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MUET 800/2 · Speaking

MUET speaking test: format, tips and practice prompts

By Edwin TanLast checked

The MUET speaking test has two parts. In Part 1 you get 2 minutes to prepare and up to 2 minutes to talk on your own. In Part 2 your group gets 3 minutes to prepare, then discusses one question for 4 to 12 minutes, depending on how many of you there are.

Independent guide. Not affiliated with Majlis Peperiksaan Malaysia (MPM).

MUET speaking format

MUET speaking test (paper 800/2, 30 minutes, 25% of the aggregate)
Part 1: individual presentationPart 2: group discussion
TaskA short written situation, then your own prompt starting “Talk about …”A short statement and a mind map: one question, five ideas
Prepare2 minutes3 minutes
SpeakUp to 2 minutes each, in turnGroup of 4: 8–12 min
Group of 3: 6–10 min
Group of 2: 4–8 min
CEFR targetBetween B1 and B2B2
RegisterSomewhat formalGeneral academic; formality can vary
What you aim forPresent your view on your aspect of the topicSupport or oppose the others’ views, use the mind-map ideas or your own, and try to agree on the best suggestion

Source: MPM’s Regulations and Test Specifications (PDF), section 3, Table 7 and Appendix B.

You are tested in a group of two to four candidates, with two examiners in the room. One examiner gives the instructions. The Part 1 and Part 2 topics are related, but Part 2 asks you to deal with the topic at a more abstract level.

Part 1 · 10 minPart 2 · 11 to 15 min
Speaking test timeline for a group of four, roughly to scale at MPM’s longest times: 2 minutes to prepare (P), candidates A to D talk for up to 2 minutes each, 3 minutes to prepare Part 2, then 8 to 12 minutes of discussion. MPM lists the whole paper as 30 minutes.

MUET speaking part 1: individual presentation

Everyone reads the same situation, but each candidate gets a different prompt. You all prepare at the same time, then the examiner calls you one by one. Two minutes goes faster than it feels, so plan two reasons well rather than five in a rush.

MPM lists the language functions Part 1 should draw out: expressing opinions, giving reasons, elaborating, justifying, summarising and concluding. A simple plan that covers all six:

StepRough timeFunctionSounds like
115 secExpressing an opinion“In my view, the simplest way to … is …”
240 secGiving a reason, then elaborating“My first reason is … For example, …”
340 secSecond reason, justified“Another reason is … This matters because …”
410 secAnswering an objection“Some people say … but …”
515 secSummarising and concluding“To summarise, … So I believe …”

MUET speaking tips for Part 1

  • Use the 2 minutes of preparation for key words, not full sentences. A stance, two reasons and one example each is enough.
  • Talk to your own prompt only. The situation is shared, but your “Talk about …” line is yours.
  • MPM says Part 1 is written so you can speak generally and draw on personal experience if you want to. A real example from your town or school is often easier to explain than a statistic.
  • Keep the register somewhat formal, as MPM expects: “I’d like to talk about” rather than “So, okay, my topic ah…”.
  • If you finish early, add a second example rather than repeating your first point.

MUET speaking part 2: group discussion

Part 2 gives the group one question and a mind map with five ideas. MPM’s instructions say you may support or oppose the other candidates, may use the mind-map ideas or your own, and should try to decide on the best suggestion by the end.

  1. In the 3 minutes of preparation, pick one or two ideas you can defend and note a reason for each. Glance at the others too, because you will have to react to them.
  2. Open the discussion if nobody else does. Restating the question is a natural way in, and it shows you are initiating.
  3. Compare ideas instead of listing them. Saying why one suggestion is cheaper, faster or fairer than another is evaluating, which Part 2 asks for.
  4. Bring in quiet members by name. If the group stalls, examiners may step in with “What do you think?”, “Do you agree?” or “And you?”, but it reads better when the group keeps itself going.
  5. Interrupt briefly and politely, then hand the turn back. Long speeches leave no room for interaction.
  6. Reach a decision before time runs out. One person summarises what the group chose and why.

Besides the Part 1 functions, MPM lists inferring, evaluating, initiating, prompting, negotiating, turn-taking and interrupting for Part 2.

Phrase bank for MPM’s language functions

Our own list of everyday phrases, grouped by the functions MPM names. Pick two or three per row that feel natural to you rather than memorising them all.

FunctionPhrases
Initiating“Shall I start?” · “Let’s look at the question first.” · “Maybe we could begin with …”
Expressing opinions“In my view, …” · “Personally, I’d go for …” · “I strongly feel that …”
Giving reasons and justifying“The main reason is …” · “This matters because …” · “That’s why I think …”
Elaborating“For example, …” · “To put it another way, …” · “What I mean is …”
Agreeing“I agree with you, and I’d add that …” · “That’s a fair point.” · “Exactly, and …”
Disagreeing politely“I see what you mean, but …” · “I agree up to a point.” · “I’m not sure that would work, because …”
Interrupting“Sorry to cut in, but …” · “Can I just add something here?”
Prompting and turn-taking“What do you think, Hafiz?” · “We haven’t heard from you yet.” · “Go ahead, you first.”
Evaluating“That idea is cheaper, but slower.” · “The weakness of that is …” · “Of all the options, … works best because …”
Negotiating“Could we agree on …?” · “What if we combined your idea with mine?”
Summarising and concluding“To recap, …” · “So, overall, we’ve decided that …” · “Our best suggestion is …, because …”

What MPM looks for in your speaking

MPM’s specifications name three parts of linguistic knowledge: accuracy (grammar, pronunciation, stress and intonation), range (varied sentence structures) and fluency (speaking with confidence and without undue hesitation). They also mention language suited to the purpose and audience, and varied vocabulary.

MUET speaking topics: 7 practice sets

Seven original sets in the shape MPM publishes, spread across MPM’s topic areas: people and culture, financial awareness and consumerism, science and technology, health and environment, and education. Each has four Part 1 prompts (one per candidate) and a related Part 2 mind map. These are our own practice questions, not MPM’s.

Practising alone? Take one prompt, set the timer to 2:00 to prepare and 2:00 to talk, and record yourself on your phone. For Part 2, argue for two different mind-map ideas, one after the other.

Set 1: Getting to know your neighbours

People and culture

Part 1 · situation

Many people in towns and cities hardly know their neighbours. Your residents’ association wants ideas to change this. You have to give a presentation to the committee.

  • ATalk about greeting your neighbours every day.
  • BTalk about open houses during festive seasons.
  • CTalk about joining a gotong-royong in your area.
  • DTalk about a neighbourhood chat group.

Part 2 · group discussion

Close neighbourhoods help people feel safe and less alone. However, busy lives leave little time for getting to know the people next door.

What is the best way to bring neighbours closer together?
Festive open houses
Gotong-royong
Community garden
Weekend sports
Online chat group

Set 2: Managing money as a student

Financial awareness and consumerism

Part 1 · situation

Many students run out of money before the end of the month. Your college’s student council is planning a money-management week. You have to give a presentation to first-year students.

  • ATalk about keeping a simple weekly budget.
  • BTalk about the risks of “buy now, pay later”.
  • CTalk about saving a small amount every week.
  • DTalk about earning money from a part-time job.

Part 2 · group discussion

Young adults can now borrow and spend with a few taps on a phone. Some only learn how to manage money after they fall into debt.

What is the most effective way to teach young people about money?
School subject
Parents’ example
Banking apps
Social media
Real-life projects

Set 3: Shopping less, shopping smarter

Financial awareness and consumerism

Part 1 · situation

Online sales and free delivery make it easy to buy things we do not need. Your school’s consumer club wants students to shop more carefully. You have to give a presentation at a club meeting.

  • ATalk about comparing prices before you buy.
  • BTalk about reading product reviews online.
  • CTalk about buying second-hand items.
  • DTalk about the pressure of flash sales.

Part 2 · group discussion

Shopping apps send sale alerts almost every day. Many people end up with clothes and gadgets they rarely use.

How can shoppers be encouraged to buy less?
Second-hand markets
Repair shops
Fewer sale alerts
Spending limits
Awareness campaigns

Set 4: Technology in daily life

Science and technology

Part 1 · situation

Technology has changed how Malaysians pay, travel and keep in touch. Your English society is holding a series of talks on technology in daily life. You have to give a presentation to society members.

  • ATalk about paying with an e-wallet.
  • BTalk about using apps to book transport.
  • CTalk about video calls with family far away.
  • DTalk about getting news from social media.

Part 2 · group discussion

New technology makes daily tasks faster, but not everyone finds it easy to use. Older people and those in rural areas are sometimes left behind.

Which technology has improved daily life in Malaysia the most?
E-wallets
Ride-hailing apps
Online banking
Video calls
Food delivery

Set 5: Cutting plastic waste

Health and environment

Part 1 · situation

Food stalls and cafés hand out large numbers of plastic containers, cups and straws every day. Your town council is collecting ideas to cut plastic waste. You have to give a presentation at a public forum.

  • ATalk about bringing your own food container.
  • BTalk about charging customers for plastic bags.
  • CTalk about recycling bins in public places.
  • DTalk about using paper straws and cups.

Part 2 · group discussion

Plastic waste blocks drains, pollutes rivers and takes a very long time to break down. Small changes by many people could make a real difference.

What is the most effective way to reduce plastic waste?
Own containers
Plastic bag charges
Refill stations
Recycling bins
School campaigns

Set 6: Staying safe during the haze

Health and environment

Part 1 · situation

During the haze season, the air in many towns can be unhealthy for days at a time. Your school’s health and safety club wants students to be better prepared. You have to give a presentation at the school assembly.

  • ATalk about checking the daily air quality reading.
  • BTalk about wearing face masks outdoors.
  • CTalk about staying active indoors on haze days.
  • DTalk about why open burning is harmful.

Part 2 · group discussion

Haze makes breathing harder, closes schools and keeps families indoors. It often comes from fires that are hard to control once they start.

What is the best way to protect students during the haze season?
Online lessons
Air purifiers
Free face masks
Early warnings
Indoor activities

Set 7: Skills for life after school

Education

Part 1 · situation

Some employers say school leavers lack practical skills. Your school is reviewing its co-curricular programme. You have to give a presentation to the teachers’ committee.

  • ATalk about learning to cook simple meals.
  • BTalk about learning basic first aid.
  • CTalk about speaking confidently in public.
  • DTalk about managing your own time.

Part 2 · group discussion

Schools focus mainly on examinations, but life after school calls for many other skills. Some people say these skills belong on every timetable.

Which skill should schools teach more than any other?
Public speaking
First aid
Personal finance
Cooking
Time management

For MPM’s own example of the task, see the MUET sample questions booklet (PDF).

MUET speaking sample: Part 1 talk and Part 2 exchange

Both samples use Set 5 (cutting plastic waste) and fictional candidates. They are our own examples, written to show the functions at work. MPM publishes no public mark scheme, so we don’t put a band on them.

Part 1 · Candidate A, Aina

“Talk about bringing your own food container.” · 223 words

Good morning, everyone. Today I’d like to talk about bringing your own food container when you buy food. In my view, it is one of the easiest ways for ordinary people to cut plastic waste. expressing an opinion

My first reason is the sheer number of containers we throw away. Picture a family that buys dinner from a night market three times a week. Each time they might carry home five plastic boxes and bags, which adds up to more than seven hundred pieces of plastic a year from just one household. giving a reason

Most of those boxes are used for ten minutes and then thrown away. Many end up in drains and rivers, especially after heavy rain. elaborating

My second reason is cost. Stall owners pay for every container they hand out, so a customer who brings one saves the trader a little money each time. Some traders may even be happy to give a small discount. giving a reason

Of course, some people say carrying a container is troublesome. I understand that, but a light, foldable box fits easily into a school bag or a car, and washing it takes less than a minute. justifying

To summarise, bringing your own container cuts waste, saves traders money and takes very little effort. summarising

If each of us did it just once a week, our town would throw away far less plastic. Thank you. concluding

Part 2 · extract from the discussion

“What is the most effective way to reduce plastic waste?”
  • KumarShall I start? We need to decide on the most effective way to reduce plastic waste. I’d say charging for plastic bags, because people change their habits quickly when something costs them money.Initiating
  • Mei LingI agree with you up to a point, Kumar. A charge does make people think twice. But it only covers bags. What about food containers and cups?Agreeing in part
  • HafizThat’s a fair point. Personally, I’d go for refill stations. If shoppers could refill soap or cooking oil in their own bottles, a lot of packaging would simply disappear.Offering an alternative
  • KumarAina, you spoke about containers in Part 1. What do you think?Prompting
  • AinaThanks, Kumar. I still think own containers are the most practical idea, because they work at every food stall, not only in supermarkets.Expressing an opinion
  • Mei LingSorry to cut in, Aina, but would people really carry a container every day?Interrupting politely
  • AinaMaybe not at first. That’s why I’d pair it with school campaigns, so children grow up with the habit.Justifying
  • HafizSo we have three options. Refill stations need money and space, and a charge only covers bags. Own containers cost almost nothing.Evaluating
  • KumarThen can we agree that own containers are the best suggestion, backed by school campaigns?Negotiating
  • Mei LingI’m happy with that. To recap: we chose own containers because they’re cheap, they work everywhere, and campaigns can build the habit.Summarising and concluding

Notice that nobody gives a speech. Turns are short, every speaker reacts to the one before, and the group ends with a clear choice and a reason, which is what the instructions ask for.

MUET speaking practice timer

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Part 1: prepare

2:00

Press Start when you look at your prompt.

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Want the full picture of how speaking fits into your band? The MUET band score page has the score table and a calculator, and MUET writing covers the written paper.