Chapter 3: Analysis of data and suggestions for materials adaptation
3.2. Evaluation on the Objectives of the Course
3.2.1. Vocabulary improvement
Results from teachers and students about the students‟ vocabulary enrichment can be summarized in the following chart:
Chart 2: Students‟ Vocabulary Improvement
Looking at chart 2, it can be seen that teachers and students do not completely make an agreement among the issue. Even most of the teachers and students suppose that the course book helps students improve their vocabulary. However, 26% of students have the positive response of the course when they confirm their vocabulary is much improved after the course, and only 10 % of teachers share the same idea with them.
The great amounts of teachers identify that students do not get much significant progress in vocabulary. Luckily, only 10% of teachers and 12 % of students complain the course does not bring them any improvement of vocabulary. Therefore, the collected data showed that students‟ vocabulary improvement matches the expected requirement.
3.2.2. Students’ speaking tasks completion
Speaking tasks Teachers Students
Introduce yourself and your family 100% 100%
Tell about your hobbies 90% 92%
Tell about an unforgettable memory in your
childhood 30% 35%
Order food and drink 60% 52%
Ask in shops 60% 55%
Tell about the favorite tourist area in your
hometown 30% 32%
Table 3: Students‟ speaking tasks completion
Speaking skill may be considered to be the most important one in CLT. Table 3 has pointed out the six typical speaking tasks appeared in the final oral test of the subject, among them 4 of 6 mentioned tasks are able to complete by the majority of students, between 50%-100%, they are Introduce yourself and your family, Tell about your hobbies Order food and drink, Ask in shops whereas the rest appeared not so complicated. Telling about an unforgettable memory in your childhood and the favorite tourist area in your hometown seem to be the hardest topics with 30-32% of students could do them. As for the challenges in these tasks, they blame for the lack of vocabulary as well as their poor grammatical structures relating to past tense.
Therefore, it is understandable which they face a lot of difficulties in these tasks.
In regard of teachers‟ feedback, they confirm definitely their students could overcome successfully with the tasks of Introduce yourself and your family, Tell about your hobbies; Order food and drink, Ask in shops. Similar to the tasks of Telling about an unforgettable memory in your childhood and the favorite tourist area in your hometown were hardly completed by their students. Furthermore, another reason teachers provide in their class observation is that the students seem not to be interested in talking about those topics because they are all beyond their needs and knowledge.
3.2.3. Language Point Proficiency
Language Points
Very good Good Not very good
Not good at all
Ts Ss Ts Ss Ts Ss Ts Ss
To be 90% 62% 10% 24% 0% 6% 0% 8%
Demonstrative
Adj/Pronoun 30% 22% 40% 36% 20% 26% 10% 16%
Present Simple Tense 30% 20% 30% 24% 20% 25% 20% 21%
Can/can‟t 50% 25% 30% 38% 10% 25% 10% 12%
There be 40% 24% 30% 36% 20% 22% 10% 18%
Some/any 40% 36% 40% 23% 10% 27% 10% 14%
How much/how many 30% 28% 40% 41% 20% 14% 10% 7%
Countable/Uncountable
Noun 30% 25% 30% 39% 20% 15% 20% 21%
Past Simple Tense 20% 14% 20% 15% 30% 40% 30% 31%
Comparatives/Superlatives 30% 16% 30% 29% 20% 38% 20% 27%
Present Continuous tense 20% 8% 20% 24% 30% 46% 30% 26%
Future Intension 10% 12% 30% 36% 20% 28% 40% 22%
Present Perfect Tense 10% 12% 20% 21% 20% 44% 50% 25%
Table 4: Student‟s level of proficiency in language points
The data shown in the table prove that there is a close similarity between two groups of respondents. The result indicates that the Language Points that students can use well include: To be, Demonstrative Adj/Pronoun, can/ can‟t, there be, some/any, how much/how many, Countable/Uncountable Noun, simple present tense, Comparatives/Superlatives. The other structures as past simple tense, present continuous tense, present perfect tense, comparatives/superlatives appeared to difficult to them., some students has been interviewed so as to find the explanation for this, they said that they could effectively use the structures as they are not too difficult to remember and put them in practice, and students honestly explained that at their high schools these language points were also taught, so these cannot be their matter, while the complication of verb and adjective form in Comparatives/Superlatives, Present Perfect tense or other structures are too difficult for them to use successfully. For most teachers, they also believe that their students could manage skillfully with the language points as mentioned above with the large proportion for the choices “very good, good”; teachers also express their sympathy for students at vocational college.
They share with the author the background knowledge of students, most of them are at average level, so the grammar structure like tenses, or Comparatives/Superlatives could be their challenges. From the result of the study, we may find out the measure for deduction, that is, teachers should pay more attention to grammatical revision in the class so that students will have more time and effort to deal with those, and then
applying them into daily conversation. This also involves in the changing of timetable in each module.
3.2.4. General evaluation on the students’ progress
Chart 3: Evaluation on the students‟ progress
As shown in the charts, most teachers believe that their students get progress after the course. Among them, 80% are sure that students could be at least better than their language before. Only 10 % of them, equivalent to one teacher in the survey are disappointed at the positive changes of his own students. The figure outlines that even teachers are not really satisfactory with the book at some points, but they are proud of their students‟ progress.
According to students, it is happy that they found themselves much progress after the course, when the evidence from the chart shows that 75% said they have achievement in studying GE. Beside their own effort and teachers‟ support, owning an appropriate book is also one of the most important elements in order to get the achievement.
However, there is the fact that 25% of students do not accept the fact that they get nothing at all after the course finished. For those students, they have to struggle with the final oral test with the great fear. The reasons mainly come from their lack of knowledge at the high school. Other factor is the loss of attention in class, or their refusal of taking part in group discussion or pair work because they only keep silent and work individually.
3.3. Evaluation on the Format of the Course book