STUDENTS’ ANXIETY IN LEARNING ENGLISH (A Case Study in the Seventh Grade of MTs Hidayatul Ulum)

Abstract

This study aims to analyze students’ anxiety in learning English at the seventh grade of MTs Hidayatul Ulum. Anxiety is one of the most influential affective factors in foreign language learning, particularly in English as a Foreign Language (EFL) contexts. Many students experience fear, nervousness, and lack of confidence when using English, especially during speaking activities. This study employed a qualitative case study approach to explore the forms, causes, and impacts of students’ anxiety in learning English. Data were collected through classroom observations, semi-structured interviews with students and the English teacher, and documentation. The findings reveal that students’ anxiety is caused by fear of making mistakes, limited vocabulary mastery, low self-confidence, negative peer evaluation, and teacher-centered instructional strategies. Students’ anxiety significantly affects their participation, motivation, and speaking performance. Therefore, English teachers are encouraged to apply supportive, communicative, and student-centered learning strategies to minimize anxiety and enhance students’ confidence in learning English.