Teacher’s Strategies for Reducing Student’s Anxiety in English Speaking

This qualitative case study aims to explore the strategies employed by English teachers to reduce students' anxiety in speaking English, particularly among thirdgrade students at MTsN Al-Manar Aceh Besar. Speaking anxiety is identified as a significant barrier in EFL learning, influenced by linguistic limitations, affective factors, and classroom environmental conditions. Data were collected through classroom observations and semi-structured interviews with two English teachers. The findings reveal that teachers implement a range of pedagogical strategies, including creating a supportive classroom atmosphere, using interactive and student-centered activities (such as games, role-plays, group discussions, and speaking cards), providing constructive and timely feedback, and applying positive reinforcement. These strategies effectively fostered students' confidence, increased participation, and reduced avoidance behaviors in speaking tasks. The study concludes that reducing speaking anxiety requires a holistic and empathetic teaching approach that addresses both cognitive and affective dimensions of learning. Recommendations are provided for teachers, institutions, and future researchers to enhance EFL speaking instruction and support students' emotional and linguistic development.