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FactorsAffectingSpeakingAnxietyofThaiStudentsDuring

OralPresentation:FacultyofEducationinTSAIMuhamadSofianHadi1),LidiyatulIzzah2),MareenaMasae3)*

1),2)EnglishEducationStudyProgram.FacultyofEducation.UniversitasMuhammadiyahJakarta,SouthTangerang,Banten,Indonesia

3)ThailandStudentsAssociationinIndonesia.TSAI*mrnms023@gmail.com

ABSTRACT

Theobjectiveof this research is to findout the effectiveness touseForeignLanguageClassroomAnxietyQuestionnaireasatoolthatadaptedinSpeakingskillsfromfirst-yearuntilafourth-yeargradeofThaistudentsinTSAI.ThisstudyusedaQuantitativeMethodwithSurveyresearchbyimplementingthedesignofanonlinequestionnaire.Inthisstudy,theparticipantsareallThaistudents, theFacultyofEducation inTSAIwhohavebeenstudyinginJakartaandwestJavawith46Participants.ThedatawerecollectedbygivingForeign Language Classroom Anxiety Questionnaire as the instruments. The result ofsignificant scores of Thai students after examined the Foreign Language ClassroomAnxietyQuestionnaireisx3556withinthehigh-anxietylevel,itcanbesaidthattherearemajor factors that affecting speakinganxietyduringEnglishoralpresentation skills ofThaistudents,theFacultyofEducationinTSAI.Keywords:Englishlanguageteaching,speakinganxiety,EnglisheducationalstudentsCitation APA Style: Hadi, M. S., Izzah, L., & Masae, M. (2020). Factors Affecting

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

INTRODUCTION

Englishisacommonlanguagethatvery important, it is a medium fordissemination, exchange of information,andknowledgeinvariousfields.Itisalsoan important tool for communication,occupation,creatinganunderstandingofculture, and understanding of the visionof other nations. Therefore, for thedevelopment of the country to beprogressive and comparable withinternational, it is necessary to developthepotentialofthepopulation,especiallystudents to learn English as a foreign

language.Muhammad(2019)statedthatinanEnglishasaforeignlanguage(EFL)context, among all other language skills;Listening,Speaking,Reading,andWriting(LSRW),speakingisconsideredtobenotonlyimportantbutalsomostimmediatelysought after by all sections of people.Therecouldbenumerousreasonsforthis,such as personal interests, changes incurriculum, new socio-economic plans,more future job opportunities, andrevised national development on manyoccasions, it was mentioned that theEnglish language plays a key role in

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enhancing job opportunities and alleffortswillbemadetoteachandimproveEnglishlanguageskillsofthestudentsatall levels of education (Hadi & Izzah,2019).

There is another article that hasdiscussed the importance of English forEFL students. Wahyuni et al (2019)mentionedspeakingasEFLisdemandedtobelearnedbyallofthelearners.Itisaparticularwaytoexpressanideatootherpeople, speak without stuttering, andestablish unbiased instruction duringcommunication. Speaking is a pleasantactivitynotonlyduetotheeaseofusingitin extending, sharing, and collaboratingwith others but also to the chance ofindividuals, particularly students, tocommunicatewithEnglishnativeornon-native speakers (Ahmad, 2019; Hadi &Emzir, 2016; Masbirran & Fauzi, 2018;Rizqiningsih&Hadi,2019).Therefore,ineveryday life,everyonehastobeable tocommunicate in oral form to involve intheinteractionamongpeoplearound.

Moreover,itisanindirectformofobligation for any individuals to masterspeaking skills for their purpose toestablishasocialrelationshipamongthesociety which is very essential in life(Mackey, 1962; Hadi, 2019). Masteringspeaking skills is complex. It is not onlyabout expressing the idea but alsoensuringtheinterlocutorsunderstandthepointthathasbeendeliveredthroughthevarioussignalsgivenbytheinterlocutorsduring the speaking such as nodding,facialexpression,andalsoeyemovement.

Inaddition,speakingskillrequiresthe listening ability at the same time to

support the process of transferring andreceivingthemessage.Bothskillsshouldbemasteredwellbythespeakersbecausespeaking has a wide range of possibleresponses that could not be predictedhence the way to have effectivecommunication is by listening andresponding. Thomas (2019) alsomentioned accuracy refers to "how tocorrect learners' use of the languagesystemis,includingtheiruseofgrammar,pronunciation, and vocabulary", whilefluency refers to "how well learnerscommunicate meaning rather than howmany mistakes they make in grammar,pronunciation, and vocabulary". Kelsen(2019) and Burns (2019) mentionedsince themost recentnational surveyofthe Basic Communication Course foundthat public speaking is the mostcommonlyrequiredcommunicationskillscourseforgeneraleducation.

In general, communication inEnglish is a challenge for universitystudentsinThailand.Combiningthiswiththe increase in international studentswhoarealsolearningEnglishinThailand,indicates a need to examine the Englishspeakingskillsofstudentsatthetertiarylevel Thailand’s Quality WarningFoundation urged the Thai state toimprovetheEnglishteachingstandardofthecountrysothatthecompetitivenessinpreparationfortheASEANcommunityin2015couldbeinitiated.

There are 3main areas that Thaigovernments instigated to elevate theEnglish proficiency for Thai education,namely;policies,institutions,andfinance.The implication of each area is overly

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complicated as well as the quality ofEnglish language teaching standarddiscourse.Forexample, it isdisplayedinterms of imbalance of a surfeit ofcurriculumcontent, inadequateteachers,theoverloadof teachers’ responsibilitiesotherthanteaching,insufficientteachingmaterials, and equipment, poor budgetsspentonteaching-learningtosupportthegoals for English development in thecountry,inappropriatemethodstoassesstheschoolsandstudents,largeclasssizes,rules,andregulations.

Thomas (2019) mentioned thatthe Ministry of Education introducednational foreign language standards andbenchmarks in Thailand. This led to allstudents from Kindergarten throughuniversity having exposure to English.The pervading teaching style in mostpartsofThailandislecture-styleordirectinstruction that employs grammar-translation with a structural approach,despite efforts to encouragecommunicativelanguageteaching.Thisistheteachingexperienceofmanystudentsin Thailand whether they are Thais orinternationals studying in the country.Inphoo & Nomnian (2019) alsomentioned regarding studies incommunity-based English languageeducationinThailand,valuescommunitybased instructional innovations byintegrating language learners’ Thaisociocultural aspects into Englishlanguage instruction that can transformlearners to become autonomous andindependentinusinglanguagetoaddressregional identity, local community, andknowledgeissues.

However, anxiety is still a majorproblem in speaking English for Thaistudentsandwehavetounderstandandlearntosolvetheseproblems.Anxiety,inparticular, is the focus of this studybecause it causes negative impacts onlanguage learners who are likely towithdraw themselves from classroominteractions. Many of us have been insituationsaslanguagelearnerswhentheteacheraskedtocomeforwardtoperformorparticipateinEnglishclassweavoidtodo feel uncomfortable to be chosen tospeak next. At other times we avoidcommunicative opportunities altogether(Pörhöläetal.,2019).

Asamatterof fact,anxiety isstillnoteasytodefineinasimplesentence.Itisdistressoruneasinessofmindcausedby fear of danger or misfortune". Thedefinitionshowsthatanxiety isa feelingthatiscloselyrelatedtothepsychologicalsystem of individuals who areexperiencing feelings beyond what itwouldnormallybe(Kurdi&Archambault,2018; Oteir & Al-Otaibi, 2019). It alsomentioned the fact is in line with whatstatesthatspeakinganxietyisoneofthemost important affective variables thatinfluenceforeignlanguagelearning,oftenhasadetrimentaleffecton thestudent'soral performance of English (Barrett &Liu,2019).

Ofcourse,anxiety issuesaffectingEnglish-speakingstudentsinThailandarehuge, they are anxious to speak Englishboth inside and outside the classroom.Inphoo & Nomnian (2019) mentionedstudies regarding Thai students'communication in English languageclassrooms, however, have shown their

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reticence to speak because they are toopassive and shy to use the language tocommunicate in. Such difficulties areviewedasinternaloreffectivechallengesfor English learners. The researchersuggests that teachersneed to takeThaistudents' classroombehaviors, attitudes,expectations, values, and beliefs intoconsideration in order to identifyappropriate pedagogical approaches topromote their confidence andengagement in the English languageclassroom.

Affective factors includingattitudes, emotions, motivations, andanxiety have long been researched,welldocumented,andconsideredasessentialand instrumental in second and foreignlanguageacquisition.Mostof the factorsleading to English speaking anxiety andspecified applying grammatical ruleslearnedinspeakingEnglishasapossiblecause of why students become anxiouswhendiscoursingwithnativespeakers.

This study, therefore, wants tostudytheproblemsandfactorsthatcauseanxiety duringEnglish oral presentationskills inordertosolveproblemsdirectlyandencouragestudents todevelop theirEnglish-speaking skills more efficiently.Gkonou&Miller(2019)statedinhibitionreferstothestudentsbeinganxiousaboutthe teacher’s feedback and afraid to belaughedfromtheir friends.AsSaputra&Hadi (2019) also noted mentioneddevelopingabilitiestoperformbasicoralcommunication or speaking is stronglyrecommended. It is perceived that of allthe four macro English skills; speaking

seems to be the most important skillrequiredforcommunication.

Ingeneral, itseemsthata foreignlanguageisnoteasytospeakfluently,andthere are more problems that preventThai students' speaking skills, such asvocabulary, pronunciation, andgrammatical problems. Thus, there aresome difficulties in Thai students' poorspeaking skills. Although the studentshave been trained for twelve years atschool term, then they have got a fewsemestersinuniversitytrainingbuttheyare still poor speakers and poorconfidence.

InThailandEnglishhaslongbeenviewedaspivotal to thedevelopment interms of business, educations, andtechnological headway, all of whichrequire proficiency in English(Akkakoson, 2019). In fact, English hasbeen a compulsory element of thenational education curriculum since1980.In2001,itwasdeclaredinthenewnationalcurriculumthatEnglishwouldbea compulsory foreign language subjectstartingfromlevel1inprimaryeducation(from6yearsofage).EnglishisalsooneoftheeightcompulsorycomponentsthatThaistudentshavetotakeinthecoreandelective courses. Generally speaking, thestudyofEnglishinThaischoolsisdividedinto four levels: level 1 (preparatorylevel) and level 2 (beginning level) inprimary education, level 3 (expandinglevel) in lowersecondaryeducation,andlevel 4 (expanding level) in upper-secondaryeducation.Officially,Englishisa foreign language equivalent to French,German,Chinese,andJapanese.However,

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English is clearly accorded the higheststatusandvalue.

Boonkit., et al as cited byPhothongsunan(2019) ithavealsobeendescribed as " the essences of being aneducated and cultured Thai. In someurbanandsuburbanareaswherethereisa high level of social and economicactivity,English isseenmoreasofvaluefor international relations and economicand academic purposes. English isinexorably present in all professionsthroughoutAsia includingThailand. It iswidelyemployedinthemediaandvariousforms of publication in English for bothacademicandnon-academicpurposesarelargelyavailablearoundthecountry.Thelanguage is extensively used innewspapers, broadcasting, and in theentertainment business.With the recentdevelopment of information,communication, and technology (ICT),English is also easily accessible throughthe internet. Inotherwords, throughoutthecountry,ThaiEFLlearnersofdifferentages can access English through onemeansoranother.

Base on this study, it can begleanedthatsecondlanguageanxietyhasa debilitating effect on the oralperformance of speakers of English as asecond language especially for Thaistudents, and conducting this study,willnot only examines the performance ofEnglish-speaking learners of Thai withdifferentlevelsofstudyandexaminethefactorsaffectanxietyduringEnglishoralpresentation but may also prove itsrelation to the lowering proficiency ofEnglish usage of Thai students inIndonesia.

RESEARCHMETHODOLOGYThe method in this study, the

writer focused on this experiment toprovethespeakinganxietyafterusingtheanalysis of variance one-way ANOVA.Consideringthepurposeofthewriterandthe nature of the problem, this researchused Quantitative research - A surveymethodthatwasapplied toconductandexplore the level of anxiety of Thaistudents by taking the several levelacademicyear/gradeofThaistudentsTheFacultyofEducationinTSAI.

The data of this research wascollected through implementing theinstruments. The writer distributes thequestionnairesofthefactorsaffectingthespeakinganxietyofThaistudentsinTSAIbyusingtheForeignLanguageClassroomAnxiety Questionnaire, The writer draftthe questionnaire by determining thefactors that affected speaking anxietywith 35 items/factors, and the ForeignLanguage Classroom AnxietyQuestionnaire.

FINDINGANDDISCUSSION

The datawhichwere analyzed inthisresearchwastheresultoftheForeignLanguage Classroom AnxietyQuestionnaire. The data shown in thispart were collected from Thai studentsfromtheFacultyofEducationinTSAI.Toobtain information in various variablebaseonthehypothesisbyinterpretingthemeaningofthedataanalysistheresultofthe research is divided into 3 partincludingbasicinformationofthesample(academic year/grade, age, and gender),theanxietylevelofthesampleifclassifiedbyacademicyear/grade,age,andgender,

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and the factors thataffected to speakinganxiety duringEnglish oral presentationskillsofThaistudents.Theresultsoftheanalysis can be seen in the followingsections.

GenderClassification

When considering all 46participantsofinformationcollectedfromThaistudents,theFacultyofEducationinTSAI was found that most respondentsarefemale37participantsthataccountedfor 80.4℅andmale 9 participants thataccountedfor19.6℅.

Table 1. The percentage of therespondentsofThaistudents,theFacultyof Education in TSAI that classified bygender.Gender ANumberofthe

StudentsPercentage

(℅)

Male 9 19.6℅

Female 37 80.4℅

Total 46 100℅

Figure 1 the percentage of therespondentsofThaistudents,theFacultyof Education in TSAI that classified bygender.

AgeClassificationWhen considering all 46

participantsofinformationcollectedfromThaistudents,theFacultyofEducationinTSAIwasfoundthatthemostagerange'srespondents are ≥ 23 years 23participants that accounted 50℅, 21-22years 14 participants that accounted30.4℅, and 19-20 years 9 participantsthataccounted19.6℅.Table 2. the percentage of the

respondentsofThai students, theFaculty of Education in TSAI thatclassifiedbyage.

Age ANumberoftheStudents

Percentage(℅)

19-20years 9 19.6℅

21-22years 14 30.4℅

≥23years 23 50℅

Total 46 100℅

Figure 2. the percentage of therespondentsofThaistudents,theFacultyofEducationinTSAIthatclassifiedbyage.GradeClassification

When considering all 46participantsofinformationcollectedfromThaistudents,theFacultyofEducationinTSAI was found that the most grade'srespondents are fourth-year 28

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participants that accounted 60.9℅,second-year9participantsthataccounted19.6℅, third-year 5 participants thataccounted 10.9℅, and first-year 4participantsthataccounted8.7℅.Table 3. the percentage of the

respondentsofThaistudents,theFacultyofEducationinTSAIthatclassified by academicyear/grade.

Academicyear

ANumberoftheStudents

Percentage(℅)

1styear 4 8.7℅

2ndyear 9 19.6℅

3rdyear 5 10.9℅

4thyear 28 60.9℅

Total 46 100℅

Figure 3. the percentage of therespondentsofThaistudents,theFacultyof Education in TSAI that classified byacademicyear/grade.

Figure 4. the results of Thai students'Foreign Language Classroom AnxietyQuestionnairescoresTheaveragemeanscore=3.556TheaverageS.D.score=0.994

Although, the quantitative resultaboveshowedthatthesestudentshaveanaveragemeanscoreis3.556withahigh-anxietyleveltherestillhavethestudentswho have personally score with themedium until low anxiety level whichmeans they have good enough Englishspeaking skills. These are theirperspective and attitude toward theirEnglish class. Among these students,someofthemreportedthat:

"I'm fun to speakEnglish even I'mspeaking the wrong grammar, theimportantthingismypartnerunderstoodwhatwasItalkingabout."

“I have well prepared every timethatIhavetodelivermyEnglishoralclass,Ihavenothingtoregretlater."

"It's fun to trial and learn Englishfrommy mistakes, I'm quite confident tospeakupevenit’sgoodfeedbackornot.”

Theaboveexcerptsindicatedtheirutteranceshowedthattheyareoptimisticabout speaking English in class towardoral language learning situations, whichimpacts the students in a positive andmotivates them to speak English andprobably the outcomes of facilitatinganxiety. From an early study on foreignlanguageanxietyofHorwitzet.,alascitedin Akkakoson (2006) to those in thepresent time, speaking anxiety seems tobe fairly typical of learners of L2 orforeignlanguage.

0.000

1.000

2.000

3.000

4.000

5.000

1 4 7 10 13 16 19 22 25 28 31 34

X SD

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CONCLUSIONBased on the finding and

discussionabove,wecouldconcludethatThelevelofspeakinganxietyexperiencedby 46 Thai participants was revealedthrough a questionnaire, while attitudeandperspectivetowardEnglishoralclasssourcesofanxietywerecollectedthroughaninterviewform.

This research can be concludedthat the average mean score of Thaistudents is high – anxiety level and indescendingorderoftopfactorsasfollows:

1. I'm worried If I don't pass theEnglish course, this is due to a variety ofreasons, suchas fearof exams. Followingthe theory of Krashen as cited in Salem(2019explainedthatthelearnerswillbeable to learnEnglishbyreceiving inputsthat aremeaningful and understandableandthelearnersmustlearnthelanguageand ready to take the exam withoutcompulsion.

2. I can feel my heart poundingwhenI'mgoingtobecalledoninlanguageclass, these factors related to how theparticipants react to responsesmade bypeople around when they are speakingEnglishandhowtheparticipantsreacttothe teacher’s feedback toward theirspeaking performance in the class asDaud (2019) mentioned that anothersocial-related factor inferred fromparticipants’storiesisthatsomeofthemfeel uncomfortable to speak in front ofmanypeople,theyfeelunderpressure.

3. I always feel that the otherstudents speak a foreign language betterthanIdo,thisfactorrelatedtotheinternalfactorofbeingshy,lackofconfidencefrom

forward-looking, thinking that the otherscan do better which is consistent withPrasartascitedinSalem(2019)anxietyistheresultofinternalthoughts(Subjectivedanger), and fear is caused by anythingoutside(ObjectiveDanger).

4. I start to panic when I have tospeakwithoutpreparationinthelanguageclass, the participants dare not riskshowing themselves to speak anotherforeign language in frontofothers.Theyare afraid of not understanding all thelanguage input because for them tocomprehend the target language meansthat they need to know every spokenwordandtheywillbeanxiousiftheyhaveto speak a foreign language withoutpreparation Horwitz as cited inAkkakoson (2006) mentioned anxiousstudents fear to speak in the foreignlanguage.

Although the writer alreadyconcluded the top factors that affectingspeakinganxietyduringoralpresentationskills of Thai students, the Faculty ofEducation in TSAI, but there still havefactorsthatshouldnotbeignoredsuchasbeing unable to produce oral utteranceduetolackofvocabularyinthelinewiththeresearchofRithiratascitedinInphoo& Nomnian (2019) mentioned theobstacle in English speaking of Thaistudents were found that they lackvocabularies and when they want tospeakEnglish theyhave to think inThaifirst.

Theresultshowedthesignificanceof the factors affecting speaking anxietyduringEnglishoralpresentationskillsofThaistudents,theFacultyofEducationin

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TSAI. After used Foreign LanguageClassroom Anxiety Questionnaire toproveandexaminetheanxiety levelandthefactorsthataffectedspeakinganxiety.Moreover,wecanknow theobstacles inforeignlanguagelearningtolearninghowtocopewiththisproblemofmakingourforeignlanguagelearningeasier.

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