Factors Affecting Speaking Anxiety of Thai Students During Oral Presentation: Faculty of Education in TSAI

Muhamad Sofian Hadi, Lidiyatul Izzah, Mareena Masae


The objective of this research is to find out the effectiveness to use Foreign Language Classroom Anxiety Questionnaire as a tool that adapted in Speaking skills from first-year until a fourth-year grade of Thai students in TSAI. This study used a Quantitative Method with Survey research by implementing the design of an online questionnaire. In this study, the participants are all Thai students, the Faculty of Education in TSAI who have been studying in Jakarta and west Jawa with 46 Participants. The data were collected by giving Foreign Language Classroom Anxiety Questionnaire as the instruments. The result of significant scores of Thai students after examined the Foreign Language Classroom Anxiety Questionnaire is x 3 556 within the high-anxiety level, it can be said that there are major factors that affecting speaking anxiety during English oral presentation skills of Thai students, the Faculty of Education in TSAI.


English language teaching; speaking anxiety; English educational students

Full Text:



Akkakoson, S. (2019). Thai Language Learners’ Sense of English Ownership. PASAA, 58, 235–263.

Barrett, N. E., & Liu, G. Z. (2019). Factors That Influence the Development and Performance of Academic Oral Presentations Using a Blended Learning Environment. Journal of Computer Assisted Learning, 35(6), 708–720. https://doi.org/10.1111/jcal.12376

Burns, A. (2019). Concepts for Teaching Speaking in the English Language Classroom1. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 1–11.

Daud, A., Ras, F., Novitri, N., & Audia, C. P. (2019). Factors Contributing to Speaking Anxiety: A Case Study of Pre-Service English Teachers. Journal of Educational Sciences, 3(3), 412-422. https://doi.org/10.31258/jes.3.3.p.412-422

Gkonou, C., & Miller, E. R. (2019). Caring and Emotional Labour: Language Teachers’ Engagement With Anxious Learners in Private Language School Classrooms. Language Teaching Research, 23(3), 372–387. https://doi.org/10.1177/1362168817728739

Hadi, M. S. (2019). The Use of Song in Teaching English for Junior High School Student. English Language in Focus (ELIF), 1(2), 7-112. https://doi.org/10.24853/elif.1.2.107-112

Hadi, M. S., & Emzir, E. (2016). Improving English Speaking Ability through Mobile Assisted Language Learning (Mall) Learning Model. IJLECR - International Journal of Language Education and Culture Review, 2(2), 71–74. https://doi.org/10.21009/IJLECR.022.19

Hadi, M. S., & Izzah, L. (2019). Problem Based Learning (PBL) in Teaching English for Students of Primary School Teacher Education Department. English Language in Focus (ELIF), 1(1), 54-54. https://doi.org/10.24853/elif.1.1.45-54

Inphoo, P., & Nomnian, S. (2019). Dramatizing a northeastern Thai Folklore to Lessen High School Students’ Communication Anxiety. PASAA, 57, 33–66.

Kelsen, B. A. (2019). Exploring Public Speaking Anxiety and Personal Disposition in EFL Presentations. Learning and Individual Differences, 73, 92–101. https://doi.org/10.1016/j.lindif.2019.05.003

Kurdi, V., & Archambault, I. (2018). Student–Teacher Relationships and Student Anxiety: Moderating Effects of Sex and Academic Achievement. Canadian Journal of School Psychology, 33(3), 212–226. https://doi.org/10.1177/0829573517707906

Mackey, W.(1962). The description of bilingualism. In W. Li (Ed.), The bilingualism reader (pp. 25–26). Routledge.

Masbirran, G., & Fauzi, A. (2018). Speaking Skill in Using Community Language Learning (CLL). Indonesian Journal of Integrated English Language Teaching, 3(2), 198–205. https://doi.org/10.24014/ijielt.v3i2.4844

Muhammad, A. (2019). Specifying Criteria for the Assessment of Speaking Skill: A Library Based Review. International Journal of Educational Sciences, 24(1–3), 23–33. https://doi.org/10.31901/24566322.2019/24.1-3.1075

Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign Language Anxiety: A Systematic Review. Arab World English Journal, 10(3), 309–317. https://doi.org/10.24093/awej/vol10no3.21

Phothongsunan, S. (2019). Revisiting English Learning in Thai Schools: Why Learners Matter. NIDA Journal of Language and Communication, 97(35), 97–104. https://so04.tci-thaijo.org/index.php/NJLC/article/view/202430

Pörhölä, M., Almonkari, M., & Kunttu, K. (2019). Bullying and Social Anxiety Experiences in University Learning Situations. Social Psychology of Education, 22(3), 723–742. https://doi.org/10.1007/s11218-019-09496-4

Rizqiningsih, S., & Hadi, M. S. (2019). Multiple Intelligences (MI) on Developing Speaking Skills. English Language in Focus (ELIF), 1(2), 127-136. https://doi.org/10.24853/elif.1.2.127-136

Salem, A. A. M. S. (2019). A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings. English Language Teaching, 12(6), 146–160. https://doi.org/10.5539/elt.v12n6p146

Saputra, H. N., & Hadi, M. S. (2019). Teaching Vocabulary through Fly Swatter Game. English Language in Focus (ELIF), 2(1), 17-24. https://doi.org/10.24853/elif.2.1.17-24

Thomas, D. (2019). Segmentation of tertiary Non-Native English Speaking Students’ Language Learning Strategies. ABAC Journal, 39(1), 88-101.

Wahyuni, S., Qamariah, H., Gani, S. A., Yusuf, Y. Q., & Syahputra, M. (2019). Critical Thinking Skills: British Parliamentary Debate System to Improve English as Foreign Language (EFL) Students’ Critical Speaking. Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences, 2(3), 429-433. https://doi.org/10.33258/birci.v2i3.444

DOI: https://doi.org/10.24853/elif.3.1.79-88


  • There are currently no refbacks.




English Language in Focus (ELIF) is published by


This work is licensed under



Powered by Puskom-UMJ