Examples of the reporting on research results (Education)
Example 2
4.2.1 Students’ perceptions of the grammar course taught with authentic materials
In question 21, students were inquired of the atmosphere when they studied the grammar course.
Table 4.7. Students’ perceptions of the atmosphere of the grammar course
N / Minimum / Maximum / Mean / Std. DeviationAtmosphere of the grammar course / 61 / 1 / 5 / 3.10 / .870
From table 4.7, we see that the minimum was 1 (very nervous) and the maximum was 5 (very relaxed). The mean score (M=3.10, SD=.870) signifies that the atmosphere in the classroom is about above the average level, which means that the atmosphere in class is close to relaxing.
Question 1 in table 4.8 enables us to gain insights into the course with the implementation of authentic materials.
Table 4.8. Students’ perceptions of the grammar course
N / Minimum / Maximum / Mean / Std. DeviationPerceptions of the grammar course / 61 / 1 / 5 / 2.80 / .771
Question number 1 in the questionnaire explores the students’ perceptions of this grammar course. On the scale, the minimum was 1 (excellent) and the maximum was 5 (bad). The mean score was a little lower than the good level (M=2.80, SD=.771). Therefore, it indicates that the overall evaluation of the students towards the grammar course is positive.
4.2.2. Students’ perceptions of the content and helpfulness of authentic materials
To help students express their perceptions of the content of authentic materials implemented in the grammar course, a scale of 6 levels was used. On this rating scale, 1- means “excellent” and 6 means “very bad”. Between them, 2- means “very good”, 3- “good”, 4- “normal” and 5- “bad”. Table 4.9 presents students’ evaluation of each kind of authentic materials used in this grammar course.
Table 4.9. Students’ perception of the content of authentic materials
N / Minimum / Maximum / Mean / Std. DeviationStories / 61 / 1 / 4 / 2.70 / .803
Poems / 61 / 1 / 4 / 3.36 / .731
Video clips / 61 / 1 / 4 / 2.69 / 1.073
Newspaper articles / 61 / 1 / 4 / 2.82 / .827
From table 4.9, the mean scores for stories, video clips and newspaper articles are almost the same (M=2.70, M=2.69 and M=2.82 respectively), and they all lower than the average. These mean scores allow us to state that students perceive the authentic materials in the grammar course attract them positively. The mean score for poems is between “normal” and “good”, signifying that students do not find this kind of materials interesting enough.
Table 4.10 below helps us deduct more information from students’ evaluation on other aspects of authentic materials.
Table 4.10. Students’ perceptions of the helpfulness of authentic materials
N / Minimum / Maximum / Mean / Std. DeviationUnderstanding the authentic materials / 61 / 2 / 5 / 2.84 / .583
Helpfulness of the authentic materials / 61 / 1 / 4 / 1.92 / .666
What material is helpful / 104 / 1 / 4 / 2.47 / 1.246
Reasons why it is helpful / 64 / 1 / 7 / 3.77 / 2.355
In the rating scale of the students’ understanding the authentic materials, the minimum was 1 (perfectly) and the maximum was 6 (not at all). In between, 2- means “very well”, 3- “well”, 4- “not very well” and 5- “badly”. The mean score (M=2.84) is close to “well” level, which means that students do not have much difficulty in understanding the authentic materials.
In item “helpfulness of the authentic materials”, the minimum was 1 (very helpful) and the maximum was 4 (little helpful). The mean score of the helpfulness of authentic materials is very close to 2, indicating that students find these materials helpful for their study.
Item “what material is helpful” has a mean score M=2.47. The minimum was 1 (stories) and the maximum was 4 (newspaper articles). In between, 2- means “poems” and 3- “video clips”. The mean score of this item indicates that compared to poems and video clips, newspaper articles and short stories were considered not very helpful.
The last item in table 4.10 asked students to select the reasons why these materials were helpful. The minimum was 1 (they help you understand what is happening in the real world) and the maximum was 7 (others). Between them 2- means “they are interesting texts about interesting topics”, 3- “they contain interesting pictures and visual aids”, 4- “they help you learn language as people use it in real life”, 5- “they are similar to what you do in your daily life” and 6-“they give you a chance to think and discuss”. The mean score for this item is quite close to 4 (M=3.77), which signifies that the main reason that makes students find these authentic materials helpful tends to be learning language as people use it in real life.
4.2.3. Perceptions of students’ understanding of English progressive tenses through the use of authentic materials
To gain more information on how students themselves perceived their understanding of progressive tenses after they studied the grammar course, question 13 is subdivided into 4 groups. Group A is present progressive. Group B is past progressive. Group C is future progressive. Group D is present perfect progressive. For each group students are asked to give a number on the scale. Table 4.11 presents students’ perceptions of their understanding progressive tenses.
Table 4.11. Students’ perception of their understanding of progressive tenses taught with authentic materials
N / Minimum / Maximum / Mean / Std. DeviationPresent Progressive / 61 / 1 / 4 / 1.61 / .759
Past Progressive / 61 / 1 / 4 / 1.75 / .850
Future Progressive / 61 / 1 / 5 / 2.67 / 1.044
Present Perfect Progressive / 61 / 1 / 2 / 1.02 / .128
Each tense in table 4.11 was rated on the basis of the rating scale from 1- indicating “understand well” and 5- indicating “not understand at all”. In between, 2- indicates “understand most of it”, 3- “understand half of it” and 4- “understand little”. The mean score of the present progressive and past progressive are almost the same (M=1.61 and M=1.75 respectively). Because these two mean scores are both lower than 3, it indicates that students almost understand the present and past progressive well. The present perfect progressive, with M=1.02, which signifies that the students perceive that they understand this tense very well, while with the future progressive, the students feel that they just understand this tense at average level (M=2.67).
4.2.4. Students’ perceptions of difficulty and preference of authentic materials
In order to find out what and why the authentic materials were difficult, two items in the questionnaire were used as shown in table 4.12.
Table 4.12. Students’ perceptions of the difficulty of authentic materials
N / Minimum / Maximum / Mean / Std. DeviationDifficult authentic materials / 61 / 1 / 4 / 2.56 / .904
Reasons of difficulty / 63 / 1 / 5 / 2.43 / 1.720
In table 4.12, the minimum was 1 (stories) and the maximum was 4 (newspaper articles). In between, 2- means “poems” and 3- “video clips”. From this table, we can observe that among the four kinds of authentic materials, students found both poems and video clips were challenging because the mean score for this item is between 2 and 3 (M=2.56).
In item “reasons of difficulty”, the minimum was 1 (they contain many new words) and the maximum was 5 (others). In between, 2- indicates “they contain complex structures”, 3- “they mentioned a topic you do not know well” and 4- “they contain fast speech or accent”. From the mean score for this item (M=2.43), we can observe that two main reasons that make authentic materials to students are complex structures and unfamiliar reading topics.
Table 4.13 below presents what authentic materials students like to use to study progressive tenses.
Table 4.13. Students’ preference of the authentic materials
N / Minimum / Maximum / Mean / Std. DeviationPreference of the authentic materials / 61 / 1 / 4 / 2.57 / 1.161
From table 4.13, the minimum was 1 (stories) and the maximum was 4 (newspaper articles). In between, 2- indicates “poems” and 3- “video clips”. We can identify that, with its mean score (M=2.57), students like poems and video clips most among the four types of implemented authentic materials.
4.2.5. Students’ suggestions on new authentic materials
Besides questions to explore students’ evaluation on the use of authentic materials, question 12 is also a tool to find out other potential materials that are interesting to students. What students suggested on new authentic materials is shown in table 4.14.
Table 4.14: Students’ suggestions on new authentic materials
N / Minimum / Maximum / Mean / Std. DeviationStudents’ suggestions on new authentic materials / 61 / 1 / 4 / 1.97 / .774
In question 12 students were asked to choose their favorite type of authentic materials among plays, songs, leaflets and advertisements. The minimum was 1 (plays) and the maximum was 4 (advertisement). In between, 2- indicates “songs” and 3- “leaflets”. The mean score for this is item is very close to 2 (M=1.97), indicating that another potential authentic material which could be used is songs.
4.2.6. Learners’ comments on the authentic materials and the grammar course
There are two open questions in the questionnaire. In question 11 students made suggestions on using authentic materials. In question 22 students made other suggestions about the course.
In question 11, 39 out of 61 students give their opinions. Except 2 opinions requiring explanation of new vocabulary, the majority of students suggest what materials and how materials should be used. Most students think that these materials are interesting enough, but some require that they need more materials and there are 2 suggestions that students, not the teacher, look for the materials themselves. Here are some citations of students’ authentic evaluation. One of the students stated “Teacher should suggest the materials. Then students find them by themselves and study. When coming to class, students will present their knowledge about these materials.” Another student wrote “I find studying stories is very useful, so I hope we will be given the materials like that.” One student suggested “The materials should be more attractive and should not have too many new words. They should be concerned about students – their life and their thought.”
For question 22, 52 out of 61 students give their opinions. Most of the opinions are the students’ positive perception of the course and of the authentic materials they like. Here is a citation of one student “After the course, I learnt a lot of things about grammar. The materials are very various and popular, which is useful for me. Moreover, I felt relaxed during the course. I’m more and more confident about this subject.” Another stated “After the course, I find it interesting and helpful. Many helpful materials are used in the course, for example poems, stories, newspaper articles. They help me have a lot of information. The atmosphere in class is very formal. The teacher is nice and I enjoy his method of teaching.” One opinion about topics of authentic materials was “This grammar course is rather a good course. I understand almost all lessons. The materials are very clear and also about hot topic – love. I think most of us like this topic and are very eager to learn the grammar points in the materials.” Another wrote “This course gives me a lot of impressions. There are many activities which help me more active and study the lesson quickly. For example, I can watch the film and join the discussion.” One student even suggested the materials and the grammar point to be taught in the grammar course “I am very happy after taking this course because I studied a lot of things. It makes us feel comfortable with funny stories and even romantic poems (I will be waiting). I think you should teach songs. For example, the song ”Soledad” is interesting and has subjunctive mood “If only you could be the star…”
In summary, this chapter presents two main results. First, there is a positive change in learners’ grammar competence and performance of English progressive tenses. Second, the learners show their appreciation of the implementation of authentic materials in their grammar course.