Factors that affect the motivation of fourth year english majors at hanoi open university in learning english speaking skills

Factors that affect the motivation of fourth year english majors at hanoi open university in learning english speaking skills HANOI OPEN UNIVERSITYCODE 02 FACULTY OF ENGLISH GRADUATION THESIS FACTORS[.]

FACULTY OF ENGLISH

GRADUATION THESIS

FACTORS THAT AFFECT THE MOTIVATION

OF FOURTH-YEAR ENGLISH MAJORS

AT HANOI OPEN UNIVERSITY

IN LEARNING ENGLISH SPEAKING SKILLS

Name of student: Nguyen Hai Nam Date of birth : 19/02/1997

Supervisor : Nguyen Van Quang, Ph D

Ha Noi – 2019

CODE: 02

Title: Factors that Affect the Motivation of Fourth-year English Majors at

Hanoi Open University in Learning English Speaking Skills

I certify that no part of the above report has been copied or reproduced by

me from any others’ work without acknowledgement and that the report is originally written by me under strict guidance of my supervisor.

Hanoi, 16 April, 2019

Student Supervisor

During the process of making graduation thesis, I received a lot ofenthusiastic support, which helped and guided me through the past time.First of all, I would like to express my sincere thanks to the board ofdirectors of the English Faculty of Hanoi Open University for facilitating

me to complete this graduation thesis

Secondly, I honestly thank Mr Nguyen Van Quang, my supervisor, whohas given me advices to fulfill my graduation thesis and thanks to thoseguidance, I have improved my English skills a lot

Thirdly, I would like to thank my friends who lent me a hand to conduct thesurvey on a large number of students

Finally yet importantly, I am grateful to the students of Hanoi OpenUniversity, who took part in my survey and helped me to complete thisstudy

In short, I really thank to all people who helped me finish my graduationthesis

Chapter I: Introduction 1

1.1 Rationale 1

1.2 Aims and objectives of the Study 1

1.3 Scope of the Study 2

1.4 Research questions 2

1.5 Methodology 2

1.6 Design of the Study 3

Chapter II: Theoretical Background 4

2.1 Definition of Motivation 4

2.2 Direct factors that affect learning English speaking skills 5

Chapter III: Methodology 11

3.1 Data collection 11

3.1.1 Instruments 11

3.1.2 Participants 13

3.2 Data analysis 14

3.2.1 Instruments 14

3.2.2 Techniques 14

Chapter IV: Findings, Discussion and Recommendation 16

4.1 Findings about factors that affect students’ learning English speaking skills motivation 16

4.2 Discussion about factors that affect students’ learning motivation 28

4.3 Recommendation to enhance motivation in learning English speaking skills .36

Chapter V: Conclusion 39

5.1 Summary 39

5.2 Limitation 40

5.3 Suggestion for further research 40

Y TABLE OF FIGUR Table 1 - Factors that affect students’ motivation in learning English speaking skills 10

Table 2 - Factors, Question for each factor and meanings of question 45

Graph 1 - Factor from learners and classroom environment (n=130) 17

YGraph 2 – Factors from lecturers (n=130) 20

Graph 3 - Factors from family (n=130) 23

Chart 1 - Reasons for choosing English as major at university 25

Chart 2 - Substantial difficulties in English speaking skills 27

CHAPTER I: INTRODUCTION

1.1 Rationale

English is a universal language and now a compulsory subject at almostevery school, college and university in Vietnam However, the capacity forusing English fluently is still a remaining problem to every learner,especially the speaking skills According to the IELTS statistics, speakingskills have always been recorded a considerably low average band score.Motivation is believed to be the main ground that affects learners’ ability tospeak English fluently Only with the sufficient motivation can bring thefullest potentials of the English learner into play and achieve the successfulstatus in the end

For this reason, this paper is operated with the expectation that in the end,the solutions to impulse motivation and avoid negative effects on learners’determination It is also expected to improve English speaking skills oflearners

1.2 Aims and objectives of the Study

The main aims of this research are to identify the factors that make impacts

on the motivation in learning English speaking skills among the fourth-yearEnglish major university students and to learn in which way those factorsimpact In addition, the writer also hope that through a view on differentaspects which affect the motivations of students in learning English,solutions that improves students speaking skills will be found

Hence, the objectives that are expected to be achieved are:

 To identify the factors that affects learning English motivation

skills, especially the significant ones

 To aware how the factors affect students motivation.

1.3 Scope of the Study

Due to the fact that the number of English learners is distributed intovarious age groups, this study will be operated:

 Place: Faculty of English, Hanoi Open University

 School year: 2018 – 2019

 Population: Fourth-year English majors – Translation Program

 Sampling: Direct factors affecting English speaking skillsBeside, due to the limitation of time and manpower, the direct factors,which appear in the study, are the main factors and they do not cover all thedirect factors that can make an impact on students’ motivation in learningEnglish speaking skills

1.4 Research questions

The goal of the study is to understand what will make impacts on students’motivation in learning English speaking skills Therefore, these followingquestions were selected in order to gather complete data for analyzing

 What are the factors that affect the motivation in learning

English speaking skills?

 What is the mechanism for the factors to exercise their effects

on learning English speaking skills?

1.5 Methodology

A questionnaire is sent to some fourth-year Translation classes in order tocollect complete data The expectation is to achieve distinct, detailed and

realistic information All the data is analyzed and concluded at the end ofthe story.

1.6 Design of the Study

For easier comprehension, the study is divided into 5 chapters, all of whichencompass the typical information to support the research:

 Chapter One: “Introduction”

The reason why this topic is chosen, aims, scope, research questions,methods and design of the thesis are explained in this part

 Chapter Two: “Theoretical Background”

In the second part, the definitions of motivation is briefly mentioned, andmost of the part concentrates on factors divisions that affects students’motivation in learning English speaking skills

 Chapter Three: “Methodology”

In part three, the method and procedures are explained in details along withthe scope of the research The information collected from investigation should

be as realistic as possible in order to analyze

 Chapter Four: “Findings, Discussion and Recommendation”

Data from investigation is gathered for appraisal and linked to theoreticalbackground After that, the result from analysis is discussed andsuggestions are pointed out

 Chapter Five: “Conclusion”

At the end of the research, the information in the study is concluded Inaddition, there are some words about limitation of the studies andsuggestions for further research in the future

CHAPTER II: THEORETICAL BACKGROUND

a simple and straightforward way

Hence, let us take a look at some generally accepted definitions First of all,Burden believed that “From a cognitive perspective, motivation is concernedwith such issues as why people decide to act in certain ways and whatfactors influence the choice they make.” [Burden; 1997] In addition,Dornyei also stated “motivation explains why people decide to dosomething, how hard they are going to pursue it and how long they arewilling to sustain the activities” in 2001 These two explanations justdescribes partly of the definition of motivation that we are looking for Still,they have high reference values In the book “Social Psychology and SecondLanguage Learning” published in 1985, Gardner said "Motivation in thepresent context refers to the combination of effort plus desire to achieve thegoal of learning the language plus favourable attitudes toward learning thelanguage" He also assumed in another book that motivation involveddesire to learn a language, intensity of effort to achieve this, and attitudestoward learning the language This definition of Gardner is quite right, but

rather complex In contrast, McDonough gave us a basic explanation thatmotivation consists of four elements:

 The reasons why we want to learn

 The strength of our desire to learn

 The kind of person we are

 The task and our estimation of what it requires of us

[McDonough, 2007, pp 369-371]From the above, it can be deduced to a conclusion that motivation is acritical, vital trait which strongly affects one’s determination to achieve agoal Motivation drives human to act and behave in a particular manner,therefore it is the reason for each action that a person takes so as to besuccess In this educational context, motivation is a decisive factor that willresult in the rate and success of L2 learning Without motivation, even thegreatest minds with extraordinary skills cannot achieve a long-termaccomplishment More than that, in some cases, motivation can supplementsignificant inadequacies so that a learner can overcome difficulties andsucceed in learning L2

2.2 Direct factors that affect learning English speaking skills

The lack of motivation can come from many different factors All thesefactors make the learning process difficult (Jafari, 2013) However, we candivide the direct factors affecting the motivation of students learning L2into three groups: The factors come from inside the classroom, the factorscome from the lecturers, and the factors come from family

 From inside classroom:

Firstly, let us take a look at the factors come from inside classroom Thesefactors can be divided into two categories The first type is the factors

coming from the learner side The second one is from the class, or it can besaid to be the learner's surroundings.

On the part of the learner, the reason for the lack of motivation can beeasily enumerated: Lack of knowledge leads to discouragement in thelearning process, shyness creates a psychological fear of learning, lack ofconfidence in one's own ability There are also reasons such as studentswho are lazy, do not like to study, focus on working and not pay attention

to study, are dispersed attention by other activities leading to no time tostudy, or too focused on one skill that forgets the others Ironically, theorigin of these reasons comes from the lack of interest in learning or thedesire to achieve goals in learning L2

Besides, the surrounding environment also contributes a significant impact

on students' motivation It is easy to see that it is the students’ peers that arenot small factors affecting the results of learning For learners in generaland students in particular, motivation for learning L2 is very likely toincrease when those around you are passionate and love this subject Avariety of scientific researches indicates that students are afraid to practice,especially speaking skills because they feel shy It is sad to hear thatspeaking and using English in many cases is considered a form of personalboast For other skills such as listening, reading and writing, self-study isvery easy and simple However, with speaking skills, without a properenvironment to motivate students to practice speaking more and more,being able to improve speaking skills is impossible In addition, many cases

of students are affected in the process of acquiring knowledge by their ownpeers In an environment of learning and using English to cultivate andimprove your level, the fact that your peers disorder and speak in yournative language will greatly affect the learning process

On the other hand, facilities are also an important consideration when itcomes to influencing motivation for L2 For example, in a classroom, if theclassroom is too narrow or there are too many students, the level of noisewill increase highly and seriously affect their learning, especially training

in speaking skills In addition, having poor facilities also likely leads todiscouragement for students when constantly appearing inferior thoughtssuch as oneself in a shabby environment cannot develop well This maystem from small details such as a lack of brightness in classrooms to thelack of equipment in daily life such as fans, air conditioners, electricity andwater, or equipment for learning such as projectors, speakers, monitors,computers, headsets, and many more

In conclusion, there are 6 factors in this section, consist of:

 Discouragement due to lack of knowledge

 Diffidence in one’s abilities

 Distraction of other activities

 Fear for being in the spotlight

 Distraction of peers chatting in class

 Facilities deprivation

 From lecturers:

Next are the factors coming from the lecturers As Gardner said, “On theone hand, this requires that they be sufficiently proficient to have theknowledge and skill to teach the language, and students can quicklydetermine if the teacher lacks proficiency On the other hand, the teachermust have the training, personality characteristics, and ability to teach thefundamentals of the language to the student but also to encourage them tolearn the material, and more importantly to use it.” It includes all the

elements from the lecturers, such as teaching methods, psychology, attitudeand factors such as lectures and lesson plans In the process of teaching,teaching methods are an important basic factor With the contents and skillsthat learners can obtain, to employ different methods leads to a variety ofresults For learning speaking skills in L2, in many situation teachers arethe main reason why students' motivation is seriously reduced Forexample, the teacher's interpretation is boring and does not attract theattention of the students, the teacher ignores the student's psychologicalproblems, or the topics and activities are too difficult or too dull that makesstudents boring.

A suitable instructor is essential for learners to gain more passion andexcitement for new subjects, not only for L2 Lecturers are the mostimportant factor when being direct contact, work and guide students in theirown way, eliciting from learners a strong enough motivation to maintainthem throughout the process of acquiring knowledge and putting inpractice In addition, the variations of activities, requirements and materials

in the teaching process also help to avoid the decline in motivation andincrease the attention of students

To sum up, factors that come from lecturers can be listed below:

 Confusion in teaching methods

 Miscomprehension of students’ mentality

 Attitudes passivism

 Non-variation in teaching materials

 Inappropriateness of lesson plans

 From family:

Last but not least, those are factors that come from the family It can besaid that the family is the first school, and parents are teachers Learningbegins in the family So parents, as a noteworthy social-relevant elementimpacting kids' inspiration and the accomplishment, have gottenconsiderable consideration in general education (Butler, 2015) Therefore,parents are also a significant factor affecting the inspiration of theirchildren and their goals In modern times, every parent recognized theimportance of L2, especially the importance of English Encouragingchildren exists, however it is divided into two forms The first form is thatparents do not care closely about their children's learning and justencourages them only, and the second is motivating with coercion, creating

an invisible pressure on their children that they must learn, must be goodwithout caring about children's thoughts and feelings

In addition, factors such as economics and relations also contribute toinfluencing children's motivation For example, a family with a well-offeconomy can create conditions for children to learn English in a goodenvironment so that skills develop steadily and firmly This means that fordisadvantaged families, it is difficult to find an environment for children to

be comfortable learning and developing, especially with skills that need aspecific environment like English speaking skills A conditional family cansend their children abroad to study, and a difficult family cannot Inaddition, if families have relatives living abroad or using Englishproficiency, they can also take advantage of them to help their childrenhave the opportunity to practice and experience real English in daily life.Therefore, we have a list of 4 factors that come from students’ family:

 Superficiality of consideration for children

 Pressure from coercive encouragement

 Adequacy of investments in learning environment

 Opportunities utilization of English usage in daily life.

 Summary:

In conclusion, a total of 15 factors that affect students’ motivation in

learning English speaking skills are summarized in the Table 1 below.

Factors that affect students’ learning motivation

1 Discouragement due to the lack of knowledge

2 Diffidence in one’s abilities

3 Distraction of other activities

4 Fear for being in the spotlight

5 Distraction of peers chatting in class

6 Facilities deprivation

7 Confusion in teaching methods

8 Miscomprehension of students’ mentality

10 Non-variation in teaching materials

11 Inappropriateness of lesson plans

12 Superficiality of consideration for children

13 Pressure from coercive encouragement

14 Adequacy of investments in learning environment

15 Opportunities utilization of English usage in daily life

Table 1 - Factors that affect students’ motivation

in learning English speaking skills Source: Compiled by the author (2019)

CHAPTER III: METHODOLOGY

3.1 Data collection

3.1.1 Instruments

Global ratings is form of self-report which was chosen to collect data for

analysis The study used a self-assessment questionnaire with Likert scales

as a data collection instrument This instrument had some basic advantagesthat gave a student an easy time to conduct the survey:

 The questionnaire helps researcher save time, costs and humanresources for the survey

 The basic characteristic of the self-assessment questionnairethat the identities of the participants are kept secret, so thatthey can speak their minds without inhibition and all of thepersonal information is secured

 The self-assessment questionnaire is easy to rapidly fill out;therefore, the response rate of this method is often high.Researchers will have more numbers to analyze and thefindings of the study will likely be more accurate

Questions in the questionnaire were constructed adapted from thetheoretical background of the study and were inspired by a book written byGeoffrey R Marczyk, David DeMatteo and David Festinger All the factorswhich are probable have an effect on motivation of learners were given toevery question and divided into three sections as in the theory, including:

From leaners and classroom environment, From lecturers and As it could

be understood from the names, From leaners and classroom environment dealt with the learner’s problems and classroom materials From lecturers

focused on both lecturers’ abilities and behaviors towards students to help

them become motivated Lastly, in the From family section, there are

questions about learners’ parents and how they helped them to enhancetheir motivation

The first section had 6 questions, and the other ones, From lecturers and

From family, each had 5 and 4 questions in turn Also 2 bonus questions

were added at the end of the questionnaire 17 statements in total willquickly and easily gather required data for the study in a short time

However, in the process of conducting the survey, three sections in thequestionnaire were combined into one, and the questions are put at randomorders

In the original form of the survey, each question in the main partrepresented for each factors affecting process of studying English speakingskills The Table 2 in Appendix will explain in details of each question

Furthermore, in order to gather detailed information, two sub-questionswere added at the end of the questionnaire With these two elicitingquestion, an apparent vision can be received about what are the mainfactors that affect students’ motivation on learning English speaking skills

The questionnaire was given to 130 students during their break time in theuniversity Because of the short and easy-to-fill questionnaire, a total of

130 questionnaires were returned and all of the answers were aggregatedand used in the analysis

The results of each factor’s statement were first analyzed individually.After that, they were calculated to find out the percentage and ratio of eachone Thus, the analysis showed clearly which factor would have thestrongest influence to learners’ motivation on learning English speakingskills

The questionnaire was created by taking into account the validity andreliability issues All of the items were written under the selected sectionsand being removed were the unrelated items in order to enhance thevalidity of the study The statements were written clearly enough for theparticipants not to make mistakes In addition, about 45 participants weregiven the questionnaire for the second time in another day to clarify thereliability The responses were almost the same with the originalquestionnaires in the second ones Moreover, it was assumed that theparticipants were all responded the questionnaire in an honest and candidmanner

3.1.2 Participants

In Faculty of English - Hanoi Open University, there are 8 fourth-yearclasses with a population of over 260 students Among these 8 classes,there is a select class and 7 other classes are regular ones Therefore, 4 out

of 8 classes were chosen to participate in the survey

130 students were chosen incidentally to take part in the study All of theparticipants were in the Translation Program More than half of thesestudents were from rural areas Being the fourth-year students, they wereexpected to be at the upper-intermediate level and above, with an extensiverange of vocabulary and a firm grammatical structures grasp The samplingamounted to nearly 50% of the fourth-year students, however, results from

the survey were assumed accurate since all the participants were selected atrandom from different classes and had different hometowns.

3.2 Data analysis

3.2.1 Instruments

Because it would not be feasible to collect data from the entire population,the survey was conducted with representative samples in an attempt todraw inferences about the populations from which the samples were drawn.According to Geoffrey R Marczyk, David DeMatteo and David Festinger,the analyses used to examine these inferences are appropriately referred to

as inferential statistics With the help of some digital software such as

Microsoft Excel and Tableau, the analysis was proceeded on author’spersonal computer

 Coding: Coding referred to the process of assigningnumerals or other symbols to answers so that responses could be put

into a limited number of categories or classes These classes wereappropriate to the research problem under consideration Theypossessed the characteristic of exhaustiveness and that of mutualexclusively which meant that a specific answer could be placed inone and only one cell in a given category set Another rule to beobserved was that of unidimensionality by which is meant that everyclass is defined in terms of only one concept This step was appliedwith two sub-question at the end of the questionnaire.

 Tabulation: This was the final step where the mass ofdata was assembled It was crucial to arrange the same data in somekind of concise and logical order The summarized raw data then wasillustrated in a compact form such as table, graph, chart, etc forfurther analysis.Tabulation was essential because it conserved spaceand reduced explanatory and descriptive statement to a minimum Italso facilitated the process of comparison, the summation of itemsand the detection of errors and omissions In addition, it provided abasis for various statistical computations

CHAPTER IV: FINDINGS, DISCUSSION AND

RECOMMENDATION

4.1 Findings about factors that affect students’ learning English

speaking skills motivation

The results derived from the survey are presented in graphs below so as togive a clear view to everyone who finds this study interesting All thestatements are carefully analyzed and written with their percentages and

frequencies The statements are listed in numerical order as Question 1,

Question 2, etc so that it will not make the analysis be confused and

entangled For the factors from the learners and classroom environment, it

is showed in Graph 1 Graph 2 illustrates data from the second sections, factors coming from lecturers, and Graph 3 demonstrates the family factors

data

In addition, there are two pie chart that are illustrates statistic of the twosub-question The first chart indicates the reasons for choosing English as amajor at university of the students who took part in the survey The secondchart demonstrates information about substantial difficulties that studentsmeet when learning English speaking skills in class These two charts areboth displayed in percentage Hopefully combining with the three graphs ofthe three sources of factors, we can have a general yet detailed angle ofview on factors that affect learning English speaking skills and theirmechanisms, thus some solutions and recommendation can be made toimprove students’ motivation of learning English speaking skills

16 20 3

71 38

66 12

21

35

24 11

23

71 5

68

11 2

11 17

73 22

9 0

5

14 11 2

Strongly DisagreePartly Disagree

No IdeaPartly AgreeStrongly Agree

Graph 1 - Factor from learners and classroom environment (n=130)

From the table, we can see that for every factor which appears in the firstsection of the questionnaire participants find a general agreement on everyquestion.

According to the results, there are 68 over 130 participants say that theyhave no idea whether the lack of knowledge leads to discouragement in thelearning process That means 52% of the population are unsure about howthey will be discouraged if they are unable to keep up with study’s pace atuniversity Followings are 35 participants who state that lacking knowledgecannot affect their motivation This number accounts for nearly 27% of thepopulation There are also 22 students who take part in the survey say thatthey feel there may be a little affection of the lack of knowledge,amounting to 17 percent Accounting for a really small portion are 3participants who strongly agree with the affection of the lack of knowledge,and 2 others say they are totally disagree with it

Moving to the second question, there are 73 students who partly agree thatthey are not confident when talking to foreigners, taking up to 56% of theparticipants Nearly 31% of the population is the numbers of students whopartly or absolutely disagree with this statement with 21 and 20 students inturn Approximately 8% students claim that they feel very nervous when itcomes to talking with foreigners with the number of 11 participants There are

5 students who are not sure about this problem and refuse to give opinions

A distinct consensus appears in the third question While 71 students(accounting for 55%) say uncertainly there are skills or activities which aremore interesting than speaking skills in English, the numbers of studentswho agree and disagree is quite similar 14 and 17 are the number ofparticipants who definitely and slightly admit there is something more fun

to do than learning speaking skills in English Meanwhile, there are 16

participants that find practicing speaking skills are the most fascinatingactivities and 12 others think it may be true.

Question 4 is about the fear of students when being the spotlight inspeaking classes 66 is a quite big number of students afraid of speakingEnglish in front of their classes, making up more 50% Roughly 20% of thepopulation (25/130) is the number of students who is extremely nervouswhen in situations they have to raise their voice in front of their classes 23participants are uncertain about their answer, accounting for 18% of thepopulation Only 16 students taking part in the survey say they are totallyfine with speaking English loudly in front of their classes, with 5thoroughly and 11 slightly confident students in turn

In question 5, it is recorded a significant inequality in participants’ answers.There is no one who strongly agrees with the idea that they can focus whentheir peers chat in the classes, and just 2 students out of 130 somewhat agreewith that About 8% of the population, 11 students are the number ofstudents who have an uncertain answer to question 5 Peers who chat inclasses affect the motivation of learning speaking skills in English forprecisely 90% of the population Accounting for roughly 29% in that number

is the number of slightly agreed participants with 38 students, and 61%remaining is the number of absolutely agreed participants with 79 students.The last question of this section records a high number of participants whosomewhat disagree that the facilities at university play an undoubtedly role

in English speaking skills developments of student with 71 participants,accounting for 55% of the population In addition, other 15 members of thepopulation (roughly 11%) also certainly agree with this idea There are 24students who are still dubious with their answers, making up forapproximately 18% of the participants A total of 20 participants state thatthe role of facilities in developing English speaking skills is dubious, in

which 9 of them (nearly 7%) strongly stand up for their idea and 11 others(over 8%) somewhat preserve their opinion.

0

12 0

41 10

11

35 27

17 18 0

25

85

46

79 15

48 18

24 23

104 10

0

Strongly Disagree

Partly Disagree

No Idea

Partly Agree

Strongly Agree

Graph 2 – Factors from lecturers (n=130)

Moving to Section 2, the factors coming from lecturers that affect learningEnglish speaking skills, besides the consensuses of participants’ answers insome questions, it is recorded a few circumstances when there is no substantialdifferences among the answers.

In the first question of Section 2, it is quite extraordinary that none of theparticipants think their lecturers’ teaching methods are absolutely neithercomprehensible nor obscure Zero is the number of participants answeredStrongly Agree and Strongly Disagree in this question Nearly 14% of thepopulation (18 out of 130 participants) says that they are somewhat confused bylecturers’ teaching methods In contrast, there are 27 participants arguing thatthe teaching methods of the lecturers are not that hard to apprehend.Meanwhile, other 85 participants have the same opinion that the confusion inlecturers’ teaching methods is precarious, accounting for 65% of theparticipants

Although there are differences between each answer in question 2, the gapsbetween them are not significant The lowest number of participants having thesame answer is 10, making up for 8% of the population These 10 students arethe one who say they are heavily affected by the lecturers’ neglect of theirmental status There are 48 out of 130 participants (roughly 37%) are alsoaffected for a little bit by this reason Meanwhile, 19% of the participants (25students) are not sure about how will they be affected if their lecturers do notcare for their mentality, and this is the highest number of participants having thesame opinion in this question A percentage of 27% (35 participants) is thesecond highest number These students dispute that lecturers’ oversight ofstudents’ mental health may cause an impact on the students’ motivation butnot too bad Only 12 out of 130 students taking part in the survey say there isundoubtedly no impact on learning English speaking skills because the lecturersneglect their students’ mentality, making up for over 9% of the populations

In the third question, once again, none of the students chooses StronglyDisagree and No Idea as their answer for the question if their teachers’attitudes affect their motivation on learning English speaking skills Apercentage of 11% (15 participants) are the percentage of students claimingthat lecturers’ attitudes may moderately influence the motivation of students

on learning English speaking skills in class Next are 11 participants (8% ofthe population) who assert that they are not likely affected just because of thelecturers’ inappropriate attitudes 104 is the number of students who doubtlessensure that they will get a negative impact on their motivation on learningEnglish speaking skill due to lecturers’ attitudes, accounting for 80% of thepopulation It is also the highest number of students having the same point ofviews in one answer in this entire questionnaire

Moving to the fourth question in this section, there are 23 participants(approximately 17%) who are extremely certain of their concentration inEnglish speaking class when learning about familiar topics Other 79participants partly agree with this, implying that they can focus on thespeaking lessons for most of the time, making up for 60% of the population.Nearly 14% of the participants (18/130) are still hesitant to give a properanswer to this question The last 10 students share the same idea that theysomewhat feel like they are unable to pay attention to the lecture when itcomes to some familiar topics and there is not any students say that theytotally do not focus on the speaking lessons about old familiar themes

Question 5 talks about how the students feel about the amount of time that theyare given in classes to practice speaking English There are 46 participants thatare slightly satisfied with the amount of time for speaking English in the class,accounting for 35% of the population In contrast with this, 41 out of 130participants, making up for a percentage of 32%, feel that the amount of timefor practicing speaking English in classes are dubiously enough However,

idea that they have plenty of time for practicing English speaking skills andthey are literally satisfied with it Beside these participants, other 17 students(about 13% of the population) do not have a clear point of view on thisquestion, and the last 2 students strongly raise an objection that there is notenough time for the students to practice speaking in English classes.

10 0

18 12

28 4

15

96 7

19

22 22

64 51

7 0

21

56

Strongly Disagree

Partly Disagree

No IdeaPartly Agree

Strongly Agree

Graph 3 - Factors from family (n=130)

The third table illustrates data of 4 questions of Section 3, which are also 4factors coming from students’ family In the first question, there is a