CHAPTER 3: DATA ANALYSIS AND DISCUSSION
3.1. Data analysis on the questionnaires for students
3.1.4. Students’ expectation on learning listening skill
Because teacher plays a central role in students’ learning attitudes, the researcher carried out students’ expectation about their teachers in order to propose some suggestions for them to improve their students’ attitudes in learning listening
skill. The results were collected as follows:
Items
Strongly Agree
(%)
Agree
(%)
Disagree
(%)
Strongly Disagree
(%) 1. My teacher gives positive feedbacks 45.8 54.2 0 0 2. The teacher will be more friendly
in order to foster encouraging class atmosphere
65 35 0 0
3. The teacher will be fairer in
accessing my learning outcomes 38.3 19.2 31.7 10.8 4. Teacher will make use of teaching
aids and motivational strategies more frequently to motivate us to learn listening skill
37.5 35.8 15 11.7
5. Teacher will adapt listening tasks
to make them suitable for my level 35.8 29.2 19.2 15.8 6. Teacher sometimes find familiar
listening topics of our interest to motivate us
16.7 15 44.2 24.1
7. Teacher will provide us with vocabulary and background knowledge requisite for listening tasks before each listening class
44.2 40 15.8 0
Figure 10: Students’ anticipation from teachers
The table shows that 100% of the students expected positive feedbacks from the teacher, the same proportion waited for their teachers’ friendliness and a good relationship between teachers and students. A slightly bigger numbers of students agreed to be judged and assessed more impartially (57.5%) compared with 42.5% were satisfied with their teachers’ appraisement on their learning outcomes. In comparison with figure 7, it can be induced that the most teachers at Que Vo 1 High school rarely used teaching
aids to support their teaching career and motivational strategies to motivate their students, as a result, the students expected to have more exposure to motivational strategies and teaching aids use from the teachers (87 respondents, accounting for 73.3%). The other 32 participants, accounting for 26.7% did not expected these, maybe because they found their teachers applied these teaching tools quite frequently.
Item 5 indicates that the teachers should adapt the listening tasks in order to suit the students’ level and ability, which helps them more stimulated in the listening lessons when getting certain positive outcomes (65% of the students advocated while only a third of them opposed).
It can be inferred from the results of item 6 that there may be no need to consider the listening topic as an affective factors on students’ learning attitudes (68.3% were contented with the listen topics taught in the textbook, and only 31.7% did not like them).
The last item was included in the questionnaire to probe whether students’ lack of vocabulary and background knowledge had any impingement on their attitudes towards learning listening. The data collected gave the answer to this issue; only 19 of 120 students (15.8%) did not find it essential to be taught vocabulary and background knowledge before doing listening tasks. On the other hand, 84.2% of the students raised objection to this view, they needed to be taught vocabulary and background knowledge requisite for their listening tasks. It means that lack of vocabulary and background understanding about listening topics impaired students’ positive attitudes to learn listening.
3.1.4.2. Students’ anticipation with the teachers’ use of motivational strategies during listening lessons
35,8%
12,5%
19,2%
32,5%
Warm - up Pre - listening While - listening Post - listening
Figure 11: Students’ anticipation with the teachers’ use of motivational strategies during listening lessons.
As can be seen from the chart, a large proportion (35.8%) expected to be motivated in warm – up stage, while the equivalent number of the students anticipated motivational strategies at pre- listening stage (32.5%). A smaller number were for post - listening (19.2%) and while – listening stage (12.5%).
In general, the chart shows that teachers should motivate students at warm – up and pre – listening stage so as to prepare them encouraging attitudes before doing listening tasks.
3.1.4.3. Students’ expectation from the school Item
number
Items Responses
(%) 1 I want your school equip us with a modern room for
learning listening skills. 100
2 You expect the quality of cassettes and disc will be improved well enough and there are enough cassettes as well as disc for all classes.
100
3 You really want to have more reference books in English, especially books training listening skills for you to practice after each lesson.
100
Figure 12: Students’ expectation from the school
Surprisingly, all students awaited the improvement of teaching and learning facilities. All of them would like the school to equip them with a modern language listening laboratory, buy enough cassettes and disc for all classes and more referent books which helped them have more chances to train listening skills at home after each lessons.
Therefore, it can be concluded that the teaching facilities of the school was too poor, hindering students’ interest for learning listening skill, which may consequently lead to unexpected results.