Abstrak
ABSTRACT Rahmaniyah Handayani Putri, NIM. 2321066, “An Analysis of Students’ Speaking Anxiety and Self-Confidence during Speech Activities in the English Club at MA Mu’allimin Sawah Dangka.” Undergraduate Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This qualitative study with a case study design aimed to describe and analyze how students' speaking anxiety and self-confidence manifested during routine speech activities in the English Club at MA Mu'allimin Sawah Dangka. The background of this research was rooted in the phenomenon of students' affective factors in learning English as a Foreign Language (EFL), in which speech activities designed to build students' mental fortitude often inadvertently triggered psychological barriers when speaking in public. This research employed a descriptive qualitative approach with a case study design. Participants were selected using a purposive sampling technique, consisting of 13 students who were members of the English Club in Class XI-B and one teacher supervisor. Data were collected through non-participant observation across three speech activity sessions, semi-structured interviews, and documentation in the form of students' speaking performance assessment results. Data analysis applied the interactive analysis model proposed by Miles, Huberman, and Saldaña, which comprised data condensation, data display, and conclusion drawing and verification. The results revealed that students' speaking anxiety most dominantly manifested as communication apprehension, which was triggered by a high dependency on verbatim text memorization rather than by fear of negative evaluation. Most students experienced memory blanks during their speeches due to performance pressure on stage. Meanwhile, students' self-confidence developed progressively through continuous practice, particularly in the aspects of optimism and self-reliance, whereas objectivity remained the weakest affective dimension. This study concluded that the reduction of anxiety and the enhancement of students' self-confidence could be achieved more optimally if the speech preparation process was oriented toward understanding key points rather than rigid text memorization.