AN ANALYSIS OF INTERNAL AND EXTERNAL FACTORS OF STUDENTS’ NERVOUSNESS IN SPEAKING CLASS OF SECOND SEMESTER AT UNIVERSITAS PALANGKA RAYA

Jelmaya Sari. 2026. An Analysis of Internal and External Factors of Students’ Nervousness in Speaking Class of Second Semester at Universitas Palangka Raya. Thesis, English Education Study Program, Department of Language and Art Education, Faculty of Teacher Training and Education, Universitas Palangka Raya. Advisors: Dr. Bahing, M.Pd. and Susanty, S.S., M.Hum.
This study aimed to analyze the internal factors influencing students' nervousness in speaking class of second-semester students at Universitas Palangka Raya, to analyze the external factors influencing students' nervousness in speaking class, and to identify the most dominant factors affecting students' nervousness during speaking activities.
This study employed a descriptive qualitative method. The participants of this study consisted of five second-semester students selected through purposive sampling because they showed signs of nervousness during speaking activities. The data were collected through classroom observation and open-ended questionnaires. In addition, based on the recommendation of the thesis examiners during the thesis defense, thisstudy was complemented by document analysis of the DPNA and UAS scores of all 33 students enrolled in the Intermediate English Speaking course. The analysis was conducted by interpreting students' speaking performance based on the indicators stated in the Course Learning Plan (RPS) and the UAS speaking assessment rubric. The data were analyzed using Miles and Huberman's qualitative data analysis procedures, including data reduction, data display, and conclusion drawing.
The findings revealed that the internal factors influencing students' nervousness included lack of vocabulary mastery, low self-confidence, lack of preparation, fear of making mistakes, and shyness. Based on the analysis of 33 students, lack of vocabulary mastery emerged as the most dominant internal factor, experienced by 18 students. This was followed by low self-confidence experienced by 12 students, lack of preparation by 8 students, fear of making mistakes by 7 students, and shyness by only 1 student.
Meanwhile, the external factors influencing students' nervousness included speaking in front of the class, fear of negative evaluation, lecturer's correction, andclassroom atmosphere. Speaking in front of the class was identified as the most dominant external factor, experienced by 25 students, followed by fear of negativeevaluation experienced by 24 students. In addition, lecturer's correction affected 4 students, while classroom atmosphere influenced 2 students. These findings indicate that students' nervousness in speaking class was influenced by the interaction of linguistic limitations, psychological conditions, and social pressures within the learning environment. Therefore, this study is expected to provide insights for lecturers in creating a more supportive learning environment and help students reduce nervousness and improve their confidence in speaking English.