CHAPTER FOUR

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

4.1

Respondents Profile

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

Frequency

Percent

Male

23

35.3

Female

42

64.7

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

Table 2: Identity of Participants for Group Interview

Name

Label

English SPM Result

High performing

MUET Speaking
Marks
44/60

Nissa
Fahmi

High performing

42/60

B+

Aishah

Average performing

33/60

Ramlah

Average performing

31/60

Aida

Low performing

24/60

Aiza

Low performing

22/60

A-

4.2 Instruments and variables in the study

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

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

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

Additionally, interviewed participants are largely influential as meaning makers because

they do not merely act as passive agents that retrieve information from an existing set of
answers (Gubrium and Holstein, p.83, 2001). Furthermore, by employing interview as
research instrument, researcher can ensure that participants could comprehend the
questions and able to ask follow up questions in order to clarify participants responses.

This research instrument would assist researchers to overcome misunderstandings as well

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

The interview session was carried out after a rapport has been established between the
researcher and his respondents. Bernard (1994) states that "the most important thing you
can do to stop being a freak is to speak the language of the people you're studyingand
speak it well" (1994, p.145). In order for the researcher to avoid any miscomprehension or
misinterpretation during the interview, the respondents were asked to use the language in
which they are comfortable with, which is Bahasa Melayu.

When the respondents are in their comfort zone, the response from them was
overwhelming. To analyse the data transcribed accurately, the researcher practiced data
reduction method through thematic analysis as featured. Bernard, H.R. and G. Ryan
(1998) mentioned that thematic analysis has its own arguments where the reliability is of

greater concern compared to content analysis as the interpretation might vary for each
analysts.

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

4.3 Findings of the study

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

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

9, 14, 18, 24, 27, 29, 32)
The participants have a high level of speaking anxiety in terms of
communication apprehension. This statement is proven by the high percentage
of respondents agreed to survey questions for specific items under
communication apprehension. 41.9% of the respondents strongly agreed that
communication apprehension affects their speaking performance the most.
27.1% of the respondents agreed that communication apprehension has some
impact over their communication with other people (refer Table 3). A good

example would be item 27 I feel tense and nervous when taking a speaking test
in English compared to other test in English such as reading test when 50 out
of 65 candidates strongly agree to the statement. It shows that the tension builds
up during speaking examination compared to other language skills such as
listening. This can be proven with item 29 I feel tense and nervous when
taking a speaking test in English compared to other test in English such as
listening test when 44 out of 65 respondents strongly agreed to the statement.

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

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

29.

32.

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

5
Strongly
Agree
13

4
Agree

3
Neutral

2
Disagree

30

1
Strongly
Disagree
10

18

11

19

10

14

19

25

23

24

10

23

23

11

50

14

44

19

33
41.9

24
27.1

0
14.8

0
9.2

8
7.0

4.3.1.2 Speaking anxiety in terms of test anxiety (Items 2, 8, 10, 19, 21)
This part of survey items measures the level of worrisome experienced by the
respondents either sitting for the exam or using the English language in
classroom activities. A substantial number of respondents come to an

understanding that they have a high level of speaking anxiety when 26.5%
strongly agreed and 12.9% agreed that test anxiety does play an impact over
their speaking test performance (refer to Table 4). A significant number of
respondents (45 respondents) strongly agreed to item 10 I feel anxious if
someone asks me something in English and none of the respondents strongly
agreed to item 2 I do not worry about making mistakes when speaking in
English.

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

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

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

5
Strongly
Agree
0

4
Agree

3
Neutral

2
Disagree

11

34

12

1
Strongly
Disagree
8

27

16

11

45

38

11

44

26.5

12.9

39.0

10.7

10.9

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

13, 15, 20, 23, 25, 31, 33)
Apart from communication apprehension and test anxiety, another part of
speaking anxiety is fear of negative evaluation. In terms of fear of negative
evaluation, 42.5% respondents were unsure of how they felt as they marked
neutral in the survey response (refer Table 5). On the contrary, a plausible
example can be seen from item 7 I feel very awkward when I have to speak in
English in front of other people when 42 out of 65 respondents strongly agreed

that they feel strange when they have to use English in front of others. Another
good instance is for item 31 I get nervous when the examiner or other
candidates asks questions which I havent prepared in advance when 55 out of
65 respondents strongly agreed to the statement. It proved that the fear of
negative evaluation rooted from being approach by authorities such as
examiners or invigilators during tests.

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

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

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

5
Strongly
Agree
2
42

4
Agree

3
Neutral

2
Disagree

1
2

55
16

7
2

1
Strongly
Disagree
0
3

30

13

11

32

11

16

23

19

41

55

50

30.3

8.6

42.5

7.3

11.3

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

11, 12, 16, 17, 22, 26, 28, 30)
This part of the survey questions wishes to explore whether the respondents
have any problems concerning the MUET lessons conducted as preparations for
the coming examination. Mixed result was gained from scored frequency
whereby 32.2% strongly agreed, 10.7% agreed, 35.8% was neutral, 10.3%

disagreed and 11% strongly disagreed (refer Table 6). 54 out of 65 respondents
strongly agreed to item 22 I feel confident when I am required to take a
speaking test in English and 45 out of 65 respondents strongly agreed to item
26 I dont feel pressured to prepare for a MUET speaking test. This proved
that the respondents were well prepared during class to sit for the speaking
exam.

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

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

30.

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

5
Strongly
Agree
8

4
Agree

3
Neutral

2
Disagree

38

1
Strongly
Disagree
11

16

16

23

23

24

10

40

11

34

22

13

31

60

54

45

23

33

23
32.2

21
10.7

3
35.8

11
10.3

7
11.0

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

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

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

Based on that information, if the researcher is to cross-refer the information from the
survey, it seemed that Aiza and Aida both responded 4 (Agreed) and 5 (Strongly
Agreed) for question items under the speaking anxiety of fear of negative evaluation.
It can be assumed that Aida and Aiza were seriously worried of their examination
marks whereby they failed to see the difference between both MUET and SPM
examination format.

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

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

Ramlah responded that she too perform some research through the internet for the
same reason as Nissa which is avoiding making mistakes during the examination.

Ramlahs response was seconded by Aishah and Aiza. Aida did not respond although
prompted by the researcher.

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

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

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

examination creates anxiety to MUET learners?
Question 1: What do you think the most when sitting for the MUET speaking
examination?
Fahmi said that the only thing he worries the most when sitting for the MUET
speaking examination is whether he can fulfil the task or not. Sometimes, during
classroom practice he feels like running away from the class once he finds out that the

task was too difficult for him. On the contrary, Nissa is too concern about her strategy
as the researcher quoted below:
I mostly concern about how I would survive during the discussion and
how I can speak to make my points accepted by others. Most of the times,
I shut myself down to alleviate the feeling of fear from building up in me.
(Nissa)

Aida responded that her primary thoughts are fear and anxiousness. Aiza said that all
she thought about is to keep on talking without any hedges on other people. Ramlah
agreed by saying that if she knows other people are watching her, she would
experience a high level of anxiety within her resulting of her forgetting everything
that she was supposed to say.

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

Question 2: What criteria do you think you should have to get good marks in the
MUET speaking exam?
For Nissa, she said that to get good marks in the MUET speaking examination, it is
very important to know how to do a conversation in public and knowledge about the

topic is also essential. Fahmi responded that the tactfulness of elaborating points being
discussed is crucial for any candidates to secure good marks in the MUET speaking
exam.
Aishah, on the other hand mentioned that having confidence, bravery and speaking a
lot are the keys into getting good marks during the exam. Ramlah, Aiza, and Aida
agreed to Aishahs point about having confidence during speaking examination and
Aida added that to be confident, one must stay focus at all times. The researcher
quoted one response:
I should have the bravery, apart from being confident
(Aishah)

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

Nissa believed that possessing a good speaking skill and knowing a lot of the latest
issue happening around the world will make any person a better speaker and will
result in getting good marks. Ramlah, Aiza and Aida simply agreed to Fahmis

statement as they are also certain that the primary key to be good at speaking is to
have concrete foundation at an early stage of language acquisition.

4.4

Summary

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