Luận văn the impact of teacher generated materials on english language teaching for the 7th grade students in tran phu junior high school hai phong

NGUYÊN TIII VÂN MAI The impact of teacher-generated materials on English language teaching for the 7th grade students in Tran Phu junior High School, Hai Phong Hghiän cứu tác động củ

VIETNAM NATIONAL UNIVERSITY, HANOI UNLVERSLTY OF LANGUAGES AND LNTERNATIONAL STUDIES

NGUYÊN TIII VÂN MAI

The impact of teacher-generated materials on English

language teaching for the 7th grade students

in Tran Phu junior High School, Hai Phong

(Hghiän cứu tác động của những tài liệu đạy học do giáo viên tự thiết kế đến quá trình

dạy tiếng Anh cho học sinh lớp 7 ở trường THCS Trân Phú, Hải Phòng)

M.A Thesis Linguistics

HANOT - 2010

4 Methods of the study

5, Seope and significance of the study

6 Design of the study

PART B: DEVELOPMENT

Chapter 1: LITERATURE REVIEW

1.1 Theoretical background related to

1.1.1 Definitions of teacher-generated materials

1.1.2 Types of teacher-generated materials

1.1.3 The role of teacher-generated materials in Fnglish language teaching

1.1.4 How tcacher-gencrated materials have b:

teaching

1.2 The reasons teachers of English nyay choose to design their own materials

uscd in English language

1.2.1 The advantages of toacher-generated matzrials

1.2.1.1 Save money 1.2.1.2 Reoyele

1.2.1.3 Student focuscdt 1.2.1.4, Match materials to curriculum

1.2.1.6 Add in-depth information 1.2.2 The disadvantages of teacher-gencrated materials

1.2.2.1, Organization 1.2.2.2 Quality

1.2.2.3 Time 1.3 Factors to consider when designing materials

1.3.1 Learners

1.3.2 The curriculum and the eonlext

1.3.3 The resources and the facilities

1.3.4, Personal confidence and competence

2.2 Data collection instruments

Chapter 3: DATA ANALYSIS AND DISCUSSION

3.1 Findings from the questionnaire

3.1.1 Students’ interest in English language learning

3.1.2 Studouls’ expoctation of Engtish language learning in their cts

3.1.3 The fiequency of the use of teacher-generated materials in English

teaching and learning

3.2 Findings from the interview with teachers

3.2.1 The purposes of the English language teachers when using their own

materials

3.3.2 Ways of applying teacher-generated materials to daily lessons

3.2.2, Efffecliveness of applying teacher-gencralcd materials to daily lessons

3.3 Discussion of the findings

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4.1 Teacher-generated materials should be contextualized

4.2 Teacher-generated materials should stimulate interaction and be

generative in terms of anguage

4.3 Teacher-generated materials should encourage learners to develop

learning skills and strategies

4.4 Teacher-generated materials should allow for a focus on form as well as

function

4.5 Tcacher-gencrated materials should offer opportunities for integrated

language use

4.6 Teacher-generated materials should be authentic

4.7 Teacher-generated materials should link to cach other te develop a

progression of skills, understandings and language items

4.8 Teacher-generated materials should be attractive

4.9 Teacher-generated material should have appropriate instructions

4.10 Teacher- generated materials should be flexible

PART C: CONCLUSION

1 Conclusion

2 Limitations of the study

3, Suggestion for further study

Bibliography

APPENDICES:

Appendix 1: Questionnaire (for students)

Appendix 2: Interview (for teachers)

Appendix 3: Summary of the interviews

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VI

PART A: INTRODUCTION

1 Rationales

Over the years, English Language Teaching (ELT) has become more and more necessary

in Vietnam supplying learners (Ls) with an effective tool to integrate to the world, Worker with high Rngtish proficiency are extremely required in many fields such as politics, scienca, technology, economics, and tourism ste, Students (Ss) who become fluent in English can have the opportunity to contribute to the development of their country Thorefire, there is a groal necd to lsam English both in formal instilutions and it community courses

Nowadays, rescarchers claim that ELT in junior high schools contains a lot of challenges, for example: large class, unequal qualifivalions among teachers (Ts), unequal Isvels among Ss, lack of effective supplementary snalcrials This faet was described by Joana Baker and Heather Westrup: “Many teachers have few resources, pethaps only a blackboard and a few books The school may not have technical resources such as tape recorders, radios, television sets, video players or computers” (2002:3)

In Hai Phong, at ‘ran Phu Junior High School (JHS), day by day, I's and Ss have to cope

with all these challenges al once which has unfavorable influence on Dnglish langt

All the reasons above have driven the rescarcher to the study thesis, named “Phe Impact

of Teacher-generated Materials on English Language Teaching for the 7 grade

Students in Tran Pau Juniar High School, Iai Phang”.

(1) to investigate the impacts of teacher-generated materials on ELT for the 7”

grade Ss in Tran Phu JHS, Hai Phong, (2) to suggest some guidelines for designing effective materials for ELT

3 Research questions

‘The study is carried out to find the answers to the following research questions

(1) What value is teachergencralcd mualcrials to the ELT for the 7° grade

students in Tran Phu JHS, Hai Phong?

(2) How can Ts of English in JHS design effective materials for ELT?

4, Methods of the study

Tn order to reach the goals mentioned abave, the sludy is implemented in the most common procedure with the use of both quantitative and qualitative methods as folows:

~ Reading relating hooks and articles from various sources (university library, Internet, private library ) to collect uscfiil information for the study

- Consulting the supervisor and lectures of the Postgraduate Department and discussing with colleagues to get guidance and insightfial ideas in the field of the research

- Administering a questionnaire lo 107 the 7" grade Ss al Tran Phu JHS, Hai Phong

- Intervicwing 4 Ts of English (at different level of ability and at diffcrent age) at Tran

Phu JHS, Hai Phong

+ Awalyring and interpreting data and responses

§ Scope and significance of the study

It is said that teacher-generated materials may impact on the efficiency of teaching and teaming of alll grades in JIS In this thesis, however, the researcher do not have an ambition lo lake ther all into consideration bul only make an investigation i a, small scale into the teacher-generated materials applied by the Ts of English at Tran Phu Junior

1Iigh Sehool for the ?° grade Ss and to give some guidelines for a better design and usage

of therm ta safisfy the Ss in (heir learning The study is conducted with 107 the 7 Ss and

47s of English at Tran Phu Junior High School, Hai Phorg

‘The research is carried out with the hope that ‘I's of English in particular and language leacher in general may be fully aware of the role of leacher-generated materials lo freshen

the lessons and to meet the Ss’ demand in ELT Moreover, findings of the study are

thought to be favorable in some way to the researcher and other ‘I's of English to design effective supplementary malcrials hat help Ts take advantages of isacher-generated

inaterials and ineet their Ss’ needs

6 Design of the study

Part A — Introduction: provides rationales, aims of the study, research questions, scope

and significanee of the study and design of the study,

Part B ~ Development: consists of three main parts

Chapter 1: Literature review on theoretical background of teacher-generated materials, the reasons for Ts of English may choose ta design their own malerials, the Íxclors lo consider when designing materials

Chapter 2: Methodology introduces subjects and context of the study, data collection

instrumenis

Chapter 3: Data analysis and discussion

Chapter 4: Some guidelines for designing efffctive materials for ELT

Part C — Conclusion: presents conclusion, implications for teaching, imitation and

Chapter 1: LITERATURE REVIEW

1.1 Thearcticaf background of teacher-gencrated materials

1.1.1 Definitions of teacher-penerated materials

In Cambridge Advanced Learner’s Dictionary (third edition), the verb “generate” is defined as “to create” while Webster’s New Dictionary (1997) defines it as “to produce”,

In this thesis, the torm “toacher-gencrated materials” is uscd for a particular type of materials which are found, selected, evaluated and produced by ‘fs to use in their own

teaching context

1.1.2 Types af teacher-generated materials

In this thesis, tcacher-gencrated materials “inclade anything which can be uscd to facilitate the learning of a language They can be linguistic, visual, auditory or kinaesthetic, and they can be presented in print, through live performance or display, or

on cassette, CD-ROM, DVD or the intomet” (Tomlinson, 2001:66), They can be instructional, expetiential, elicitative or exploratory, in that they can inform Ls about the language, Wey can provide experience of the language in use, Uiey can stimulale language use or they can help Ls to make discoveries about the language for themselves

Designing and using resources to generate materials can be time consuming Joanna

Baker and Ieather Westrup (2002:157) brought out easily found resources as the relief for busy Ts

+ clothing + usedcontainers + food

1.1.3 The role of teacher-generated materials in ELT

Nowadays, Ts are faced up with many challenges There are Ss of all types and each one

of them expects something from the teacher Keeping this in mind, Ts ought to see the need for material design and material elaboration in order to meet such expectations

‘Nunan (1988) reports that a survey of several Iundred teachers in a large-scale English as Second Language (ESL) progamme for adult migrants (Eltis and Low, 1985) found that

73 percent of the Ts “regularly used materials produced by themselves” and 50 percent claimed not to use commercially-produced materials at all (Nunan, 1988:98) We might infer that the 50 percent were so unhappy with commercially-available materials that they felt driven to prepare their own and that the other 27 percent who regularly designed their own materials felt that it was desirable to supplement the commercial material they were using.

materials For example, in order to provide a context for 8s to practice talking about what they did the previous weekend, he suggests that a teachar might record his or her colleagues (aking about whal they did Such a recording, he notss, alsa has Ihe aflraction

that, like other specially prepared materials, it has a “personal touch” that Ss recogni:

and appreciate

Though Ts umy slill have a preference for a book ovar handouts, the inercasing availability of computer packages which enable Ts to design professional-looking, materials and the possibility in more technologically developed settings of incorporating nuterials from the Interne, can make Icucher-gencralcd malcrials an allractive (at Toast occasional) supplement ta the course books

In general, teacher-generated materials play a necessary role in ELT, however, the question of how to use them effoctively is still in conflict and will be discussed later in this study

1.1.4, How teacher-generated matcrials have been used in ELT

Using teacher-generated materials in lnglish as Voreign Language (LI'L) classroom has

involved a lange number of I's in EL, which has discussed in recent years

Not cvcryone would agree thal Ts should design their own iualcrials, Block (1991), who

is in no doubt that they should, prefaces his arguments for what he calls DIY (do-it- yourself) materials design by reviewing the papers by Allwright (2981) and O'Neill (1982) discusses in Chapter 1 Despite their contrasting positions on course books, both Allwright and O’Neill seem to agree that classroom T's are not best equipped to write nualerials Allwright puts this expbicilly: “the expertise required of materials writers is importantly different fiom that required of classroom teachers” (p.6) Johnson (1972:1) implies a similar view: “Teachers choose and use instruetional matetiais because they can not (and ought not) prepare all the materials they need” Behind this view seems to lie the assumplion thal matcrials arc best prepared by professionals (ic knowledgeable and experiences writers) and by publishing houses which can ensure a high level of production (Sheldon, 1988) Maybe because of this unsympathetic view, ‘I's, especially in junior high schouls, lends to be afraid lo design their own materials despite the necd of

their teaching context They would rather accept boring and ineffective lessons than be laughed or criticized

Some other Ts, it seems, have their own view Block’s (1991) argument that Ts should prepare their own mmaterials derives in part from his dissatisfiction with published

nuaterials The decision lo supplement Ihe course book may also be prompled by affective considerations Experienced Ts know that walking into class and saying: “Hello, Open your books at page .” is not the best way to capture the attention of a group of learners, and many use “warmeup” activities for this reason Thay also know that there are other points in a lesson (and there are not always predictable) or a cartain time in the week when learners just need something a little different Maley (1998:281), probably thinking

of drcury days in Britain, refers to this as “Ihe wet Friday afternoon alleel” This is the

time when Tean are ti

«lor apathatic or having difficully, a time when learning needs

to be made lighter, more fun through game, a song, a video A few of these Ts have redundant self-confidence to work as materials designer but lack of experience to create high quality materials or to usc thosc ones in the best way for their Ss It leads to ineffzctive lessons, which are not really helpful for Ss to get and for ‘Is to transmit knowledge, In some cases, the time and ths confent of the lessons are under the had influence of this inadequacy

Indeed, when we think of how to use teacher-generated materials effectively, it is necessary for us to deal with the reasons for ‘fs of English may choose to design their

course bonks, the thesis has tumed the allention lo icacher-gencrated malerials and find thal the disadvantagzs of the course books arc able to heeorne the advantages öŸ Icachor~

generated materials

their own Ss, These are different fiom materials created for educators because they are generated to fit the needs of the $s in the classroom Imagination and some good arts and crafls skills are needed 1o generate materials for the classroom Springboard off prasmads materials or develop a new concept Either way, there are several benefits of teacher- generated materials

1.2.1.1 Save Money

Materials purchased al clucation sloras are expensive Croals the sano matsrials for less money by visiting a few hobby stores, For example, instead of buying « pre-assembled puppet-making kit, go to the store and buy the different parts needed and combine them

in a plastic bag Share ideas with other Ts to help them save, loo Goanna Baker and Heather Westrup, 2002)

about their performance and this feedhack is an effective way to reinforce what you want the

sludends Lo learn (Lewis, 2003).

‘Ts work hard to put together lesson plans that are exciting and educational Llowever,

chools do not have Ihe funding to provide all the supplies and ri

Ts need in order to plan the most effective lessons, For this reason, there are many

benefits to ‘I's generating their own materials

1.2.1.4, Match Materials to Curriculum

Sometimes the leaching materials provided by the school district will not be as current as possible, One benefit of creating and putting together Ts’ own materials and teaching, supplements is that ‘I's can pick and choose zelevant materials to go along with the lessons Ts are leaching Ts can creale specific activities that are appropriate for particular groups of Ss, Not only will this make teaching job easier and more iluid, but the Ss will

get a more well-rounded education (Dewey,1916)

1.2.16, Add In-Depth Information

When a school district purchases materials they may select only the materials needed to meet the core curiculam, TẾ $s are more advanced, or require morc in-depth \carning, Ts may feel as though they have nothing more to provide them, When's create their own teaching traterials, they can make their curriculum more detailed and in-depth Lo allow Ss who excel to learn more information about the topic they are teaching (Zicba-Warcholak,

2003)

In conclusion, the advantages of teacher-generated materials can be summed up in the idea that they avoid the ‘one-size-tits-all’ approach of most commercial materials,

1.2.2 The disadvantages of teacher-generated materials

There is a number of potential pitfalls for Ts who would be materials designers These can be considered under three headings

A father aspect of organization relates to the physical organization and storage of nuterials Without a clearly thought through and well-orgamived system, leacher- genarated materials may be difficult to locate for ongoing, use, or may end up damaged or

with parts missing

any time.” (2001:7)

In addition, a lack of experince and understanding, on the part of the teacher may result

in important elements being left out or inadequately covered, ‘Teacher-generated nualerials may be produced to take advantage of authenlic texl, Tlowever, if nol guided by clear criteria and some experience, Ts may take inconsistent or poor choices of texts Besides, they can become outdated easily, e.g news stories, articles

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A further problem may be a lack of clear instructions about how to make effective use of

the materials — particularly instruolions designed for 8s

1.2.2.3 Time

Yet another disadvantage of teacher-generated materials, and perhaps the key fhetor inhibiting many ‘'s fom producing thsir own teaching materials, is time Almost ‘Ts in INS (gracbaled fiom college) have nol professionally educated to design aud using materials in the most effective way so special preparation is necessary and it can be time consuming, “Any teachers in any environment can be pressed for time” (Bruce Marsland,

1998:1)

However, passionately one may helieve in the advantages of teacher-generated materials,

the realily is that for many Ts, il is simply nol viable — al least nol all (he time

1.3 Factors to consider when designing materials

1.3.1 Learners

The first and most important faclor lo be considered is the Ts Tf tha point of teauher genzrated materials is relevance, interest, motivation and meeting specific individual needs, then clearly I's must ensure they know their Ls well Any consideration of syllabus

or meterials design must bogin with a needs analysis This should reveal learning necds with regard to English language skills in listening, speaking, reading, writing, vocabulary knowledge and grammar as well as individual student’s learning preferences It is not just learning needs that are relevant to he teacher as materials designer, however Equally important is knowledge about students’ experiences (life and educational), their first langnage and levels of literacy in it, their aspirations, their inferests and their purposes for keaming English

The following summary of the leaner factors that need to be considered in materials

design draws on Daoud and Celce-Mureia (1979), Matthews (1991), Harmer (1991), MeDonougt and Shaw (1993) and Ctamingsworth (1995)

1 age range

2 proficiency level in the target language (and homogeneity within the learner group)

first language (all the same?) academic and educational level socio-cullural background

occupation (if relevant)

“3 reasons for studying the target language (if applicable)

13 preferred learning styles

15 inlerests (insofar as these are genieralisable)

In short, teacher-generated materials have to meet the same criteria as couse book materials, but these are likely to be more strictly applied because ‘I's know their own Ss and will be able to “tune” the materials to suit their level, their aptitude, their interests,

Discussing the curriculum, the researcher doas need to pay further attention to the social conlext in which #48 crealed, Curriculum for Catherine Combleth (1990) is what actually happens in classrooms, that is, “an ongoing social process comprised of the interactions of students, teachers, knowledge and miliew* (p5), In contrast, Stznhouse defines curriculum as the attempt to describe what happens in classrooms rather than what achully ocos Cornbleth farther contends that curricuum as practice carmol be understood adequately or changed substantially without attention to its setting or context Curriculum is contextually shaped

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‘The oumriculum and the context are variables that will significantly impact on decisions about (caching materials, Many Ts arc bound by a nmndated ewriewhun defining the content, skills and values to be taught, Whether imposed at school ot state level, a curriculum, it is the teacher’s responsibility to ensure that the goals and objectives of the overarching curricuhim are kept close at hand when designing materials (Numan, 1988)

‘As noted earlier, the context in which the teaching and learning occurs will impact on the types of materials that may need to be designed For example, primary-level Ss, with weak speaking and listening skills, may toquire materials that facilitate inlersetion aboul subject content instead of developing cognitive academic language proficiency, However, advanced-level Ss may need teaching materials that focus on complex tasks that require

ction and combination of skills lo solve

CF TC

1.3.3 The resverces and the facilities

Although the goverment mandates a “highly qualified teacher” for every classroom, many districts and schools still face the challenge of recruiting and retaining these professionals

to work under inadsuaiz physival working conditions with grossly inadequate resources to support their teaching efforts, The current national budget for school theilities

improvement and construction is greater than at any point in histary Due to the expanding

student population and the age of many school buildings, overall spending on facilities is capected to increase, regardicss of ceoniomic Luctuations

There is a growing body of research confirming that the quality of facilities contributes directly to teacher turnover rates and student performance A study by Anthony S Bryk on the Camegic Foundation for the Advancement of Teaching (1998) found that student attitudes about education directly reflect their learning environment, and various other studies have shown thal clean air, good Fight, and a quiet, comfortable, and safe leaning environment are essential for academic achievement As a condition under direct control of the school district and state, the physical building setting of a school and its related resources should be considered as much more than merely an institational backdrop ‘They should be considered as # potsntiat opporlurtity lo significantly improve leacher working

conditions, student learning conditions and student achievement.

1.3.4 Personal confidence and competence

Decisions available to Ts include the following (adapted fom Harmer, 2001 and Lamic,

1999):

1 Add activities to those already suggested

3 Replace or adapt activities or materials with:

- supplementary materials ftom other commercial texts

- sulhonlic matzrials (newspapers, radio teports, films ole.)

- teacher-created supplementary materials

4, Change the organizational structure of the activities, for example, pairs, sraall groups or whole class

Modern telmology provides Ts with access to tools thal cuable professional results in materials production Computers with Clipart, Internet access and digital pictures offer unprecedented means for publishing high quality teaching materials

1.3.5 Copyright compliance

Back in November, the New York Times ran an article about the growing mumber of teachers who sell their lesson plans and other curriculum materials through online portals like Teachers Pay Teachers (Winnie Hu, Selfing Lesson Plans Online, Teachers Raise Cash and Questions, Nov 15, 2009) Obviously, teacher-made materials have becn considered as goods so ‘fs have to pay more attention to copyright compliance in designing materials

example of this would be creating a workshcel that uses a piclure ar :

commercial text, alongside teacher-created activities, While an idea cannot be copyright, the expression of the idea can be and ‘I's need to be mindful of this “If you do not

fhe source you are, in cflocl, stoaling material from another wriler This

slealing is called plagiarism and is a serious offer

(Princeton Writing Program, 1999)

13.6 Time

Time was discussed carficr as a disadvantage for Ts who wish lo design their own materials It is thus, important to consider ways to make this aspect manageable Qvercome the obsession of time consuming, arrange the housework and teaching job reasonably, '’s are absolutely able ta spend time on their own teaching materials Block (1991) suggests a number of ways in which Ts can lighten the load, including sharing materials with other Ts, working in a team to take turns to design and produce materials, and organizing central storags so materials are available to everyone

‘Thus, this chapter has reviewed theoretical issues related to the thesis In order to obtain

empirical knowledge of using leacher-generated iaterials in ELT lo the 7" grade Ss in

Tran Phu JHS and to point out practical suggestions for teacher to design effective

materials, a study is conducted, Results of the study are presented in the next chapter

Chapter 2: METHODOLOGY

2.1, Subjects and the context of the study

2.1.1 The subjects

In order to investigate into the impact of teachcr-gencrated matcrials on ELT, the

researcher conducted a survey with two groups of subjects hey were 10? Ss in grade 7

and 4 Ts from Tran Phra JUS

The questionnaires were distributed among both boys and girls Ss chosen incidentally from gifted classes and normel ones at grade 7 to see their attitude towards the usage and effectiveness of teacher-generaled materials They had learned Rnglish i JTIS for bea years, Besides, during the time they were at primary school, English was brought to teach

in their syllabus as an optional subject

Additionally, smali-scaled unstructured interviews were carried out among 4 ‘Ts, at different, age and level of ability, tcaching English al Tran Phu JHS to sco if they have been using teacher-generated materials and how they have been designing these ones

2.1.2 The context

The rascarch is conducted at Tram Phu FAS which lovalod al Le Cham Districl, Hai Phong This school has been being considered the gifted school tor junior high students in Hai Phong with over 50 years for taining talented students It always leads junior high

schools in Lai Phong area in prizes

Ss here wre chosen sclectively mainly fiom some gilled primary schools in Hai Phong suchas Van To, Minh Khai, Dinh Tien Hoang so they seem to be better than ones in other jumior high schools It is asserted by the number of prizes Tran Phu got in school-year 2009-2010 in comparison with some others in the same district,

The 1* | The 2° | The 3 | Consolation

prize | prize | prize prize

Chart 1: The result of training talented students

in Le Chan District - School-year 2009-2010

40

30

Tran

Phu Ngo Truong VoThi Ba Ngoc

Quyen Dinh Sau

In general, ‘Tran Phu 8s have better learning capacity, equipped with more comfortable stationary and recciving mors alintions than Ss in other schools However, it is also the main reason tor their laziness, haughtiness as well as their reliance discouragement in failures Furthermore, the majority of Ss in this school have the need for learning the

lessons before class which

with different touching exporicncs, even some of Uiem were nol in a regular (raining as Ts

of English which causes the difficulties in designing general tests and the arguments in marking crosswise In addition, the conservativeness puts a hard barrier among them,

Maie Femaie age experience |Regular |In-service

Table 2: Ts of English in Tran Phu JHS

‘Taking the difisrent ways of pronunciation as an example Course books are written in America Frgtish but almost Ts were cduvated in British Fnglish so they often pronounce as their experience instead of the lessons with the attendance of another Ts or school feaders On the other hand, ‘Is can not get the standard tapes for the course books from their school bul ftom unreliable bookslores Ts’ incorrect pronunciation and bad- qualified tapes have made Ss’ pronunciation worse and worse

'There are 11 classes in grade 7, in which the smallest has 40 $s and the biggest has 62 Ss This means thal Ts and Ss can face the following chatlenges:

> Ts can have difficulty keeping everyone’s attention

> Ss’ motivation to learn English can be poor

> Ss have diffienlty hearing the teacher

> Ts do not have enough opportunity to help weaker Ss

> Attendance can be poor and irregular, leading to lack of continuity

> This tack of continuity can cause extra work for Ts and confusion for Ss

> Taking the register can be time-consuming

> Ts can have too much marking to do

> There are few resources ta make learning intaresting

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(Joanna laker and Ileather Westrup, 2002)

The 7 grade Ss have the week Fach unit lasts around 5 or 6

periods depending on the load ot knowledge required The National curriculum for JHS is the textbook “Tiếng Anh 7”, published by Vietnam Education Publishing House The

hook “Tiéng Anh 7” consists of 16 umils Tivery four units, teacher spends @ lesson

- Examining comprehension: inchudes Ask Answer/ Practice with a partner! Match?

True —False

- Practising: includes various exercises for listening, speaking, roading and writing skill

related to the lopies of the unit

- Language review: showed in Remember, helping Ss clearity the target language of the unit

~ Practising grammar: showed in Language Focus, helping $s organize grammar structure and vocabulary in each unit through exercises

2.2, Data collection instruments

This thes $1 questionnaire and intorviews as the tain resources for data collection

By using questionnaire, the researcher can obtain data quantitatively, which later on will assist the study with persuasive figures concerning the investigated issues It should be noted that the writer had informal meetings with the $s because they are not the Ss of the researcher

By using interview, the writer could have more in-depth information The interview is unstructured which still has to start with some kind of agenda, but it is loose one, a rough checklist built around issues formulated in outline only The direction of the intervicw intentionally follows interviewee responses, with some of the characteristics of natural conversation “The qualitative interviewer shonld arrive with a short Tist of issug-oriented questions The purpose for the most part is not to get simple yes or no answer but descriptions of an episode, a linkage, an explanation Formulating the questions and anticipating probes that evoke good responses is a special art” (Stake, 1995:65) Before it,

the writer had prepared a set of questions Mathsrmore, some possibls folow-up questions were alsa prepared (for the interview questions, refer to appendices) AH the interviews were recorded so that the writer could concentrate on observing interviewees” behavior without wasting time taking notes, ‘Their facial expressions sometimes unveiled more information than worlds could, These inlerviews were conducted individually man informal setting Each interview took about 30 minutes, aranged at the interviewees” convenience Enough time was spared for the interviewees to think of proper answers

The stops of the rascarch wore arranged as follows:

(1) Piloting the questionnaire for students

(2) Delivering and collecting the questionnaire

@) Conducting interviews with solcelodTs

(4) Auulyzing the collceted data and dise ing the finding

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Chapter 3: DATA ANALYSIS AND DISCUSSION

3.1 Finding from the questionnaire

The Ss’ attitudes towards their ELL and ELT in JHS and teacher-generated materials are

collected by means of questionnaire The result of the survey questionnaire has been

summarized in the following table

Table 3; Result of the survey questionnaire

T Would you like te learn

4 Does your teacher of

English often use materials

made by herself himself in

her/ his lessons?

English sometimes spend sa

much time on the teacher-

lgenerated materials that

lcannnot foeus an the main

part of the lessan?

6 In which feld, are teacher-

lgenerated materials the most

Vocabulary

16.7

Grammar Structure 43.1

3.1.1 Students’ interest in English language learning

Chart 2: Ss' interest in ELL

Very much 22%

Very little 6%

Source: Statement 1, survey questionnaire

Most of $s show their desire to learn English to fulfill their demand and purposes for the future With the use of different audio and video aids such as posters, cards, pictures, photos in colors, cassette tapes, magazines, newspaper there is no wonder that ELL interest and attract almost of the Ss However, ELT need to be improved to involve more

$s to English lessons in class.

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Chart 3: Ss' interest in English lessons in class

Source: Statement 2, survey questionnaire

The number of Ss like English is more 14.8% than the number of ones dislike it, but the number of ones like and dislike the English lessons in class are equal This ratio reflects

the inattractiveness of the English lessons in class originating from the inflexibility of the

Ts of English in their ELT Although the lack of effective teaching materials is the common problem of all teachers in JHS, losing Ss’ motivation should not be in being in a

gifted school like Tran Phu

3.1.2 Students’ expectation of English language learning in their class