CHAPTER ONE

INTRODUCTION
This chapter introduces the circumstantial discussion of the research and this chapter consists
of the background of the study, statement of problem, objectives of the study, research
questions, significance of the study, limitations of the study, definition of terms and
summary.

1.1

Background of the Study

The Malaysian University English Test (MUET) was first introduced in 1999
and since then has brought about a variety of teaching methods and learning strategies
among the teachers and MUET candidates. The insertion of speaking component apart
from listening, reading comprehension and writing components placed some state of
anxiety among MUET candidates. This state of anxiety is owned by the fact that it is
the first time Malaysian education system students will be tested on their ability to
give their answers during the exam orally.

Yet, some researchers like Naginder (2006) and Noor Hashimah Jalaludin,
Norsimah Mat Awal & Kesumawati Abu Bakar (2008) argued that Malaysian student
do not seem to be able to attain significance level of English literacy although they
had gone through 11 years of formal education.

MUET is seated by students whom wish to pursue their degree level of

education in Malaysian universities and the main aim for MUET is to test the level of
English language proficiency among these university applicants. In other words,
MUET can be considered as a yardstick to measure the present level of English
language adeptness amid future Malaysian university graduates.

There are two parts to the speaking component, an individual presentation

(Task A) and group discussion (Task B). The candidates will be grouped to four in a
group and will be tested simultaneously. Task A requires candidates to convey facts,
to explain, express preferences and to make decisions. Task B tests the ability of the
candidates to interact and take turns, to negotiate meaning, to manage discussion and
to end a discussion.

Most of the MUET candidates (especially the researchers students), are able
to communicate their ideas well during classroom activities particularly Task A
(individual presentation) related activities. However, they are not able to maintain the
same momentum during Task B (group discussion).
It is assumed that their inability to contribute fruitfully during group
discussions task is mainly because of lacking in vocabulary proficiency and lack of
effective interaction strategies. If the candidates are unable to function properly in a
small setting like MUET exam, imagine how they can contribute accordingly in
their future working environment.

Tun Dr Mahathir Mohamad, the former prime minister of Malaysia as quoted

in the New Straits Times (November 10, 2013), expressed his concern over the loose

grapple of the English language among students as it will definitely affect their future.
He depicted a case where 333 graduates were called for an interview related to
information technology but only seven secured the job as the rest were not proficient
in communicating in English. He was quite surprised when most of the candidates
asked for the interview to be conducted in Bahasa Malaysia due to increasing anxiety
level experienced by the graduates.

Horwitz (1986) quoted that the mostly cited problem among anxious students
of foreign language study is difficulty in speaking. The highest degree of speaking
anxiety is felt during tests as speaking anxiety can also provoke other test anxieties;
Test-anxious students often put unrealistic demands on themselves and feel
that anything less than a perfect test performance is a failure. Oral tests have the
potential of provoking both test and oral communication anxiety simultaneously in
susceptible students.(p127-128)

As all of the factors concerning second language acquisition, the researcher

will try to focus on a concrete factor which is test anxiety. According to Zeidner
(1998), test anxiety complements the concern of possible negative occurrences or
failure in the exam in such evaluative situation. Sarason & Sarason (1990) stated that
those who suffer from test anxiety may not be unintelligent but the state of feeling
really does interfere with ones performance.

Young (1991) cited in Aydin, (2009), notes specific test anxiety factors
affecting students response to language testing consist of how students perceive the
test validity, time limit, test techniques, test format, test length, testing environment
and clarity of test instructions.

Young (1991) found out that students who have studied for numerous hours
felt anxious even more when they found out that the test question types are the ones
that they have no experience about. This finding is agreed by Van Blerkomp (2009)
when he also found out that a variety of test types can increase students anxiety level.
Horwitz et al. (1986) showed that 49% of her research participants endorsed that they
start to panic when they have to speak without preparation in a language class.

Horwitz (1986) stated that a large number of her participants claimed that they
knew grammar but they tend to forget it while sitting for a test. If the students are not
aware of a specific question format, he or she might experience test anxiety during
that test and future tests. MUET learners who have never been exposed to a specific
question format like the speaking and listening MUET test might also face the same
test anxiety as mentioned by Horwitz above.

Horwitz (2010) stated that test anxiety or test is a common phenomenon which
is experienced among individuals before sitting for a test. The manifestation of test
anxiety can offer negative effect on the individuals performance. On the contrary,

Zeidner (1998) and Brown (2000) mentioned that if the state of anxiety is
controlled the individuals can be turned into motivating and better test performances.

In this study, it is realized that a second language learning process can

sometimes be agonizing to the students, added by the excruciating pain of being tested
and requirement to get good band in the exam would add to the tension. Thus, through
thorough consideration of the MUET exam especially the speaking component, it
seems necessary to venture into this research.

Some local researches done had identified that speaking anxiety construct does
emerged among tertiary level students who sat for MUET speaking examination.
Abdullah & Abdul Rahman (2005) revealed that UiTM students who studied a second
language had experience a moderate level of anxiety when communicating in a
second language with others.

Chan et al (2010) conducted a study on speaking anxiety among Universiti

Putra Malaysia (UPM) students prior to an oral communication test and found out that
most of the respondents experience a medium level of oral communication
apprehension, test anxiety and fear of negative evaluation. Hashim (2012) in her study
over quite a number of Polytechnic students revealed that anxiety was experienced by
a significant number of students when speaking English in the English classrooms and
the students reported to be the most anxious when they had to speak English in class
individually.

The aforementioned evidence shows that some students in our local context do
experience a problem in second language anxiety and performing proficiently in
English language subject i.e. MUET because of the different format compared to SPM
oral test. The study here explores the experiences of MUET learners state of anxiety
who will be sitting for speaking examination which requires them to response with
little preparation. Hopefully, this will give the readers further understanding of test
anxiety and its effects on learners in second language teaching and learning.

1.2

Statement of Problem

English language is widely used in international communication and

extensively purported in Malaysian context be it academically or at the workplace.
Thus, Malaysian students need to be well prepared in competing globally and propose
a solid foundation to speak English proficiently. Students who mastered the language
proficiently pose a better chance of being recruited by multinational companies after
they have graduated.

The Ministry of Education has made it compulsory for post-SPM students to

sit for MUET before enrolling into public universities. Some highly respected
universities even demanded a minimum of Band 3 achievement as a prerequisite to
enrol into their undergraduate programmes. This scenario is believed to have
contributed sparingly to the increment of stress and level of anxiety among post-SPM
students.

As a MUET teacher with 12 years of experience teaching MUET, the

researcher finds that his students have difficulty and highly reluctant to participate
during speaking lessons. Despite numerous activities to promote social interactions in
class, most of the students still created a barrier which limits them from actively
participating during speaking lessons.

Mayer (2008) stated that in cognitive theory, an excellent result can only be
achieved through practising complex task that produce errors. If a learner took the
liberty of practising what he or she learnt regardless of their humiliation in producing
errors while doing so, these experiences will become scaffolding for them to reach
higher and better results in the future.

With reference to the previous MUET result of November 2013, it is found

that from the total of 15% marks for speaking component, the candidates from the
researchers school (103 students) only managed to score an average of 6%. If we are
to compare their result to other components like reading comprehension, these
candidates managed to secure an average of 27% from the total of 45%. As predicted,
these candidates did quite well in the writing component whereby they secured 20%
average of the total 25%.

The statistic above proved that although the students are good at writing, they
were still unable to communicate their thoughts in spoken words. Malcolm (1975)
mentioned that in spoken language, the speakers rely heavily on shared or contextual
understandings. Spoken language also makes use of body language, which supports

and adds meaning to the spoken word. Spoken language also allows the listener to ask
questions of the speaker in order to clarify anything that is not understood.

Despite the contradictory differences between written language and spoken

language, learners still find it difficult to process the same information and deliver it
accordingly to convey the message(s) in their minds. Through the researchers
observation, his students were able to express their thoughts fairly well in written
form but poorly done in speaking task.

A direct correlation between speaking and writing should exist as the

researchers students have all the vocabularies, accurate grammar knowledge and
specific content knowledge. So if the students can write well, surely they would be
able to speak well too. However, the correlation does not exist whereby some
construct of obstacles must be emerging in the minds of the speaker which hinders
them from producing a successful oral communication and this construct is what the
researcher is trying to explore in this research.

1.3

Objectives of the Study

The central objective of the study is to explore the anxiety experience of

MUET candidates in relation to MUET speaking skills examination. This study is
developed in order to fulfil the researchers objectives, which are:

a) to identify the level of speaking anxiety among MUET candidates of SMK Datuk
Syed Ahmad, Kuala Nerang, Kedah.
b) to explore the experiences of MUET learners with the different speaking format
compared to SPM oral examination.
c) to describe the construct of anxiety experienced by MUET learners in relation to
MUET speaking examination.

1.4

Research Question

This study is also made in order to answer three research questions:

(i)

What is the level of speaking anxiety among MUET candidates of SMK Datuk
Syed Ahmad, Kuala Nerang, Kedah?

(ii)

What experiences the MUET learners face with the instalment of different
speaking exam format compared to SPM oral examination?

(iii)

Under what description(s) do MUET speaking examination creates anxiety to

MUET learners?

1.5

Significance of the Study

From this study, language practitioners from SMK Datuk Syed Ahmad and
other MUET teachers will gain useful knowledge and information regarding the
construct of speaking anxiety among their students. The teachers will get a clearer and
wider perspective on how speaking anxiety develops within a particular person
especially those who are sitting for oral examinations like MUET.

In exploring the experiences infused by the candidates, the rich data should
provide ample information on how anxiety is triggered. These possible causes can be
manipulated by the practitioners to formulate an appropriate remedy thus providing
solutions in minimizing the construct of anxiety among their students.
It is also hoped from the findings of this research, MUET teachers would be
able to remark the state of speaking anxiety from the learners perspective and how
the learners strategize in overcoming their state of anxiety especially during speaking.
This information will assist MUET teachers in preparing better speaking lessons
which will support the learning process either subliminally or less stressful activities
with fruitful results.

1.6

Limitations of the Study

Due to the limitations of time available, the sample collected in this study was
limited to 65 Form Six students in SMK Datuk Syed Ahmad only and does not

represent other MUET candidates from surrounding higher institution centres. Thus,
the result of the findings may or may not be relevant to other institutions regardless of
their similarities in background profile of the respondents. Therefore, summarization
of this study should be made with caution.

The scope of the quantitative data was confined to the input collected based on
the Foreign Language Classroom Anxiety Scale (FLCAS) which covers 33-item
survey questionnaire, adapted from the scale designed by Horwitz (1983) to access
the state of anxiety feeling among the 65 participants of the survey. Despite its
limitations, the findings of this study could partially be generalized to represent other
MUET candidates across the country as well.

1.7

Definition of Terms

Anxiety
The research examines the actual feelings experienced by MUET candidates with the
purpose of conceptualization and distinct from general psychological manifestation,
illness or heredity problem.

Test Anxiety
The state of anxiety felt by MUET candidate who is under the impression that he or
she will be evaluated during MUET speaking examination.

Malaysian University English Test (MUET) Speaking Examination

Speaking skills is one of the four components being tested and it consists of 15% of
the total marks. Candidates are expected to response orally (individually and group
discussion) based upon impromptu stimulus with only 2 minutes preparation time.

Sijil Pelajaran Malaysia (SPM) Oral Examination

English oral examination in which the candidates can freely choose from any of the
five models and the stimuli can be rehearsed earlier before the test. However, the
grades given will not be accumulated with the written papers grades.

1.8

Summary
Chapter One explained an introduction of the research topic. A transitory introduction
of the background of the study, underlying principle of the study, the research
objectives and the research questions were discussed. Apart from that, the
significance of the study, its limitations and the main terms found throughout the
research were defined.

CHAPTER TWO
LITERATURE REVIEW
This chapter presents the background of anxiety feeling especially speaking anxiety as well
as some theoretical foundations of speaking anxiety research. The supporting sub-topics will
be dealt with in this chapter, namely concepts of anxiety feeling, sources of speaking anxiety,
the measurement of speaking anxiety, relationship of speaking anxiety in language learning,
impact of speaking anxiety towards speaking examinations and review of previous research
studies.
2.1

Concepts of Anxiety

Anxiety is a negative way to express ones feeling. Lader (1975) emphasized

in a simpler term that anxiety closely linked between unpleasant feelings and fear.
Anxiety can be associated with a complex concept in which it does not only portrays
ones feelings towards a situation of a scene but it is also closely related to perception
of the unknown concerning potential threat or possible incoming danger of
uncertainty.

Although the definition of anxiety as stated above is narrowly correlated with

feelings and perception, MacIntyre & Gardner (1991) argued how feelings can be
associated with learning the second language as several interpretations of language
anxiety are linked to the nature of anxiety itself and not the learning process or
situations.

MacIntyre & Gardner (1991) also concluded in their research related to

language learning and anxiety that the state of anxiety can be viewed in three different
perspectives. The first one is to view anxiety as common personality trait which can
be manipulated in several situations. The second perspective is that anxiety plays the
form of emotional trait in the present experience. The third view of anxiety in
language learning is when consistent state of anxiety is experienced over time.

The experience of second language anxiety can somehow create interference

in communicative apprehension as mentioned by Tobias (1986) where he concluded
that interference may occur in three difference stages of communicative apprehension;

input, processing and output. At the input level, the interference sparks when anxiety
causes distraction which resulted in poor absorption of the information. During the
processing level, the mind is in divided between emotion related and task related
dilemma whereby the more difficult the task, the higher the level of anxiety would
become. At the output level, the interference may occur when the feeling of anxiety is
associated with previous encounter of similar situation or through other peoples
experience being shared.

In sight of importance, anxiety really does play a role in affecting

communication performance of a person or speaker especially when using a foreign
language. Horwitz (2010) noted that such foreign language anxiety is closely related
to communication apprehension, test anxiety, and fear of negative evaluation. Parallel
to what MUET exam takers would experience, the fear of getting low marks should
affect their performance in undertaking the exam.

Identity

Language Views

Anxious Feelings

Figure 1: Foreign language anxiety paradigm (adapted from Scholz, 2012)

With reference to Figure 1 above, Scholz (2012) presented a more

conceptualized paradigm for understanding foreign language anxiety (FLA). He

emphasized on the relentless roles of theorizing and understanding FLA rather than
finding the cause for anxiety-provoking which can be confusing at times. The diagram
is expected to explain further of how anxiety feeling sparks within an individual.

2.1.1

Concepts of Speaking Anxiety

Some researchers had reported mixed results in finding a correlation between

language anxiety and achievement. Clement, Gardner and Smythe (1977) reported
that there is no clear picture of how anxiety affects language learning and
performance. On the contrary, Pimsleur, Mosberg and Morisson (1962) reported a
positive relationship which connects language anxiety and performance, for example
the higher the anxiety level, the lower the performance.

A more recent study by Horwitz (2010) has suggested that the issue of a
correlation between foreign language anxiety and achievement is unresolved. The
evidence of her research concluded that anxiety is a complex set of mind-thoughts
which constructed as multi-faceted in a persons mind. Some conflicting evidence and
illustrations from her research cannot be generalized to conclude either a negative or a
positive relationship exists between language learning and achievement.

2.2

Sources of Speaking Anxiety

According to Horwitz et. al. (1986), there are no other field of study which
posed as much threat to self-concept as language learning does. They believed that the
performance in second language achievement is likely to challenge a persons mind
thoughts, perception, beliefs, attitudes and values. All components of language
learning would revert back to a strong link of sense of self as the learners feel that
they were being threaten with the risk of failure or negative evaluation every time the
learners tend to converse in the foreign language.

The term self-esteem has been exploited by Krashen (1980) to facilitate the
same concept as self-concept in suggesting the impact a person would experience
when the state of anxiety emerges. Horwitz et. al.(1986) concluded that a person with
high levels of self-esteem are less likely to be anxious compared to those with low
self-esteem. Onwuegbuzie et. al. (1999) cited that, A person is motivated to uphold a
positive self-image because self-esteem protects them from anxiety (1999:229).

Another alarming factor which contributed to become the source of speaking

anxiety would be social environment and exposure to the target language. Previous
researches have proven that a limited exposure to English in their home countries is a
serious obstacle in developing the communicative competency. Lightbown and Spada
(2006) cited that the development of communicative competency is troubling for L2
learners as they lack the opportunity to practice using the language beyond the

classroom compound. This explains sparingly of why the level of anxiety is high in
certain non-native English speaking countries like Saudi Arabia and Brazil.

Cultural difference is also believed to contribute to be an important anxietyproducing factor. Jones (2004) found out that in Asian context, anxiety exists not only
in regard to language learning but also in cultural practices. Some students in Japan
were able to get a good grasp of the English language but only a sheer confidence in
speaking because they are not sure of cultural rules.

A few other sources of speaking anxiety were associated with gender where
the level of anxiety increases when talking to the opposite sex. On the contrary,
gender-related is entirely based upon a persons personal view as cited by Gobel and
Matsuda (2003) as their research did not result in any feeling of anxiety when
conversing between the opposite sexes.

Apart from that, students would feel less anxious and stressful when they are
in a classroom which follows the constructive theories of learning. Ohata (2005)
concluded that teachers should recognize of whether a classroom setting could
become a highly anxiety-provoking environment for his or her students. Ohata (2005)
also found out that students would prefer to learn drill or oral practice in front of a
machine than in front of their friends or teacher.

Based upon the discussion above, it can be summarized that sources of

speaking anxiety covers self-concept, self-esteem, social environment, cultural
difference, losing self-identity, gender and classroom environment. Some of these
factors are applicable in this research which helps the researcher to understand better
of the wider perspective of speaking anxiety.

2.3

The Measurement of Speaking Anxiety

Language anxiety is considered as one of the most important elements which
affect language learning. Throughout the past decades, many studies had tried to
explore the construct of language anxiety especially in the western countries. During
the earlier years, those studies were more concerned of the causes of language anxiety
like Bailey in 1983 and Horwitz in 1986.

In the aspect of measuring language anxiety, Horwitzs research might be

reviewed as most influential. The design of a systematic instrument called Foreign
Language Classroom Anxiety Scale (FLCAS) with 33 items has made a unique
contribution to the identification of the scope of foreign language anxiety among
learners of foreign language. The scale designed by Horwitz integrated three related
components, i.e. communication apprehension, test anxiety and fear of negative
evaluation. This scale has been reliably used by researchers (such as Horwitz et al.,
1986; Young, 1991; Lei, 2004; Zhao, 2007; Huang, 2008) to measure foreign
language anxiety and examine the effect of anxiety on learning in different context
whether it is listening, speaking, reading or writing skills.

The FLCAS contains 33 items related to three main causes of foreign language
classroom anxiety: communication apprehension, test anxiety and fear of negative
evaluation. However, two models were employed by researchers (Horwitz et al.,
1986; Bailey, 1983; Hizwari, 2008; Zhao, 2007; Huang, 2008) to measure the level of
anxiety. In the first model, communication apprehension consists of questions 1, 4, 9,
14, 15, 18, 24, 27, 29, 30, 32 and test anxiety consists of items 3, 5, 6, 8, 10, 11, 12,
16, 17, 20, 21, 22, 25, 26, 28 while fear of negative evaluation consists of items 2, 7,
13, 19, 23, 31, 33.

The second model was used to measure high school students foreign language
learning anxiety. In the second model, communication apprehension was represented
by items 1, 9, 14, 18, 24, 27, 29, 32 and test anxiety was represented by items 2, 8, 10,
19, 21 and fear of negative evaluation was represented by items 3, 7, 13, 15, 20, 23,
25, 31, 33 while anxiety of English classes was represented by items 4, 5, 6, 11, 12,
16, 17, 22, 26, 28, 30.

A new domain (anxiety of English classes) was added to the second model
specifically to measure the level of anxiety felt learners in the duration of the learning
process. This model was used by the previous researches to generalize the present
level of anxiety among learners of English language which has little connection to the
test anxiety at hand.

2.4

The Influence of Speaking Anxiety in Language Learning

Language anxiety is considered as an important aspect of foreign language
learning. Although it is understood that anxiety does exist even in most expert
speakers, the effort of minimizing the level of anxiety requires indefinite control of
sense and self. Krashen (1982) defined anxiety as the feeling of tension and
apprehension which is associated with the language learning process including
speaking anxiety, listening anxiety and language learning anxiety.

Usually in any researches, the focus would be in finding a negative correlation

between the state of anxiety and language learning. Saltan (2003) asserts that students
have been found out to experience the highest level of anxiety in speaking. This
finding is revealed from a research done by Horwitz et al, 1986, Koch and Terrel,
1991; Phillips, 1992 which reported that speaking is the most anxiety-provoking skill,
and is the greatest source of anxiety in language classrooms.

Young (1991) found out that speaking activities are the most anxiety
provoking ones in terms of students. Adding to that, Price (1991) revealed that
speaking before an audience is an anxiety provoking factor for students as they were
afraid of making mistakes or afraid of being laugh at during speaking activity.
Moreover, Horwitz et al (1986) exposed that the students find speaking activity as the
most threatening aspect of language learning. With regard to the findings of these
studies, it can be said that anxiety in speaking has the most significant influence in

language learning. Speaking anxiety has an impact in not only the classroom activity
but also involving the overall process of language learning.

2.5

The Impact of Speaking Anxiety on Speaking Examinations

The state of anxiety can take place in any contexts of our life. The feeling of
anxiety as cited by Ellis (1994) differentiated into two types; facilitating anxiety and
debilitating anxiety. Facilitating anxiety is considered as a positive type of anxiety as
it facilitates the learners by motivating them to overcome their state of anxiety thus
making the learner to stand up to a challenge.

Debilitating anxiety, on the other hand is considered as negative as it affects

the learners ability or motivation thus leading to a poor response of any task or even
inhibit the learners entirely. Ellis (1994) also quoted that debilitating anxiety are
normally experienced by individuals in a certain situation, for example, the feeling of
anxiety felt before of while sitting for an oral communication test. Horwitz (2001)
mentioned that this situation specific anxiety is caused by specific type or situation
such as speaking before an audience in class of sitting for examinations.

Language learning would determine its learners to be tested and for language
learning the test(s) consists of listening, speaking, reading, writing, grammar and
vocabulary tests. Having good speaking skills in English has become a skill that is
highly valued in a workplace. Individuals with excellent oral communication

competencies would most likely to have a better opportunities of being employed or

promoted.

Findings have shown that students with low communication competence will
experience high level of communication anxiety. Students with high communicative
competence who are likely to perform well during test can also be affected by
speaking anxiety. Morreale (2000) mentioned that,
Communicative competence involves understanding what is orally
competent as well as the proficiency to create and achieve a
competent oral communication outcome
(cited in Devi & Feroh, 2008: 2)
As a result, even a highly proficient student of English may not perform well in
an oral test because being overly affected by nervousness and anxiety during test. In
view of importance, this literature identified anxiety as one of the most disturbing
factors which inhibits appropriate achievement in language learning and tests.
Apparently, this study seeks to examine the role of anxiety in speaking, especially in a
test taking situation.
2.6

MUET Examination Format

MUET is taken by students whom wish to pursue their degree level of
education in Malaysian universities and the main aim for MUET is to test the level of
English language proficiency among these university applicants. In other words,
MUET can be considered as a yardstick to measure the present level of English
language adeptness amid future Malaysian university graduates.

There are two parts to the speaking component, an individual presentation

(Task A) and group discussion (Task B). The candidates will be grouped to four
people in a group and will be tested simultaneously. Task A requires candidates to
convey facts, to explain, express preferences and to make decisions. Task B tests the
ability of the candidates to interact and take turns, to negotiate meaning, to manage
discussion and to end a discussion.

2.7

SPM Oral Examination Format

The School-Based Oral Assessment for SPM takers consists of five Models.
The students are to prepare for this assessment from Form 4 (complete two models) to
Form 5 (complete one model). This test assesses the candidates ability to 1) use
vocabulary and grammar accurately and correctly in context, 2) respond to enquiries
made using the correct pronunciation, intonation, rhythm and grammar, 3) respond
orally and express thoughts and feelings meaningfully in various given situations, 4)
express ideas in context, and 5) give relevant information politely in response to
enquiries made. The summary of the models installed can be seen from Table 1
below:
Table 1: The Format of School-Based Oral Assessment (SPM)
MODEL

MODEL 1
Student-Teacher

MODEL 2
Student-Listener

Description of Activity
Students are given a visual stimulus and are
required to answer questions posed by the
teacher.

The student presents information, story or poem

to another student based on topic given of
stimulus.

Examples

Presenting information from

non-linear
forms,
e.g.
timetables,
charts,
train
schedules,
comic
strip,
pictures.
Giving descriptions
Talking
and
sharing
information
Story-telling
Public speaking
Poem recital

MODEL 3
Student-Prompter

MODEL 4
Pair work

MODEL 5
Group work

2.8

The student chooses a partner and the teacher

assesses students.

Presenting information from a

picture.
Giving descriptions
Narrating
Giving opinions
The student chooses a partner and the teacher acts Talking
and
sharing
as a prompter.
information
Asking
and
giving
directions/instructions
Making enquiries
Students are put into groups of 3 or 4. Students Talking
and
sharing
choose their own group members. Teacher
information
assesses students.
Giving opinions
Justifying and giving reasons
and explanations
Source: Malaysia Examination Syndicate (2004)

Related Studies

Abdullah & Abdul Rahman (2005) revealed that UiTM students who studied a
second language had experience a moderate level of anxiety when communicating in
a second language with others. Marwan (2007) found out that despite the gender
differences, a large number of students in the State Polytechnic of Pontianak,
Indonesia experienced some kinds of foreign language anxiety and many of them
applied particular strategies to overcome the anxiety towards foreign language.

Chan et al (2010) conducted a study on speaking anxiety among Universiti

Putra Malaysia (UPM) students prior to an oral communication test and found out that
most of the respondents experience a medium level of oral communication
apprehension, test anxiety and fear of negative evaluation. They concluded that
teachers must pose the ability to identify anxiety among their students and should be
able to enhance facilitating anxiety while reducing the negative.

Hashim (2012) in her study over quite a number of Polytechnic students

revealed that anxiety was experienced by a significant number of students when
speaking English in the English classrooms and the students reported to be the most
anxious when they had to speak English in class individually. This study confirmed an
existing link between anxiety and language learning concerning speaking skills in
which the researcher tries to investigate in this research study.

Merc (2011) found out that the sources of anxiety ranged from Students and
class profiles, classroom management, teaching procedure, fear of being observed,
mentoring programmes to administrative decisions. He also claimed that students
need to play more roles in class and students need to know what characteristics are
being observed.

Hsu (2012) in his study which used a different scale, Personal Report of Public
Speaking Anxiety (PRPSA) survey found out that the female students have more
preparation time compared to the male students but the female exam candidates will
experience higher level of test anxiety when confronting a stranger during an exam.

Despite a number of researches being carried out for the last decade, the
researcher wishes to endure towards the research to explore the construct of speaking
anxiety among MUET candidates in his school. The researcher believes that it is
important for the second language user to know their own feelings towards language

anxiety. By being aware of their own feelings, the students would be able to strategize
their own way of overcoming the state of anxiety feeling.

Rolls (1998) and Kim (2005) quoted that the most important strategy that can
be used in coping second language anxiety is being able to recognize our own feelings
towards the language thus enabling us to identify the causes of our anxiety. Once the
students had learnt to accept their feebleness, then only the students will be able to
manoeuvre appropriate strategies in overcoming their fear against second language
anxiety.

The main aim of this research is to explore the experiences faced by MUET
candidates in relation to their anxiety feelings owing to the changes in test types.
Hopefully, this research will provide a better insight into better understanding of
existing challenges endured by MUET candidates. A thorough understanding of the
obstacles faced by MUET candidates especially during speaking examination will
help the researcher to implement better speaking lessons in class.

CHAPTER THREE
METHODOLOGY
This chapter presents the research methodology of the study, subjects, data collection and
data analysis.
3.1

Research Design
For second language learners, speaking lessons could be less anticipated
periods for them. Most learners would shy-away during speaking activities as the
level of their anxiety increase over time (Horwitz, 1983). Language learners are also
aware that they will be tested orally in their proficiency towards the foreign language
eventually. The awareness will create a state of anxiety which was called specificsituation anxiety by Horwitz et al. (1986) or test anxiety (Horwitz, 2001).

The emerging requirement of second language acquisition on speaking

assessment is increasing especially on spontaneous speaking had impacted the level of
anxiety among foreign language learners (Savignon, 1972). A good example would be
the instalment of speaking component in the Pentaksiran Tingkatan Tiga (PT3)
starting of August 2014 (Malaysian Examination Syndicate, 2014). The test would
require Form Three students to provide spontaneous oral response during the test.

Since speaking is viewed as the most threatening aspect of second language,

students see the emphasis of speaking examination would pose a difficult situation for
them to get good grades in their foreign language subject. Horwitz et al. (1986)

concluded that the speaking test anxiety could also influence the test anxiety in other
disciplines as well like listening, reading and writing.

This phenomenon is too serious to be neglected by educators like the

researcher. So, this research is used as a platform to understand the state of speaking
anxiety experienced by my students through mixed-method study which involved
questionnaires and interview.

This study tried to focus on the feelings experienced by MUET candidates

before and after the speaking examination. In the context of this research, the
researcher will try to explore the speaking test anxiety among MUET candidates
which can lead into useful contributions towards MUET speaking component learning
strategies. In line with that, three instruments will be used to facilitate the research
findings of this research; 1) survey questionnaire (before the exam), and 2) group
interview (after the exam) to be employed for data collection.

3.2

Quantitative Approach
A survey design was used to initiate the flow of the whole research. Creswell
(2005) quoted that survey design can be acquitted as one of the research procedural
steps to describe the trending in certain population. In the context of this research, the
researcher will try to determine the level of speaking anxiety among MUET
candidates which can lead into useful contributions towards MUET speaking

component learning strategies. In line with that, a questionnaire in identifying the

level of speaking anxiety is to be employed for data collection.

For the purpose of the study, the researcher has decided to use the measuring
instrument adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) by
Horwitz (1983). The whole measuring application was introduced to examine the
scope and severity of foreign language anxiety (Horwitz, 1983). In this scale of
measurement, the respondents are to reflect themselves focusing on the reflection of
communicative apprehension, test anxiety and fear of negative evaluation.

In the mode of adaptation, the researcher decided to adapt the whole set
rendering only towards the concern of speaking anxiety which is related to the
purpose of the study. Wherever applicable, the terminologies used in the set were
simplified as the level of understanding among the respondents was quite low (see
Appendix 1). The researcher also takes into account the need to translate the items
questioned to ensure that low proficient users of English can really comprehend to the
items tested.
The original content of the test was maintained at 33 items, each on a 5-point
scale (Likert scale) ranging according to Strongly Agree (scale point 5), Agree (scale
point 4), Neutral (scale point 3), Disagree (scale point 2) and Strongly Disagree (scale
point 1). The respondents are expected to circle only one scale number for each
question which matches their feelings towards speaking anxiety.

3.3

Qualitative Approach

3.3.1

Group Interview

The second instrument which consists of an interview will stress on the

candidates to recall their experiences during the exam, their state of anxiety
feeling during the exam and strategies that they formulated to cope with
anxiousness during speaking examination. The candidates will be asked six to
seven open-ended questions which cover the research questions of this paper.

In the mode of adaptation, the researcher decided to adapt the whole

set rendering only towards the concern of speaking anxiety which is related to
the purpose of the study. Wherever applicable, the terminologies used in the
set were simplified as the level of understanding among the respondents was
mixed ability. The researcher also takes into account the need to translate the
items questioned to ensure that low proficient users of English can really
comprehend to the items tested.

All the respondents are grouped to four students in a group for a mock
speaking examination in which conducted by the researcher as part of internal
semester MUET examination. Right after the mock speaking examination, the
researcher will perform the interview on each of the participants for them to

complete data collection. The respondents are free to disclose any ambiguities
existed while attempting the questions.

The researcher chose to use this procedure of data collection simply to

assure consistency in the findings. The respondents are assumed that they are
still in fresh mode about their feelings towards speaking anxiety as they had
just completed their mock speaking examination. Recalling information
limitation due to extended period of memory retention will be minimized.

Before attempting to analyze the data collected, the researcher

performed data reduction to ensure the saturation of data is optimized. The
data from candidates will be categorized according to their MUET test result
and the researcher will cross-refer it with their mock speaking examination to
determine how serious the effect of speaking anxiety level impacted the
overall performance of the students. The data collected from the journal
writing responses will be triangulated with the outcome of the interview
session to make comparison of the candidates anxiety feeling during MUET
speaking examination.

3.3.2

Mock Exam Results

For the speaking component, the candidates were evaluated based on

three categories; task fulfilment (18 marks), usage of language (18 marks) and
communicative ability (18 marks). Task fulfilment will evaluate on the content
delivered by the candidates while usage of language will assess the
vocabularies, tenses and complexity of the language used. On the other hand,
communicative ability will award marks on the candidates fluency, gestures
and tactfulness (Malaysian Examination Council, 2007).

The result of the mock speaking exam was collected as data for this
research to identify a link (if any) with the students responses during the first
and third instruments. The researcher analysed the data collected from the
survey and during interview to establish a concrete connection with the high or
low level of anxiety as posed by the researchers participants.

3.4

Sampling

This research is conducted on Upper Six students of SMK Datuk Syed Ahmad
who will be sitting for their MUET examination by the end of 2014. There were a
total of 65 registered MUET candidates and the researcher wishes to identify the level
of speaking anxiety among all the registered candidates. It is hoped that the findings

of this research will assist the researcher into designing better teaching and learning
approaches towards lessening the second language anxiety among the students.

3.4.1

Type of Sampling
This research is conducted on Upper Six students of SMK Datuk Syed

Ahmad who will be sitting for their MUET examination by the end of 2014.
There were a total of 65 registered MUET candidates and the researcher
wishes to explore the experiences of two speaking groups (a total of 8
respondents) among all the registered candidates. It is hoped that the findings
of this research will assist the researcher into designing better teaching and
learning approaches towards lessening the second language anxiety among the
students.

These participants are selected on a purposive sampling whereby only

MUET learners will be sitting for a speaking exam compared to other public
examinations

like UPSR

(Ujian Penilaian

Sekolah Rendah),

PMR

(Peperiksaan Menengah Rendah) and SPM (Sijil Pelajaran Malaysia). The

participants had completed their SPM oral examination two years earlier and
could recall their experience.

3.5

Criteria for Selection of Respondents

For this research projects, researcher worked with 65 Form 6 students.

Researcher employed purposive sampling in which researcher chose participants
based on observation over the students level of participation. 6 students from two
speaking groups were selected to participate in a group interview. Out of the 6
students, two students were active high achievers participants, two were average
performing students and the remaining two were low achievers.

The selection of these participants was because one the researchers also have
had been asked by other teachers to investigate the factors which will promote of
demote anxiety of her class pupils. The teacher wishes to know the contributing
factors which can heighten her pupils rate of anxiety especially while she conducts
speaking lessons.

This is due to the fact that Form 6 students will be sitting for their first English
language speaking examination. As a mode of preparation, their teachers wanted them
to practice a lot especially during speaking lessons to minimize their anxiety during
the examination. By emphasizing on speaking practices, the teachers wanted their
students to contribute orally and extensively during lessons as that would be the only
time English language is spoken.

Researcher aims to make comparison between both contributors in terms of

their perceptions on oral participation and factors that encourage and discourage their
classroom participation. Purposive sampling is adopted by researchers whom looking
for opportunity to access people whom they feel could contribute the best to the study
and from whom they can obtain rich data (Holloway & Wheeler, 2010).

3.7

Pilot Study

At the initial stage, the researcher carried out a pilot study among 16 students
of the researchers students. Besides that, a set of 13 interview questions were piloted
with 2 English teachers and 2 students to find out the potential problems in
formulating interview questions. The main aim of pilot study is to test the research
methods intended in order to recognize the potential problems that might influence the
quality as well as the validity of the study results (Blessings and Chakrabarti, 2009).
The pilot study helped a lot in examining whether the data collected is appropriate and
enough to cater the purpose of the study.

In the later stage of collecting data, researcher carried out the group interview
with the students as soon after the speaking lesson so that they would be able to recall
their participative action(s) during the lesson. Teachers were then interviewed
personally. All the interviews were done only once however during the data reduction
process the researcher had to revisit two students for further clarification on their
answers.

Both the data obtained from group discussion and semi structured interview
were analyzed through content analysis. Participants responses were transcribed and
analyzed in a systematic way by categorizing answers into categories of a coding
frame. Content analysis generally focuses on selected aspects of data which is highly
related to the research question formulated (Schreier, 2012)

In the process of completing the study, the researcher took into consideration
some of the research ethics including maintain confidentiality and informed consent.
First ethical issue that the researcher considered was informed consent which means
respondents are made aware of type of information gathered, the purpose of data
collection and how they are expected to participate in the study and lastly how it will
affect them (Ranjit Kumar, 2005).

Moreover, another issue in research ethics were also taken into consideration
which is maintain confidentiality and anonymity. Researchers should maintain
confidentiality at each stage of research process and notify the respondents regarding
the scope and limits of confidentiality protection that is offered to them (Hanna,
p.239, 2003). Besides that, the researcher also make sure that results will remain
anonymous and ensure participants that information obtained from the study will not
be disclosed to others without their permission (Richey and Klein, 2007).

As a researcher, the author understood that he/she is responsible to maintain

confidentiality and anonymity of participants before they sign the signature form.

Confidentiality implies that all the records and information collected from respondent
should be kept closed and only reveal to the person involve in research (Wood and
Ross-Kerr, 2011).

CHAPTER FOUR
DATA ANALYSIS
This chapter presents the results of the study carried out. The results are divided into three
primary sections based upon the research questions formulated. The first section consists of a
quantitative approach using FLCAS adapted survey. The second section is to answer the
second research question and explore the experiences encountered by the participants through
qualitative approach using group interview. The third section was to describe the construct of
speaking anxiety in relation to MUET speaking examination.

4.1

Respondents Profile

There were 65 respondents who participated in the quantitative approach of this study. The
respondents were 23 (35.3%) males and 42 (64.7%) females. Table 1 below summarizes the
frequency and percentage of respondents according to gender.
Table 1: Distribution of Respondents According to Gender in the study (N=65)
Gender

Frequency

Percent

Male

23

35.3

Female

42

64.7

On the other hand, for the qualitative approach, six respondents participated consists of two
high performing students during MUET trial speaking exam, two average performing
students and the remaining two were low performing students during MUET trial speaking
exam. Table 2 summarizes the identity of the students and their details.

Table 2: Identity of Participants for Group Interview

Name

Label

English SPM Result

High performing

MUET Speaking
Marks
44/60

Nissa
Fahmi

High performing

42/60

B+

Aishah

Average performing

33/60

Ramlah

Average performing

31/60

Aida

Low performing

24/60

Aiza

Low performing

22/60

A-

4.2 Instruments and variables in the study

Researcher aims to make comparison between both approaches in terms of their

perceptions on oral participation and factors that triggers their state of anxiety during
classroom lessons. Purposive sampling is adopted by researchers whom looking for
opportunity to access people whom they feel could contribute the best to the study and
from whom they can obtain rich data (Holloway & Wheeler, 2010, p.137).

Moreover, the researcher also employed semi structured interview to obtain information
regarding the study area. A set of questions were designed before the personal interview
being conducted however the question altered to suit the level of English proficiency of
the participants. Researcher chose personal interview since it could be helpful in
understanding human attitudes as well beliefs compared to group interview (Fantana and
Frey, 1994 cited in Weathington, Cunningham and Pittenger, p.232, 2010).

Additionally, interviewed participants are largely influential as meaning makers because

they do not merely act as passive agents that retrieve information from an existing set of
answers (Gubrium and Holstein, p.83, 2001). Furthermore, by employing interview as

research instrument, researcher can ensure that participants could comprehend the
questions and able to ask follow up questions in order to clarify participants responses.

This research instrument would assist researchers to overcome misunderstandings as well

as misinterpretation on words in question or the question itself by asking for further
explanations concerning participants answers (Bless, Higson-Smith and Kagee, 2006).
However, before coming to the group interview session, the participants were purposively
selected through passive observation in class and the participants mock speaking
examination result.

The interview session was carried out after a rapport has been established between the
researcher and his respondents. Bernard (1994) states that "the most important thing you
can do to stop being a freak is to speak the language of the people you're studyingand
speak it well" (1994, p.145). In order for the researcher to avoid any miscomprehension or
misinterpretation during the interview, the respondents were asked to use the language in
which they are comfortable with, which is Bahasa Melayu.
When the respondents are in their comfort zone, the response from them was
overwhelming. To analyse the data transcribed accurately, the researcher practiced data
reduction method through thematic analysis as featured. Bernard, H.R. and G. Ryan
(1998) mentioned that thematic analysis has its own arguments where the reliability is of
greater concern compared to content analysis as the interpretation might vary for each
analysts.

However, since that the researcher carried out unprecedented research which explores the
mind of his students, he wanted to create a priori of his own without considering the data
grounded in the theory. Alternatively, the data-driven approach can be considered even
more valid because the coding and themes are not influenced by the existing or previously
considered thus maximizing the analysis and minimizing the gap between reliability and
validity of the research.

4.3 Findings of the study

4.3.1 Research Question 1. What is the level of speaking anxiety among MUET
candidates of SMK Datuk Syed Ahmad, Kuala Nerang, Kedah?

4.3.1.1 Speaking anxiety in terms of communication apprehension (Items 1,

9, 14, 18, 24, 27, 29, 32)
The participants have a high level of speaking anxiety in terms of
communication apprehension. This statement is proven by the high percentage
of respondents agreed to survey questions for specific items under
communication apprehension. 41.9% of the respondents strongly agreed that
communication apprehension affects their speaking performance the most.
27.1% of the respondents agreed that communication apprehension has some
impact over their communication with other people (refer Table 3). A good
example would be item 27 I feel tense and nervous when taking a speaking test
in English compared to other test in English such as reading test when 50 out
of 65 candidates strongly agree to the statement. It shows that the tension builds
up during speaking examination compared to other language skills such as
listening. This can be proven with item 29 I feel tense and nervous when
taking a speaking test in English compared to other test in English such as
listening test when 44 out of 65 respondents strongly agreed to the statement.

Table 3: Frequency Scores for Speaking Anxiety in Terms of Communication Apprehension

No.
1.
9.
14.
18.
24.
27.

29.

32.

Questions
I never feel sure of myself when I am speaking in
English.
I feel uncomfortable speaking English under any
situations.
I think that the other students are better at speaking
English than I am during the MUET speaking test.
In the MUET speaking test, I feel like I can get so
nervous that I forget things I know.
I can feel my heart pounding when Im about to be
called to take the speaking test in English.
I feel tense and nervous when taking a speaking test
in English compared to other test in English such as
reading test.
I feel tense and nervous when taking a speaking test
in English compared to other test in English such as
listening test.
I feel sick before taking a speaking test in English.
AVERAGE PERCENTAGE (%)

5
Strongly
Agree
13

4
Agree

3
Neutral

2
Disagree

30

1
Strongly
Disagree
10

18

11

19

10

14

19

25

23

24

10

23

23

11

50

14

44

19

33
41.9

24
27.1

0
14.8

0
9.2

8
7.0

4.3.1.2 Speaking anxiety in terms of test anxiety (Items 2, 8, 10, 19, 21)
This part of survey items measures the level of worrisome experienced by the
respondents either sitting for the exam or using the English language in
classroom activities. A substantial number of respondents come to an
understanding that they have a high level of speaking anxiety when 26.5%
strongly agreed and 12.9% agreed that test anxiety does play an impact over
their speaking test performance (refer to Table 4). A significant number of
respondents (45 respondents) strongly agreed to item 10 I feel anxious if
someone asks me something in English and none of the respondents strongly
agreed to item 2 I do not worry about making mistakes when speaking in
English.

Table 4: Frequency Scores for Speaking Anxiety in Terms of Test Anxiety

No.
2.
8.
10.
19.
21.

Questions
I do not worry about making mistakes when
speaking in English.
I am afraid that other students will laugh when I
speak in English
I feel anxious if someone asks me something in
English.
It embarrasses me to volunteer to give my opinions
during the MUET speaking test.
It wouldnt bother me at all to take more foreign
language classes.
AVERAGE PERCENTAGE

5
Strongly
Agree
0

4
Agree

3
Neutral

2
Disagree

11

34

12

1
Strongly
Disagree
8

27

16

11

45

38

11

44

26.5

12.9

39.0

10.7

10.9

4.3.1.3 Speaking anxiety in terms of fear of negative evaluation (Items 3, 7,

13, 15, 20, 23, 25, 31, 33)
Apart from communication apprehension and test anxiety, another part of
speaking anxiety is fear of negative evaluation. In terms of fear of negative
evaluation, 42.5% respondents were unsure of how they felt as they marked
neutral in the survey response (refer Table 5). On the contrary, a plausible
example can be seen from item 7 I feel very awkward when I have to speak in
English in front of other people when 42 out of 65 respondents strongly agreed
that they feel strange when they have to use English in front of others. Another
good instance is for item 31 I get nervous when the examiner or other
candidates asks questions which I havent prepared in advance when 55 out of
65 respondents strongly agreed to the statement. It proved that the fear of
negative evaluation rooted from being approach by authorities such as
examiners or invigilators during tests.

Table 5: Frequency Scores for Speaking Anxiety in Terms of Fear of Negative Evaluation

No.
3.
7.
15.
20.
23.
25.
31.
33.

Questions
I feel nervous speaking to native speakers of English.
I feel very awkward when I have to speak in English
in front of other people.
I am usually at ease during a speaking test in English
in my language class.
Even if I am well prepared for the MUET speaking
test, I still feel anxious about it.
The more I study for a language test, the more
confused I get.
I feel afraid that my language teacher is to correct
every mistake I make.
I get nervous when the examiner or other candidates
asks questions which I havent prepared in advance.
I panic before and during the MUET speaking test.
AVERAGE PERCENTAGE

5
Strongly
Agree
2
42

4
Agree

3
Neutral

2
Disagree

1
2

55
16

7
2

1
Strongly
Disagree
0
3

30

13

11

32

11

16

23

19

41

55

50

30.3

8.6

42.5

7.3

11.3

4.3.1.4 Speaking anxiety in terms of anxiety of MUET classes (Items 4, 5, 6,

11, 12, 16, 17, 22, 26, 28, 30)
This part of the survey questions wishes to explore whether the respondents
have any problems concerning the MUET lessons conducted as preparations for
the coming examination. Mixed result was gained from scored frequency
whereby 32.2% strongly agreed, 10.7% agreed, 35.8% was neutral, 10.3%
disagreed and 11% strongly disagreed (refer Table 6). 54 out of 65 respondents
strongly agreed to item 22 I feel confident when I am required to take a
speaking test in English and 45 out of 65 respondents strongly agreed to item
26 I dont feel pressured to prepare for a MUET speaking test. This proved
that the respondents were well prepared during class to sit for the speaking
exam.

Table 6: Frequency Scores for Speaking Anxiety in Terms of anxiety of MUET Classes

No.
4.
5.
6.
11.
12.
16.
17.
22.
26.
28.

30.

Questions
I start to panic when I have to speak without
preparation in MUET speaking examination.
I get upset when I dont understand what other
people are saying in English.
I always feel that other students speak better English
than I do.
It wouldnt bother me at all to take a speaking test in
English.
It frightens me when I dont understand what the
examiner is saying during the speaking test of MUET.
I worry about the consequences of failing the MUET
speaking test.
I dont understand why some people get so upset
over the MUET speaking test.
I feel confident when I am required to take a
speaking test in English.
I dont feel pressured to prepare for a MUET
speaking test.
I feel tense and nervous when taking a speaking test
in English compared to other test in English such as
writing test.
I worry about having to sit for MUET.
AVERAGE PERCENTAGE (%)

5
Strongly
Agree
8

4
Agree

3
Neutral

2
Disagree

38

1
Strongly
Disagree
11

16

16

23

23

24

10

40

11

34

22

13

31

60

54

45

23

33

23
32.2

21
10.7

3
35.8

11
10.3

7
11.0

4.3.2 Research Question 2. What experiences the MUET learners face with the
instalment of different speaking exam format compared to SPM oral
examination?
In order for the researcher to explore the experiences of MUET learners with the
instalment of different speaking format between SPM and MUET, a focus group
interview was conducted with all six of the participants soon after they had completed
their MUET mock speaking examination. Two questions were mooted out to these
participants and the results will be analysed as below:

Question 1: In your opinion, what are the differences between MUET speaking
exam and SPM oral examination?
Nissa responded that MUET speaking examination is lively and that the candidates
need to survive in a group discussion. She also said that the candidates need to know
how to carry out a conversation in public. In contrast to SPM oral examination where
the candidates only need to talk about some topics given to them and it is easier than
MUET.
MUET speaking examination made me got the senses to practice speaking
English in public. (Nissa)
Fahmi added that MUET requires the candidates to have basic general knowledge
whereby SPM oral examination is merely a platform for students to practise speaking
in English. Aishah mentioned that the difference between MUET and SPM is that
MUET has an external examiner and SPM only invigilated by the candidates own
English teacher.

Ramlah said that MUET did not heed on grammar acquisition whereby SPM did not
take note on basic knowledge. Aiza and Aida both agreed that SPM oral examination
is easier than MUET speaking examination. They also said the difference is in the
format but the anxiousness they faced for both examinations was the same.

Based on that information, if the researcher is to cross-refer the information from the
survey, it seemed that Aiza and Aida both responded 4 (Agreed) and 5 (Strongly
Agreed) for question items under the speaking anxiety of fear of negative evaluation.

It can be assumed that Aida and Aiza were seriously worried of their examination
marks whereby they failed to see the difference between both MUET and SPM
examination format.

Question 2: When you found out that MUET speaking examination is different
from SPM oral examination, how does that affects you?

Nissa started to answer by saying that she did a little research of past exam questions
and she also did extensive reading activities plus surfing internet as extra efforts to
avoid making mistakes during the examination. Fahmi added by saying that when he
got aware of the difference, he felt less motivated as he felt that it was quite difficult
to secure good marks if the response did not fulfil the task requirement.

Ramlah responded that she too perform some research through the internet for the
same reason as Nissa which is avoiding making mistakes during the examination.
Ramlahs response was seconded by Aishah and Aiza. Aida did not respond although
prompted by the researcher.

Harmer (2001) identified some extrinsic sources which can evoke on a students
motivated learning. He mentioned that based upon situational purposes, a student will
response to his or her surrounding which will affect the acquisition of the language.
Apart from parents, siblings or peers, teachers are also the main source of continuity
to students motivation.

Sometimes, students will only contribute of offer opinions if the topic(s) being
discussed is within their interest. During lessons practices, teachers need to be aware
of the students preferences which might lead to a fruitful teacher-students interaction.
Students may contribute if they have sound knowledge of the discussion topic as they
were able to develop appropriate vocabulary reference on the topic.

4.3.3 Research Question 3. Under what description(s) do MUET speaking

examination creates anxiety to MUET learners?
Question 1: What do you think the most when sitting for the MUET speaking
examination?
Fahmi said that the only thing he worries the most when sitting for the MUET
speaking examination is whether he can fulfil the task or not. Sometimes, during
classroom practice he feels like running away from the class once he finds out that the
task was too difficult for him. On the contrary, Nissa is too concern about her strategy
as the researcher quoted below:
I mostly concern about how I would survive during the discussion and
how I can speak to make my points accepted by others. Most of the times,
I shut myself down to alleviate the feeling of fear from building up in me.
(Nissa)

Aida responded that her primary thoughts are fear and anxiousness. Aiza said that all
she thought about is to keep on talking without any hedges on other people. Ramlah
agreed by saying that if she knows other people are watching her, she would

experience a high level of anxiety within her resulting of her forgetting everything
that she was supposed to say.

Aishah said that during MUET speaking examination, she normally got confused of
whether to act being confident or to unleash her nervousness. She mentioned that her
teacher has taught her to control her anxiousness but it seems impossible for her to
hide her state of anxiety during speaking examination because the reality is always
there.

Question 2: What criteria do you think you should have to get good marks in the
MUET speaking exam?
For Nissa, she said that to get good marks in the MUET speaking examination, it is
very important to know how to do a conversation in public and knowledge about the
topic is also essential. Fahmi responded that the tactfulness of elaborating points being
discussed is crucial for any candidates to secure good marks in the MUET speaking
exam.
Aishah, on the other hand mentioned that having confidence, bravery and speaking a
lot are the keys into getting good marks during the exam. Ramlah, Aiza, and Aida
agreed to Aishahs point about having confidence during speaking examination and
Aida added that to be confident, one must stay focus at all times. The researcher
quoted one response:
I should have the bravery, apart from being confident
(Aishah)

Question 3: In what way do you think that you can do better to get good marks
for the MUET speaking examination?
Fahmi responded by saying that candidates should have a solid foundation from the
beginning and SPM oral examination is considered as a good platform to begin with
as a preparation to MUET speaking examination. Aishah agreed to Fahmis statement
by adding that it is essential for the candidates who wanted to be good at speaking to
practice speaking a lot.

Nissa believed that possessing a good speaking skill and knowing a lot of the latest
issue happening around the world will make any person a better speaker and will
result in getting good marks. Ramlah, Aiza and Aida simply agreed to Fahmis
statement as they are also certain that the primary key to be good at speaking is to
have concrete foundation at an early stage of language acquisition.

4.4

Summary
This chapter has provided the information required to explore the construct of anxiety
among candidates of MUET speaking examination. From the data of the survey, it can
be summarized that the level of speaking anxiety among the candidates is high despite
going through sufficient preparation during classroom activities to reduce the anxiety
level. The focus group interview has revealed that the participants state of anxiety
was triggered by a few factors such as lacking of confidence, lacking of practice,
strategizing and familiarity of the speaking exam format.

CHAPTER FIVE
DISCUSSION AND RECOMMENDATIONS

This chapter discusses the findings of the research study. The initial section of this chapter
deals with the findings of each research question. The later part of the chapter poses
recommendations based on the findings of the research study for any upcoming research in
the future.

5.1

Summary of Findings
The study was conducted to explore the construct of anxiety among MUET learners.
After the rich data collected from the adapted FLCAS questionnaire and focus group
interview, a preliminary supposition can be put forth. Based upon the survey, it can be
concluded that MUET learners of SMK Dato Syed Ahmad experienced a high level
of anxiety.

The second approach towards achieving the objective of the study was taken to
understand the construct of anxiety which acts as an obstacle which deters optimum
performance of MUET learners during speaking examination. Through the interview,
quite a number of reasons were identified as the sources which contribute to the
construction of anxiety among MUET learners.

The participants raised the issue of lack knowledge of the examination format, lack of
content knowledge, fear of negative evaluation, lack of classroom practice and
lacking of confidence contributed to the construct of anxiety among them. The issue
brought up are somewhat similar to the findings of other researches and most likely
similar resolution could be put into practice as a remedy to the problem.

5.2

Discussion
The purpose of this study was to explore the construct of anxiety among learners of
MUET at SMK Dato Syed Ahmad over speaking examination.

5.2.1 Research Question 1. What is the level of speaking anxiety among MUET
candidates of SMK Datuk Syed Ahmad, Kuala Nerang, Kedah?

The level of speaking anxiety among MUET candidates of SMK Datuk Syed Ahmad
is measured using Foreign Language Classroom Anxiety Scale (FLCAS) as proposed
by Horwitz in 1986 and modified in 2001. The scale indicated that state of anxiety
existed in four components; communication apprehension, fear of negative
evaluation, test anxiety and anxiety of foreign language classes. Horwitz, Horwitz and
Cope (1986) emphasize that communication apprehension, fear of negative evaluation
and test anxiety as the components of foreign language anxiety but not a mere sum of
language anxiety and should be treated individually in their own right.

Under communication apprehension component, the result from FLCAS survey

indicated a high level of speaking anxiety (over 41%). This presumably means that
the MUET candidates posed a high level state of anxiety caused by real or anticipated
communication with others using foreign language. It is not surprising that classroom
anxiety to be correlated with communication apprehension.

Renee von Worde in her study Students Perspective on Foreign Language Anxiety
in 2003 found out that 73% of her respondents were considered highly anxious as a
result of FLCAS survey. The result of the study backed the findings of this study
which concluded speaking anxiety effects over the performance of examination
candidates.

Despite the small number of sample used in the study, Renee von Worde managed to
identify several anxiety provoking contributing factors that warranted limitation in
generalization. She also were able to list out several which have direct relationship
including recommendations include intensifying awareness of foreign language
anxiety and suggestions regarding pedagogical practices or classroom activities.

Classroom exercises or activities are the projections of real-life situations which

reflect the real situations beyond the classroom compound. The survey determines the
level of anxiety through the state of feeling expressed by the respondents in the
questionnaire. The respondents responded that the feelings that they experienced are
similar to that feeling of anxiousness.

5.2.2 Research Question 2. What experiences the MUET learners face with the instalment
of different speaking exam format compared to SPM oral examination?

The instalment of different speaking exam format between SPM level oral
examination and MUET speaking examination brought about a variety of perception
and experiences to the candidates. This discussion will divide the results into three
main categories; high achievers, average achievers and low achievers.

The high performing participants (Nissa and Fahmi) responded that they did
preliminary research through various sources like the internet and reference books
thus lessening their level of anxiety towards MUET speaking exam. By increasing
their understanding about the format, the candidate will be much more aware of what
they are going to face. This conforms to item 31 in FLCAS survey I get nervous
when the examiner or other candidates asks questions which I havent prepared in
advance where 55 out of 65 respondents strongly agreed that preparation is crucial
in lessening the anxiety level that emerges within a persons thought.

The average performing participants (Ramlah and Aishah) responded that they are
more concern of avoidance in making mistakes during the exam. This state of feeling
urged them to make relevant research prior to the speaking examination. Parallel to
FLCAS survey in item 2 I do not worry about making mistakes when speaking in
English when 34 out of 65 candidates are in neutral state of anxiety feeling. This

explains that the respondents are unsure of the mistakes they are going to be
committing during the exam.

5.2.3 Research Question 3. Under what description(s) do MUET speaking examination

creates anxiety to MUET learners?

The primary aim of this question is to explore the construct of anxiety within MUET
candidates which contributes to the increment level of anxiety. The scope of question
might seem general to the context of anxiety construction, but the researcher will
guide the participant to respond within the context of the study to achieve the
objective of the research.

Fahmi and Nissa (high performing participants) worried about whether or not they
would be able to fulfil the task presented to them. Nissa was more concern of the
appropriate strategies needed to achieve good marks. However, it can be assumed that
a majority of MUET learners were prepared for the exam as responded in FLCAS
item 22 I feel confident when I am required to take a speaking test in English where
54 out of 65 respondents strongly agreed to that statement. Only that for the high
achievers who are well aware of the examination format, stress on specific area of
anxiety construct.

Average performing students like Aishah and Ramlah were concerned of how they are
going carry the burden. Although Aishah mentioned that her teacher has taught her
well in controlling her fear, it is impossible to perform the action as her state of
anxiety overpowers her sense of mind control. This conforms to the statement in
FLCAS item 18 In the MUET speaking test, I feel like I can get so nervous that I
forget things I know whereby 23 strongly agreed and 24 agreed to the statement.

A high level of anxiety can sometimes play a trick to the students mind which blocks
any sense of rational mind. Abel et. al. (1990) found a direct relationship of anxiety
and confidence whereby a high level of anxiety are closely related to low level of
confidence. Most of the times, a simple task learned can become highly complicated
with the increment of high levels of anxiety (Llyod and Mayes, 1999).

Low performing participants (Aida and Aiza) were strategizing on keeping on talking
regardless of whether their response fulfils the task or not. These low achievers
believed that the idea of a speaking examination is to test on whether a candidate can
speak or not during the examination. As true as it may seem, the marking for MUET
speaking examination stresses on the importance of whether the candidates fulfilled
the task apart from fulfilling the time by sheer speech.

Interestingly, low performing candidates tend to memorize certain chunks of ideas

which will help them in keeping the flow of their speech. Aiza mentioned that she

memorized certain social conventions found in her reference book to maintain the
flow of her speech and her strategy helped her a lot during classroom practices.

Renees(2003) research revealed that her participants described the construct of

anxiety was closely related to physical manifestation and generalized that their source
of anxiety were generated from various sources, such as speaking activities, inability
to comprehend, negative classroom experiences, fear of negative evaluation, native
speakers, methodology, pedagogical practices, and the teachers themselves.

5.3

Implications

Every research has its own implications in influencing the implications of what is
being studied. The mix between quantitative and qualitative approach towards
defining the purpose of this research have brought about several implications being
adopted. The discourse of foreign language anxiety among the respondents was not
solely based upon the instalment of FLCAS.

The main goal of FLCAS was for the respondents to reflect on themselves based upon
certain situations which may induce anxiety. The implications which existed under
this approach would be that such questionnaire positions might pose certain
respondents to experience similar views on certain situations on language acquisition,
while taking into consideration within the classroom context of learning language.

Hence, the implementation of FLCAS should not be the primary indicator in this
research under that consideration.

Frantzen & Magnan, 2005; Yan & Horwitz, 2008; Dewaele et al., 2008; Scholz, 2012
proposed that FLCAS should not be a sole research method in studies concerning
foreign language anxiety. The researcher is behind the statement that FLCAS should
not become the primary tool in this research as certain situations proposed in the
questionnaire do not reflect the reality faced by the respondent sitting for MUET
speaking examination.

In lieu to that, if the questionnaire using FLCAS approach continued to be used as a

sole tool for this research, the respondents might not be able to link their experience
and state of anxiety with what being stated in the questionnaire. The questionnaire
only stresses on what occurs in the classroom context whereas the primary objective
of this research is to explore the construct of anxiety among MUET learners.

In order for the researcher to achieve the objective of this research, qualitative
approach has been instilled to provide richer content of data for the analysis. This
trend of research approach can be witnessed in researches by Yan and Horwitz
(2008), Dewaele, Petrides and Furnham (2008) and Scholz (2012), which exploited
the mixed method research between FLCAS and qualitative methods. The researcher
feels that this action is necessary to identify the response of the participants and
explore how the state of anxiety is constructed.

On the contrary, the implementation of qualitative and quantitative methods in one

research did bring about certain implications as well. Using qualitative approach
deters such information from the questionnaire to be linked to the quantitative result.
The researcher faced difficulty in determining which situations stated in FLCAS have
correlated with the construct of anxiety mentioned during interview.

Before the interview, a solid rapport should be built between the researcher and the
participants that would assist the researcher to understand how anxiety is constructed.
However, this approach will fail to project any plausible result if the participants
adopt poststructuralist identities which would pose different situations from what they
had answered in the FLCAS questionnaire (Scholz, 2012).

5.4

Suggestion for future research

Throughout the study, a number of limitations were addressed which leads to several
recommendations of what should be suggested for future research of similar study.
First of all, the study only involves respondents from SMK Dato Syed Ahmad, Kuala
Nerang, Kedah and should be extended on other population such as students from
other higher learning institutions.

Next, the study could be prolonged to measure the construct of foreign language
anxiety over other language skills such as listening, reading comprehension and
writing skills. Moreover, the study could also be carried upon MUET learners who are
returning candidates or participants who have had experience sitting for the
examination and would be able to share their strategies better.

5.5

Summary
In conclusion, the findings of the study indicate that the 65 respondents from SMK
Dato Syed Ahmad experienced a high level of foreign language anxiety. The six
participants during focus group interview also showed significant correlation between
foreign anxiety among the construct over communicative apprehension, fear of
negative evaluation, test anxiety and evaluation of MUET classes. Nonetheless,
despite relentless efforts from the teachers to prepare his or her students for the
examination; the construct of anxiety still becomes evident in affecting the
performance of MUET learners. It is anticipated that this study will contribute to the
emergence of anxiety-lessening strategies which can be instilled at an earlier students
level thus building their confidence from the start.

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Classroom". ERIC Digest. 1987. ERIC Clearinghouse on Reading and Communication skills
Urbana IL. November 2, 2008. <http://www.ericdigests.org/pre-926/quiet.htm>

Abel, J.L. & Larkin, K.T. (1990) Anticipation of

Performance Among Musicians: Physiological

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