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naire........ 29
4.2 Data collection and analysis of tests..... 33
4.2.1 Analysis and discussion of pre-test ........ 33
4.2.2 Analysis and discussion of post-test....... 35
4.2.3 Analysis and discussion of pre-test and post-test ..... 36
Chapter Five Conclusion ...... 38
5.1 Major findings of the research........ 39
5.2 Limitations of the study...... 40
5.3 Suggestions for the further research..... 40

Chapter Four Data analysis and discussion

4.1 Data collection and analysis of questionnaires
Two sets of questionnaires are conducted. They are used by many researchers, so thereliability and validity of the questionnaires can be guaranteed. The firstquestionnaire(AppendixⅠ) with 12 questions is distributed to the two classes before theexperiment, Q1, Q2, Q3 are intended to discover the situation of students about Englishlearning, Q4 to Q12 are intended to find the interest of students about English learning.Compared with the first questionnaire, the second questionnaire(AppendixⅡ) includes 9questions except Q1, Q2, Q3. The left 12 questions covers one category: Q4 to Q12 areintended to find the interest of students about English learning. The first questionnaire(AppendixⅠ) is made to know about the current situation ofEnglish learning. Before the experiment, the first questionnaire is conducted in both thecontrolled class and the experimental class, in which there are totally eighty students andthe number of each class is forty.

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Conclusion

According to the questionnaire, it concludes that most students are not good atEnglish. They also think that it is hard to learn English. After comparing questionnaire ofEC and CC, the questionnaire shows that students’ interest of the experimental class arehigher than the students of the controlled class. The students’ interest of the experimentalclass is improved.Based on the pre-test and the post-test, we can conclude a fact that the interactiveteaching method is appropriate for improving students’ English proficiency. Comparedwith the traditional teaching method in junior high school, the interactive teaching methodis more effective for junior high school students. It can not only help students gain the keyknowledge, but also teach them how to learn English effectively and positively. Based onthe instruction of the interactive teaching method, students are willing to take active part inthe English classes, such as answering teacher’s questions, thinking questions bythemselves positively, putting forward some complex problems and so on. In other words,students can learn something important by themselves effectively and actively in Englishclasses. This teaching method can change students’ role in English classes from passiverole into positive role.
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Reference (omitted)

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