The purposes of this research were: 1) to develop the instructional napkin fold learning media of oral presentation skills according to 75/75 criteria, 2) to compare the English achievement of English majors students, before and after learning through the instructional napkin fold learning media, and 3) to study English majors students’ satisfaction towards the instructional napkin fold learning media. The sample was 40 fourth-year English majors students at Loei Rajabhat University who registered in English for Hotel Course in the first semester in the academic year 2021 obtained by purposive sampling. The research instruments were: 1) the instructional napkin fold learning media according to 75/75 criterion, 2) English proficiency test form of process of oral presentation, 3) vocabulary and expressions of napkin fold, and 4) the satisfactory questionnaire towards the instructional napkin fold learning media. The methodology was applied with a quantitative study. The statistics used were percentage, mean, standard deviation, One-way ANOVA, and p-value at .05 level. The research revealed the following results: 1. The efficiency of the instructional napkin fold learning media of speaking skills was of 80.1/82.5 which higher than 75/75 criterion. 2. English oral presentation skills of the students after learning through the instructional napkin fold learning media ( = 103.4 SD =13.2) was significantly higher than what they had before ( = 89.5 SD = 17.1) at .05 level. 3. The students’ satisfaction towards the instructional napkin fold learning media under 3 aspects: the instructional napkin fold learning media manual book, VDO)/ YouTube/ QR Code with pictures illustrations, and audio (English-Thai) and the benefit from learning the instructional napkin fold learning media was at a very high level. Importantly, the research findings also found that learning from appropriate media and in accordance with the lessons, participating in selecting the patterns of napkin fold by self-presented, and using the media as students’ prototype in learning and practicing. These were the important factors to help improve oral presentation skills, including activating motivation, interest, and enjoyment of students’ learning.