Speaking Anxiety Level in Introverted and Extroverted Students

Abstract

This study aims to determine whether there are differences in speaking anxiety levels between 11th-grade students at MAN 2 Gresik who are members of the English Club, based on their personality types: introvert and extrovert. A mixed-methods approach was employed, combining quantitative data from the Eysenck Personality Inventory (EPI) and the Foreign Language Classroom Anxiety Scale (FLCAS), with qualitative data gathered through semi-structured interviews. The results showed that 41 students (54%) were introverts and 35 (46%) were extroverts. FLCAS scores indicated that 1 student (1.32%) experienced low anxiety, 58 (76.32%) moderate anxiety, and 17 (22.37%) high anxiety. Although the average anxiety score of introverts (107.24) was slightly higher than that of extroverts (104.09), the Independent Samples T-Test revealed no statistically significant difference (p = 0.360 > 0.05). Despite the lack of statistical significance, qualitative findings revealed distinct emotional contrasts. Introverted students reported stronger nervousness, fear of judgment, and pressure when speaking without preparation, while extroverted students appeared more confident and relied on social support and positive thinking. Additional factors such as preparation, classroom atmosphere, and peer encouragement also influenced students’ confidence. The study concludes that while no significant statistical difference was found, the mixed-method approach provided a deeper understanding of the speaking anxiety experienced by both introverted and extroverted students. The findings offer practical insights for educators, such as the importance of providing preparation time, peer support, and emotionally supportive classroom environments to help these students reduce speaking anxiety and build confidence.