How Undergraduate Students Capture English Impromptu Speech Challenge

Asti Gumartifa, Indawan Syahri


The practice of giving a speech or presentation in front of the class is a big challenge for students in English education majors. Students feel unable to speak directly or impromptu in English speech lectures. Thus, this study aimed to find out what were the problem factors that hinder students from practicing impromptu speech in classes. Samples in this study were the fifth-semester students in the academic year 2022/2023 majoring in English education at the University of Muhammadiyah Palembang. The study was qualitative and quantitative with a mixed-method approach. The research design utilized was a descriptive approach. The instruments used in this study were questionnaires and interviews. Twenty samples of students responded to the questionnaires and 12 of them were selected for further interview. Results of the interview and questionnaire showed most students did not have the confidence to give an impromptu English speech in the public because of the anxiety factor. Students were shocked and unable to think properly when presenting the speech without preparation. Therefore, students were hard to develop words into sentences, even the prepared sentences were lost as a result of that anxiety.


Anxiet;, Impromptu Speaking; Speech; Public Speaking

Full Text:



Awan, R., Azher, M., Anwar, M., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students' achievement. Journal of College Teaching and Learning, 7(11), 33–40.

Bolderston, A. (2012). Conducting a research interview. Journal of Medical Imaging and Radiation Sciences, 43(1), 66–76.

Creswell, J, W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research. In Pearson.

Gudu, B. O. (2015). Teaching speaking skills in the English language using classroom activities at the secondary school level in Eldoret municipality, Kenya. Journal of Education and Practice, 6(35), 55–63.

Hanifa, R., & Yusra, S. (2018). Insight on delivering oral presentation: Preparations, problems, and solutions. International Journal of Learning and Teaching, 4(4), 318–325.

He, D. (2013). Wahat mkes learners anxious while speaking English: A comparative study of the perceptions held by university students and teachers in china. Educational Studies, 39(3), 338–350.

Heigham, J., & Croker, A, R. (2009). Qualitative research in applied linguistics: A practical introduction. In Palgrave Macmillan.

Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112–126.

Horwitz, K. E., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.

Humaera, I., & Pramustiara, P. (2022). International Conference: Transdisciplinary Paradigm on Islamic Knowledge. Students’ Anxiety in Speaking in Front of the Class, 138–147.

Inada, T. (2021). Teachers’ strategies for decreasing students’ anxiety levels to improve their communicative skills. English Language Teaching, 14(3), 32.

Jannah, M., Usman, B., & Marhaban, S. (2020). Students’ perspectives and challenges in English speech program. English Education Journal, 11(4), 529–542.

Jaya, H., Petrus, I., & Pitaloka, N. (2022). Speaking performance and problems faced by English major students at a University in South Sumatra. South Sumatera. Indonesian EFL Journal, 8(1), 105–112. Retrieved from

Johnson, B., & Onwuegbuzie, A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133.

Kiener, M., Green, P., & Ahuna, K. (2014). Using the comfortability in learning scale to enhance positive classroom learning environments. In Sight: A Journal of Scholarly Teaching, 9(1), 36–43.

Leong, L.-M., & Ahmadi, S. (2017). An analysis of factors influencing learners’ English speaking skills. International Journal of Research in English Education, 2(1), 34–41.

Menggo, S. (2018). English learning motivation and speaking ability. Journal of Psychology and Instructions, 2(2), 70–76.

Mortaji, L. (2018). Effects of sustained impromptu speaking and goal setting on public speaking competency development: A Case Study of EFL College Students in Morocco. English Language Teaching, 11(2), 82.

Nawi, R., & Yasin, B. (2015). Impromptu: great impromptu speaking is never just impromptu. Studies in English Language and Education, 2(2), 144–157.

Nippold, Hesketh, Duthie, & Mansfield. (2005). Conversational versus expository discourse: A study of syntactic development in children, adolescents, and adults. Journal of Speech, Language, and Hearing Research, 48(1), 1048–1064.

Oteir, I., & Al-Otaibi, A. (2019). Foreign language anxiety: A Systematic Review. Arab World English Journal, 10(3), 309–317.

Panggabean, E. (2018). Factors affecting students’ speaking performance at SMK Bukit Cahaya Sidikalang. Majalah Ilmiah Politeknik Mandiri Bina Prestasi, 7(2), 61–69.

Rumiyati, & Seftika. (2018). Anxiety about speaking English in English foreign language (EFL) class. Journal of English Education, Literature and Linguistics, 1(1), 276591.

Sari, N., & Rahmawati, F. (2019). Students’ perception of the techniques used by the teachers to teach speaking skills.

Sekhar, G. R., & Chakravorty, S. (2017). TESL/TEFL: Teaching English as a second or foreign language. In Heinle and Heinle (Vol. 7).

Sholikhi, F. (2022). Communication students’ anxiety in speaking skill practice. Journal of English Language Teaching, 11(1), 31–40.

Syafryadin, Nurkamto, Linggar, D. A., & Mujiyanto, J. (2016). Students’ perception toward the implementation of speech training. International Journal of Innovation and Research in Educational Science, 3(6), 2349–5219.

Wahyu, S., Rizal, F., & Syah, N. (2021). Teacher Performance analysis in the learning process. Journal of Education Research and Evaluation, 5(1), 67.

Yuliani, M., Sintu, G. M. M., & Yugafiati, R. (2019). The coping strategies in reducing anxiety while teaching EYL. PROJECT (Professional Journal of English Education), 2(1), 7.



  • There are currently no refbacks.

Copyright (c) 2022 Asti Gumartifa, Indawan Syahri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

VELES' Visitors


Creative Commons License
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Contact Us: VELES: Voices of English Language Education Society;

Address: Faculty of Language, Arts, and Humanities, Universitas Hamzanwadi

Jln. TGKH. M. Zainuddin Abdul Majid No. 132 Pancor, Selong-Lombok Timur, NTB, Indonesia. e-mail: [email protected]