THE CUSTOMER SATISFACTION OF ELECTRONIC BANKING SERVICES OF VIETNAM PROSPERITY JOINT STOCK COMMERCIAL BANK (VPBANK)

THE CUSTOMER SATISFACTION OF ELECTRONIC BANKING SERVICES OF VIETNAM PROSPERITY JOINT STOCK COMMERCIAL BANK (VPBANK) No one can dispute the assertive position of English for Specific Purposes as a communicative mean in occupation or profession. English for Banking and Finance, as a brand of English for Specific Purposes, also affirms its importance in the development of banking and finance sector through training of skillful and qualified human resources. During ten years, Foreign Language Faculty in Banking Academy has educated many students, who have wide knowledge, business skills, management ability, and English proficiency. However, in the studying process, there are factors affecting students’ EBF learning. This may lead to the decline in graduates’ quality and Banking Academy’s reputation. The purposes of this study aimed to evaluating the factors affecting lastyear students of Foreign Language Faculty in learning English for Banking and Finance at Banking Academy. The research instruments employed was a questionnaire. The findings revealed that inappropriate books and learning materials, and students’ lack of general English knowledge and motivation affect students’ English for Banking and Finance studying a lot. The teaching method of the lecturers has not had fully positive effect on enhancing students’ ability to use English for Banking and Finance.

BANKING ACADEMYFACULTY OF FOREIGN LANGUAGES

GRADUATION THESIS

EVALUATION OF FACTORS AFFECTING

FOREIGN LANGUAGE FACULTY SENIORS’ ENGLISH

FOR BANKING AND FINANCE LEARNING AT BANKING ACADEMY

Throughout this entire study, I have been indebted to a few groups of people

To the high quality of the supervision provided by Ms Can Thuy Lien, forher continual support, encouragement and patience in me Her valuable expertise,comments, suggestions and general assistance have developed my skill as aresearcher She helped in the preparation of the questionnaire and her contribution

is greatly appreciated I wish to thank her for the comments on the submittedversion of this thesis This final version has benefitted a great deal because of hercomment

I must thank all the students who provided the data for this research I wish

to thank the monitors from the three last-year training classes of Foreign LanguageFaculty, Phuong Ly, Duc Huong and Cong Minh, for their help in providing thestudent lists and students’ Facebook contact

Further thanks must go to my friends, Hoang Anh, Cong Minh, Duc Huong,Tien Dat, Van Thu and Mai Huong, who also had chance to perform the graduationthesis Without their support, understanding and encouragement, I would not havebeen able to complete this thesis

I must also express my heartfelt gratitude to my best friend, Dang Chien, forhis mental support, and also to Ms Nguyen Thu for her help in integrating andprinting this document

Last but not least, I wish to dedicate this thesis to my parents, my mother, LeThuy and my father, Do Hung for their companion and sympathetic in me while Iwas undertaking this study I owe my entire life to them

Name: Do Minh Phuong

Student ID number: 18A7510139

Faculty: Faculty of Foreign Languages

“I declare that this thesis is uniquely the result of my own work Any information,data and figures that appear in this study belong to my own research, analysis andpresentation I certify that this paper does not include any material, which waspublished previously All the contributions and support from my colleagues andinstructor are clearly referenced in the paper.”

Sign

Do Minh Phuong

1.2 Background of the Study

1.3 Objectives of the Study

1.4 Significance of the Study

1.5 Scope and Delimitation

CHAPTER III: DATA COLLECTION & METHODOLOGY

3.1 Locale of the Study

3.2 Research Design

3.3 Population, Sample and Sampling Technique

3.4 Respondents of the Study

3.5 Research Instrument

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3.6 Data Gathering Procedures

3.7 Statistical Analysis

3.7.1 Data Entry3.7.2 Data Coding3.7.3 Statistical Treatment

3.7.3.1 Cronbach’s Alpha Coefficient3.7.3.2 ANOVA

3.7.3.3 Weighted Mean3.7.3.4 Frequencies

CHAPTER IV: RESULTS AND DISCUSSION

4.1 Evaluation of Factors Affecting Students’ EBF Learning

4.1.1 Lecturers4.1.2 Teaching Method4.1.3 Books and Learning Materials4.1.4 Learners’ English Background and Motivation4.2 Differences between Students’ Two Genders in Evaluating FactorsAffecting EBF Learning

4.2.1 Differences between Male and Female Students in Evaluating Lecturers Factor

4.2.2 Differences between Male and Female Students inEvaluating Teaching Method Factor

4.2.3 Differences between Male and Female Students inEvaluating Books and Learning Materials Factor

4.2.4 Differences between Male and Female Students inEvaluating Learners’ English Background and MotivationFactor

4.3 Discussion

4.3.1 Evaluation of Factors Affecting Students’ EBF Learning

4.3.1.1 Lecturers

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4.3.1.3 Books and Learning Materials 4.3.1.4 Learners’ English Background and Motivation 4.3.2 Differences between Two Groups of Students inEvaluating Factors Affecting EBF Learning

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION

5.1 Summary of Findings

5.2 Conclusion

5.2.1 Lecturers5.2.2 Teaching Method5.2.3 Books and Learning Materials5.2.4 Learners’ English Background and Motivation5.2.5 Difference between Male and Female Students inEvaluating the Factors

5.3 Recommendation

5.3.1 To the Banking Academy5.3.2 To the Faculty

5.3.3 To the Lecturers5.3.4 To the Students

REFERENCES

APPENDICES

Appendix 1: Questionnaire

Appendix 2: Main Sources Of EBF Learning Materials

Appendix 3: Pictures of Banking Academy

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LIST OF TABLES

Table 3.1: Classification of Items in the Questionnaire

Table 3.2: Data Coding Frame

Table 3.3: The 5-point Scale’s Extent

Table 4.1: Scale’s Reliability Examination Result of Lecturers Factor

Table 4.2: Students’ Evaluation to Lecturers Factor

Table 4.3: Frequencies Results about Evaluation Level of Students to Lecturers Factor

Table 4.4: Scale’s Reliability Examination Result of Teaching Method Factor

Table 4.5: Students’ Evaluation to Teaching Method Factor

Table 4.6: Frequencies Results about Evaluation Level of Students to Teaching Method Factor

Table 4.7: Scale’s Reliability Examination Result of Books and Learning

Materials Factor

Table 4.8: Students’ Evaluation to Books and Learning Materials Factor

Table 4.9: Frequencies Results about Evaluation Level of Students to Books

and Learning Materials Factor

Table 4.10: Scale’s Reliability Examination Result of Learners’ English

Background and Motivation Factor

Table 4.11: Students’ Evaluation to English Background and Motivation FactorTable 4.12: Frequencies Results about Evaluation Level of Students to English Background and Motivation Factor

Table 4.13: ANOVA Verification for Difference between Male and Female

Students in Evaluating the Lecturers Factor

Table 4.14: ANOVA Verification for Difference between Male and Female

Students in Evaluating the Teaching Method Factor

Table 4.15: ANOVA Verification for Difference between Male and Female

Students in Evaluating the Books and Learning Materials Factor

Table 4.16: ANOVA Verification for Difference between Male and Female

Students in Evaluating the Learners’ English Background and Motivation

Factor

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LIST OF ABBREVIATIONS

BAV: The Banking Academy of Vietnam

FLF: Faculty of Foreign Languages

ESP: English for Specific Purposes

EBF: English for Banking and Finance

EBFC: English for Banking and Finance Course

IBFCs: Intensive Banking and Finance Courses

NHSGE: Vietnam National High School Graduation Examination

Title: Evaluation of Factors Affecting Foreign Language Faculty Seniors’

English for Banking and Finance Learning at Banking Academy

Author: Do Minh Phuong, last-year student of Foreign Language Faculty,

Banking Academy

Key Words: English for Banking and Finance, learning, students, Foreign

Language Faculty, Banking Academy

Advisor: Ms Can Thuy Lien, the Dean of Foreign Language Faculty,

Banking Academy

Abstract:

No one can dispute the assertive position of English for Specific Purposes as

a communicative mean in occupation or profession English for Banking andFinance, as a brand of English for Specific Purposes, also affirms its importance inthe development of banking and finance sector through training of skillful andqualified human resources

During ten years, Foreign Language Faculty in Banking Academy haseducated many students, who have wide knowledge, business skills, managementability, and English proficiency However, in the studying process, there are factorsaffecting students’ EBF learning This may lead to the decline in graduates’ qualityand Banking Academy’s reputation

The purposes of this study aimed to evaluating the factors affecting last-yearstudents of Foreign Language Faculty in learning English for Banking and Finance

at Banking Academy The research instruments employed was a questionnaire

The findings revealed that inappropriate books and learning materials, andstudents’ lack of general English knowledge and motivation affect students’ Englishfor Banking and Finance studying a lot The teaching method of the lecturers hasnot had fully positive effect on enhancing students’ ability to use English forBanking and Finance

in all aspects, has English its top language (Statista, 2019) All searching tools,instructions, programs, websites, etc are created and operated in English Englishurges connections among men to spread powerfully Therefore, everybody needs to

be proficient in English

Realizing the importance of the language, Vietnam government choosesEnglish as a compulsory subject taught at junior and senior high school By learningEnglish, students build their strong and healthy brain that improves their way ofthinking (Juliette, 2013) With English, students become more intelligent and havedevelopment that is more comprehensive They have better intellectual, academic,communication skill and social ability Hence, they have readiness to enter a socialcontext with various languages and cultures This is one of the conditionssupporting students’ career opportunities pursuance

Especially, English for Specific Purposes (ESP) are major courses inmajority of universities in Vietnam Students have to use the language appropriatelyand correctly in their future job related tasks to have greater career performance.For this reason, they seek to improve their English language skills for highlyspecific academic or professional reasons

When the global economy consolidates more strongly than ever, English forBanking and Finance (EBF) has become more crucial for information to imparteffortlessly Big company and corporations have established themselves all aroundthe world in many countries Stock, commodity and currency markets closely attach

to each other Even the tiniest changes in a stock price can lead to immediate effect

on other prices worldwide Therefore, it is essential to have a common languagethat efficiently supports communication in banking and finance sector among allnations English is certainly the ideal language serving this purpose Recognizingthe necessity of English for banking and finance, the Banking Academy has openedEnglish department to teach this field of ESP.

During ten years, Foreign Language Faculty in Banking Academy haseducated many students, who have wide knowledge, business skills, managementability, and English proficiency However, in the studying process, there are factorsaffecting students’ EBF learning This may lead to the decline in graduates’ quality

For the reason above, the topic: “Evaluation of Factors Affecting Foreign

Language Faculty Seniors’ English for Banking and Finance Learning at Banking Academy” has been chosen in this study Evaluating the factors affecting

last-year students in learning English for banking and finance at Banking Academymight bring about benefits for both Banking Academy and the students Thisresearch not only helps students study more effectively, develop their steady futurecareer background, but it also enhances the educational quality and reputation ofBanking Academy

1.2 Background of the Study

Understand the significance of foreign languages, English faculties inVietnamese universities focus on teaching and studying the language of many areasand industries that help boost the country’s economy These fields also illustrate thecareers that students choose to engage in after graduation

In fact, English is the international trading language that is frequently used inbusiness and finance Many universities in Vietnam have business and financeEnglish teaching programs that provide students excellent knowledge withvocabulary, term and expression The students are educated to have full ability tomeet the requirements of the society and the economy in the process of internationalintegration

In order to meet the increasing demands of the society on foreign languages,

capable of management and proficient in foreign languages, the Faculty of ForeignLanguages in Banking Academy was officially founded.

The Faculty has a training program concentrating on two aspects

The first one is Academic English Students are trained the most basiclanguage practice skills through subjects such as English pronunciation, Listening,Speaking, Reading and Writing skills Moreover, advanced skills such as AdvancedEnglish Language Practice, Parallel Translation, Report Writing, etc are alsotrained Besides, students also have the opportunity to cultivate the knowledge ofEnglish culture, which is quite important in daily life communication and in theworking environment In the entire training program, not only general English butalso many special modules are taught These modules help students build theirEnglish background, which can be used in real working environment in the field ofFinance and Banking

The other one is English for Specific Purposes, which contain English forBanking and Finance course In addition to the above-mentioned knowledge-skills,students also study specialized subjects like Banking, Finance, BusinessAdministration, etc and do test in English Therefore, when graduating, the level ofstudents of the Faculty of Foreign Languages is equivalent to the bachelor ofEnglish and professional banking and finance knowledge, too

In terms of English for Banking and Finance Course, students in Faculty ofForeign Languages have to overcome it to gain a good English background aboutbanking and finance sector Because the intensive Banking and Finance courses inESP training program are very difficult to study, all the students need to learn asmuch vocabularies, terms and expressions as possible The EBFC is like apreparation of students for tough and challenging IBFCs However, if thispreparation is not good, the studying process after that will be very hard and lesseffective Therefore, this study try to evaluate the factors affecting EBF learningamong students, and then put forward recommendation for more effective EBFstudying

1.3 Objectives of the Study

This study focuses on four objectives

The first objective is to evaluating the factors affecting students’ EBFlearning (Lecturers, teaching method, books and learning materials, and learners’English background and motivation)

The second objective is to examine the differences between male and femalestudents in their evaluation of the factors

The last objective is to put forward recommendations

1.4 Significance of the Study

The outcome of this study is expected to give a significant contribution forthe Faculty of Foreign Languages students, the lecturers of Banking Academy, theprevious researchers, and the next researchers

For the Faculty of Foreign Languages students, the result of this study canprovide more knowledge to students about problems faced in learning English forbanking and finance Besides, the study shows solutions to overcome the difficulties

so that students can learn EBF effectively

For the lecturers, the result of this study can motivate them to implement andimprove the teaching & learning activities In addition, it helps lecturers to chooseand apply the teaching method that is more suitable for the students

For the next researchers, the study might contribute to the research literature

in the field of English for Banking and Finance learning This study can stimulatenext researchers to find new ideas or solutions to the problem

1.5 Scope and Delimitation

The coverage of this study is the evaluation of factors affecting students’English for Banking and Finance learning and the recommendation to improve thetraining quality to the students Meanwhile, this study is limited to the last-yearstudents of Faculty of Foreign Languages in Banking Academy

1.6 Definition of Terms

To avoid misunderstanding of the key terms used in this study, definitions ofterms are presented below

- Banking Academy: (BAV) Banking Academy is an economic university

in Vietnam specialized in banking, established on February 9, 1998 BankingAcademy is organized and operated under the direct leadership and management ofthe Bank The State of Vietnam and subject to the state management of education of

the Ministry of Education and Training (‘Học viện Ngân Hàng’, 2019)

- Faculty of Foreign Languages: Faculty of Foreign Languages in The

Banking Academy of Vietnam (BAV) is an department where students are educatedtwo knowledge fields at the same time: English for banking and finance (EBF

courses), and intensive banking and finance knowledge (IBFCs) (Nhuluanpro,

2017)

- Seniors: Last-year students, mostly called in high school, college and

university (‘Senior’, 2019)

- Banking: The business activity operating by accepting and protecting

money, which is owned by individuals, and lending out this money to other

individuals to gain profit (Goyal, 2013)

- Finance: “Managing money and valuable things that can be easily

converted into cash.” (Akrani, 2011)

- Affect: The effect or impression of one thing on another (Othman &

Shuqair, 2013)

- English for Specific Purposes: ESP is a subset of English language, which

refers to teaching English to undergraduates, or people who are in employment,with regard to the particular vocabulary and needed skills ESP course concentrates

on an occupation or profession (Mohammadzadeh, 2015)

- National High School Graduation Examination: Vietnam’s national high

school graduation exam is an extremely important event, which determine the

ability of high school students to arrive a good university or not (Quynh Trang,

2018)

- Learning: The acquisition of skills and knowledge that are being taught

(Jin and partners, 2017)

- Lecturer: A synonym of teacher, who presents in front of the class to teach

and transmit knowledge to students through organized talks (Su & Wood, 2012)

- Teaching Method: the way teachers deliver the lesson and transmit

knowledge to students by implement particular methods, which correspond to the

characteristics and level of students (Munawaroh, 2017)

- Book: A handwritten or printed work presented in form of paper sheets,

which are fastened together within covers (Logan, 2015)

- Learning Material: A range of educational materials used by teachers and

students to support particular studying targets They are course curriculum,

textbook, reference book, assignment, case study, etc (Lewis, 2018)

- General English: General English is education of the grammar basics,

expressions and phonetics of English, which forms a grounded premise for

comprehensible later dialect studies (Islam, 2016)

- Knowledge Background: What one person already knows or learns about

a subject (Fisher, 2011)

- Motivation: the background of behavior formed by willingness (Lai, 2011)

CHAPTER II: LITERATURE

2.1 Theory Base

In the ever-changing globalization trend, the economies all around the worldhave been interdependent in all aspects of trading, capital flow, corporate finance,technologies, etc Among these fields, banking and finance is a sole business thatplays a crucial role in orienting the way we live Together with this, English as theglobal language, in the section of banking and finance, has become a functional andessential tool for communication

In reality, with regard to most economies, English is a widely used language.The majority of the financial work and paper uses English Partners and colleagueshold conversations in this language Many deal assignments enable in English orwith clients around the world With banks opening accounts overseas, their staffneeds to speak English fluently to serve their English-speaking clients as muchprofessional as possible Therefore, English is very important in banking andfinance field as it helps connect people globally

With anyone having knowledge about banking & finance and desiring totake this field to the higher level, the only obstruction is language This barriercertainly needs to be broken down, especially among undergraduates who havepotentiality to conquer and succeed in banking & finance sector This study aims atdealing with factors affecting Faculty of Foreign Languages students of BankingAcademy from learning EBF effectively

According to Ahmed (2014), English for Specific Purposes (ESP) is English about a specific field, which serves academic or occupational purposes Lê (2010)

stated that ESP concentrates on exploiting respects of English and necessary terms;attaches importance to practicing the four English skills in accordance with thespecific area’s context and situations; and provides students a professional literarystyle used in the working area Most importantly, through language activities,students can memorize and apply ESP in the real business affairs

Nowadays, with the common use of English, not many banking and financialtransactions can be done successfully in international trades without effective

English communication (Vanda, 2013) It is clear that rational and coherent

communication is the key to any successful business When the global economymore powerfully consolidates than ever, English for banking and finance hasbecome more essential to make the information impart effortlessly

Realizing the necessity of English for banking and finance, many universities

in Vietnam, including Banking Academy, have opened English department to teachthis field of academic ESP

2.2 Related Studies

Ahmad (2018) stated that as many other sectors, the banking and finance

sector calls for candidates of employees who have proficient English ability That iswhy English for banking and finance needs to be attached importance to theteaching and studying program at universities

However, there are great deals of difficulties that students have to face up

with in the time studying at school Jabbarifar (2009) indicated that “Evaluation

and assessment can focus on different aspects of teaching and learning: respectivelytextbooks and instructional materials, student achievement, and whole programs ofinstruction.” Through evaluation process, factors affecting students’ EBF studyingcan be revealed, which can become the basement to set up targets and plan toimprove the studying quality

Saliu (2013) claimed that students would learn with high motivation once

they have specific purposes They will study seriously and enthusiastically what isuseful for them now or in the future This motivation substantially influences the

students’ readiness to join the English learning process (Othman & Shuquair,

2013) However, because of dissimilar perceptions about English learning purposes

among students, many can conquer this language, many not (Ahmad, 2018).

Moreover, misunderstanding about the essence of ESP leads to inaccurate

studying and teaching methods (Lê, 2010) Instead of studying the English language

in the sector, almost all Vietnamese students are extremely concentrating on theintensive knowledge of the sector, which is taught in English Whereas, the students

have inadequate or poor general English ability that have not reach the required

standard to learn ESP yet (Nguyễn & Phạm, 2016).

In term of banking and finance sector, Vanda (2013) claimed that the

students’ particular purposes and expectations in English for banking and finance,along with their further working situation, all should be considered as subjects inthe curriculum for the courses

In addition, Khoshhal (2018) asserted that materials in general business

English for students to study should be well developed in the educational contextand in the workplace as well

During the years, advancing achievement of students has been focused as an

aspect of raising the lecturer workforce quality (Blazar & Kfaft, 2017) Examining

the characteristics and attitudes of lectures help determine the best ways to raise

students’ performance level (Emelogu, 2016) Therefore, evaluating the lecturers is

very important Assessment on lecturers’ performance is to assure that teachingquality is good This aims at guaranteeing that the lecturers are prepared

professionally and competent (Laska, 2016)

Teacher showing their positive attitude toward students in any interaction

leads to positive self-esteem behaviors in students ((Uluga, Ozdenb & Eryilmaz,

2011).

Every student has his/her own characteristics and studying level, rangingfrom the very smart, average, modest and even less able to acquire the knowledgefrom lessons rapidly That is why a lecturer should use a proficient teaching method

in conformity with students’ characteristics (Munawaroh, 2017)

If the lecturers use accurate teaching method, the students might achieve

their studying targets more effectively (Qudsyi, Herawaty, Saifullah, Khaliq &

EBF Learning EBF

Learning

Lecturers

Teaching Method

Teaching Method

Books and Learning Materials

Books and Learning Materials

Learners'

English

Background

and Motivation

Learners'

English

Background

and Motivation

From the theory base and the related studies above, elements, which haveeffect on students’ EBF learning, can be summarized and investigated There arefour factors affecting the students’ EBF studying, which were verified in theconceptual framework

Factors Affecting Students’ EBF Learning

Lecturers factor includes lecturers’ EBF knowledge background, their EBFteaching experience, and their attitude toward the students

Teaching Method factor includes the way lecturers transmit knowledge tostudents, their effort in create a practice learning environment in class, and abouttests and projects required to students

Books and Learning Material factor includes the availability of materialsources introduced by the lecturers, the availability of material sources supplied bythe library, the content of these materials and the main source of materials thatstudents use to learn EBF

Learners’ English Background and Motivation factor includes the generalEnglish background of students, their EBF studying target and the confidence inusing their EBF knowledge.

2.4 Research Paradigm

The paradigm of this study follows the three steps: data collection, dataprocessing and conclusion Through the literature review, elements affectingstudents’ EBF studying are determined to form a questionnaire Then, thequestionnaire is designed and given out to the respondents After that, data arecollected to be analyzed by software Next, the results from data processing areextracted and discussed in detail In the end, findings are reported and solutions forthe problem can be brought in

Output (Findings)

1- Students' Quality Improvement 2- Lecturers' Teaching Quality Improvement 3- Banking Academy's Reputation Enhancement

Figure 2: Research Paradigm

CHAPTER III: METHODOLOGY

3.1 Locale of the Study

The study was conducted at Faculty of Foreign Languages in BankingAcademy of Vietnam (BAV), where students are educated two knowledge fieldsparallel: Academic English (general English courses) and English for SpecificPurposes (IBFCs and EBFC) The Faculty is located at 12 Chua Boc Street, Dong

Da District, Hanoi, Vietnam

3.2 Research Design

In order to evaluating the factors affecting students’ learning English forbanking and finance as well as the methods to improve learning quality, thequantitative research method was used This descriptive method helps examine theinformation needed through figures and statistical data Through this method, theresearcher can have more accurate analyst the factors and check the differencesbetween two genders of students in evaluating them

The study complied with three steps:

Step 1: The questionnaires were piloted with a group of 10 students to seewhether the questions were understood

Step 2: The edited questionnaires, which were the final ones, were provided

to the students, the respondents

Step 3: Gathering and processing the data

3.3 Population, Sample and Sampling Technique

All the last-year students (comprising 212 members, both male and female)

of Foreign Language Faculty in Banking Academy were the target population ofthis study

Slovin's formula was used to determine the sample size (Ellen, 2018), which

is as follows:

E: the margin of error1: a constant value

Base on the formula above, the study sample was counted to be 183 students.(N = 212; e = 5%)

1+212 x 0.052

This amount of students was selected by using Linear Systematic SamplingMethod First, a student list from all annual training classes (3 classes totally) of thelast-year students was made This is the sample frame to verify that the studentscontacted are eligible for the study Then, the skip interval of this sample wasdecided to point out the standard distance between students selected This interval iscalculated by the formula below:

n

n: the sample sizeN: the population sizek: the skip interval

According to this formula, the skip interval was decided to be 1.65 In otherwords, the system was going to start with the first two students, then skip 1 studentand then keep selecting the next two students After the selecting process, 183students from 3 annual training classes were the elements who would take part inthe investigation

3.4 Respondents of the Study

The research considered the last-year students of Faculty of ForeignLanguages in Banking Academy respondents of the study, containing183 members,both male and female

3.5 Research Instrument

To obtaining data on the problem raised, this study used a questionnaire

The questionnaire has two parts The first part is general information aboutrespondents’ name and gender The second part includes elements that might haveeffect on students’ EBF learning These elements need to be evaluated by a five-point Likert scale, which have agreement/disagreement extent meaning After all,the evaluations are converted into data for quantitative analysis.

The questionnaire contains 15 items, 12 of which determine the factorsaffecting the EBF learning of the students (The full questionnaire is shown on the

Appendix 1) These items were designed base on the conceptual framework.

Table 3.1: Classification of Items in the Questionnaire

VI Learners’ English Background and

The Likert Scale were applied to this questionnaire as it was uncomplicated

to administer and easy for the software to process the quantitative data The LikertScale functions by measuring attitudes and opinions of the respondents about aproblem, and it has the basement of measure levels of agreement/disagreement,frequency, value, importance, relevance, satisfaction, likelihood, and quality

3.6 Data Gathering Procedure

The questionnaire was solely designed and administrated by the researcher

By joining the precisely private Facebook groups of annual training classes, theresearcher could create personal connection with each individual in the sample.Then, the respondents were kindly requested to answer the questionnaire online viaGoogle Forms They were given 3 days to finish the forms to avoid hasty responses

Figure 3: Data Gathering Procedure

Quantitative Data Collection

Quantitative Data Collection

Questionnaires

Descriptive Statistics (SPSS software)

Descriptive Statistics (SPSS software)

The questionnaires were distributed from March 21st 2019 to March 24th

2019 After the questionnaires had been completed, the results were counted on theGoogle online system Next, the outcomes were organized in tables The dataprocessing was taken out with the SPSS software

3.7 Statistical Analysis

3.7.1 Data Entry

Used Google Form to create the online Questionnaire, in which all thequestions and items appeared, they are required to be answered fully Otherwise, thequestionnaire cannot be submitted That is why all 183 questionnaires submittedwere valid None of them was eliminated

After raw data were collected through questionnaires, they were manuallyentered into the SPSS software version 20 All those data were analyzed according

to a coding frame, designed by the researcher, for the items appeared in thequestionnaire

3.7.2 Data Coding

In order to decrease the large amount of information gained after the datacollection process, the data were coded Therefore, the data could be managed bySPSS software more easily

Table 3.2: Data Coding Frame

6 Lecturers are willing to share their EBF knowledge to the students L3

8 Lectures create good EBF practicing environment in class

9 Lecturers provide proficient tests and projects for EBF learning TM3

Books and Learning Materials

10 Books and materials for EBF learning introduced by the lecturers are

11 Books and materials for EBF learning are available in the library of

12 Books and materials provided by the lecturers are students’ main

13 The content of these books and materials is appropriate for students

Learners’ English Background and Motivation

14 Students have good general English background in their high school EBM1

15 Students understand the significance of EBF learning to their future

3.7.3 Statistical Treatment

3.7.3.1 Cronbach’s Alpha Coefficient

Cronbach’s Alpha is a coefficient, which can measure the reliability of theresearch instrument according to a standard This coefficient helps researcherscheck and examine the consistency of the items scaled With Cronbach’s Alpha, theitems designed in the questionnaire are considered relating to each other or not.Thus, the researcher can make decision whether to keep using or eliminate theitems The value of Alpha coefficient varies from 0.0 to 0.1 The higher its value,the more reliable the scale is The values of Cronbach’s Alpha coefficients areacceptable when they are over 0.6

3.7.3.2 ANOVA

In research study, ANOVA test is always used to examine the significance ofthe survey or questionnaire results Through ANOVA test and its coefficient, theresearcher can make out which items in the survey questionnaire do not interrelatewith the others In other words, the coefficients form this type of data assessmenthelp the researcher to find out which items need to be rejected or accept inappropriate with the hypotheses Thanks to ANOVA test, groups of items in thesurvey questionnaire can be examined to see if there is any difference betweenthem.

Table 3.3: The 5-point Scale’s Extent

CHAPTER IV: RESULTS AND DISCUSSION

Step 1: Cleaning the data

Step 2: Coding and entering data into SPSS

Step 3: Analyzing the Cronbach’s Alpha coefficients to determine thecorrelation level among items in a scale

Step 4: Analyzing the Weighted Mean in descriptive statistics to find outproperties of the sample

Step 5: Analyzing the ANOVA coefficients to test whether there is anydifference among groups in the sample

The results extracted from SPSS software that were put in tables show thatthe data investigated were interdepended Hence, the questionnaire data and resultsdiscussed were reliable

4.1 Evaluation of Factors Affecting Students’ EBF Learning

Item-Total Statistics

Scale Mean

if ItemDeleted

ScaleVariance ifItemDeleted

CorrectedItem-TotalCorrelation

Cronbach'sAlpha ifItemDeletedLecturers have

Lecturers are willing

to share their EBF

knowledge to the

students

Examination result of the Cronbach’s Alpha coefficient for the three items is0.787 It means that all the items scaled have good correlation All the correcteditem – total correlation coefficients are higher than 0.3.

From this result, it can be concluded that the items have coefficientsconsidered acceptable for the following statistics examinations Simultaneously, theelements above are acceptable for the following evaluations

Table 4.2: Students’ Evaluation to Lecturers Factor

Descriptive Statistics

DeviationLecturers have

Lecturers are willing

to share their EBF

knowledge to the

students

The table 4.2 shows the evaluation of last-year students about the Lecturers

It can be summarized that the level of students’ evaluation to this factor is veryhigh, when all the elements of this factor have the weighted mean in the range of3.68 to 4.28

Table 4.3: Frequencies Results about Evaluation Level of Students to

Lecturers Factor

Lecturers have comprehensive EBF knowledge

Lecturers have professional EBF teaching experience

Frequency Percent Valid

Percent

CumulativePercent

Lecturers are willing to share their EBF knowledge to the students

Frequency Percent Valid

Percent

CumulativePercent

4.1.2 Teaching Method

Examination result of the Cronbach’s Alpha coefficient for the three items is0.900 It means that all the items scaled have good correlation All the correcteditem – total correlation coefficients are higher than 0.3.

Table 4.4: Scale’s Reliability Examination Result of Teaching Method Factor

Reliability Statistics

Cronbach's

Alpha

N ofItems

Item-Total Statistics

Scale Mean

if ItemDeleted

ScaleVariance ifItemDeleted

CorrectedItem-TotalCorrelation

Cronbach'sAlpha ifItemDeletedThe way lecturers

proficient tests and

projects for EBF

learning

From this result, it can be concluded that the items have coefficientsconsidered acceptable for the following statistics examinations Simultaneously, theelements above are acceptable for the following evaluations

According to the table 4.5, which is presented right below, the evaluation ofstudents for Teaching Method Factor is moderate The minimum point of theevaluation is 2.91, and the maximum point is 3.33 It can be seen that the interval ofthese two evaluation points is not large

Descriptive Statistics

DeviationThe way lecturers

proficient tests and

projects for EBF

learning

Table 4.6: Frequencies Results about Evaluation Level of Students to

Teaching Method Factor

The way lecturers transmit knowledge to students is easy to

understand

Frequency Percent Valid

Percent

CumulativePercent

Lectures create good EBF practicing environment in class

Frequency Percent Valid

Percent

CumulativePercent