Data analysis of interview

Data analysis of interview
Moreover, Interview utilization is one of the major sources to obtain qualitative data from subjects. The system of conducting an interview is one of the most common means to investigate, research and to inquire data from the one phenomenon. Interviews are adequate to investigate phenomena which are not directly observable. Further, interviews are interactive, thus the researcher can elicit additional data when the initial answer is off-topic or not clear enough. Both the researcher and the interviewees can make clarifications. This removes the concern of misunderstanding. Moreover, the semi-structured interviews were individual interviews, for they ensure a high level of confidentiality, thus is more likely to generate truth from the interviewees. Each interview lasted 10 to 15 minutes approximately.
In the interview with the teacher, observing the class and studying the answers to the questions, I can say that the students prefer to improve their speaking skills with different new ways. I found out that the students are interested to learn speaking by using communicative games, especially debate, storytelling and guessing games.
Data analysis of questionnaire
The questionnaire was written in English and focused on the topic of the research paper about using communicative games in improving students’ speaking skills. The
number of questions is 12. I focused on the most effective and interesting ways to improve speaking in language learning based on the students’ answers.
No
|
Questions
|
Yes
|
No
|
|
1
|
I find communicative games helpful in improving our speaking skills.
|
23
75%
|
7
25%
|
|
No 1. The research on the helpfulness of communicative games as a method of improving students’ speaking abilities indicates a strong consensus among students, with 75% affirming its efficacy. However, 25% of students express a contrasting view, suggesting a minority perspective on the effectiveness of this method.
No
|
Questions
|
Yes
|
No
|
2
|
I have noticed an improvement in my speaking skill after regularly engaging in communicative games.
|
18
65%
|
12
35%
|
No 2. The data revealed that using communicative games regularly help in improving speaking skills among 65% of students. However, 35% students cannot see less improvement in their speaking skill.
No
|
Questions
|
Yes
|
No
|
3
|
I have encountered any challenges or difficulties while participating in communicative games.
|
6
20%
|
24
80%
|
No 3. The data clearly indicates that 20% of students have faced difficulties while engaging in communicative methods. Fortunately, 80% students can easily participate in these games.
No
|
Questions
|
Yes
|
No
|
4
|
I would rate very effective the overall effectiveness of communicative games in improving our speaking skills.
|
25
85%
|
5
15%
|
No 4. The analysis of student responses reveals that a majority 85% of students affirm that communicative games are very effective, while only 15% students would not rate very effective the overall effectiveness of communicative games in improving their speaking skills.
No
|
Questions
|
Yes
|
No
|
5
|
I would recommend using communicative games to other students to improve their speaking skills.
|
27
95%
|
3
5 %
|
No 5. The research on the recommending communicative methods to other students to improve their speaking skills reveals a tremendous trend among students. 95% of respondents suggest these methods to other students, while 5% students do not.
No
|
Questions
|
Yes
|
No
|
6
|
Do you believe that communicative games make language learning more enjoyable compared to traditional methods?
|
26
90%
|
4
10%
|
No 6. The data suggests a significant agreement among students believing in communicative games make language learning more enjoyable, with 90%. On the other hand, 5% of students do not think so.
No
|
Questions
|
Yes
|
No
|
7
|
Have you ever felt more motivated to speak and communicate in a language when engaged in communicative games ?
|
17
56,6%
|
13
43.3%
|
No 7. The majority of students, with 56,6%, feel more motivated to speak and communicate in a language when engaged in communicative games. However, 43,4% of students express doubtfulness about it.
No
|
Questions
|
Yes
|
No
|
8
|
Do you think communicative games help create a relaxed and comfortable environment for practicing speaking?
|
20
66,6%
|
10
33,3%
|
No 8. The research on whether communicative games help create a relaxed and comfortable environment for practicing speaking or not indicates a notable majority, with 66,6% of students expressing agreement. However, 33,3% of students disagree with this statement.
No
|
Questions
|
Yes
|
No
|
9
|
Do you prefer communicative games over other methods when it comes to practicing speaking in a language class?
|
26
90%
|
4
10%
|
No 9. The data suggests that a majority of students, with 90%, prefer communicative strategies that other methods in improving speaking skills in a classroom environment, while 10% of students prefer traditional methods of practicing speaking skills.
General summaries of the answers to the questions on my questionnaire include the following:
Table
Statements
|
Statistics in percentage (%)
|
Communicative games helpful in improving speaking skills.
|
75%
|
Improve speaking skill after regularly engaging in communicative games.
|
65%
|
Any challenges or difficulties while participating in communicative games.
|
20%
|
Communicative games are very effective.
|
85%
|
Recommend using communicative games to other students.
|
95%
|
Feel more motivated to speak and communicate in a language when engaged in communicative games.
|
56,6%
|
III. THE DEVELOPING STAGE
PRE-TEST
Warm up questions.
1. How does the use of smartphones in schools affect students' ability to focus and concentrate on their studies?
2. Are there any potential benefits to allowing smartphones in schools, such as access to educational apps or resources?
3. How does the use of smartphones in schools impact students' social interactions and relationships?
4. What are the potential risks associated with unrestricted smartphone use in schools, such as cyberbullying or distraction during class?
5. Can the use of smartphones in schools be effectively regulated and controlled to minimize negative consequences?
6. How do smartphones contribute to or hinder students' overall academic performance and learning outcomes?
7. What alternative strategies or tools could be implemented to replace or supplement the use of smartphones in schools?
8. How does the use of smartphones in schools affect students' physical and mental well-being, including issues such as posture, eye strain, and addiction?
9. How do different age groups of students (e.g., elementary, middle, high school) respond differently to smartphone use in schools, and should this influence the policy decision?
10. What are the experiences and perspectives of teachers and administrators regarding the use of smartphones in schools, and how should their input be considered in the decision-making process?
LESSON PLAN 1
Date ______
Form ______
Subject : English
Teacher: Zaynalobidinova Mohidaxon
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