CHAPTER FIVE

DISCUSSION AND RECOMMENDATIONS

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

5.1

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

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

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

5.2

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

5.2.1

Research Question 1. What is the level of speaking anxiety among MUET candidates
of SMK Datuk Syed Ahmad, Kuala Nerang, Kedah?
The level of speaking anxiety among MUET candidates of SMK Datuk Syed Ahmad
is measured using Foreign Language Classroom Anxiety Scale (FLCAS) as proposed
by Horwitz in 1986 and modified in 2001. The scale indicated that state of anxiety
existed in four components; communication apprehension, fear of negative
evaluation, test anxiety and anxiety of foreign language classes. Horwitz, Horwitz and
Cope (1986) emphasize that communication apprehension, fear of negative evaluation
and test anxiety as the components of foreign language anxiety but not a mere sum of
language anxiety and should be treated individually in their own right.
Under communication apprehension component, the result from FLCAS survey
indicated a high level of speaking anxiety (over 41%). This presumably means that
the MUET candidates posed a high level state of anxiety caused by real or anticipated
communication with others using foreign language. It is not surprising that classroom
anxiety to be correlated with communication apprehension.

Renee von Worde in her study Students Perspective on Foreign Language Anxiety
in 2003 found out that 73% of her respondents were considered highly anxious as a
result of FLCAS survey. The result of the study backed the findings of this study
which concluded speaking anxiety effects over the performance of examination
candidates.
Despite the small number of sample used in the study, Renee von Worde managed to
identify several anxiety provoking contributing factors that warranted limitation in
generalization. She also were able to list out several which have direct relationship
including recommendations include intensifying awareness of foreign language
anxiety and suggestions regarding pedagogical practices or classroom activities.
Classroom exercises or activities are the projections of real-life situations which
reflect the real situations beyond the classroom compound. The survey determines the
level of anxiety through the state of feeling expressed by the respondents in the
questionnaire. The respondents responded that the feelings that they experienced are
similar to that feeling of anxiousness.

5.2.2

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

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

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

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

5.2.3

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

creates anxiety to MUET learners?

The primary aim of this question is to explore the construct of anxiety within MUET
candidates which contributes to the increment level of anxiety. The scope of question

might seem general to the context of anxiety construction, but the researcher will
guide the participant to respond within the context of the study to achieve the
objective of the research.

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

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

A high level of anxiety can sometimes play a trick to the students mind which blocks
any sense of rational mind. Abel et. al. (1990) found a direct relationship of anxiety
and confidence whereby a high level of anxiety are closely related to low level of

confidence. Most of the times, a simple task learned can become highly complicated
with the increment of high levels of anxiety (Llyod and Mayes, 1999).

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

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

which will help them in keeping the flow of their speech. Aiza mentioned that she
memorized certain social conventions found in her reference book to maintain the
flow of her speech and her strategy helped her a lot during classroom practices.

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

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

5.3

Implications

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

The main goal of FLCAS was for the respondents to reflect on themselves based upon
certain situations which may induce anxiety. The implications which existed under
this approach would be that such questionnaire positions might pose certain
respondents to experience similar views on certain situations on language acquisition,
while taking into consideration within the classroom context of learning language.
Hence, the implementation of FLCAS should not be the primary indicator in this
research under that consideration.

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

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

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

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

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

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

Before the interview, a solid rapport should be built between the researcher and the
participants that would assist the researcher to understand how anxiety is constructed.
However, this approach will fail to project any plausible result if the participants

adopt poststructuralist identities which would pose different situations from what they
had answered in the FLCAS questionnaire (Scholz, 2012).

5.4

Suggestion for future research

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

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

5.5

Summary
In conclusion, the findings of the study indicate that the 65 respondents from SMK
Dato Syed Ahmad experienced a high level of foreign language anxiety. The six
participants during focus group interview also showed significant correlation between
foreign anxiety among the construct over communicative apprehension, fear of

negative evaluation, test anxiety and evaluation of MUET classes. Nonetheless,

despite relentless efforts from the teachers to prepare his or her students for the
examination; the construct of anxiety still becomes evident in affecting the
performance of MUET learners. It is anticipated that this study will contribute to the
emergence of anxiety-lessening strategies which can be instilled at an earlier students
level thus building their confidence from the start.