Abstract

This study examined the classroom speaking anxiety of 266 Grade 11 students from the Academic and Technical-Vocational-Livelihood tracks at Paliparan III Senior High School and used the findings as the basis for a proposed Speaking Bootcamp Program. Using a quantitative descriptive design and an adapted Foreign Language Classroom Anxiety Scale (FLCAS), the study measured four dimensions of speaking anxiety: communication apprehension, fear of negative evaluation, test anxiety, and general speaking anxiety. Results revealed that most students experienced very high levels of anxiety, with fear of negative evaluation and communication apprehension emerging as the most dominant factors. Students were most anxious when speaking in front of the class, being corrected publicly, making mistakes, and participating in graded oral tasks. Many coped through memorization, over-preparation, and avoidance behaviors, although these strategies did not effectively address the causes of anxiety. Statistical analysis showed a significant difference in anxiety levels according to academic strand, while no significant differences were found based on English performance or prior speaking experience. These findings indicate that speaking anxiety is shaped not only by language proficiency but also by psychological and social factors. Based on the results, a Speaking Bootcamp Program was proposed to reduce anxiety and improve oral communication through scaffolded speaking activities, peer support, confidence-building exercises, and anxiety management techniques