chapter one - anxiety

8/10/2019 Chapter One - Anxiety

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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.


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


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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.


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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,


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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.


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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.


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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


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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


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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?


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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


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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.


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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


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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;


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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


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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.


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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


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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.


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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.


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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.


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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


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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


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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.


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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 Description of Activity Examples

MODEL 1

Student-Teacher

Students are given a visual stimulus and arerequired to answer questions posed by the

teacher.

Presenting information fromnon-linear forms, e.g.

timetables, charts, train

schedules, comic strip,

pictures.

Giving descriptions

MODEL 2

Student-Listener

The student presents information, story or poem

to another student based on topic given of

stimulus.

Talking and sharinginformation

Story-telling

Public speaking Poem recital


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MODEL 3

Student-Prompter

The student chooses a partner and the teacher

assesses students. Presenting information from a

picture.

Giving descriptions

Narrating

Giving opinions

MODEL 4

Pair work

The student chooses a partner and the teacher acts

as a prompter.

Talking and sharing

information Asking and giving

directions/instructions

Making enquiries

MODEL 5

Group work

Students are put into groups of 3 or 4. Studentschoose their own group members. Teacher

assesses students.

Talking and sharinginformation

Giving opinions

Justifying and giving reasonsand explanations

Source: Malaysia Examination Syndicate (2004)

2.8 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.


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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


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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.


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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


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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.


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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


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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.


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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 researchersparticipants.

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


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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


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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.


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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.


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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.


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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).


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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.


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Table 2: Identity of Participants for Group Interview

Name Label MUET Speaking

Marks

English SPM Result

Nissa High performing 44/60 A-

Fahmi High performing 42/60 B+

Aishah Average performing 33/60 C

Ramlah Average performing 31/60 C

Aida Low performing 24/60 E

Aiza Low performing 22/60 E

4.2Instruments 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


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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.


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4.3Findings 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?

4.3.1.1Speaking 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 testwhen 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 testwhen 44 out of 65 respondents strongly agreed to the statement.


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

No. Questions

5

Strongly

Agree

4

Agree

3

Neutral

2

Disagree

1

Strongly

Disagree

1. I never feel sure of myself when I am speaking inEnglish.

13 7 30 5 10

9. I feel uncomfortable speaking English under any

situations.

18 11 19 10 7

14. I think that the other students are better at speaking

English than I am during the MUET speaking test.

14 19 7 25 0

18. In the MUET speaking test, I feel like I can get so

nervous that I forget things I know.

23 24 10 3 1

24. I can feel my heart pounding when Im about to be

called to take the speaking test in English.

23 23 11 4 0

27. I feel tense and nervous when taking a speaking test

in English compared to other test in English such as

reading test.

50 14 0 0 1



listening test.

44 19 0 1 1

32. I feel sick before taking a speaking test in English. 33 24 0 0 8

AVERAGE PERCENTAGE (%) 41.9 27.1 14.8 9.2 7.0

4.3.1.2Speaking 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.


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

No. Questions

5

Strongly

Agree

4

Agree

3

Neutral

2

Disagree

1

Strongly

Disagree

2. I do not worry about making mistakes whenspeaking in English.

0 11 34 12 8

8. I am afraid that other students will laugh when I

speak in English

27 16 4 8 11

10. I feel anxious if someone asks me something in

English.

45 5 7 2 6

19. It embarrasses me to volunteer to give my opinions

during the MUET speaking test.

7 6 38 11 3

21. It wouldnt bother me at all to take more foreign

language classes.

7 4 44 2 8

AVERAGE PERCENTAGE 26.5 12.9 39.0 10.7 10.9

4.3.1.3Speaking 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.


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

No. Questions

5

Strongly

Agree

4

Agree

3

Neutral

2

Disagree

1

Strongly

Disagree

3. I feel nervous speaking to native speakers of English. 2 1 55 7 07. I feel very awkward when I have to speak in English

in front of other people.

42 2 16 2 3

15. I am usually at ease during a speaking test in English

in my language class.

7 4 30 13 11

20. Even if I am well prepared for the MUET speaking

test, I still feel anxious about it.

32 11 2 4 16

23. The more I study for a language test, the more

confused I get.

9 9 23 5 19

25. I feel afraid that my language teacher is to correct

every mistake I make.

4 6 41 7 7

31. I get nervous when the examiner or other candidates

asks questions which I havent prepared in advance.

55 6 4 0 0

33. I panic before and during the MUET speaking test. 7 6 50 0 2

AVERAGE PERCENTAGE 30.3 8.6 42.5 7.3 11.3

4.3.1.4Speaking 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.


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

No. Questions

5

Strongly

Agree

4

Agree

3

Neutral

2

Disagree

1

Strongly

Disagree

4. I start to panic when I have to speak withoutpreparation in MUET speaking examination.

8 8 38 0 11

5. I get upset when I dont understand what other

people are saying in English.

4 6 16 16 23

6. I always feel that other students speak better English

than I do.

23 3 5 24 10

11. It wouldnt bother me at all to take a speaking test in

English.

1 5 40 8 11

12. It frightens me when I dont understand what the

examiner is saying during the speaking test of MUET.

34 8 22 0 1

16. I worry about the consequences of failing the MUET

speaking test.

13 9 31 6 6

17. I dont understand why some people get so upsetover the MUET speaking test.

2 2 60 1 0

22. I feel confident when I am required to take a

speaking test in English.

54 4 7 0 0

26. I dont feel pressured to prepare for a MUET

speaking test.

45 2 1 8 9



writing test.

23 9 33 0 0

30. I worry about having to sit for MUET. 23 21 3 11 7

AVERAGE PERCENTAGE (%) 32.2 10.7 35.8 10.3 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:


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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.


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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.


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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


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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)


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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.


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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.


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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.


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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.


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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

advancewhere 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

Englishwhen 34 out of 65 candidates are in neutral state of anxiety feeling. This


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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.


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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 knowwhereby 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


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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.


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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.


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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

chapter one - anxiety

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