DOI: http://dx.doi.org/10.48181/jelts.v6i1.17550 20| JELTS Vol. 6 No. 1, 2023 This work is licensed under a Creative Commons Attribution 4.0 International License. Using Self-Regulated Presentation to Minimize the Students’ Speaking Anxiety in Classroom Activities Dhea Putri Herdiani, 1* Eulis Rahmawati, 2 Selnistia Hidayani 3 1,2,3 Universitas Islam Negeri Sultan Maulana Hasanuddin Banten dheaputriherdiani@gmail.com Submitted: November 07, 2022 Revised: March 07, 2023 Accepted: March 26, 2023 Abstract This research investigates the use of self-regulated presentation to minimize the students’ speaking anxiety. This research was to find out whether teaching speaking by self-regulated presentation can increase students speaking anxiety. This research used a case study with qualitative method. For taking a data, the researcher used an interview, questionnaire and observation. The participants of this research are the second year of Senior High School at SMA Nusantara Unggul Pekayon Tangerang Banten. This research takes 28 students. The research finding of the result showed that most of the students’ are at “Anxious” level. There are 13 students (46,4%) who experience “Anxious” level, 8 students (28,6 %) are in “very anxious” level, 7 students (25%) are in “Mildly Anxious”. This research also found that are four factors of students anxiety: Being ridiculed and laughed, Students’ opinions about the Language Learning, Lack of Preparation and Teachers’ Personality. The last result of this research shows the using self-regulated presentation can minimize students’ speaking anxiety. Keywords: self-regulated presentation, speaking anxiety Introduction One of the famous phenomena which exist in the foreign language classroom is anxiety. Anxiety will become a main trouble with education subject, such as in the foreign language classroom and its desires to be overcome. Students’ English speaking anxiety while is a major problem as it can affect students’ skill. The students can go through anxiety in a few occasions. One of the conditions which may be a source of anxiety is while the students have to speak English. Many students are especially anxious to participate in speaking activities. According to (Wardani & Kusuma, 2018) speaking get to be the major impact of language learners’ anxiety and speaking skills are important things to learn, basically they are required to be able to speak the language to be practiced well. Many anxiety-provoking factors identified by the students seem to be caused by different speaking activities in a language class. For example, State that anxiety typically emerges when speakers need to provide an open discourse or connected with a stranger/foreigner they are anxious of being humiliated by others. (Fatemah, 2022), communication demonstrates interpersonal communication uneasiness, and fear of negative judgment reacts to stress almost being esteemed adversely by others. According to some research from Djahimo et al. (2018) and Wardani (2018),