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 TEFL24 October 2013

Ateneo de Manila UniversityPhilippines

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 – once a

week

English days – 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The students’ EZ cards will be withdrawn if they speak Bahasa Indonesia (L1)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 49017 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 – Linguistic Environment

Explicit learning

controlled

Formal

classroom

ImplicitLess

controlled

Informal

Out of classroo

m

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

SCOREFREQUENCY 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 & ObservedOBSERVED 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 squareX2 = Ʃ (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 – 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.

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.

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