80 
7 DH 92 
8 DY 94 
9 DCH 95 

10 EM 97 
11 FRA 88 
12 FZ 94 
13 FR 92 

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14 HN 90 
15 IMA 92 
16 KP 94 
17 MN 93 
18 MI 92 
19 MF 98 
20 RA 94 
21 RD 88 
22 SW 92 
23 SA 93 
24 SS 92 

Table 7. Students’ Speaking Score XIMIA 1 

NO NAMA EI Score 

1 AH 65 
2 ASM 75 
3 A 70 
4 AJ 70 
5 DS 65 
6 DWA 65 
7 FAZ 65 
8 FO 70 
9 FJ 60 

10 HEP 70 
11 HAP 85 
12 II 65 
13 IJ 65 
14 JT 65 
15 LS 65 
16 MM 65 
17 NS 60 
18 NA 70 
19 OS 80 
20 RYP 65 
21 RS 80 
22 TMP 80 
23 YAS 75 
24 YQA 70 
25 Zs 70 

 

  

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Table 8. Students’ Speaking Score XIMIA 2 

NO NAMA EI Score 

1 AJ 65 
2 AZ 75 
3 AF 80 
4 BA 65 
5 CRB 70 
6 DM 85 
7 FR 70 
8 FS 80 
9 GAR 75 

10 HA 75 
11 HAP 85 
12 IM 80 
13 JK 60 
14 LF 75 
15 MBDR 60 
16 MA 75 
17 N 70 
18 PK 75 
19 PM 60 
20 RA 85 
21 SW 80 
22 VS 85 
23 ZRW 85 

Table 9.Students’ Speaking Score XIIPS 1 

NO NAMA EI Score 

1 AEP 60 

2 AP 75 

3 AR 65 

4 ANY 60 

5 AH 80 

6 AAP 65 

7 DPS 75 

8 FS 80 

9 FF 65 

10 FS 75 

11 HP 65 

12 MR 60 

13 MR 85 

14 NR 60 

15 PCA 85 

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16 PR 65 

17 RAY 65 

18 RPO 85 

19 RH 80 

20 RS 65 

21 SS 60 

22 SAP 65 

23 SO 85 

24 SR 75 

25 TI 80 

Table 10. Students’ Speaking Score XIIPS 2 

NO NAMA EI Score 

1 AI 85 

2 AP 80 

3 AR 70 

4 AA 65 

5 AR 70 

6 AK 60 

7 DH 80 

8 DY 70 

9 DCH 65 

10 EM 65 

11 FRA 70 

12 FZ 65 

13 FR 60 

14 HN 60 

15 IMA 80 

16 KP 65 

17 MN 75 

18 MI 65 

19 MF 65 

20 RA 70 

21 RD 70 

22 SW 75 

23 SA 60 

24 SS 80 

 

  

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Table 11. Correlations 

Correlations 

 students anxiety speaking 
performance 

students 
anxiety 

Pearson Correlation 1 ,143 

Sig. (2-tailed)  ,162 

N 97 97 

speaking 
performance 

Pearson Correlation ,143 1 

Sig. (2-tailed) ,162  

N 97 97 

The table above showed the correlation coefficient equalled r=0.143, which indicated 
there was a positive correlation between the two variables. From the r number (0.143) the 
researcher could use it to know the strength of correlation between two variables. The 
number of 0.143 resided between 0.000-0.200 which means the strength is very low 
correlation.  

Based on the table above can answer the third question in this research : 
a. Is there any significant correlation between students’ emotional intelligence and 

speaking achievement? 
The correlation coefficient which shows the relationship between students anxiety and 
speaking performance is 0,143. Thus, there is a significant correlation between students 
anxiety and speaking performance. 

b. What is the correlation direction between students’ anxiety and speaking 
performance? 
To answer the second question of this research, the correlation coefficient that shows the 
correlation between anxiety and speaking performance is 0,143. Namely, there is a 
significant correlation between student anxiety and speaking performance because the 
result of this calculation has a positive symbol.  

c. What is the magnitude of the relationship between students’ anxiety and speaking 
performance? 
To know the magnitude of the correlation between students anxiety and speaking 
performance, the researcher consults with the interpretation table below: 

  

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Table 12: Magnitude of Correlation 

Coefficient Magnitude of correlation 

0,80 - 1,00 Very High 

0,60 – 0,79 High 

0,40 – 0,59 Sufficient 

0,20 – 0,39 Low 

0 – 0,19 Very Low 

Source: Lijan Poltak Sinambela, Metodologi Penelitian Kuantitatif, ..., p. 208 

Shortly, the correlation coefficient that shows the correlation between students anxiety 

and speaking performance is 0,143. This interpretation answers the third question in this 

research. Based on the interpretation table above, 0,143 has a “very low” correlation because 

it is between 0,00 – 0,19. It can be concluded that the magnitude of the correlation between 
student anxiety and speaking performance is very low.  

DISCUSSION 

Based on the data analysis above, the researcher has found that the coefficient of 

correlation between students anxiety and speaking performance at the second grade of 

SMAN 1 Pantai Cermin Kabupaten Solok was 0,143. There is a positive correlation between 

the two variables because the result has a positive symbol. From the result above, the 

magnitude of the correlation is very low because it is between0 – 0,19. If the students have 

high anxiety automatically she/he have the low ability in speaking or when the students have 

low anxiety automatically she/he have high ability in speaking performance. 

This research is about the correlation between students’ anxiety and speaking 

performance at the second grade of SMAN 1 Pantai Cermin Kabupaten Solok. It can be said 

that correlates between students’ anxiety as variable X and speaking performance as 

variable Y. The data are gotten from questionnaire and documentation. The questionnaire 

uses a Likert scale which consists of “strongly disagree, disagree, neither agree, agree, and 

strongly agree” for responding.  

In analysis data, the researcher calculated students’ anxiety and speaking score by 
using the Product Moment Formula. It is found that there is a correlation between students’ 

anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin Kabupaten 

Solok. Moreover, there is also a positive correlation between the two variables. A positive 

correlation has meant that if the students have high anxiety automatically she/he have the 

low ability in speaking or when the students have low anxiety automatically she/he have 

high ability in speaking performance. This research supporting by the theory from Walker in 

Deyuan He. According to Walker in Deyuan He, there are two levels of anxiety. The first level 

is low anxiety. When the student has low anxiety; automatically he or she has low ability in 

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speaking. The optimal anxiety is the second level. When the student has optimal anxiety; 

automatically he or she has a high ability in speaking. 

Additionally, based on hypothesis testing, the result of 𝑟𝑥𝑦 is 0,143, and r-table is 0,1996 

on df = 97-2 = 95, alpha = 0,05. Because 𝑟𝑥𝑦 is smaller than the r-table, Ha is rejected and Ho 

is accepted. It means that there is a correlation between students’ anxiety and speaking 

performance at the second grade of SMAN 1 Pantai Cermin Kabupaten Solok. In summary, 

the result of this research supports the research hypothesis that there is a very low 

correlation between students’ anxiety and speaking performance at the second grade of 

SMAN 1 Pantai Cermin Kabupaten Solok. 

CONCLUSION 

The purpose of this research is to know whether there is a correlation or not between 

students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin 

Kabupaten Solok. In this research, students’ anxiety score and the students’ speaking 

performance have a correlation. The result of the research indicated that the students’ 

anxiety and speaking performance have a positive correlation. Students anxiety 

influenced their speaking performance, it was shown by the result of their test. Briefly, if 

the students have high anxiety automatically she/he have the low ability in speaking 

performance or when the students have low anxiety automatically she/he have high ability 

in speaking performance. 

ACKNOWLEDGMENT 

As a result, the writer wants to highly express her sincere gratitude and appreciation 
to the following person for their valuable contributions. 
 

1.  Syahrul, M. Pd as an advisor for her care, time, attention, guidance, valuable advice,   
suggestion,   critics and patience in accomplishing this thesis. Her suggestions and 
contributions are highly appreciated. 

2.  All of the lecturers who have given their knowledge, ideas, and contributions to the 
completion of this journal and educated his precious things in many fields during his 
study. 

3.   The writer also shows thanks to my beloved family, especially for my dad and mom 
(Kasri and Samsimar), all of my sisters (Dodi Putra, Tipa Yunita and Peri Oktaviadi, 
Savira Amanda) who had given their love, pray and supports to accomplish this thesis 
soon. 

4.  The writer also shows thanks to beloved friend Refa Yando, Yona Meidiastitu and 
another friend.  Thanks for the support, motivate, and suggest to finish this study. 

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