ABSTRAK

Kajian ini mengkaji konstruk kebimbangan bahasa kedua mempunyai pada

keputusan pelajar ESL ' bercakap bahasa Inggeris dalam ESL dan kelas arus
perdana . Instrumen pengumpulan data termasuk Horwitz'z (1983) Bahasa
Asing Bilik Darjah Skala Kebimbangan (FLCAS) dan penyiasatan kualitatif
kebimbangan bahasa melalui temu bual individu pelajar pra -universiti di
SMK Dato ' Syed Ahmad , Kuala Nerang . Keputusan FLCAS menunjukkan
tahap kebimbangan bahasa dalam kelas ESL. Punca-punca kebimbangan
tentang bahasa bercakap melalui temubual pelajar berbeza-beza , termasuk
penghinaan rakan sebaya, bercakap di hadapan penutur asli , kebimbangan
sebutan , dan persekitaran bilik darjah . Kegunaan FLCAS dan cadangan
untuk menggunakan instrumen ini seperti mengumpul data melalui
wawancara dibincangkan. Cadangan keseluruhan dan cadangan untuk
mereka yang terlibat dalam mendidik pelajar / latihan dengan kebimbangan
bahasa dibincangkan.

ABSTRACT

This study investigates the construct of second language anxiety has on ESL
students decisions to speak English in the ESL and mainstream classroom.
Data collection instruments include Horwitzz (1983) Foreign Language
Classroom Anxiety Scale (FLCAS) and qualitative investigations of language
anxiety via individual interviews of pre-university students in SMK Dato Syed
Ahmad, Kuala Nerang. FLCAS results indicate levels of language anxiety in
the ESL classes. Causes of language anxiety about speaking via student
interviews vary, including peer humiliation, talking in front of native speakers,
pronunciation concerns, and classroom environment. Uses of FLCAS and
recommendations for using this instrument as gathering data via interviews are
discussed. Overall suggestions and recommendations for those involved in the
educating/training students with language anxiety are discussed.

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 Bernama online (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 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.
Daly (1991) noted that anxiety-provoking activity like giving a speech in
public outperformed other phobias as fear of snakes, elevators, and heights. The
candidates must not only be proficient learners but also they need to perform in
it as well (Foss & Reitzel, 1988). Horwitz, Horwitz and Cope (1986) reported
that students are very self-conscious when they are required to engage in
speaking activities that expose their inadequacies, and these feelings often lead
to "fear, or even panic." (p. 128).
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.
Some previous mix-method researches on speaking anxiety concluded
that the state of anxiety does exist in classroom settings (Zgutowicz, 2009;
Hadziosmanovic, 2012 and; Kayaoglu and Saglamel, 2013) but none of it linked
the construct of anxiety in relation toward speaking examination. 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 during the examination. 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
during speaking examinations 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

(ii)

Datuk Syed Ahmad, Kuala Nerang, Kedah?

What experiences the MUET learners face with the instalment of

(iii)

different speaking exam format compared to SPM oral examination?

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 subtopics 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 mindthoughts 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:p229).

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

anxiety-producing 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
MODEL 3
Student-Prompter

MODEL 4
Pair work
MODEL 5
Group work

2.8

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

Examples
Presenting information from nonlinear forms, e.g. timetables,
charts, train schedules, comic
strip, pictures.
Giving descriptions
The student presents information, story or poem to
Talking and sharing information
another student based on topic given of stimulus.
Story-telling
Public speaking
Poem recital
The student chooses a partner and the teacher
Presenting information from a
assesses students.
picture.
Giving descriptions
Narrating
Giving opinions
The student chooses a partner and the teacher acts
Talking and sharing information
as a prompter.
Asking and giving
directions/instructions
Making enquiries
Students are put into groups of 3 or 4. Students
Talking and sharing information
choose their own group members. Teacher
Giving opinions
assesses students.
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 specific-situation 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 5point 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

FINDINGS
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
Male
Female

Frequency
23
42

Percent
35.3
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

Nissa
Fahmi
Aishah
Ramlah
Aida
Aiza

High performing
High performing
Average performing
Average performing
Low performing
Low performing

MUET Speaking
Marks
44/60
42/60
33/60
31/60
24/60
22/60

English SPM Result

AB+
C
C
E
E

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 by the
researcher 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
.

Questions

1.

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 (%)

9.
14.

18.
24.

27.

29.

32.

5
Stron
gly
Agree

4
Agre
e

3
Neutr
al

2
Disagr
ee

13

30

1
Strongl
y
Disagr
ee
10

18

11

19

10

14

19

25

23

24

10

23

23

11

50

14

44

19

33

24

41.9

27.1

14.8

9.2

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
.

Questions

2.

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

8.
10.
19.
21.

5
Stron
gly
Agree

4
Agre
e

3
Neutr
al

2
Disagr
ee

11

34

12

1
Strongl
y
Disagr
ee
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, 38.2% 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. One good example would be item 13 I tremble
when I know that Im going to be questioned during a MUET speaking
test where 50 out of 65 candidates agreed (34 strongly agreed and 13
agreed) showing that the emergence of anxiety prevails during speaking
test.

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
.

Questions

3.

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 tremble when I know that Im going to be
questioned during a MUET speaking test.
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

7.
13.
15.
20.
23.
25.
31.

33.

5
Stron
gly
Agree

4
Agre
e

3
Neutr
al

2
Disagr
ee

55

1
Strongl
y
Disagr
ee
0

42

16

34

13

10

30

13

11

32

11

16

23

19

41

55

50

32.8

9.7

38.2

7.4

11.9

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
.

Questions

4.

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.
6.
11.
12.

16.
17.
22.
26.
28.

30.

5
Stron
gly
Agree

4
Agr
ee

3
Neutr
al

2
Disagr
ee

38

1
Strong
ly
Disagr
ee
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. Aida did not respond

although prompted by the researcher. Aiza responded that English examination

is her least concern in her study.
English language exams are all the same, whether in my primary
years, secondary years or even at tertiary level
(Aiza)

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.

The low performing candidates (Aida and Aiza) felt that the construct of
different format between SPM and MUET is not of their primary concern. With
relation to item 11 in the survey It wouldnt bother me at all to take a speaking
test in English where 40 out of 65 candidates were unsure, Aida and Aiza
themselves did not notice any differences between both exams as for them,
English examination is English examination.

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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Appendix 1

Survey Questions for a Research Study on Speaking Anxiety

Dear MUET candidates,

This survey is designed to identify the level of anxiety among MUET candidates when
sitting for the speaking examination. By completing this survey, you are helping your
teachers/instructors to construct a more meaningful and less stressful speaking activities
during class. Thank you for your cooperation.
Age

Gender

18 25 yrs
25 yrs and above

Is this your first time

sitting for MUET?
Yes
No

Male
Female

Instructions:
There are 33 questions below. Complete the questions by indicating only one (x) in the
appropriate box for each question. Select your response based upon your feelings of
whether you Strongly Agree, Agree, Neutral, Disagree or Strongly Disagree.

No
.

Questions

1.

I never feel sure of myself when I am

speaking in English.
I do not worry about making mistakes when
speaking in English.
I feel nervous speaking to native speakers
of English.
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.
I feel very awkward when I have to speak in
English in front of other people.
I am afraid that other students will laugh
when I speak in English
I feel uncomfortable speaking English under
any situations.
I feel anxious if someone asks me
something in English.

2.
3.
4.

5.
6.
7.
8.
9.
10.

No
.

Questions

11.

It wouldnt bother me at all to take a

speaking test in English.

5
Strong
ly
Agree

4
Agre
e

3
Neutr
al

2
Disagre
e

1
Strong
ly
Disagr
ee

5
Strong
ly
Agree

4
Agre
e

3
Neutr
al

2
Disagre
e

1
Strong
ly
Disagr
ee

12.

13.
14.

15.
16.
17.
18.
19.
20.
21.
22.
23.
24.

25.
26.
27.

28.

29.

30.
31.

32.
33.

It frightens me when I dont understand

what the examiner is saying during the
speaking test of MUET.
I tremble when I know that Im going to be
questioned during a MUET speaking test.
I think that the other students are better at
speaking English than I am during the MUET
speaking test.
I am usually at ease during a speaking test
in English in my language class.
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.
In the MUET speaking test, I feel like I can
get so nervous that I forget things I know.
It embarrasses me to volunteer to give my
opinions during the MUET speaking test.
Even if I am well prepared for the MUET
speaking test, I still feel anxious about it.
It wouldnt bother me at all to take more
foreign language classes.
I feel confident when I am required to take a
speaking test in English.
The more I study for a language test, the
more confused I get.
I can feel my heart pounding when Im
about to be called to take the speaking test
in English.
I feel afraid that my language teacher is to
correct every mistake I make.
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 reading test.
I feel tense and nervous when taking a
speaking test in English compared to other
test in English such as writing test.
I feel tense and nervous when taking a
speaking test in English compared to other
test in English such as listening test.
I worry about having to sit for MUET.
I get nervous when the examiner or other
candidates asks questions which I havent
prepared in advance.
I feel sick before taking a speaking test in
English.
I panic before and during the MUET
speaking test.

Thank you. Your response is highly appreciated.