<![CDATA[Speaking in public for academic purposes is one of the most fear that undergraduate students suffer from, especially student teachers. For that case, researchers have proposedseveral strategiesfor public speakingincluding self-talk that could help students to bebetter speakers. The purpose of this study isto understand the way high-achiever students do self-talk fortheir speech performances and the frequency of their self-talk. Usingbasic qualitative data analysis, this study investigatedwhich type of self-talkhigh-achiever students’use and their way to do their self-talkduring speech performances.The research gap from existing studies is that this research elaborate focused participants, which only aimed to understand high achievers students. The researcher usedtheself-talk concept from Brinthauptas the primary theory and utilized it to determine the participants’ type of self-talk.The participants for this study were four high achiever undergraduate students. The result of this study wasthat all of the participants used self-management, there was no self-criticism found, and the frequency of the participants’ self-talk affected their communication apprehensive.]]>
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