This research paper investigates the factors and types of speaking anxiety experienced by eleventh-grade students at SMAN 11 Pandeglang during the 2024/2025 academic year. Employing a qualitative approach, data were collected through questionnaires, observations, interviews, and documentation. The study identifies four main factors contributing to speaking anxiety: fear of making mistakes 27.1%, lack of familiarity with the speaking task 25.9%, low self confidence 24.6%, and low English proficiency 22.3%. In addition to these contributing factors, the research also examines two types of speaking anxiety: state anxiety, which is a temporary emotional reaction to specific speaking situations, and trait anxiety, which refers to a more consistent and long-term tendency to feel anxious in various speaking contexts. Among the participants, trait anxiety was found to be slightly more prevalent 51.5% than state anxiety 48.4%. The primary data source was a questionnaire distributed to 25 students, supported by interviews with an English teacher and two students, classroom observations, and documentation. The findings indicate that both psychological and task-related aspects significantly influence students’ anxiety when speaking English. These insights can assist educators in designing more effective teaching strategies and fostering a supportive, low-anxiety classroom environment that encourages students to actively participate and improve their speaking skills.

Keyword: Students’ Speaking Anxiety, Speaking Skills, Anxiety