Journal of Research on Language Education (JoRLE)

Vol. 2, No. 1, January 2021, 57-66.

E-ISSN: 2723-5092
available online at: https://ejurnal.teknokrat.ac.id/index.php/JoRLE/index

EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC

SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS
Kenti Sugiyati1, Lilia Indriani2
Universitas Tidar1,2

kenti.sugiyati48@gmail.com
indriani@untidar.ac.id

Abstract
English public speaking anxiety is a crucial issue experienced by students and it needs to be
coped with acknowledging the importance of public speaking proficiency concerning today's
demands. As EFL students, many studies have found that they encountered a considerable level
of public speaking anxiety in which significantly affects their speaking quality. Therefore,
measuring students' public speaking anxiety is essential since it can help both the students and
teachers to know the level and primary causes of public speaking anxiety so that effective
strategies can be designed to overcome this particular issue. Hence, the researchers attempt to
investigate the level and primary causes of EFL students' public speaking anxiety. This present
study participated by 34 third-semester students of the English Department at Universitas Tidar.
In collecting the data regarding the public speaking anxiety level, the researchers used the Public
Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong & Usaha (2012). Furthermore,
the results from the questionnaire are delineated to explore the causes of public speaking anxiety.
The study found that 58.8% of students experienced a medium level of public speaking anxiety.
In addition, most of the students agreed that fear of negative evaluation becomes the major
anxiety-provoking factor following by communication apprehension and test anxiety—lastly,
only almost half of the students’ experience comfort in speaking English.

Keywords: anxiety level, anxiety-provoking factors, EFL students, public speaking class anxiety

To cite this article:

Sugiati, K. & Indriani, L. (2021). Exploring the Level and Primary Causes of Public Speaking Anxiety among English Department Students.
Journal of Research on Language Education, 2(1), 57-66.

INTRODUCTION
Public speaking refers to a type of communication addressed in front of many people and usually in the
form of a lecture or speech. It proposes to deliver information, influence, or entertain the audiences. Astuti
(2011) revealed that public speaking is an approach to transferring a message or idea to people to build their
understanding of the information or change the audiences' point of view or opinion. Moreover, Beebe and Susan
J. Beebe (2013) pointed out that public speaking is the process of speaking to a group of people with a unique
point of view. Being able to master the art of public speaking and public appearances will differentiate and bring
the speaker above the average individuals whose ideas, quality, and features are rarely concerned and rearranged
by society as potential, which deserves their attention (Novaković & Teodosijević, 2017). It implies that public
speaking can help the speakers improve their quality and facilitate them to transform their ideas, which may
benefit others. Its importance is in line with Baccarani & Bonfanti (2015) study, which claimed that public
speaking is a persistent and vital activity in today's workplace. Public speaking abilities can support an
individual's career, and successful speakers are often recognized as leaders (Rowh, 2009). Therefore, it can be
viewed that public speaking is an essential ability to master, considering today's demands in many kinds of
fields.
As public speaking requires the speaker to stay in front of people whose focus of their eyes and
attention are on the speaker; thus, it can drive the speaker to experience pressure either before or during giving
the speech. Consequently, this pressure leads the speaker to feel like they shouldn't make any mistakes, which
makes them tense and experience anxiety. Sadiq (2017) affirmed that anxiety was considered a comprehensively
measured aspect in foreign language context for the past few decades. Suleimenova (2012) discovered that
speaking anxiety occurs among the Kazakh second-year university students, and students who have higher
anxiety encountered obstacles to make a better performance. Furthermore, public speaking anxiety can be one of
the critical constraints people have to deal with when they feel anxious about speaking. They prefer to evade
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situations where they have to perform. Still, when they face such situations, they endure extreme stress and
anxiety (Hidayoza et al., 2019). When the speaker encounters speaking anxiety in their public speech, it will
affect their speaking quality, leading them to feel embarrassed if they make mistakes and further drive them to
eliminate the chance to do a public speaking activity. As stated by Davidson (2002), public speaking customarily
constructs the top 10 lists of things people would tend to avoid. Generally, people negatively evaluate and
appraise those who display their fears concerning public speaking and unable to create a strong image through
convinced gestures (Katz, 2000).
Considering the importance of public speaking for students both for educational purposes and future
careers, therefore, they are expected to have excellent public speaking ability. Bodie (2010), public speaking is a
crucial part of leadership communication, an essential workplace skill, and the ability to make good
presentations is frequently becomes a substantial part of work responsibilities. Therefore, many universities
include the Public Speaking course as one of the compulsory subjects that students must enroll in, such as in the
English Education Study Program at Universitas Tidar. This course facilitates the third-semester students to learn
the nature of public speaking and the opportunities to speak in front of the class. However, as EFL students, they
might experience a more challenging situation when required to deliver their speech in front of others. This often
leads to what is called anxiety; in this case, it is specifically called Public Speaking Anxiety (PSA). Students
who experienced a low level of anxiety can perform better and actively participate in the classroom (Bashosh et
al., 2013). Nevertheless, Tiyas et al. (2020) stated that students try to avoid public speaking as much as possible
since they feel that factors forced them to avoid public speaking. Spijck (2011) found out almost eighty out of
every hundred people encountered public speaking anxiety at a small or large scale. Public speaking is such a
commonplace encounter by several people, including students in a specific case, and becomes one of the barriers
that students experience in their academic process (Pratama, 2018). Therefore, they cannot actively share their
ideas and opinions loudly due to factors such as fear of making mistakes, negative evaluation, and minimum
preparation.
EFL students’ public speaking anxiety can be derived from several factors. Hortwiz, et al (1986) stated
that three different situations arouse foreign language anxiety, those are communication apprehension (CA), fear
of negative evaluation (FNE), and test anxiety (TA). First, communication apprehension is a type of anxiety that
evokes speakers’ fear of making a communication transaction (DeVito, 1986; Horwitz et al., 1986). In
communication apprehension, the students feel uncomfortable, shy, and fear when they have to engage in real
communication with other people (Horwitz et al., 1986). Several cases of communication apprehension influence
the students’ difficulty not only in speaking with others but also in listening to or learning the spoken messages
(Horwitz et al., 1986). The level of communication apprehension (CA) is based on EFL students’ levels of
proficiency. Thus, it can be said that CA may be the major source of anxiety for EFL low proficiency students.
In contrast, it is not the major source of anxiety for high proficiency students (Aydin, 2016). Furthermore,
Horwitz et al., (1986), fear of negative evaluation deals with students’ apprehension of others’ evaluation. It
emerges them to avoid evaluation situations and build the expectation that others would evaluate them
negatively. This type of anxiety is not limited to test-taking situations; instead, it may occur in any social,
evaluative situation, including an interview for a job or speaking in a second or foreign language class. Lastly,
test anxiety refers to the students’ fear of failure in a test. It arises since the students have thoughts that the only
acceptable performance in a test is when they can do it perfectly. Test anxiety holds an important role in
affecting students learning outcomes, several feelings such as fear of failure or unpleasant experience are forms
of test anxiety that happens in students’ minds (Horwitz et al., 1986).
Measuring the level of students' public speaking is highly recommended as it can help the students to
know how the degree of their anxiety and what are the major causes influenced their anxiety. It can also provide
the teacher with information to design effective strategies to overcome students' public speaking anxiety. As the
study executed by Sikandar (2017) found that the public anxiety faced by students is mostly caused by the fear of
speaking in front of others, it is seen by 75% of the students who agree with the statement whether or not they
experience fear of public speaking. Furthermore, Hidayoza et al. (2019), in their study entitled "Level of Public
Speaking Anxiety and Coping Strategy used by English Debaters at Unit Kegiatan Bahasa Asing in dealing with
English Debate," discovered that English department debaters, Unit Kegiatan Bahasa Asing, Universitas
Negeri Padang, experienced a medium level of public speaking anxiety. It is counted by 50% of the respondents
who claimed that they experienced public speaking anxiety, particularly when joining debates. Sulastiani (2017),
in her study, found that 82.5 % of students experienced a medium level of fear and anxiety when they speak
English in public speaking class. This study revealed that students' anxiety had negative impacts on their
performance in public speaking class, such as forgetting their speech and disarrange their speech preparation,
feeling confused, and often break off their speech, also make them uncomfortable to speak English in public
speaking class. Pratiwi et al. (2017), in their study, showed that 52% of the third-semester students of the
English Education Study Program at Sriwijaya University (52%) experienced a medium level of speaking
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anxiety. It demonstrates that most of the students face a considerable level of public speaking anxiety in which it
needs to be kept being evaluated whether strategies implemented are prevalent to cope with their anxiety in
public speaking.
Determining the importance of measuring students' level of public speaking anxiety motivated the
researchers to investigate English public speaking anxiety faced by the third-semester students of the English
Department at Universitas Tidar. This present study also aims to explore the major causes that influenced their
public speaking class anxiety. By knowing the level and major caused of students' public speaking class anxiety,
it is expected that the next research conducted will investigate the strategies that can effectively help students to
reduce their problem with public speaking anxiety. Hence, this current study intended to answer the following
research questions.
1. What are the levels of public speaking class anxiety (PSCA) experienced by the third-semester students
of the English Department at Universitas Tidar?
2. What are the primary factors that influence the public speaking class anxiety (PSCA) among third-
semester students of the English Department at Universitas Tidar?

RESEARCH METHOD
This present study aims to expose the level and the major factors influencing students' public speaking
class anxiety. Therefore, a quantitative descriptive method was utilized in this study since the data were
presented in numerical and descriptive form. Aliaga and Gunderson (2002) elaborated quantitative research as an
inquiry into a social problem that reveals phenomena by collecting numerical data identified using
mathematically based methods, for instance, particular statistics. Sugiyono (2005), a descriptive method is an
approach that is designed to elaborate or analyze research findings but is not used to make broader.
The participants of this study consist of 34 third-semester students of the Education Study Program
Faculty of Teacher Training and Education at Universitas Tidar. Furthermore, the final version of the Public
Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong and Usaha (2012) was used to collect the data
regarding students' level of public speaking anxiety. Yaikhong and Usaha (2012) stated that the PSCAS can
provide a respectable preliminary internal consistency at .84 after being piloted with 76 participants. It showed a
construct composition around the speaking component in a public speaking class setting. This type of
questionnaire consists of 17 items with positive and negative statements to determine students' public speaking
class anxiety levels. Every item was remarked on a five-point Likert Scale. For the positive statement items, the
scale is ranging from 5 “Strongly Agree” to 1 “Strongly Disagree.” There are four positive statement items in
PSCAS Questionnaire (item 4, 8, 10, and 12), and to adjust the scores for those items, Liu and Jackson in
Yahikong and Usaha (2012) offered to adjust the values assigned to different alternatives from “Strongly
Disagree” to “Strongly Agree” so that the response “Strongly Disagree” received a score of 5 instead of 1 and
vice versa. Additionally, to identify the causes of students’ public anxiety, the results reported from the
questionnaire will be static explained since it contains four major causes of anxiety, namely communication
apprehension (CA), test anxiety (TA), fear of negative evaluation (FNE), and comfort in speaking English
(CNE).
Table 1. The Scoring Scale of PSCAS
Positive Attitude Statement Score Negative Attitude Statement Score

1 Strongly Agree 5
2 Agree 4
3 Undecided 3
4 Disagree 2
5 Strongly Disagree 1

The scoring interval was cited in PSCAS (Public Speaking Class Anxiety Scale) by Yaikhong and
Usaha (2012) to examine the level of anxiety.
Table 2. The Scoring Interval
Interval score Category
>68 High anxiety
50-68 Medium anxiety
<50 Low Anxiety

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FINDINGS AND DISCUSSION

The Level of Students’ Public Speaking Class Anxiety
As mentioned before, the researchers adopted the final version of the PSCAS questionnaire proposed by
Yaikhong and Usaha (2012). The results of the PSCAS questionnaire reflected from 34 samples of third-
semester students of the English Department at Universitas Tidar shows that the highest score of level anxiety
was derived from the medium score. It is displayed in Table 3 that 58.8% of students have a medium level of
public speaking class anxiety. Following this, 14.7% of students experienced a low level of public speaking class
anxiety, and only 2% of students encountered a high level of anxiety.
Table 3. Students’ Level of Public Speaking Class Anxiety
Level of speaking Scores Percentage Frequencies
anxiety
High level of speaking 368 14.7 5
anxiety (total score
>68)
1198 58.8 20
Moderate level of
speaking
anxiety (total score 50-
68)
Low level of speaking 409 2 9
anxiety (total score
<50)
Total 1.975 100 34
Peplau (1989) found that at a medium level of speaking anxiety, students likely to focus exclusively on
the stressful situation directly in front of them and ignore other tasks. Still, on his finding, Peplau (1989) stated
that students who have medium anxiety level might experience a faster heartbeat, dry mouth, sweating, and
stomach pain or nausea in which it would make them only focus on their performance. Melouah (2013)
identified the sources and levels of 54 Algerian EFL university students’ oral performance anxiety, and the study
indicated that students experience a moderate level of speaking anxiety due to low language proficiency.
Horwitz and Young (1991), as it is cited in Rachmawati (2020), affirmed that students who experienced
moderate anxiety levels are caused by less confidence in a certain condition. Therefore, to explore the major
causes of the public speaking anxiety of the third-semester students of the English Department at Universitas
Tidar, the researchers will explain the data obtained from the PSCAS questionnaire.

The Factors of Students’ Public Speaking Class Anxiety

To answer the second research question, the researchers investigated the factors arousing public
speaking class anxiety among English Department students at Universitas Tidar by calculating and combining
the percentage of ‘strongly agree’ and ‘agree’ to get the whole score of agreement of the items in PSCAS
questionnaire. To accelerate analyses and discussion, the researchers shorted the data provided in Table 4, 5, 6, 7
in a descending order where the frequencies are listed from highest to the lowest score. Furthermore, public
speaking class anxiety comprises communication apprehension, test anxiety, fear of negative evaluation, and
comfort in using English, which forms around the speaking component in a public speaking class (Yaikhong &
Usaha, 2012).

Communication Apprehension Factor

Table 4. Frequencies and percentages of Communication Apprehension (CA) items
No. Items SD D N A SA A+SA
2. I start to panic when I have to speak English without preparation in advance.
F 0 5 4 11 17 28
% 0 14.7 11.8 32.3 50 82.5
3. In a speaking class, I can get so nervous I forget things I know.
F 0 2 8 16 8 24
% 0 5.9 23.5 47 23.5 70.5
5. I get nervous and confused when I am speaking English.
F 1 6 8 14 6 20
% 2.9 17.6 23.5 41.1 17.6 58.7
15. I dislike using my voice and body expressively while I am speaking English.
F 2 16 8 5 4 9
% 5.9 47 23.5 14.7 11.8 26.8
Average of SA+A 20.25

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From the table above, the data showed that the third-semester students experienced communication
apprehension with an average frequency of 20.25of the responses agreeing to items 2, 3, 5, and 15 in which those
are classified into communication apprehension factor. The highest percentage among the items is showed with
the percentage of 82.5: item 2, which stated that most students agree that they start to panic when they have to
speak English without preparation in advance. It demonstrates that in terms of speaking English without
preparation, most students experienced anxiety. It is in line with Mak's (2011) claims that speaking in front of
the class without preparation was an anxiety-provoking factor. Moreover, the researchers argued that the
students’ inability to communicate in English without preparation in advance is related to the lack of
communicative practice; thus, they do not have alternative sources of speaking materials. Following this, 70.5%
of the students agree that in a speaking class, they can get so nervous when they forget things they know: item 2.
It may be derived from forgetting terms or vocabulary intent to express the ideas. MacIntyre and Gardner (1994)
draw parallels between anxious students and the vocabulary learning process. They emphasized that anxious
students frequently forget the vocabulary of the target language in-class activities and in oral communications.
Furthermore, 58.7% of students agree that they get nervous and confused when they are speaking
English, as in item 5. Lastly, 26.8% of students dislike using their voice and body expressively while speaking
English, item 15. It demonstrates that while speaking English, students feel less confident about their voice and
how they express their body language. Thus, as communication apprehension related to the fear of
communication with others (Horwitz et al., 1986), it is not surprising that learners consider speaking in front of
other people one of the most common sources of anxiety, especially if proficiency in the foreign language is
perceived as limited (Young, 1999).

Fear of Negative Evaluation Factor

Table 5. Frequencies and percentages of Fear of Negative Evaluation (FNE) items
No. Items SD D N A SA A+SA
9. I can feel my heart pounding when I am going to be called on.
F 0 0 5 13 17 30
% 0 0 14.7 38.2 50 88.2
14 I feel anxious while I am waiting to speak English.
F 1 2 9 15 8 23
% 2.9 5.9 26.5 44.1 23.5 67.6
6. I am afraid that other students will laugh at me while I am speaking English.
F 5 6 4 12 8 20
% 14.7 17.6 11.8 35.2 23.5 58.7
11. It embarrasses me to volunteer to go out first to speak English
F 1 7 8 13 6 19
% 2.9 20.5 23.5 38.2 17.6 55.8
13. Certain parts of my body feel very tense and rigid while I am speaking English.
F 1 3 12 14 5 19
% 2.9 8.8 35.2 41.1 14.7 55.8
16. I have trouble coordinating my movements while I am speaking English.
F 1 9 11 8 6 14
% 2.9 26.5 32.3 23.5 17.6 41.1
Average of SA+A 20.83
Table 5 displays that the average frequency of fear of negative evaluation (FNE) experienced among
English department students is 20.83. By investigating the items included in this particular factor, the data shows
that 88.2% of students experienced heart pounding when they are going to be called on, item 9. It is the highest
percentage of an anxiety-provoking factor in FNE. Following this, 67.6 of students agree that they feel anxious
while waiting to speak English, item 14. From these results, it can be withdrawn that the students suffer from
rapid heartbeat when they are waiting for their turn to speak English in front of the class. Next, 58.7% of
students respond that they are afraid if others will laugh at them while speaking English. It might be due to the
fear of making mistakes while performing their speaking, such as mispronouncing and forgetting things so that
they made too many spaces or unnecessary fillers. Additionally, students 55.8% of students feel that it
embarrasses them to volunteer to go out first to speak English, item 11. It is following Gregersen and Horwitz
(2002), who revealed that FNE affects the behavior of students during communication-oriented situations since
they tend to limit their participation in any type of tasks that required them to peer or teacher evaluation.
Furthermore, 55.8% of students experienced certain parts of their body feel very tense and rigid while speaking
English. Gibson (1992), argued that public speaking anxiety is manifested in various ways such as blood
pressure, trembled hands, weakness, anxiousness, forgetting the prepared material, and avoiding eye contact with
the audience. Lastly, Table 5 shows that 41.1% of students have trouble in coordinating their movements while
speaking English. It is because they fully concentrate on their term of speaking; hence, they might encounter

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difficulty to move some part of their body expressively, for instance, head or hand movement (Kurniawanti,
2017).

Test Anxiety Factor

Table 6. Frequencies and percentages of Test Anxiety (TA) items
No. Items SD D N A SA A+SA
7. I get nervous when the English teacher asks me to speak English which I have
prepared in advance.
F 3 5 8 11 8 19
% 8.8 14.7 23.5 32.3 23.5 55.8
17. Even if I am very well prepared, I feel anxious about speaking English.
F 1 4 12 11 7 18
% 2.9 11.8 35.2 32.3 20.5 52.8
1. I never feel quite sure of myself while I am speaking English.
F 0 6 13 13 3 16
% 0 17.6 38.2 38.2 8.8 47
Average of SA+A 17.7
In test anxiety factor, Table 6 demonstrates that 17.7% of students experienced test anxiety in public
speaking class, and they agree that the most causes of anxiety are derived when the teacher asks them to speak
English although they have prepared in advance, see item 7. Closely related to this, the response on item 17
shows that 52.8% of students feel anxious about speaking English, even if they are well prepared. Moreover, the
table shows that 47% of students never feel quite sure of themselves while speaking English. Considering these
results, it can be said that those factors are linked to their self-confidence. Item 7 and 17 show that even though
they have prepared in advance or well prepared before speaking English, they still experience a considerable
level of anxiety. Toubot et al., (2018) uttered that self-confidence is one of the personal factors that exceedingly
associate with anxiety. Students who lack self-confidence will break down on practicing their target language
since they would be afraid of making mistakes and feeling humiliated (Leong & Ahmadi, 2017). Students who
feel less confident will affect their performances; they will not be sure of themselves because of afraid of making
mistakes and expect to receive unpleasant evaluations from their audience. Therefore, personal perceptions play
an essential role in building their self-confidence. It is in line with Park and Lee’s (2005) suggestion that
judgments and self-evaluation on personal value and worth are some of the traits of self-confidence. Moreover,
Zia and Norrihan (2015) mentioned that teachers’ teaching methods and classroom atmosphere are determined as
the primary factors for diminishing students’ speaking anxiety. Therefore, creating a supportive and encouraging
environment inside the classroom among the students and their teachers is needed to elevate students’ self-
confidence, alleviating their anxiety, and then leads them to better in learning and enables students to improve
their speaking performance.

Comfort in Speaking English Factor

Table 7. Frequencies and percentages of Comfort in Speaking English (CNE) items
No. Items SD D N A SA A+SA
12. I face the prospect of speaking English with confidence.
F 1 2 9 15 8 23
% 2.9 5.9 26.5 44.1 23.5 67.6
8. I have no fear of speaking English.
F 4 10 11 6 4 10
% 11.8 29.4 32.3 17.6 11.8 29.4
4. I feel confident while I am speaking English.
F 0 9 16 7 3 10
% 0 26.5 47 20.5 8.8 29.3
10. I feel relaxed while I am speaking English.
F 0 13 16 5 1 6
% 0 38.2 47 14.7 2.9 17.6
Average of SA+A 49
The last factor is related to students’ perspectives toward English public speaking class activity. Table 7
shows that the average frequency percentage of the comfort in speaking English is 49 among students who agree
with items in this factor: item 12, 4, 8, and 10. This frequency demonstrates that almost half of the number of
students’ experience comfort in speaking English. It can be viewed from the data on item 4 that only 29.4% have
no fear of speaking English; 29.3% of students feel confident while speaking English, item 4; and only 17.6% of
students feel relaxed while speaking English, item 10. However, the data on item 12 appears that 67.6% of
students face the prospect of speaking English with confidence. It represents students who still believe that they
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can perform English public speaking confidently. Hence, to increase student's oral achievement in English and
decrease the negative feelings, teachers should create a natural classroom atmosphere, as the sources of language
anxiety are involved in and be a part of the impacts of unnatural classrooms (Young, 1991). Furthermore,
Boonkit (2010) conducted a study on the factors promoting the development of students’ speaking skills. The
results showed that the implementation of relevant activities for speaking skills can be an effective strategy to
avelliate speakers’ anxiety. His finding also mentioned that the freedom of topic choice urged the participants to
feel comfortable, convinced to speak English, and elevated EFL students speaking confidence.

CONCLUSION
From the overall finding and discussion presented, this current study concluded that the third-semester
students of the English Department at Universitas Tidar experienced a medium level of public speaking anxiety.
The level of anxiety among students surveyed in this research is 58.8%. Furthermore, the data regarding factors
of anxiety experienced by students are further analyzed from the PSCAS questionnaire proposed by Yaikhong
and Usaha in which is initially used to examine students’ level of anxiety. From the four components of factor
analysis, the researchers viewed the three components as the anxiety-provoking factors while the rest as
students’ perspectives on English speaking. The finding shows that from the three components of anxiety factors,
fear of negative evaluation (FNE) ranked in the highest level of the causes of anxiety. It is calculated that the
average percentage of FNE is 20.83 of students who agree with the items on this factor. Following this, the
communication apprehension (CA) was placed in the second rank with an average percentage of 20.25 students
who responded of agreement with the items. Besides, test anxiety (TA) is positioned in the third rank of anxiety-
provoking factor, with an average percentage of 17.7 of students agreeing with the items. Lastly, in the
component of comfort in speaking English (CNE), only 49% of students agree that they feel comfortable in
speaking English. From this study, the researchers expected that there are effective strategies designed to help
students alleviate their anxiety so that they can perform better in public speaking skills both in and outside the
classroom.

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APPENDIX

The Final Version of PSCAS Questionnaire

No Opinion
Item Statements (5) (1)
Strongly (4) Agree (3) (2) Strongly
Agree Undecided Disagree Disagree
1 I never feel quite sure of myself while I
am speaking English.
2 I start to panic when I have to speak
English without a preparation in advance.

3 In a speaking class, I can get so nervous I

forget things I know.
4 I feel confident while I am speaking
English.
5 I get nervous and confused when I am
speaking English.
6 I am afraid that other students will laugh at
me while I am speaking English.
7 I get nervous when the English teacher
asks me to speak English which I have
prepared in advance.
8 I have no fear of speaking English.
9 I can feel my heart pounding when I am
going to be called on.
10 I feel relaxed while I am speaking English.

11 It embarrasses me to volunteer to go out

first to speak English

12 I face the prospect of speaking English

with confidence.
13 Certain parts of my body feel very tense
and rigid while I am speaking English.
14 I feel anxious while I am waiting to speak
English.
15 I dislike using my voice and body
expressively while I am speaking English.
16 I have trouble to coordinate my
movements while I am speaking English
17 Even if I am very well prepared, I feel
anxious about speaking English.

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Journal of Research on Language Education (JoRLE), Vol: 2, No: 1, 56-66

BIOGRAPHIES OF AUTHORS
Kenti Sugiyati is undergraduate student of English Department, Faculty of Education and Teacher Training, Universitas
Tidar. Her interest is on TEFL and Linguistics.

Lilia Indriani, M.Pd is a lecturer in English Department, Faculty of Education and Teacher Training, Universitas Tidar. Her
interest is on technology enhanced language learning and TEFL.

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