Speaking is the most anxiety-provoking skill among four other skills in language learning, particularly for students of English as a foreign language. Speaking skills indicate professionalism, creativity, critical thinking, and quality that are important in life. Regardless of these advantages, the researcher has witnessed that most students in EFL classrooms still have anxiety in speaking English. Therefore, this paper explored students’ speaking anxiety in the EFL classroom. It primarily focused on what kind and level of anxiety were experienced by EFL students. Additionally, this paper also analyzed which factors of speaking anxiety were experienced by the students. To investigate these issues, this research was conducted using qualitative method in a public senior high school in Karanganyar by applying in-depth- interviews and questionnaires adapted from Foreign Language Classroom Anxiety Scale (FLCAS) created by Horwitz (1986) as the technique of data collection. The results showed that the majority of EFL students had state anxiety and in anxious level, therefore the most factor which was experienced by the students was test anxiety. The merits of the research are to show the speaking anxiety that occurs in EFL classroom and how teachers are hoped to use successful ways to reduce speaking anxiety.
