Luận văn a study on using multimedia for teaching pronunciation to pre intermediate students in crazy ones english center

Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom t

NGIUEN CUU VLEC SU DUNG DA PHUONG TIEN TRONG VLEC GLANG

DAY PHAT AM CHO HOC VIEN TRINH DO PRE-INTERMEDIATE TAT

'TRUNG TÂM ANH NGU CRAZY ONES

M.A MINOR PROGRAMME THESIS

: English Teaching Methodology : 60140111

HANOI —2015

NGIUEN CUU VLEC SU DUNG DA PHUONG TIEN TRONG VLEC GLANG

DAY PHAT AM CHO HQC VIEN TRINH DO PRE-INTERMEDIATE TAT

'TRUNG TÂM ANH NGU CRAZY ONES

M.A MINOR PROGRAMME THESIS

Field : English Teaching Methodology Code : 60140111

Supervisor : TRAN THI THU HIEN, PhD

HANOI - 2015

ACKNOWLEDGEMENTS

Firstly, T would like Lo express my gralefulness to my supervisor, Dr Tran

Thị Thu Hiển, leewrer of Faculty of English, VNU University of Language & International Studies for her enthusiastic instruction, and invaluable supervision

throughoul my assigrmner,

Secondly, | would like to send my thanks to my lecturers and the staff at Post-Graduate Faculty, VNU University of Language & Intemational Studies for all their kind guide and help

‘Thirdly, my thanks aiso go to all the teachers and the manager of Crazy Ones Center for their willing help and enthusiasm cooperation

Finally yet importantly, I would like to give our special thanks to my family who have been interminably encouraging and facilitating me to fulfill this

assignment

Hà Nội, 2015

Triệu Ngọc Tuân

ABSTRACT

This study is an attempt to find out strategies applying multimedia into teaching, pronunciation for pre-intermediate students at Crazy Ones English Center (CORC) The author finds ont all students believed in the importance of pronunciation in communicating Llowever, they did not satisfy with the prommeiation lessons because of its tedious activities and lack of practicing

opporiunilies Moreover, despite using multimedia in teaching pronunciation,

teachers did not prepare well because of their insufficient diversity of multimedia tools and effective activities Based on the findings, a number of implications were given with the hope of promoting the teaching and learning pronunciation at COEC

in particular and at other Linglish training centers in general

2.1.2 Why action research was chosen for this study? occu seseeo.14

2.2 Context oŸ fhc swdy àeceeneeneeree sen L9

222 PAVECIPARS occ cà ccccthenHgnheerdsiamdrerairriioTOỶ

2.2.3 Multimedia used in Crazy Ones English Center "¬¬ ened 6

CHAPTER 3: THE SUDY cằằ neo TBE

1 Reoapitulation qH HH H011 1.01100100001110 g11eecee Seo 3Ô

3 Limitations and suggestions for further study 37 REFERENCES

Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE-

Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST —

Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS VI

LIST OF ABBREVIATIONS

CORC Cmuy Ones English Center

iv

PART A: INTRODUCTION

1 Rationale

Jnglish has been taught in Vietnam for ages; however, teaching speaking skill is still one of the biggest problems to both English teachers and educators Despite the important requirement of English in schooling and working, a huge number of Vietnamese students cannot pronounce English properly This also

happens to Pre-intermediate learners at Crazy Ones English Center (CORC) who are

confident in their knowledge of granunar and have learnt some basic prommeiation rules Because of their poor pronunciation, they usually feel unconfident when communicating, as well as gel difficulty in listening and speaking When learning English speaking, continuous practicing pronunciation without success loads to a

result that both students and teachers become disheartened and they even tend to

reduce training prommeialion al class Studonls, therefore, think thal it is no worth

leaming and borme, of leaming pronunciation However, Judy (2008:1) reports in her book that “a teacher can help overcome this psychological barrier and other challenges by thinking of the goal of pronunciation instruction nol us helping students to sound like native speakers but as helping them ta learn the core

elements of spoken English so that they can be easily understood by athers.”

Therefore, that it is a duty for teachers to find out a more effective way of teaching

pronunciation

Moreover, in the very recent time, more and more modem technologies, like projectors, computers animation, videos, Powerpoint, Webpages, software are used

in teaching Using multimedia which is an alternative method to teach

pronunciation could be more effective to help students engage the lesson and dispel the [ear of learning sounds in the very tradilional way instead The researcher together with his colleagues teaching at Crazy Ones Center have also made a lat of

allempis using these updated techniques to help students Lo leam pronunciation

effortless and cffectively They have equipped one projector in cach class and one laptop for each teacher

Students! stress on corrective stressed syllables

Aspecis of pronunciation te be taught al Crazy Ones English 24

Center

Students! interes! in pronunciation lessons 28

Students’ opinions on effective factors in studying 29

pronunciation

Students! opinions on the benefits and degree of changes they 30 have made after using multimedia in learning pronunciation

Comparison of students' pronunciation of English sounds in the pre- 30

test and the post-test

Students’ stress on corrective stressed syllables 31 Comparison of students’ pronunciation of English rhytlon m the pre- 31

test and the post-test

Comparison of students' pronunciation of linglish intonation inthe 32

pre-test and the post-test

Comparison of students! pronunciation of English linking sounds at 33

the pre-test and the post-test

Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia

2 Aims of the study

This research aims at using multimedia to motivate pre-intermediate students

in learning pronunciation at Crazy Ones English Center

According to the aim, the researcher points out some main objectives as

bellow:

- To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation

- To apply multimedia in pronunciation learning and assess the impacts of

snultimedia in helping the students learning pronunciation

3 Research question

This study is supposed to answer these questions

(1) What do teachers and students at Crasy Qnex English Center think

about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation?

4 Methods of the study

This study emplays both qualitative and quantitative methods To reach the aim of

the study, the researcher intends (o carry out an action research al Cravy Oncs English

Center

5 Scope of the Study

This study focuses on using multimedia for teaching pronunciation to Pre-

iy

2.1.2 Why action research was chosen for this study? occu seseeo.14

2.2 Context oŸ fhc swdy àeceeneeneeree sen L9

222 PAVECIPARS occ cà ccccthenHgnheerdsiamdrerairriioTOỶ

2.2.3 Multimedia used in Crazy Ones English Center "¬¬ ened 6

CHAPTER 3: THE SUDY cằằ neo TBE

1 Reoapitulation qH HH H011 1.01100100001110 g11eecee Seo 3Ô

3 Limitations and suggestions for further study 37 REFERENCES

Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE-

Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST —

Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS VI

LIST OF ABBREVIATIONS

CORC Cmuy Ones English Center

iv

2.1.2 Why action research was chosen for this study? occu seseeo.14

2.2 Context oŸ fhc swdy àeceeneeneeree sen L9

222 PAVECIPARS occ cà ccccthenHgnheerdsiamdrerairriioTOỶ

2.2.3 Multimedia used in Crazy Ones English Center "¬¬ ened 6

CHAPTER 3: THE SUDY cằằ neo TBE

1 Reoapitulation qH HH H011 1.01100100001110 g11eecee Seo 3Ô

3 Limitations and suggestions for further study 37 REFERENCES

Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE-

Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST —

Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS VI

LIST OF ABBREVIATIONS

CORC Cmuy Ones English Center

iv

LIST OF ABBREVIATIONS

CORC Cmuy Ones English Center

iv

Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia

2 Aims of the study

This research aims at using multimedia to motivate pre-intermediate students

in learning pronunciation at Crazy Ones English Center

According to the aim, the researcher points out some main objectives as

bellow:

- To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation

- To apply multimedia in pronunciation learning and assess the impacts of

snultimedia in helping the students learning pronunciation

3 Research question

This study is supposed to answer these questions

(1) What do teachers and students at Crasy Qnex English Center think

about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation?

4 Methods of the study

This study emplays both qualitative and quantitative methods To reach the aim of

the study, the researcher intends (o carry out an action research al Cravy Oncs English

Center

5 Scope of the Study

This study focuses on using multimedia for teaching pronunciation to Pre-

iy

PART A: INTRODUCTION

1 Rationale

Jnglish has been taught in Vietnam for ages; however, teaching speaking skill is still one of the biggest problems to both English teachers and educators Despite the important requirement of English in schooling and working, a huge number of Vietnamese students cannot pronounce English properly This also

happens to Pre-intermediate learners at Crazy Ones English Center (CORC) who are

confident in their knowledge of granunar and have learnt some basic prommeiation rules Because of their poor pronunciation, they usually feel unconfident when communicating, as well as gel difficulty in listening and speaking When learning English speaking, continuous practicing pronunciation without success loads to a

result that both students and teachers become disheartened and they even tend to

reduce training prommeialion al class Studonls, therefore, think thal it is no worth

leaming and borme, of leaming pronunciation However, Judy (2008:1) reports in her book that “a teacher can help overcome this psychological barrier and other challenges by thinking of the goal of pronunciation instruction nol us helping students to sound like native speakers but as helping them ta learn the core

elements of spoken English so that they can be easily understood by athers.”

Therefore, that it is a duty for teachers to find out a more effective way of teaching

pronunciation

Moreover, in the very recent time, more and more modem technologies, like projectors, computers animation, videos, Powerpoint, Webpages, software are used

in teaching Using multimedia which is an alternative method to teach

pronunciation could be more effective to help students engage the lesson and dispel the [ear of learning sounds in the very tradilional way instead The researcher together with his colleagues teaching at Crazy Ones Center have also made a lat of

allempis using these updated techniques to help students Lo leam pronunciation

effortless and cffectively They have equipped one projector in cach class and one laptop for each teacher

Students! stress on corrective stressed syllables

Aspecis of pronunciation te be taught al Crazy Ones English 24

Center

Students! interes! in pronunciation lessons 28

Students’ opinions on effective factors in studying 29

pronunciation

Students! opinions on the benefits and degree of changes they 30 have made after using multimedia in learning pronunciation

Comparison of students' pronunciation of English sounds in the pre- 30

test and the post-test

Students’ stress on corrective stressed syllables 31 Comparison of students’ pronunciation of English rhytlon m the pre- 31

test and the post-test

Comparison of students' pronunciation of linglish intonation inthe 32

pre-test and the post-test

Comparison of students! pronunciation of English linking sounds at 33

the pre-test and the post-test

Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia

2 Aims of the study

This research aims at using multimedia to motivate pre-intermediate students

in learning pronunciation at Crazy Ones English Center

According to the aim, the researcher points out some main objectives as

bellow:

- To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation

- To apply multimedia in pronunciation learning and assess the impacts of

snultimedia in helping the students learning pronunciation

3 Research question

This study is supposed to answer these questions

(1) What do teachers and students at Crasy Qnex English Center think

about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation?

4 Methods of the study

This study emplays both qualitative and quantitative methods To reach the aim of

the study, the researcher intends (o carry out an action research al Cravy Oncs English

Center

5 Scope of the Study

This study focuses on using multimedia for teaching pronunciation to Pre-

iy

Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia

2 Aims of the study

This research aims at using multimedia to motivate pre-intermediate students

in learning pronunciation at Crazy Ones English Center

According to the aim, the researcher points out some main objectives as

bellow:

- To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation

- To apply multimedia in pronunciation learning and assess the impacts of

snultimedia in helping the students learning pronunciation

3 Research question

This study is supposed to answer these questions

(1) What do teachers and students at Crasy Qnex English Center think

about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation?

4 Methods of the study

This study emplays both qualitative and quantitative methods To reach the aim of

the study, the researcher intends (o carry out an action research al Cravy Oncs English

Center

5 Scope of the Study

This study focuses on using multimedia for teaching pronunciation to Pre-

iy

Students! stress on corrective stressed syllables

Aspecis of pronunciation te be taught al Crazy Ones English 24

Center

Students! interes! in pronunciation lessons 28

Students’ opinions on effective factors in studying 29

pronunciation

Students! opinions on the benefits and degree of changes they 30 have made after using multimedia in learning pronunciation

Comparison of students' pronunciation of English sounds in the pre- 30

test and the post-test

Students’ stress on corrective stressed syllables 31 Comparison of students’ pronunciation of English rhytlon m the pre- 31

test and the post-test

Comparison of students' pronunciation of linglish intonation inthe 32

pre-test and the post-test

Comparison of students! pronunciation of English linking sounds at 33

the pre-test and the post-test

TABLE OF CONTENTS ACKNOWLEDGEMENTS

Methods of the study

Scope of the Study cscccsssssceseeeienivtstenessensnee

Significance of the study

Organi pn of the study

PART B: DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

11 Pronunciation Teaching

LLL Definition of prominciation esseves ses ceeessvuveseinee

1.1.2 The role of promunciation in language teaching

1.1.3, Aspects gƒ pronunciation in language (eaching

1.1.4 .Approaches in promamciatian (eaching

1.2, Multimedia

1.2.1 Definition of Multimedia

1.2.2 Multimedia in language learning

1.2.3 Multimedia in teaching English pronunciation

CHAPTER 2: METHODOLOGY

2.1 Action research

2.1.1 Definition

TABLE OF CONTENTS ACKNOWLEDGEMENTS

Methods of the study

Scope of the Study cscccsssssceseeeienivtstenessensnee

Significance of the study

Organi pn of the study

PART B: DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

11 Pronunciation Teaching

LLL Definition of prominciation esseves ses ceeessvuveseinee

1.1.2 The role of promunciation in language teaching

1.1.3, Aspects gƒ pronunciation in language (eaching

1.1.4 .Approaches in promamciatian (eaching

1.2, Multimedia

1.2.1 Definition of Multimedia

1.2.2 Multimedia in language learning

1.2.3 Multimedia in teaching English pronunciation

CHAPTER 2: METHODOLOGY

2.1 Action research

2.1.1 Definition

ABSTRACT

This study is an attempt to find out strategies applying multimedia into teaching, pronunciation for pre-intermediate students at Crazy Ones English Center (CORC) The author finds ont all students believed in the importance of pronunciation in communicating Llowever, they did not satisfy with the prommeiation lessons because of its tedious activities and lack of practicing

opporiunilies Moreover, despite using multimedia in teaching pronunciation,

teachers did not prepare well because of their insufficient diversity of multimedia tools and effective activities Based on the findings, a number of implications were given with the hope of promoting the teaching and learning pronunciation at COEC

in particular and at other Linglish training centers in general

LIST OF ABBREVIATIONS

CORC Cmuy Ones English Center

iv

TABLE OF CONTENTS ACKNOWLEDGEMENTS

Methods of the study

Scope of the Study cscccsssssceseeeienivtstenessensnee

Significance of the study

Organi pn of the study

PART B: DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

11 Pronunciation Teaching

LLL Definition of prominciation esseves ses ceeessvuveseinee

1.1.2 The role of promunciation in language teaching

1.1.3, Aspects gƒ pronunciation in language (eaching

1.1.4 .Approaches in promamciatian (eaching

1.2, Multimedia

1.2.1 Definition of Multimedia

1.2.2 Multimedia in language learning

1.2.3 Multimedia in teaching English pronunciation

CHAPTER 2: METHODOLOGY

2.1 Action research

2.1.1 Definition

2.1.2 Why action research was chosen for this study? occu seseeo.14

2.2 Context oŸ fhc swdy àeceeneeneeree sen L9

222 PAVECIPARS occ cà ccccthenHgnheerdsiamdrerairriioTOỶ

2.2.3 Multimedia used in Crazy Ones English Center "¬¬ ened 6

CHAPTER 3: THE SUDY cằằ neo TBE

1 Reoapitulation qH HH H011 1.01100100001110 g11eecee Seo 3Ô

3 Limitations and suggestions for further study 37 REFERENCES

Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE-

Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST —

Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS VI

TABLE OF CONTENTS ACKNOWLEDGEMENTS

Methods of the study

Scope of the Study cscccsssssceseeeienivtstenessensnee

Significance of the study

Organi pn of the study

PART B: DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

11 Pronunciation Teaching

LLL Definition of prominciation esseves ses ceeessvuveseinee

1.1.2 The role of promunciation in language teaching

1.1.3, Aspects gƒ pronunciation in language (eaching

1.1.4 .Approaches in promamciatian (eaching

1.2, Multimedia

1.2.1 Definition of Multimedia

1.2.2 Multimedia in language learning

1.2.3 Multimedia in teaching English pronunciation

CHAPTER 2: METHODOLOGY

2.1 Action research

2.1.1 Definition

ABSTRACT

This study is an attempt to find out strategies applying multimedia into teaching, pronunciation for pre-intermediate students at Crazy Ones English Center (CORC) The author finds ont all students believed in the importance of pronunciation in communicating Llowever, they did not satisfy with the prommeiation lessons because of its tedious activities and lack of practicing

opporiunilies Moreover, despite using multimedia in teaching pronunciation,

teachers did not prepare well because of their insufficient diversity of multimedia tools and effective activities Based on the findings, a number of implications were given with the hope of promoting the teaching and learning pronunciation at COEC

in particular and at other Linglish training centers in general

Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia

2 Aims of the study

This research aims at using multimedia to motivate pre-intermediate students

in learning pronunciation at Crazy Ones English Center

According to the aim, the researcher points out some main objectives as

bellow:

- To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation

- To apply multimedia in pronunciation learning and assess the impacts of

snultimedia in helping the students learning pronunciation

3 Research question

This study is supposed to answer these questions

(1) What do teachers and students at Crasy Qnex English Center think

about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation?

4 Methods of the study

This study emplays both qualitative and quantitative methods To reach the aim of

the study, the researcher intends (o carry out an action research al Cravy Oncs English

Center

5 Scope of the Study

This study focuses on using multimedia for teaching pronunciation to Pre-

iy

PART A: INTRODUCTION

1 Rationale

Jnglish has been taught in Vietnam for ages; however, teaching speaking skill is still one of the biggest problems to both English teachers and educators Despite the important requirement of English in schooling and working, a huge number of Vietnamese students cannot pronounce English properly This also

happens to Pre-intermediate learners at Crazy Ones English Center (CORC) who are

confident in their knowledge of granunar and have learnt some basic prommeiation rules Because of their poor pronunciation, they usually feel unconfident when communicating, as well as gel difficulty in listening and speaking When learning English speaking, continuous practicing pronunciation without success loads to a

result that both students and teachers become disheartened and they even tend to

reduce training prommeialion al class Studonls, therefore, think thal it is no worth

leaming and borme, of leaming pronunciation However, Judy (2008:1) reports in her book that “a teacher can help overcome this psychological barrier and other challenges by thinking of the goal of pronunciation instruction nol us helping students to sound like native speakers but as helping them ta learn the core

elements of spoken English so that they can be easily understood by athers.”

Therefore, that it is a duty for teachers to find out a more effective way of teaching

pronunciation

Moreover, in the very recent time, more and more modem technologies, like projectors, computers animation, videos, Powerpoint, Webpages, software are used

in teaching Using multimedia which is an alternative method to teach

pronunciation could be more effective to help students engage the lesson and dispel the [ear of learning sounds in the very tradilional way instead The researcher together with his colleagues teaching at Crazy Ones Center have also made a lat of

allempis using these updated techniques to help students Lo leam pronunciation

effortless and cffectively They have equipped one projector in cach class and one laptop for each teacher

TABLE OF CONTENTS ACKNOWLEDGEMENTS

Methods of the study

Scope of the Study cscccsssssceseeeienivtstenessensnee

Significance of the study

Organi pn of the study

PART B: DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

11 Pronunciation Teaching

LLL Definition of prominciation esseves ses ceeessvuveseinee

1.1.2 The role of promunciation in language teaching

1.1.3, Aspects gƒ pronunciation in language (eaching

1.1.4 .Approaches in promamciatian (eaching

1.2, Multimedia

1.2.1 Definition of Multimedia

1.2.2 Multimedia in language learning

1.2.3 Multimedia in teaching English pronunciation

CHAPTER 2: METHODOLOGY

2.1 Action research

2.1.1 Definition

ABSTRACT

This study is an attempt to find out strategies applying multimedia into teaching, pronunciation for pre-intermediate students at Crazy Ones English Center (CORC) The author finds ont all students believed in the importance of pronunciation in communicating Llowever, they did not satisfy with the prommeiation lessons because of its tedious activities and lack of practicing

opporiunilies Moreover, despite using multimedia in teaching pronunciation,

teachers did not prepare well because of their insufficient diversity of multimedia tools and effective activities Based on the findings, a number of implications were given with the hope of promoting the teaching and learning pronunciation at COEC

in particular and at other Linglish training centers in general

Students! stress on corrective stressed syllables

Aspecis of pronunciation te be taught al Crazy Ones English 24

Center

Students! interes! in pronunciation lessons 28

Students’ opinions on effective factors in studying 29

pronunciation

Students! opinions on the benefits and degree of changes they 30 have made after using multimedia in learning pronunciation

Comparison of students' pronunciation of English sounds in the pre- 30

test and the post-test

Students’ stress on corrective stressed syllables 31 Comparison of students’ pronunciation of English rhytlon m the pre- 31

test and the post-test

Comparison of students' pronunciation of linglish intonation inthe 32

pre-test and the post-test

Comparison of students! pronunciation of English linking sounds at 33

the pre-test and the post-test

Although teachers at Crazy Ones Center have been using these techniques at class, there has been no research on teaching pronunciation in this specific place Furthermore, students scom to be negative in learning and they are nol engaged in the lesson Therefore, it is a need for the researcher to investigate and provide some feasible and effective ways of teaching pronunciation using multimedia

2 Aims of the study

This research aims at using multimedia to motivate pre-intermediate students

in learning pronunciation at Crazy Ones English Center

According to the aim, the researcher points out some main objectives as

bellow:

- To investigate the students and teachers’ attitude toward pronunciation learning and using mullimedia i pronunciation

- To apply multimedia in pronunciation learning and assess the impacts of

snultimedia in helping the students learning pronunciation

3 Research question

This study is supposed to answer these questions

(1) What do teachers and students at Crasy Qnex English Center think

about prominciation learning and using multimedia in pronunciation? (2) What are the effects of using multimedia in helping students at Crazp Ones Rnglish Center in learning pronunciation?

4 Methods of the study

This study emplays both qualitative and quantitative methods To reach the aim of

the study, the researcher intends (o carry out an action research al Cravy Oncs English

Center

5 Scope of the Study

This study focuses on using multimedia for teaching pronunciation to Pre-

iy

2.1.2 Why action research was chosen for this study? occu seseeo.14

2.2 Context oŸ fhc swdy àeceeneeneeree sen L9

222 PAVECIPARS occ cà ccccthenHgnheerdsiamdrerairriioTOỶ

2.2.3 Multimedia used in Crazy Ones English Center "¬¬ ened 6

CHAPTER 3: THE SUDY cằằ neo TBE

1 Reoapitulation qH HH H011 1.01100100001110 g11eecee Seo 3Ô

3 Limitations and suggestions for further study 37 REFERENCES

Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE-

Appendix 2: QUESTIONNALRES FOR STUDENTS LN POST —

Appendix IEMI-STRUCTURAL, INTERVIEW QUESTIONS VI

TABLE OF CONTENTS ACKNOWLEDGEMENTS

Methods of the study

Scope of the Study cscccsssssceseeeienivtstenessensnee

Significance of the study

Organi pn of the study

PART B: DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

11 Pronunciation Teaching

LLL Definition of prominciation esseves ses ceeessvuveseinee

1.1.2 The role of promunciation in language teaching

1.1.3, Aspects gƒ pronunciation in language (eaching

1.1.4 .Approaches in promamciatian (eaching

1.2, Multimedia

1.2.1 Definition of Multimedia

1.2.2 Multimedia in language learning

1.2.3 Multimedia in teaching English pronunciation

CHAPTER 2: METHODOLOGY

2.1 Action research

2.1.1 Definition

ABSTRACT

This study is an attempt to find out strategies applying multimedia into teaching, pronunciation for pre-intermediate students at Crazy Ones English Center (CORC) The author finds ont all students believed in the importance of pronunciation in communicating Llowever, they did not satisfy with the prommeiation lessons because of its tedious activities and lack of practicing

opporiunilies Moreover, despite using multimedia in teaching pronunciation,

teachers did not prepare well because of their insufficient diversity of multimedia tools and effective activities Based on the findings, a number of implications were given with the hope of promoting the teaching and learning pronunciation at COEC

in particular and at other Linglish training centers in general