Chapter III STATISTICS AND ANALYSIS OF DATA
III.1. Statistical results of questionnaires for students
The first survey questionnaire was planned for 100 students at DDHS to make sure the reliability and validity of the data collection. It consists of 10 questions which are related to the five main issues presented in the following tables and charts
III.1.1. Students’ attitude towards speaking skill
Questions Options Results(%)
Q 1
How important is speaking to you?
A. Very important 27
B. Rather important 52
C. Little important 16
D. Not important at all 5
Q 2
How much do you feel interested in speaking in class
A. Very interested 10
B. Rather interested 14
C. Little interested 51
D. Not interested at all 25
Q 3
What do you think about the speaking topics in the textbook?
A. Interesting 10
B. Boring 53
C. Difficult 24
D. Easy 13
Table1: Students’ attitude towards speaking skill
Table one presents the information about students‟ attitude towards speaking skill. As can be seen 79 % of the students claim that speaking skill is important to them while 16%
suppose speaking skill is little important and it is not important at all for 5%. Moreover, the statistics from table 1 show a surprising fact that only 24 % of all students feel interested in speaking lessons while 51% feel little interested and 25% of them respond that they do not feel interested at all.
The responses to questions 3 from table 1 seem to explain suitably why a lot of students are not interested in speaking lesson. It is because that nearly 77% of informants think that the topic in each speaking lesson is difficult or boring and only 13% of them regard it to be easy. The minority (10%) say it is interesting.
It can be concluded that the majority of the students agree that English speaking skill is really significant. However, the number of students who feel interested in speaking in class is contrary. The reason for it may concern the speaking topic - they may be difficult, easy or boring. The question raised here is how students get involved in speaking activities in a classroom.
III.1.2. Students’ degrees of participation in classroom speaking activities
As can be seen from the chart above, the majority of students (63%) have little participation in oral activities. Next is the number of students who like speaking English when appointed by the teachers (15%). Only 9 % like English when they have already prepared at home for what they want to say. The students who like to speak English with friends next to them or at the same table and who are willing to speak English in any activities have the lowest rate, 8% and 5%, respectively.
From the results shown in the chart, a conclusion can be drawn that levels of students‟
participation in oral activities are very different; the most remarkable fact is the number of students has little their involvement in speaking lessons. Hence, the teachers should know what factors affecting student‟s participation.
Figure 1: Degrees of students' participation in oral activities
A
5% B
15%
C 8%
D 9%
E 63%
III.1.3. Reasons that make students hesitant to participate in oral activities
Questions Options Results (%)
Q 1
Which factors make you reluctant to speak English in speaking lessons?
A. feeling shy 10
B. not being accustomed to speaking in front of other people 17
C. boring teaching method 22
D. uninteresting lessons 43
E. Learning goal is not to communicate 8
Q 2
What do you think often affect your involvement in English speaking lessons?
A. limited vocabulary and grammatical structures 35
B. nothing to say 33
C. lack of time to prepare 4
D. poor pronunciation 15
E. teachers talk too much in class 13
Table 2: Factors that make students hesitant to participate in oral activities
Statistics provided in Table 2 show that 43% of students feel reluctant to speak English because the lessons are uninteresting. 22% assume that boring teaching method discourages them from speaking and 17 % are not accustomed to speaking in front of other people. Others (10%) feel shy and blame the learning goal (8%)
In Table 2 it can also be realized that 33% of students think that nothing to say for the given topic is one of big trouble preventing them from participating in oral activities; 35%
of them state that limited vocabulary and grammatical structures seem to be an obstacle for them to express their ideas. 28% 0f them suppose that they cannot speak because they pronounce words badly, and their teachers talk too much in class. Only 4% of them say that it is due to lack of time to prepare.
In summary, through the data collected from Table 1 it can be easily concluded that there is a variety of reasons that make students hesitant to participate in oral activities such as:
inappropriate teaching method, poor language proficiency, prior learning experience….
III.1.4. Current methods applied to teach speaking
The statistics provided from Figure 2 is about current methods applied in teaching speaking, consist of two issues.
35% of students say that their teacher often provide them with new words and structures relating to given topics after giving speaking topics, and the same number supposes that their teacher only provide with main ideas for given topics. 25% think that their teachers encourage them to plan the given topics, and 5% of them said they are made to discuss the topics themselves.
According to the statistics 76% revealed that their teacher stop them immediately whenever they make mistakes to correct them while only a few of learners said that their teacher wait until they finish their speech, point out their mistakes and encourage them to correct themselves. These seem to be an inappropriate way of correcting mistakes which may discourage students from taking part in oral activities.
III.1.5. Students’ desires In which:
A. Not interrupt you when you make mistakes B: Accept a variety of your answer C. Give you speaking tasks suitable to your ability D. Encourage you with grades and gifts
0 10 20 30 40 50 60 70 80
%
A B C D A B C D
teacher's activities
after giving speaking topic
teacher's mistake correction
Figure 2: Current methods applied to teaching speaking
From the result collected in Figure 3, it can be recognized that 100% of the participants want their teacher to give them speaking tasks suitable to their ability in order to maximize their involvement in speaking lessons. In addition, from 90% to 95% of them desire that their teacher should accept a variety of their answers and should not interrupt them whenever they make mistakes. However, only 67% of them like their teacher to motivate them in taking part in oral activities by encouraging them with grades and gifts.
Other students‟ desires are presented in the tables as follows:
Q: What do you think about these activities below?
Items Results (%)
Strongly like Like Don‟t mind Dislike Strongly dislike
Work individually 5 12 13 47 23
Work in pairs,
groups 39 46 11 4 0
Games for speaking 33 66 1 0 0
Table 3: Students’ desires for speaking activities
It can be seen from Table 3 that 70% of informants say that they do not like working individually. Instead, they are fond of working with other because 85% of them like working with their friends in pairs or in groups. Also, the number of students like games for speaking is very high with 99% while only 1% do not mind at all.
95 90
100 67
0 20 40 60 80 100
percentage
A B C D
Figure 3: students' expectant activities from teachers