A study on test taking techniques for toeic reading comprehension test by students at vietnam maritime university ics

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -  - NGUYỄN THỊ BƯỞI DEMOTIVATING FACTORS IN LISTENING LESSONS OF THE SECOND YEAR NON-ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY (Nghiên cứu yếu tố gây hứng thú học nghe sinh viên không chuyên năm thứ hai trường đại học Công Nghiệp Hà Nội ) M.A Minor Programme Thesis Field: English Language Teaching Methodology Code: 60140111 HA NOI – 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -  - NGUYỄN THỊ BƯỞI DEMOTIVATING FACTORS IN LISTENING LESSONS OF THE SECOND YEAR NON-ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY (Nghiên cứu yếu tố gây hứng thú học nghe sinh viên không chuyên năm thứ hai trường đại học Công Nghiệp Hà Nội ) M.A Minor Programme Thesis Field: English Language Teaching Methodology Code: 60140111 Supervisor: Dr Nguyen Thi Thu Ha HA NOI – 2015 DECLARATION I, hereby, certify the thesis entitled “Demotivating factors in listening lessons of the second year non-English major students at Hanoi University of Industry” is the result of my own research for the Minor Degree of Master of Arts at Faculty of PostGraduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi, and that this thesis has not, wholly or partially, been submitted for any degree at any other universities or institutions Hanoi, October 2nd, 2015 Nguyen Thi Buoi ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor Dr Nguyen Thi Thu Ha for her inspiring me to this research If it had not been for her invaluable guidance, insightful comments and kind support, my thesis would not have been accomplished My special thanks also go to all the professors and lecturers of the Faculty of Postgraduate Studies at the University of Languages and International Studies – Vietnam National University, Hanoi for their valuable lectures, which have laid the foundation for this thesis I am indebted to my friends and my colleagues for their suggestions and encouragement to fulfill the study Finally, I owe the completion of this study to my family, especially my husband who gave me encouragement throughout the study Hanoi, October 2015 ABSTRACT This study is an attempt to investigate factors demotivating the second year non English major students in listening lessons at Hanoi university of Industry The main purposes of the study are to find out: the main demotivating factor affecting students‟ motivation in listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons The study data were collected by means of questionnaire for students and teachers, informal interviews with teachers and class observation The results indicated that four demotivating factors were found in this study: (1) unfavorable teaching and learning condition, (2) the difficulty of listening section in the coursebook,(3) learner‟s lack of background knowledge and reduced interest, and (4) teachers‟ teaching styles However, there still existed the gap between teachers‟ perception and students‟ perception as a source of demotivation The students mostly blamed on unfavorable teaching and learning condition; whereas, teachers thought that it was the students‟ low English proficiency and laziness in learning Some suggestions were provided by the teachers to motivate students in listening lessons TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations……………………………………………………………vii List of tables and charts………………………………………… ……………viii PART ONE: INTRODUCTION 1 Rationale Aims and objectives of the study Research questions Scope of the study Research methodology Significance of the study Organization of the study PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background of listening 1.1.1 Definitions of listening 1.1.2 Definition of listening comprehension 1.1.3 Teaching listening skill 1.2 Theoretical background of motivation and demotivation 1.2.1Definition of motivation 1.2.2 Definition of demotivation 1.2.3 Previous studies in the world and in Vietnam of demotivation 1.2.4 Studies of demotivating factors in listening 10 CHAPTER 2: METHODOLOGY 13 2.1 Research questions 13 2.2 Participants of the study 13 2.3 Methods of the study 13 2.4 Instruments 14 2.4.1 Questionnaire 14 2.4.2 Interview 14 2.5 Data collection and data analysis 14 2.5.1 Data collection 14 2.5.2 Data analysis 15 CHAPTER 3: RESEARCH FINDINGS AND DISCUSSION 16 3.1 Data analysis of discussion of students‟ survey questionnaire 16 3.1.1 The coursebook 16 3.1.2 Student- related demotivating factors 17 3.1.3 Teacher- related demotivating factors 18 3.1.4 Teaching and learning conditions 19 3.1.5The demotivating items in rank order 20 3.2 Data analysis and discussion of teachers‟ survey questionnaire and interview 23 3.2.1 Teachers‟ opinion on the role of listening comprehension, tasks, students‟ proficiency in listening and students‟ motivation in listening 24 3.2.2 Teachers‟ opinion on demotivating factors in listening lessons 27 3.2.3 The frequency of teaching techniques and activities used by teachers in listening lessons 29 3.2.4 Teachers‟ opinion on solutions helping students to revive their motivation in listening lessons 30 3.3 Major findings and discussion 33 3.3.1 Demotivating factors from students‟ perceptions 33 3.3.2 Demotivating factors from teachers‟ perceptions 35 3.3.3 Solutions suggested by teachers 37 3.4 Summary of the chapter 37 PART THREE: CONCLUSION 38 Conclusion 38 Recommandation 38 Limitation of the study 40 Suggestion for further study 40 REFERENCES 41 APPENDIX (Student questionnaire – English version) I APPENDIX (Student questionnaire – Vietnamese version) III APPENDIX (Teacher questionnaire) V APPENDIX (Teacher interview- English version)………………………….VIII APPENDIX (Teacher interview- Vietnamese version) IX LIST OF ABBREVIATIONS HaUI: Hanoi University of Industry LC : Listening comprehension LIST OF TABLES AND CHARTS Table: Table 1: Students‟ opinions on listening comprehension section in the course book Table 2: Students‟ opinions on student- related demotivating factors Table 3: Students‟ opinions on teacher- related demotivating factors Table 4: Students‟ opinions on teaching and learning conditions Table 5: The rank order of 30 items of 4groups of demotivating factors Table 6: Teachers‟ opinions on students‟ demotivation in listening lesson Table 7:Frequency of teaching techniques and activities used by the teachers Chart: Chart 1: Teachers‟ opinions on the importance of listening skill Chart 2: Teachers‟ opinions on the tasks in the coursebook Chart 3: Teachers‟ opinions on students‟ proficiency in listening Chart 4: Teachers‟ opinions on students‟ motivation in listening lessons 3.4 Summary of the chapter This chapter has presented a detailed analysis of the data obtained from the two survey questionnaires, the interview and observation After that, a discussion of the findings with the regard to the research questions has also been provided 45 PART THREE: CONCLUSION Conclusion The study has investigated the demotivating factors in the listening lessons of the second year non English major students at HaUI and solutions suggested by teachers to help students revive their interest in listening lessons After the data were collected, analyzed and discussed, the following conclusions were reached In the first place, four demotivating factors were found in this study: (1) the unfavorable teaching and learning condition, (2) the difficulty of listening section in the coursebook,(3) learner‟s lack of background knowledge and reduced interest and (4) teachers‟ personality and teaching styles However, there still existed the gap between teachers‟ perception and students‟ perception as a source of demotivation The students blamed on teaching and learning condition; whereas, teachers thought that it was the students‟ low English proficiency and laziness in learning In addition, the study also pointed out some suggestions from the teachers to motivate students in listening lessons The solution suggested most was reorganizing the class size so that the students could concentrate on the lessons and did not distract by the noise Furthermore, teachers believed that students‟ motivation in listening lessons would be improved if students became active learners and more hard-working Besides, appropriate teaching techniques as well as material adaptation could be a big source of encouragement for students in learning listening lessons Recommendations 46 On the basis of the findings, the researcher put forward some recommendations which are of great significance to teachers and students  Improving the learning and teaching condition From the finding in the previous part, it is obvious that a big class size not only has an adverse impact on students‟ learning, but also on the teachers themselves Many teachers who work in overcrowded classes have low morale and self-esteem Motivation suffers and classroom methods are restricted to little more than lecture The teachers sometimes cannot control or deliver their activities because of a large class size Moreover, an increasing class size will reduce the opportunities for the students to interact with the teachers Therefore, it is necessary for the educating managers at HaUI to consider an appropriate learning and teaching English environment  Training students to become active listeners and effective self- learners It is obvious that students will never become good listeners if they are not active in learning listening Students have to make a conscious effort to hear not only the words that the other person is saying but, more importantly, to try and understand the total message being sent The teacher encourages students to avoid negative attitude in learning or depend too much on the teacher‟s lecture Moreover, the teachers should is to train their students to become more effective self-learners by giving them more homework or encouraging them to self-practice listening at home If they can selfstudy effectively, they will be more motivated to learn and to explore further for improving the Listening Comprehension skill  Improving teacher‟s classroom techniques Basing on characteristics of different groups of students, the teacher should use 47 appropriate techniques or even in the same class the teacher also has to employ various techniques in different listening comprehension lessons in order to renew the classroom atmosphere and make the class more interesting and efficient However, the three stages of the LC lesson: pre, while and post-listening should be maintained In each stage, various techniques should be employed Besides, some more ways for teachers to improve their teaching technique are to participate in methodology course or take part in “Teaching Competition” Both the course and the competition offer teachers opportunities to expose to other‟s teaching environment so that they will learn some new things to apply in their daily teaching  Adapting the listening comprehension of the course book “New Headway –preintermediate” Although the LC part is assessed to be appropriate and useful for skill development objective, it is not completely suitable for Vietnamese learners as it is written for English learners all over the world Thus, to minimize its disadvantages, the LC in the material should be adapted to be more appropriate to our students‟ levels and needs Limitations of the study and suggestions for further study Due to various constraints and scope of the study, the present research displays certain limitations First, this study investigated the demotivating factors for the second year non-English major students at HaUI However, with the limited number of participants, the results of the study may not reliably reflect the teaching context Second, if time was available an interview with student subjects would be conducted to add more validity to the research Third, due to the small scope and limited time, the research only focused on listening skill Therefore, the coming research can focus on the other skills in particular or foreign language learning in general Furthermore, other 48 researcher can focus on more learners at different levels and more teachers to participate in the studies to have more reliable findings and perceptions of the issue REFERENCES Byrnars, H (1984) The Role of Listening Comprehension: A Theoretical Base Foreign Language Annals 17:317-29 Chamber, D N (1993).Taking the “de” out of Demotivation Language learning Journal,7, 13-16 Dornyei, Z (1998) Demotivation in foreign language learning Paper presented at the TESOL‟98 Congress, seattle, WA Dornyei, Z (2001a) Teaching and researching motivation Longman, Harlow Dornyei, Z (2001b).Motivational strategies in the language classroom Cambridge University Press, Cambridge Flout, J., Maruyama, M., (2004).A comparative study of proficiency and learner demotivation The Language Teacher 28, 3-9 Groham, J.,&Christophel, D (1992) Students’ perception of teacher behavior as motivating and demotivating factors in colleges classes Communication Quarterly Gorham, J., Millette, D (1997) A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes Communication Education 46, 245-261 Kikuchi, K (2008) Teachers’ strategies to avoid students’ demotivation: A perspective from survey studies Anthology series Kikuchi, K (2009) Listening to our learners’ voices: what demotivates Japanese high school students?Language teaching Research 49 Kikuchi,K., Sakai,H (2007) Japanese learners‟ voices: What domotivates EFL high school students?Language Teaching Research, 13, 12-36 Mendelsohn, D (1998).Teaching listening.Annual Review of Applied Linguistics 18:81-101 O‟Malley, J M & A.U Chamot.(1990) Learning Strategies in Second Language Acquisition Cambridge: Cambridge University Press Oxford, R (1993) Research Update on L2 Listening System 21: 205-11 Rost, M (2002).Teaching and Researching Listening London, UK: Longman Trang.T&Baldaulf.R (2007).Understanding resistance to English language learning – the case of Vietnamese student Paper presented at the Journal of Asia TEFL, 79- 105 Willis, J (1984) Teaching English through English, London: Longman Zhang, Q (2007) Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States Communication Education 56, 209-227 50 APPENDIX 1: QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for my thesis “demotivating factors in listening lessons of the second year non- English major students at Hanoi University of industry” It is highly appreciated if you could spend a little time completing truthfully the questionnaire All your own information is only used for the thesis purpose and you can confident that you will not be identified in any discussion of the data Please write in the space provided, tick a box and/or the column of your choice Thank you very much for your cooperation! General information Name: ……………………… Age:………… Gender: male female How long have you been learning English ………… year(s) Please indicate your opinion about each statement by putting a tick (√) in the appropriate column (SD= Strongly Disagree; D= Disagree; U= Undecided; A= Agree, DA= Strongly Agree) No 10 Items Listening difficulties There are many new words and grammar points in listening lessons It is difficult to understand the content of listening material in the course book The topics of listening lessons totally strange only some topics are familiar to your own knowledge Listening texts in the course book are boring Listening texts in the course book are long The speaking speed of listening part is fast The pronunciation in the listening part is difficult to listen and recognize words Listening exercises are difficult and uninteresting Time for listening lessons is not enough Student- related demotivating factors My English ability is not good enough to handle lesson‟s objectives I SD D U A DA 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 I have difficulty in memorizing words and phrases of words I get lost in how to self-study for listening skill I often get low marks I often fail to answer the teacher‟s questions I am not interested in listening lessons Teacher- related demotivating factors Teacher‟s teaching style is boring The speech of teaching is fast Teacher‟s instructions and explanations are not clear and not easy to understand Teacher rarely speaks English in class Teacher‟s pronunciation of English is poor Teacher is lack of care and enthusiasm Teacher demonstrates favoritism (appreciate high achievers, humiliate on low achievers) Teacher is strict and inflexible Teacher rarely uses teaching aids: handouts, pictures, computers, speakers, tapes, recorders, CD Teaching and learning conditions Teaching and learning facilities are insufficient My classmates not like learning English It is noisy outside when I listen to the tape The audio quality is poor The number of the students in a class is too large The class is often in disorder, which affects my performance in class Other demotivating factors: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Thank you very much for your cooperation! II APPENDIX 2: PHIẾU ĐIỀU TRA CHO SINH VIÊN Phiếuđiềutranàyđượcthiếtkếchonghiêncứucủatôi“ nghiêncứucácyếutốgâynênsựmấthứngthúđốivớicácbàihọcnghecủasinhviênkhôngchuyênnămth ứhaitrườngđạihọccôngnghiệpHàNội” Rấtmongcácbạncóthểdànhthờigianđểtrảlờicáccâuhỏimộtcáchtrungthực.Tấtcảcácthơng tin củacácbạnchỉđượcsửdụngduynhấtchomụcđíchnghiêncứuvàcácbạncóthể tin chắcrằngtêncủacácbạnsẽkhơngđượcđềcậptrongnghiêncứu Bạnhãyviếtvàocáckhoảngtrốngvàtích (√) vào trốnghoặccộtmàcácbạnchọn Xinchânthànhcảmơnsựhợptáccủacácbạn! Họvàtên:…………………………………………Tuổi:…… Giớitính: Nam/ Nữ BạnhọctiếngAnhđượcbaolâu? năm Hãychobiếtquanđiểmcủabạnvềnhữnglờiphátbiểudướiđâybằngcáchtích (√) vàocộttươngứng (SD= rấtkhơngđồng ý, D= khơngđồng ý, U= khơngcó ý kiến, A= đồng ý, SA= rấtđồng ý) Bạn hứng thú học nghe yếu tố đây? STT 10 11 12 13 14 15 16 Lờiphátbiểu Cónhiềutừmớivàkiếnthứcngữpháptrongbàinghe Nội dung bàinghetronggiáotrìnhkhóhiểu Chủđềcácbàinghexalạ, rấtítchủđềgầngũiquenthuộc Bàinghetronggiáotrìnhtẻnhạt Bàinghetronggiáotrìnhdài Tốcđộcácphầnnghenhanh Phátâmtrongcácphầnnghekhóhiềuđểnhậnbiếttừ Cácbàitậpnghekhóvàkhơngthúvị Thờigianchocácbàinghekhơngđủ Khảnăngcủatơikhơngđủtốtđểđápứngđượcmụctiêubàihọc Tơigặpkhókhăntrongviệcnhớtừvàcáccụmtừ Tơikhơngbiếtcáchtựhọckỹnăngnghe Tơithườngbịđiểmkém Tơithườngkhơngtrảlờiđượccâuhỏicủagiáoviên Tơikhơngquantâmtớicácbuổihọcnghe Phongcáchgiảngdạycủagiáoviênrấtnhàmchán III SD D U A SA STT 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Lờiphátbiểu Tốcđộtruyềnđạtkiếnthứccủagiáoviênnhanh Giáoviênhướngdẫnvàgiảithíchkhơngdễhiểu GiáoviênhiếmkhinóitiếngAnhtrênlớp Giáoviênphátâmkhơngchuẩn Giáoviênthiếusựquantâmvànhiệttình Giáoviênthiênvị (đánhgiácaonhữngsinhviêngiỏi, trùdậpsinhviênkém) Giáoviênnghiêmkhắcvàcứngnhắc Giáoviênhiếmkhisửdụngcơngcụhỗtrợdạyhọcnhưmáytính, tranhảnh, loađài… Thiếuphươngtiệndạyvàhọc BạnhọckhơngthíchhọctiếngAnh Mơitrườngbênngồithườngồnàokhihọcnghe Chấtlượngđĩanghekhơngtốt Sốlượngsinhviênqđơng Lớphọcthườngmâttrậttự, lộnxộngâyảnhhưởngtớiviệchọccủatơitrênlớp SD D U A Cácyếutốgâymấthứngthúkhác (nếucó): …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………………………………………………………………………….… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Xinchânthànhcảmơnsựhợptáccủabạn! IV SA APPENDIX : QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for my thesis “ Demotivating factors in listening lessons of the second year non- English major students at Hanoi university of industry” It is highly appreciated if you could spend a little time completing truthfully the questionnaire All your own information is only used for the thesis purpose and you can confident that you will not be identified in any discussion of the data Please write in the space provided, tick a box and/or the column of your choice Thank you very much for your cooperation! How long have you been teaching English: ……… year(s) What you think about the role of listening comprehension skill? A Strongly unimportant B Unimportant C Neutral D Important E Strongly important What you think about the tasks in the cousebook? A Very easy B Easy C So so D Difficult E Very difficult How you rate your student‟s proficiency in listening? A Very poor B Poor C Average D Good E Very good How motivated are your students in listening lessons? A Very low B Low C Average D High V E Very high Put a tick () to the answer you think it demotivates your students to learn listening English (more than one answer is acceptable) Please indicate your opinion about each statement by putting a tick (√) in the appropriate column (SD= Strongly Disagree; D= Disagree; U= Undecided; A= Agree, DA= Strongly Agree) No Items The listening texts and tasks are difficult Students‟ low proficiency in English and laziness The number of students are too large Teacher‟s teaching method (uncreative, boring ways of conveying knowledge, difficult to understand, too fast teaching rate) Teacher‟s personality (unfriendly, lack of care and enthusiasm, favoritism) and competence (unqualified, inexperienced, fail to pronounce) Listening activities are not interesting enough Teaching and learning facilities (projector, cassette, microphone, etc.) are not used often Students not like learning listening English SD D U A SA How often you use the following techniques to motivate students to listen? O = Often, S= Sometimes, R= Rarely No 10 11 Techniques/Activities Creating a competitive atmosphere Giving some pre- listening questions Pre- teaching new vocabulary in the listening text Giving a brief introduction of the listening text Making students be clear about the purposes of the listening tasks Using games Using visual aids Asking students to share their opinions about the topic Supplying exercises ranging from easy to difficult levels Pairwork and groupwork Discussion VI O S R 12 Giving students supplementary listening materials Other techniques (please specified) …………………………………………………………………………………………………… …………………………………………………………………………………………………… ………………………………………………………………………………………………… In your opinion, what are the possible solutions to motivate students in listening lessons? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Thank for your co-operation! VII APPENDIX 4: QUESTIONS FOR INTERVIEWING TEACHERS I Lead in II Testing and exploring ideas 1.Please describe your students‟ behaviors/ attitudes toward listening lessons? In your opinion, what demotivated your students in listening lessons? - Do you think that difficult listening texts and tasks affect students‟ demotivation in learning listening lessons? - In your opinion, are teaching and learning facilities sufficient? Do they motivate your students in learning? - From your points of view, does bad English ability demotivate students in learning? - Do you think that teacher‟s teaching styles and teacher‟s competencee affect learner‟s motivation in learning listening? … What you often in listening lessons? - Please summarize the framework of your listening lesson? - Could you describe some techniques/methods you often use in each stage of listening lessons to motivate your students? - How you warm-up your students? - How often you use English in class? … In your opinion, what solutions can help your students to overcome their demotivation? III Conclusion - Are there any demotivating factors that we have not discussed? - Thank you very much for your all ideas VIII APPENDIX 5: CÂU HỎI PHỎNG VẤN GIÁO VIÊN I Dẫn vào Rất cảm ơn cô giáo nhận lời tham gia buổi vấn hôm II Kiểm tra khai thác thông tin Câuhỏi 1: Xin cô cho biết thái độ sinh viên học nghe? Câuhỏi 2:Theo cô,những yếu tố gây hứng thú sinh viên không chuyên năm học nghe? - Những nghe dài hay tập nghe khó có làm sinh viên hứng thú khơng ? - Phương tiện dạy học có đầy đủ khơng? Liệu có phải yếu tố làm giảm động lực học nghe sinh viên không? - Theo cơ, trình độ tiếng Anh chưa tốt có ngun nhân khiến sinh viên khơng có động lực học khơng? - Phương pháp giảng dạy hay lực giáo viên có phải ngun nhân khơng? - … Câu hỏi 3: Xin cô cho biết phương pháp bước cô thường làm nghe - Các bước nghe? - Miêu tả vài hoạt động bước? (Cách dẫn vào bài, hay cách kết thúc bài…) - Cơ có thường sử dụng Tiếng Anh dạy nghe không? - … Câu hỏi 4: Theo giải pháp giúp sinh viên lấy lại hứng thú nghe III Kết thúc - Cảm ơn chia sẻ cô giáo IX ... Postgraduate Studies at the University of Languages and International Studies – Vietnam National University, Hanoi for their valuable lectures, which have laid the foundation for this thesis I am... demotivating factors, that learning contents and materials and test scores are the prominent demotivating factors for various students In Vietnam, Trang and Baldauf (2007) conducted a research on. .. 14 2.5 Data collection and data analysis 14 2.5.1 Data collection 14 2.5.2 Data analysis 15 CHAPTER 3: RESEARCH FINDINGS AND DISCUSSION 16 3.1 Data analysis of