Factors

Affecting Speaking Anxiety of Thai Students During

Oral Presentation: Faculty of Education in TSAI
Muhamad Sofian Hadi1), Lidiyatul Izzah2), Mareena Masae3)*
1),2) English Education Study Program. Faculty of Education. Universitas Muhammadiyah

Jakarta, South Tangerang, Banten, Indonesia

3) Thailand Students Association in Indonesia. TSAI

* mrnms023@gmail.com

ABSTRACT
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 Java 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.

Keywords: English language teaching, speaking anxiety, English educational students
Citation APA Style: Hadi, M. S., Izzah, L., & Masae, M. (2020). Factors Affecting
Speaking Anxiety of Thai Students During Oral Presentation: Faculty of
Education in TSAI. English Language in Focus (ELIF), 3(1), 79–88.
https://doi.org/10.24853/elif.3.1.79-88

INTRODUCTION language. Muhammad (2019) stated that
English is a common language that in an English as a foreign language (EFL)
very important, it is a medium for context, among all other language skills;
dissemination, exchange of information, Listening, Speaking, Reading, and Writing
and knowledge in various fields. It is also (LSRW), speaking is considered to be not
an important tool for communication, only important but also most immediately
occupation, creating an understanding of sought after by all sections of people.
culture, and understanding of the vision There could be numerous reasons for this,
of other nations. Therefore, for the such as personal interests, changes in
development of the country to be curriculum, new socio-economic plans,
progressive and comparable with more future job opportunities, and
international, it is necessary to develop revised national development on many
the potential of the population, especially occasions, it was mentioned that the
students to learn English as a foreign English language plays a key role in

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English Language in Focus (ELIF), 3(1), 79–88. https://doi.org/10.24853/elif.3.1.79-88

enhancing job opportunities and all support the process of transferring and
efforts will be made to teach and improve receiving the message. Both skills should
English language skills of the students at be mastered well by the speakers because
all levels of education (Hadi & Izzah, speaking has a wide range of possible
2019). responses that could not be predicted
There is another article that has hence the way to have effective
discussed the importance of English for communication is by listening and
EFL students. Wahyuni et al (2019) responding. Thomas (2019) also
mentioned speaking as EFL is demanded mentioned accuracy refers to "how to
to be learned by all of the learners. It is a correct learners' use of the language
particular way to express an idea to other system is, including their use of grammar,
people, speak without stuttering, and pronunciation, and vocabulary", while
establish unbiased instruction during fluency refers to "how well learners
communication. Speaking is a pleasant communicate meaning rather than how
activity not only due to the ease of using it many mistakes they make in grammar,
in extending, sharing, and collaborating pronunciation, and vocabulary". Kelsen
with others but also to the chance of (2019) and Burns (2019) mentioned
individuals, particularly students, to since the most recent national survey of
communicate with English native or non- the Basic Communication Course found
native speakers (Ahmad, 2019; Hadi & that public speaking is the most
Emzir, 2016; Masbirran & Fauzi, 2018; commonly required communication skills
Rizqiningsih & Hadi, 2019). Therefore, in course for general education.
everyday life, everyone has to be able to In general, communication in
communicate in oral form to involve in English is a challenge for university
the interaction among people around. students in Thailand. Combining this with
Moreover, it is an indirect form of the increase in international students
obligation for any individuals to master who are also learning English in Thailand,
speaking skills for their purpose to indicates a need to examine the English
establish a social relationship among the speaking skills of students at the tertiary
society which is very essential in life level Thailand’s Quality Warning
(Mackey, 1962; Hadi, 2019). Mastering Foundation urged the Thai state to
speaking skills is complex. It is not only improve the English teaching standard of
about expressing the idea but also the country so that the competitiveness in
ensuring the interlocutors understand the preparation for the ASEAN community in
point that has been delivered through the 2015 could be initiated.
various signals given by the interlocutors There are 3 main areas that Thai
during the speaking such as nodding, governments instigated to elevate the
facial expression, and also eye movement. English proficiency for Thai education,
In addition, speaking skill requires namely; policies, institutions, and finance.
the listening ability at the same time to The implication of each area is overly

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Hadi, M. S., Izzah, L., & Masae, M. (2020). Factors Affecting Speaking Anxiety of Thai

complicated as well as the quality of However, anxiety is still a major

English language teaching standard problem in speaking English for Thai
discourse. For example, it is displayed in students and we have to understand and
terms of imbalance of a surfeit of learn to solve these problems. Anxiety, in
curriculum content, inadequate teachers, particular, is the focus of this study
the overload of teachers’ responsibilities because it causes negative impacts on
other than teaching, insufficient teaching language learners who are likely to
materials, and equipment, poor budgets withdraw themselves from classroom
spent on teaching-learning to support the interactions. Many of us have been in
goals for English development in the situations as language learners when the
country, inappropriate methods to assess teacher asked to come forward to perform
the schools and students, large class sizes, or participate in English class we avoid to
rules, and regulations. do feel uncomfortable to be chosen to
Thomas (2019) mentioned that speak next. At other times we avoid
the Ministry of Education introduced communicative opportunities altogether
national foreign language standards and (Pörhölä et al., 2019).
benchmarks in Thailand. This led to all As a matter of fact, anxiety is still
students from Kindergarten through not easy to define in a simple sentence. It
university having exposure to English. is distress or uneasiness of mind caused
The pervading teaching style in most by fear of danger or misfortune". The
parts of Thailand is lecture-style or direct definition shows that anxiety is a feeling
instruction that employs grammar- that is closely related to the psychological
translation with a structural approach, system of individuals who are
despite efforts to encourage experiencing feelings beyond what it
communicative language teaching. This is would normally be (Kurdi & Archambault,
the teaching experience of many students 2018; Oteir & Al-Otaibi, 2019). It also
in Thailand whether they are Thais or mentioned the fact is in line with what
internationals studying in the country. states that speaking anxiety is one of the
Inphoo & Nomnian (2019) also most important affective variables that
mentioned regarding studies in influence foreign language learning, often
community-based English language has a detrimental effect on the student's
education in Thailand, values community oral performance of English (Barrett &
based instructional innovations by Liu, 2019).
integrating language learners’ Thai Of course, anxiety issues affecting
sociocultural aspects into English English-speaking students in Thailand are
language instruction that can transform huge, they are anxious to speak English
learners to become autonomous and both inside and outside the classroom.
independent in using language to address Inphoo & Nomnian (2019) mentioned
regional identity, local community, and studies regarding Thai students'
knowledge issues. communication in English language
classrooms, however, have shown their
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reticence to speak because they are too seems to be the most important skill
passive and shy to use the language to required for communication.
communicate in. Such difficulties are In general, it seems that a foreign
viewed as internal or effective challenges language is not easy to speak fluently, and
for English learners. The researcher there are more problems that prevent
suggests that teachers need to take Thai Thai students' speaking skills, such as
students' classroom behaviors, attitudes, vocabulary, pronunciation, and
expectations, values, and beliefs into grammatical problems. Thus, there are
consideration in order to identify some difficulties in Thai students' poor
appropriate pedagogical approaches to speaking skills. Although the students
promote their confidence and have been trained for twelve years at
engagement in the English language school term, then they have got a few
classroom. semesters in university training but they
Affective factors including are still poor speakers and poor
attitudes, emotions, motivations, and confidence.
anxiety have long been researched, well In Thailand English has long been
documented, and considered as essential viewed as pivotal to the development in
and instrumental in second and foreign terms of business, educations, and
language acquisition. Most of the factors technological headway, all of which
leading to English speaking anxiety and require proficiency in English
specified applying grammatical rules (Akkakoson, 2019). In fact, English has
learned in speaking English as a possible been a compulsory element of the
cause of why students become anxious national education curriculum since
when discoursing with native speakers. 1980. In 2001, it was declared in the new
This study, therefore, wants to national curriculum that English would be
study the problems and factors that cause a compulsory foreign language subject
anxiety during English oral presentation starting from level 1 in primary education
skills in order to solve problems directly (from 6 years of age). English is also one
and encourage students to develop their of the eight compulsory components that
English-speaking skills more efficiently. Thai students have to take in the core and
Gkonou & Miller (2019) stated inhibition elective courses. Generally speaking, the
refers to the students being anxious about study of English in Thai schools is divided
the teacher’s feedback and afraid to be into four levels: level 1 (preparatory
laughed from their friends. As Saputra & level) and level 2 (beginning level) in
Hadi (2019) also noted mentioned primary education, level 3 (expanding
developing abilities to perform basic oral level) in lower secondary education, and
communication or speaking is strongly level 4 (expanding level) in upper-
recommended. It is perceived that of all secondary education. Officially, English is
the four macro English skills; speaking a foreign language equivalent to French,
German, Chinese, and Japanese. However,

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Hadi, M. S., Izzah, L., & Masae, M. (2020). Factors Affecting Speaking Anxiety of Thai

English is clearly accorded the highest RESEARCH METHODOLOGY

status and value. The method in this study, the
Boonkit., et al as cited by writer focused on this experiment to
Phothongsunan (2019) it have also been prove the speaking anxiety after using the
described as " the essences of being an analysis of variance one-way ANOVA.
educated and cultured Thai. In some Considering the purpose of the writer and
urban and suburban areas where there is the nature of the problem, this research
a high level of social and economic used Quantitative research - A survey
activity, English is seen more as of value method that was applied to conduct and
for international relations and economic explore the level of anxiety of Thai
and academic purposes. English is students by taking the several level
inexorably present in all professions academic year/grade of Thai students The
throughout Asia including Thailand. It is Faculty of Education in TSAI.
widely employed in the media and various The data of this research was
forms of publication in English for both collected through implementing the
academic and non-academic purposes are instruments. The writer distributes the
largely available around the country. The questionnaires of the factors affecting the
language is extensively used in speaking anxiety of Thai students in TSAI
newspapers, broadcasting, and in the by using the Foreign Language Classroom
entertainment business. With the recent Anxiety Questionnaire, The writer draft
development of information, the questionnaire by determining the
communication, and technology (ICT), factors that affected speaking anxiety
English is also easily accessible through with 35 items/factors, and the Foreign
the internet. In other words, throughout Language Classroom Anxiety
the country, Thai EFL learners of different Questionnaire.
ages can access English through one
means or another. FINDING AND DISCUSSION
Base on this study, it can be The data which were analyzed in
gleaned that second language anxiety has this research was the result of the Foreign
a debilitating effect on the oral Language Classroom Anxiety
performance of speakers of English as a Questionnaire. The data shown in this
second language especially for Thai part were collected from Thai students
students, and conducting this study, will from the Faculty of Education in TSAI. To
not only examines the performance of obtain information in various variable
English-speaking learners of Thai with base on the hypothesis by interpreting the
different levels of study and examine the meaning of the data analysis the result of
factors affect anxiety during English oral the research is divided into 3 part
presentation but may also prove its including basic information of the sample
relation to the lowering proficiency of (academic year/grade, age, and gender),
English usage of Thai students in the anxiety level of the sample if classified
Indonesia. by academic year/grade, age, and gender,
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English Language in Focus (ELIF), 3(1), 79–88. https://doi.org/10.24853/elif.3.1.79-88

and the factors that affected to speaking Age Classification

anxiety during English oral presentation When considering all 46
skills of Thai students. The results of the participants of information collected from
analysis can be seen in the following Thai students, the Faculty of Education in
sections. TSAI was found that the most age range's
respondents are ≥ 23 years 23
Gender Classification participants that accounted 50℅, 21-22
When considering all 46 years 14 participants that accounted
participants of information collected from 30.4℅, and 19-20 years 9 participants
Thai students, the Faculty of Education in that accounted 19.6℅.
TSAI was found that most respondents Table 2. the percentage of the
are female 37 participants that accounted respondents of Thai students, the
for 80.4 ℅ and male 9 participants that Faculty of Education in TSAI that
classified by age.
accounted for 19.6 ℅.
Age A Number of Percentage
Table 1. The percentage of the the Students (℅)
respondents of Thai students, the Faculty
19-20 years 9 19.6 ℅
of Education in TSAI that classified by
gender. 21-22 years 14 30.4 ℅
≥ 23 years 23 50 ℅
Gender A Number of the Percentage
Students (℅) Total 46 100 ℅
Male 9 19.6 ℅
Female 37 80.4 ℅

Total 46 100 ℅

Figure 2. the percentage of the
respondents of Thai students, the Faculty
of Education in TSAI that classified by age.

Figure 1 the percentage of the Grade Classification
respondents of Thai students, the Faculty When considering all 46
of Education in TSAI that classified by participants of information collected from
gender. Thai students, the Faculty of Education in
TSAI was found that the most grade's
respondents are fourth-year 28
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Hadi, M. S., Izzah, L., & Masae, M. (2020). Factors Affecting Speaking Anxiety of Thai

participants that accounted 60.9℅, Figure 4. the results of Thai students'

second-year 9 participants that accounted Foreign Language Classroom Anxiety
19.6℅, third-year 5 participants that Questionnaire scores
The average mean score = 3.556
accounted 10.9℅, and first-year 4
The average S.D. score = 0.994
participants that accounted 8.7℅.
Although, the quantitative result
Table 3. the percentage of the
respondents of Thai students, the above showed that these students have an
Faculty of Education in TSAI that average mean score is 3.556 with a high-
classified by academic anxiety level there still have the students
year/grade. who have personally score with the
Academic A Number of Percentage
medium until low anxiety level which
year the Students (℅)
means they have good enough English
1st year 4 8.7 ℅ speaking skills. These are their
2nd year 9 19.6 ℅ perspective and attitude toward their
3rd year 5 10.9 ℅
English class. Among these students,
some of them reported that:
4th year 28 60.9 ℅
"I'm fun to speak English even I'm
Total 46 100 ℅ speaking the wrong grammar, the
important thing is my partner understood
what was I talking about."
“I have well prepared every time
that I have to deliver my English oral class,
I have nothing to regret later."
"It's fun to trial and learn English
from my mistakes, I'm quite confident to
speak up even it’s good feedback or not.”
The above excerpts indicated their
utterance showed that they are optimistic
Figure 3. the percentage of the
respondents of Thai students, the Faculty about speaking English in class toward
of Education in TSAI that classified by oral language learning situations, which
academic year/grade. impacts the students in a positive and
motivates them to speak English and
5.000 probably the outcomes of facilitating
4.000 anxiety. From an early study on foreign
3.000 language anxiety of Horwitz et., al as cited
2.000 in Akkakoson (2006) to those in the
1.000 present time, speaking anxiety seems to
0.000 be fairly typical of learners of L2 or
1
4
7
10
13
16
19
22
25
28
31
34

foreign language.
X SD



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English Language in Focus (ELIF), 3(1), 79–88. https://doi.org/10.24853/elif.3.1.79-88

CONCLUSION forward-looking, thinking that the others

Based on the finding and can do better which is consistent with
discussion above, we could conclude that Prasart as cited in Salem (2019) anxiety is
The level of speaking anxiety experienced the result of internal thoughts (Subjective
by 46 Thai participants was revealed danger), and fear is caused by anything
through a questionnaire, while attitude outside (Objective Danger).
and perspective toward English oral class 4. I start to panic when I have to
sources of anxiety were collected through speak without preparation in the language
an interview form. class, the participants dare not risk
This research can be concluded showing themselves to speak another
that the average mean score of Thai foreign language in front of others. They
students is high – anxiety level and in are afraid of not understanding all the
descending order of top factors as follows: language input because for them to
1. I'm worried If I don't pass the comprehend the target language means
English course, this is due to a variety of that they need to know every spoken
reasons, such as fear of exams. Following word and they will be anxious if they have
the theory of Krashen as cited in Salem to speak a foreign language without
(2019 explained that the learners will be preparation Horwitz as cited in
able to learn English by receiving inputs Akkakoson (2006) mentioned anxious
that are meaningful and understandable students fear to speak in the foreign
and the learners must learn the language language.
and ready to take the exam without Although the writer already
compulsion. concluded the top factors that affecting
2. I can feel my heart pounding speaking anxiety during oral presentation
when I'm going to be called on in language skills of Thai students, the Faculty of
class, these factors related to how the Education in TSAI, but there still have
participants react to responses made by factors that should not be ignored such as
people around when they are speaking being unable to produce oral utterance
English and how the participants react to due to lack of vocabulary in the line with
the teacher’s feedback toward their the research of Rithirat as cited in Inphoo
speaking performance in the class as & Nomnian (2019) mentioned the
Daud (2019) mentioned that another obstacle in English speaking of Thai
social-related factor inferred from students were found that they lack
participants’ stories is that some of them vocabularies and when they want to
feel uncomfortable to speak in front of speak English they have to think in Thai
many people, they feel under pressure. first.
3. I always feel that the other The result showed the significance
students speak a foreign language better of the factors affecting speaking anxiety
than I do, this factor related to the internal during English oral presentation skills of
factor of being shy, lack of confidence from Thai students, the Faculty of Education in

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Hadi, M. S., Izzah, L., & Masae, M. (2020). Factors Affecting Speaking Anxiety of Thai

TSAI. After used Foreign Language Hadi, M. S. (2019). The Use of Song in
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