54
55
A QUESTIONNAIRE OF THESIS ENTITLED
“Faculty of Language and Arts Students’ Beliefs in Grammar Instruction and Error Correction”
Dear respondents,
This questionnaire intens to find out FLA students’ beliefs in grammar instruction and error correction. There are two sections on this questionnaire. The first section is about background information. The second section is regarding to students’ belief in grammar instruction and error correction.
Directions
Please checking (√) the following choices regarding your background information. Thank you.
Batch : 2013 2014
Sex : Female Male
Directions
The list below are 22 items which are designed to determine FLA students’ beliefs in grammar instruction and error correction. You are requested to give your honest opinion by checking (√) the box that corresponds to the number which best reflects your opinion. Give only one check (√) for each item. To change an answer, draw an X in the incorrect response; next, you have to give a new check (√) in the desired answer. Be sure to use hard-tipped pen. Do not erase. Thank you.
No. Statement Strongly
Disagree Disagree Neutral Agree
Strongly Agree
A. Efficacy of Grammar
1.
Studying grammar formally is essential for mastering a second language.
56 2.
I usually keep grammar rules in mind when I write in a second language.
√
3.
Knowing a lot about grammar helps my reading.
√
4.
My second language improves most quickly if I study the grammar of the language.
√
5. I like studying grammar. √
6.
The study of grammar help in learning a second language.
√
7.
Knowledge about grammar rules helps in understanding other people’s speech.
√
8.
When I read a sentence in a second language, I try to figure out the grammar.
√
9.
One way to improve my reading ability is to increase my knowledge of grammar.
√
B. Attitudes to Error Correction
1.
When I make errors in speaking a second language, I like my
57 2.
Lecturers should not correct students when they make errors in class.
√
3. I like to be corrected in
small group work. √
4. I dislike it when I am
corrected in class. √
5.
When I make grammar errors in writing in a second language, I like my lecturers to correct them.
√
C. Importance of Grammar
1.
Good learners of a second language usually know a lot of grammar rules.
√
2.
Knowing grammar rules help communication in a second language.
√
D. Importance of Grammatical Accuracy
1.
People will respect me if I use correct grammar when speaking a second language.
√
2.
I feel cheated if a lecturer does not correct the written work I hand in.
√
3.
Second language writing is not good if it has a lot
58
E. Attitudes to Grammar Instruction
1. I like it when my lecturer
explains grammar rules. √
2. When I have a problem during conversation activities, it helps me to have my lecturer explain grammar rules.
√
3. There should be more formal study of grammar in my second language class.
√
59
The Input Data of Questionnaires
A B Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22
2 1 3 4 4 3 2 4 3 4 3 4 2 3 2 4 3 4 4 4 4 3 3 4
2 1 5 4 4 4 3 5 4 4 4 4 5 4 2 4 4 4 5 1 4 4 4 3
2 1 5 4 3 4 4 4 3 4 4 4 2 4 2 4 4 5 5 4 5 5 4 4
1 1 3 4 4 5 4 4 5 3 4 4 2 3 2 4 2 2 4 2 3 5 4 3
1 2 4 4 5 4 4 5 5 4 4 4 2 4 2 4 4 4 4 2 4 5 5 5
2 1 4 4 5 3 2 3 4 1 1 5 1 5 1 5 3 3 3 5 5 3 5 1
1 1 5 5 5 5 4 4 5 4 4 4 1 4 3 4 5 5 4 5 4 5 4 3
1 1 4 4 4 3 3 4 3 3 3 4 3 3 3 4 3 2 3 3 4 4 4 4
2 1 4 2 5 5 4 4 4 4 4 2 3 4 2 4 5 4 5 2 4 4 4 4
2 1 4 4 5 5 3 4 3 4 4 3 2 4 2 4 4 4 4 4 4 4 5 4
1 2 4 4 4 4 4 4 4 3 4 4 2 3 3 4 4 4 3 3 3 3 3 3
2 1 5 5 5 5 4 4 4 4 4 5 2 5 3 4 4 4 4 1 4 4 3 4
2 2 5 4 5 5 3 4 5 4 4 5 2 5 4 5 5 5 3 4 2 3 3 4
2 2 4 4 4 4 4 4 4 4 4 3 3 3 4 3 3 4 4 5 3 4 4 4
2 1 5 5 5 4 5 5 5 4 4 1 2 4 2 2 3 4 5 3 4 4 5 4
2 1 4 4 2 3 4 4 4 4 4 4 2 4 2 4 4 4 4 4 4 4 4 2
2 1 5 4 5 5 3 4 5 4 4 5 5 5 4 5 5 5 3 4 2 3 3 4
2 1 4 5 4 4 4 4 4 4 4 4 3 4 2 3 3 4 4 4 4 4 2 4
2 2 2 4 4 4 4 4 4 2 4 3 1 5 1 5 2 2 2 2 2 4 2 4
1 2 5 5 5 4 3 4 4 3 4 4 2 3 3 4 4 4 3 3 4 4 4 4
1 2 4 4 4 4 4 4 4 4 4 3 2 3 2 4 4 4 4 3 4 4 4 4
60
1 1 4 4 5 3 4 3 4 3 3 3 3 4 3 4 3 4 4 3 3 4 4 4
1 1 4 4 4 4 3 4 3 3 4 4 2 3 2 4 4 4 4 2 3 4 4 4
1 1 4 4 4 4 3 4 4 3 4 4 2 3 3 4 4 4 3 3 4 4 4 4
1 1 5 5 5 4 5 4 4 4 4 4 1 4 3 4 4 4 3 2 4 4 4 4
1 1 4 3 4 3 3 4 3 4 3 3 2 3 3 4 4 3 3 3 4 3 4 3
1 1 5 5 5 4 4 4 4 4 4 4 1 1 4 5 5 5 5 5 3 5 4 4
1 1 3 4 4 4 3 4 4 3 4 4 2 4 2 4 4 3 3 4 2 4 4 4
1 1 4 4 4 4 3 4 4 3 3 3 1 3 1 4 4 4 4 3 4 4 3 3
1 1 5 4 5 2 3 4 4 2 2 3 4 4 3 2 5 4 5 2 4 4 3 4
1 1 5 4 3 5 5 5 3 3 4 4 2 4 3 3 3 4 2 3 3 5 3 3
1 1 4 5 5 4 5 4 5 5 3 4 1 4 1 4 5 5 5 3 5 5 4 3
1 1 4 4 3 4 3 4 4 3 4 5 1 4 1 4 3 4 3 1 4 3 4 3
1 1 4 3 5 4 3 4 4 4 4 4 3 3 3 4 4 4 4 4 3 4 4 3
1 1 4 5 5 5 5 5 4 5 4 4 1 4 1 5 5 4 3 5 5 5 4 4
2 1 4 4 4 3 3 4 3 3 3 4 3 3 3 4 3 2 3 3 4 4 4 3
2 1 5 5 4 3 4 5 4 3 4 4 2 4 4 4 3 4 3 4 4 5 3 3
2 1 4 4 4 3 3 4 4 3 5 5 1 4 3 4 5 5 3 4 5 3 4 3
2 1 5 5 5 4 4 5 5 4 5 5 2 4 2 5 3 4 3 4 5 4 4 2
2 1 2 2 2 2 2 4 4 4 2 4 1 3 3 4 1 1 1 5 3 3 4 2
2 1 5 4 4 4 4 5 4 4 4 5 1 4 2 4 5 4 4 2 2 5 4 4
2 1 4 5 5 2 2 4 5 3 3 5 1 4 2 5 3 5 3 5 1 4 3 3
2 1 2 3 3 4 2 3 3 2 4 4 1 4 3 4 2 3 2 3 1 3 2 1
2 1 5 5 4 4 3 4 4 3 3 5 1 5 1 5 4 4 4 5 4 3 4 3
2 2 4 5 5 3 4 5 4 3 3 4 2 4 4 4 3 4 3 4 4 4 4 4
2 2 5 4 5 5 4 4 4 4 4 4 1 4 2 4 4 4 4 4 4 4 4 2
2 2 4 5 4 5 3 4 5 5 4 4 2 4 2 4 4 4 4 4 5 4 4 4
2 2 4 4 3 3 3 4 4 3 4 3 1 4 3 4 3 4 3 3 3 4 4 3
61
2 2 4 4 4 4 3 4 4 3 4 3 2 4 4 4 4 4 4 4 4 4 4 4
2 2 5 4 5 4 4 4 5 4 4 4 2 4 2 4 4 4 4 4 5 4 4 3
2 2 4 5 5 4 4 4 4 2 4 5 1 4 2 5 4 4 4 3 4 4 3 3
2 1 4 3 4 5 4 3 4 5 4 4 2 3 3 5 3 4 5 3 4 3 4 3
2 2 3 3 4 3 4 4 3 3 4 3 1 3 4 4 3 3 4 3 4 3 3 3
2 1 4 4 3 5 3 4 3 4 4 5 1 4 2 4 3 3 3 3 4 3 3 3
2 2 4 4 5 3 3 4 3 4 3 4 1 4 2 4 5 3 4 5 4 4 3 3
2 2 5 4 3 5 5 5 3 3 4 4 3 4 3 4 3 4 2 3 4 5 3 3
2 2 2 3 3 4 2 3 3 2 4 4 2 4 3 4 2 3 2 3 1 3 2 1
2 1 5 5 5 5 4 4 4 4 4 5 1 5 3 4 4 4 4 1 4 4 3 4
2 2 2 4 4 4 4 4 4 2 4 3 1 5 1 5 2 2 2 2 2 4 2 4
2 1 4 4 5 3 4 3 4 3 3 3 3 4 3 4 3 4 4 3 3 4 4 4
2 1 4 4 4 4 5 4 5 4 4 4 2 4 2 4 5 5 5 3 5 5 4 3
62
The Output Data of Questionnaire
Statistics
The year of
participants
Sex of the
participants
N
Valid 64 64
Missing 0 0
The year of participants
Frequency Percent Valid Percent Cumulative
Percent
Valid
2013 22 34.4 34.4 34.4
2014 42 65.6 65.6 100.0
Total 64 100.0 100.0
Sex of the participants
Frequency Percent Valid Percent Cumulative
Percent
Valid
Female 42 65.6 65.6 65.6
Male 22 34.4 34.4 100.0
Total 64 100.0 100.0
Q1
N Minimum Maximum Mean Std. Deviation
64 2 5 4.09 .830
64
Q2
N Minimum Maximum Mean Std. Deviation
64 2 5 4.11 .693
63
Q3
N Minimum Maximum Mean Std. Deviation
64 2 5 4.23 .792
64
Q4
N Minimum Maximum Mean Std. Deviation
64 2 5 3.95 .825
64
Q5
N Minimum Maximum Mean Std. Deviation
64 2 5 3.53 .816
64
Q6
N Minimum Maximum Mean Std. Deviation
64 3 5 4.05 .517
64
Q7
N Minimum Maximum Mean Std. Deviation
64 3 5 3.95 .653
64
Q8
N Minimum Maximum Mean Std. Deviation
64 1 5 3.50 .836
64
Q9
N Minimum Maximum Mean Std. Deviation
64 1 5 3.73 .648
64
Q10
N Minimum Maximum Mean Std. Deviation
64 1 5 3.92 .803
64
Q11
N Minimum Maximum Mean Std. Deviation
64 1 5 1.94 1.006
64
Q12
N Minimum Maximum Mean Std. Deviation
64 1 5 3.80 .800
64
Q13
N Minimum Maximum Mean Std. Deviation
64 1 4 2.48 .873
64
Q14
N Minimum Maximum Mean Std. Deviation
64 1 5 4.03 .712
65
Q17 Q16
N Minimum Maximum Mean Std. Deviation
64 1 5 3.81 .852
64
N Minimum Maximum Mean Std. Deviation
64 1 5 3.56 .974
64
Q18
N Minimum Maximum Mean Std. Deviation
64 1 5 3.31 1.082
64
Q19
N Minimum Maximum Mean Std. Deviation
64 1 5 3.67 1.024
64
Q20
N Minimum Maximum Mean Std. Deviation
64 3 5 3.95 .677
64
Q15
N Minimum Maximum Mean Std. Deviation
64 1 5 3.69 .941
66
Q21
N Minimum Maximum Mean Std. Deviation
64 2 5 3.69 .753
64
Q22
N Minimum Maximum Mean Std. Deviation
64 1 5 3.38 .845
