• Satriani Satriani Institut Agama Islam (IAI) As'Adiyah Sengkang
  • Ahmad Munawir Institut Agama Islam (IAI) As'adiyah Sengkang


Motivation, Anxiety, Speaking performances, Perceptions


The purpose of this qualitative study is to delve into the intricate relationship between students’ motivation in learning English and their anxiety levels during speaking performances. Utilizing a qualitative research approach, the study centers on first-semester students enrolled in the English Education Department. The total population comprises 48 students, from which a purposive sample of 12 students was selected. Data collection methods include observation and the distribution of questionnaires. Analysis of the data entails qualitative interpretation rather than statistical calculations. Through thorough examination of the gathered qualitative data, patterns, themes, and relationships between students’ motivation and anxiety levels in speaking performances will be explored. The study aims to provide rich insights into the subjective experiences and perceptions of students in relation to their motivation and anxiety in English speaking contexts, thus contributing to a deeper understanding of the phenomenon.


Download data is not yet available.


Alin. (2010). The relationship between anxiety of Students in Busi-ness English Internship and Report Presentation at Business English Study Program of Language and Literature Faculty of State University of Makassar.

Arnold, J., & Brown, H. D. (1999). Affective factors in language learn-ing. Cambridge University Press.

Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Prentice Hall.

Burton, N., & Humphries, J. (1987). Speaking. Oxford University Press.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualita-tive, quantitative, and mixed methods approach (5th ed.). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and re-search design: Choosing among five approaches (4th ed.). SAGE Publications.

Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford University Press.

Harmer, J. (1983). The practice of English language teaching. Long-man.

Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign lan-guage classroom anxiety. The Modern Language Journal, 70(2), 125–132.

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126.

Ibrahim, M., & Muhsyanur, M. P. (2021). Psikologi Pendidikan: Suatu Stimulus Pemahaman Awal. Bandung: Forsiladi Pers.

MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its rela-tionship to other anxieties and to processing in native and sec-ond languages. Language Learning, 41(4), 513–534.

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

Oxford, R. L. (1999). Anxiety and the language learner: New insights. Georgetown University Press.

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.

Aminah. (2013). Motivation and English achievement. Journal of Language and Literature, 5(2), 45–58.




How to Cite

Satriani, S., & Munawir , A. (2024). UNRAVELING THE NEXUS OF STUDENT MOTIVATION AND ANXIETY IN ENGLISH SPEAKING. JEEALL : Journal of English Education, Applied Linguistics and Literature , 1(1), 58–65. Retrieved from https://jurnallppm.iaiasadiyah.ac.id/index.php/jeeall/article/view/117