Chapter Four - Anxiety

8/10/2019 Chapter Four - Anxiety

1/14

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.


2/14

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).


3/14

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


4/14

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.

4.3Findings 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


5/14

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.

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 in

English.

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


6/14

understanding that they have a high level of speaking anxiety when 26.5%

strongly agreed and 12.9% agreed that test anxiety does play an impact over

their speaking test performance (refer to Table 4). A significant number of

respondents (45 respondents) strongly agreed to item 10 I feel anxious if

someone asks me something in English and none of the respondents strongly

agreed to item 2 I do not worry about making mistakes when speaking in

English.

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

No. Questions

5

Strongly

Agree

4

Agree

3

Neutral

2

Disagree

1

Strongly

Disagree

2. I do not worry about making mistakes when

speaking 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


7/14

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. 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 0

7. 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%


8/14

disagreed and 11% strongly disagreed (refer Table 6). 54 out of 65 respondents

strongly agreed to item 22 I feel confident when I am required to take a

speaking test in English and 45 out of 65 respondents strongly agreed to item

26 I dont feel pressured to prepare for a MUET speaking test. This proved

that the respondents were well prepared during class to sit for the speaking

exam.

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

No. Questions

5

Strongly

Agree

4

Agree

3

Neutral

2

Disagree

1

Strongly

Disagree

4. I start to panic when I have to speak without

preparation 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 upset

over 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


9/14

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.


10/14

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.


11/14

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


12/14

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 andhow 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


13/14

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


14/14

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.

Documents

Chapter Four - Anxiety