ºÝºÝߣ

ºÝºÝߣShare a Scribd company logo

Relationship between the Number of EZ Cards (Rewards) Gained by the Students and their Oral Assessment scores in L2 English Speaking Environment

?Download as PPTX, PDF?
?
Afiani Astuti
Afiani Astuti

This study investigated the relationship between the number of reward cards ("EZ cards") earned by 92 secondary students in Indonesia for speaking English, and their oral assessment scores. The students could earn EZ cards by speaking English in and outside of class. A chi-square test found a significant relationship between the number of EZ cards earned and oral assessment scores. Students who spoke English more to earn more EZ cards prepared more for their oral exams, and tended to receive higher scores. The results supported previous research finding that motivation and opportunities to practice a language impact English learning achievement.

1 of 22
Download to read offline
Relationship between the Number of EZ Cards (Rewards) Gained by the Students and their Oral Assessment scores in L2 English Speaking Environment Afiani Astuti Presented in ASIA TEFL 24 October 2013 Ateneo de Manila University Philippines
The Study ? Investigated the relationship between the number of EZ cards (rewards) gained by secondary students and their oral assessment score.
Setting/Participants ? The participants were 92 students in West Bandung district from year 7 to 11 ? Studying English as their foreign language. ? They have different background of language learning and have learned English for more than 5 years. ? Some students have been speaking English in their English course and some have experienced staying and living overseas in English speaking countries.
Efforts to create ESE (EZ)
English Speaking Environment English day ¨C once a week English days ¨C three days a week English days- everyday English speaking Environment (EZ cards as rewards)
Reality ? It was tough to encourage the students to speak English ? The English Speaking Environment program had to be supported from all teachers, parents and friends. ? Applications and procedures were established ? Supporting the sustainability of the program
EZ Cards
EZ Cards system ? Worth 10% of marks ? Collected by students 8-10 cards per term ? The students have to use English actively both in and out of the classroom
Terms & Conditions ? Speaking actively in the class ? ¡°Caught in the act¡± - speaking English actively out of classroom ? Helping other students actively to support the speaking activity during the lesson ? The students¡¯ EZ cards will be withdrawn if they speak Bahasa Indonesia (L1)
EXAMPLE OF SCORING It contributes 10 % to the progress report total score writing reading listening speaking project EZ Total 20% 35% 15% 10% 10% 10% writing reading listening speaking project EZ Total 20% 35% 15% 10% 10% 10% 100% 85 90 80 85 70 80 490 17 31.5 12 8.5 7 8 84
Theories ? Motivation (Gardner, 1981; Dornyei, 2001; de Bot et all, 2005) ? A genuine interest in learning the second language in order to come closer to the other language community. (Gardner, 1981) ? Motivational attribution, feedback, learner¡¯s satisfaction, rewards and grades (Dornyei, 2001) ? Learners do better when they are rewarded but the extra effort stopped when the rewards are taken away (de Bot et all, 2005)
Linguistics environment (Krashen, 1996; Long, 1999; Elllis, 1999; Swain, 2003, Wang, 2009) to increase practice opportunities to improve the quality of students¡¯ talk to help individualising instruction to promote a positive affective climate
EZ ¨C Linguistic Environment Explicit learning controlled Formal classroom Implicit Less controlled Informal Out of classroom
Methods Quantitative ? This study applied chi-square calculation as its statistical tool to identify how the number of EZ cards gained correlated to the students¡¯ speaking score Data collection ? by recapping all the EZ cards gained for one term ? by collecting oral assessment in the end of the term
Instruments Score Categories EZ cards EZ cards 0 L 3 M >6 H Score Categories Speaking score EZ cards 0 L 4 M >7 H ? A recapitulation sheet of EZ cards collection ? The score of oral assessment during the oral assessment week.
? HH = high number of EZ card gained with high speaking score ? MM = medium number of EZ card with medium speaking score ? LL = low number of EZ card gained with low speaking score ? MH = medium number of EZ card gained with medium speaking score ? LH = low number of EZ card gained with high speaking score ? HM = high number of EZ card gained with medium speaking score ? LM= low number of EZ card gained with medium ? HL = high number of EZ card gained with low speaking score ? ML = = high number of EZ card gained with low speaking score SPEAKING SCORE EZ card gained HIGH MEDIUM LOW HIGH HH HM HL MEDIUM MH MM ML LOW LH LM LL
Frequency ? The two nominal variables had to be categorised and made correlated between one and another. SPEAKING SCORE FREQUENCY PERCENTAGE HIGH MEDIUM LOW HIGH MEDIUM LOW HIGH HH=27 HM=7 HL= 0 29.35% 7.61% 00 MEDIUM MH=11 MM=27 ML=4 11.96% 29.35% 4.35% LOW LH= 2 LM= 10 LL= 4 2.17% 10.87% 4.35%
Expected & Observed OBSERVED EZ card gained TOTAL SPEAKING SCORE HIGH MEDIUM LOW HIGH 32 2 0 34 MEDIUM 10 28 4 42 LOW 3 5 8 16 TOTAL 45 35 12 92 EXPECTED EZ card gained TOTAL SPEAKING SCORE HIGH MEDIUM LOW HIGH 16.63 12.93 4.43 34 MEDIUM 20.54 15.98 5.48 42 LOW 7.83 6.09 2.09 16 TOTAL 45 35 12 92
Chi square X2 = ? (32-16.63)2 + (10-20.54) 2 + (3-7.83) 2 + (2-12.93) 2 + (28-15.98)2 + 16.63 20.54 7.83 12.93 15.98 (5-6.09) 2 + (0-4.43) 2 + (4-5.48) 2 + (8 ¨C 2.09) 2 + 6.09 4.43 5.48 2.09 X2 = 14.2 + 5.41 + 2.98 + 9.24 + 9.04 + 0.19 + 0.19 0.40 + X2 = 62.66 The number of the degree of freedom for two ways table is found by applying formula. df =(C-1) (R-1) df =(3-1) (3-1) df = 4
Results ? The obtained chi-square value is 62.66 which means it is in the critical region that it exceeds the critical value of 9.488 with the degree of freedom 4. Therefore, H0 is rejected and the result is significant with X2 (4, n = 92), p < 0.05. ? The relationship between the number of EZ cards gained as motivation and the speaking score on oral assessment is significant.
Conclusion The more students practiced their English, the more EZ cards gained. The more they practiced, the more they prepared for the oral examination. The more they prepared, the higher score they will get. Overall, the students have more chances for oral production in the linguistic environment This study supported a number of research on motivation and the achievement of the English language learners.
Maraming Salamat Po

More Related Content

Relationship between the Number of EZ Cards (Rewards) Gained by the Students and their Oral Assessment scores in L2 English Speaking Environment

  • 1. Relationship between the Number of EZ Cards (Rewards) Gained by the Students and their Oral Assessment scores in L2 English Speaking Environment Afiani Astuti Presented in ASIA TEFL 24 October 2013 Ateneo de Manila University Philippines
  • 2. The Study ? Investigated the relationship between the number of EZ cards (rewards) gained by secondary students and their oral assessment score.
  • 3. Setting/Participants ? The participants were 92 students in West Bandung district from year 7 to 11 ? Studying English as their foreign language. ? They have different background of language learning and have learned English for more than 5 years. ? Some students have been speaking English in their English course and some have experienced staying and living overseas in English speaking countries.
  • 4. Efforts to create ESE (EZ)
  • 5. English Speaking Environment English day ¨C once a week English days ¨C three days a week English days- everyday English speaking Environment (EZ cards as rewards)
  • 6. Reality ? It was tough to encourage the students to speak English ? The English Speaking Environment program had to be supported from all teachers, parents and friends. ? Applications and procedures were established ? Supporting the sustainability of the program
  • 8. EZ Cards system ? Worth 10% of marks ? Collected by students 8-10 cards per term ? The students have to use English actively both in and out of the classroom
  • 9. Terms & Conditions ? Speaking actively in the class ? ¡°Caught in the act¡± - speaking English actively out of classroom ? Helping other students actively to support the speaking activity during the lesson ? The students¡¯ EZ cards will be withdrawn if they speak Bahasa Indonesia (L1)
  • 10. EXAMPLE OF SCORING It contributes 10 % to the progress report total score writing reading listening speaking project EZ Total 20% 35% 15% 10% 10% 10% writing reading listening speaking project EZ Total 20% 35% 15% 10% 10% 10% 100% 85 90 80 85 70 80 490 17 31.5 12 8.5 7 8 84
  • 11. Theories ? Motivation (Gardner, 1981; Dornyei, 2001; de Bot et all, 2005) ? A genuine interest in learning the second language in order to come closer to the other language community. (Gardner, 1981) ? Motivational attribution, feedback, learner¡¯s satisfaction, rewards and grades (Dornyei, 2001) ? Learners do better when they are rewarded but the extra effort stopped when the rewards are taken away (de Bot et all, 2005)
  • 12. Linguistics environment (Krashen, 1996; Long, 1999; Elllis, 1999; Swain, 2003, Wang, 2009) to increase practice opportunities to improve the quality of students¡¯ talk to help individualising instruction to promote a positive affective climate
  • 13. EZ ¨C Linguistic Environment Explicit learning controlled Formal classroom Implicit Less controlled Informal Out of classroom
  • 14. Methods Quantitative ? This study applied chi-square calculation as its statistical tool to identify how the number of EZ cards gained correlated to the students¡¯ speaking score Data collection ? by recapping all the EZ cards gained for one term ? by collecting oral assessment in the end of the term
  • 15. Instruments Score Categories EZ cards EZ cards 0 L 3 M >6 H Score Categories Speaking score EZ cards 0 L 4 M >7 H ? A recapitulation sheet of EZ cards collection ? The score of oral assessment during the oral assessment week.
  • 16. ? HH = high number of EZ card gained with high speaking score ? MM = medium number of EZ card with medium speaking score ? LL = low number of EZ card gained with low speaking score ? MH = medium number of EZ card gained with medium speaking score ? LH = low number of EZ card gained with high speaking score ? HM = high number of EZ card gained with medium speaking score ? LM= low number of EZ card gained with medium ? HL = high number of EZ card gained with low speaking score ? ML = = high number of EZ card gained with low speaking score SPEAKING SCORE EZ card gained HIGH MEDIUM LOW HIGH HH HM HL MEDIUM MH MM ML LOW LH LM LL
  • 17. Frequency ? The two nominal variables had to be categorised and made correlated between one and another. SPEAKING SCORE FREQUENCY PERCENTAGE HIGH MEDIUM LOW HIGH MEDIUM LOW HIGH HH=27 HM=7 HL= 0 29.35% 7.61% 00 MEDIUM MH=11 MM=27 ML=4 11.96% 29.35% 4.35% LOW LH= 2 LM= 10 LL= 4 2.17% 10.87% 4.35%
  • 18. Expected & Observed OBSERVED EZ card gained TOTAL SPEAKING SCORE HIGH MEDIUM LOW HIGH 32 2 0 34 MEDIUM 10 28 4 42 LOW 3 5 8 16 TOTAL 45 35 12 92 EXPECTED EZ card gained TOTAL SPEAKING SCORE HIGH MEDIUM LOW HIGH 16.63 12.93 4.43 34 MEDIUM 20.54 15.98 5.48 42 LOW 7.83 6.09 2.09 16 TOTAL 45 35 12 92
  • 19. Chi square X2 = ? (32-16.63)2 + (10-20.54) 2 + (3-7.83) 2 + (2-12.93) 2 + (28-15.98)2 + 16.63 20.54 7.83 12.93 15.98 (5-6.09) 2 + (0-4.43) 2 + (4-5.48) 2 + (8 ¨C 2.09) 2 + 6.09 4.43 5.48 2.09 X2 = 14.2 + 5.41 + 2.98 + 9.24 + 9.04 + 0.19 + 0.19 0.40 + X2 = 62.66 The number of the degree of freedom for two ways table is found by applying formula. df =(C-1) (R-1) df =(3-1) (3-1) df = 4
  • 20. Results ? The obtained chi-square value is 62.66 which means it is in the critical region that it exceeds the critical value of 9.488 with the degree of freedom 4. Therefore, H0 is rejected and the result is significant with X2 (4, n = 92), p < 0.05. ? The relationship between the number of EZ cards gained as motivation and the speaking score on oral assessment is significant.
  • 21. Conclusion The more students practiced their English, the more EZ cards gained. The more they practiced, the more they prepared for the oral examination. The more they prepared, the higher score they will get. Overall, the students have more chances for oral production in the linguistic environment This study supported a number of research on motivation and the achievement of the English language learners.