The study was conducted from a small size of participants and at a particular English center. This may lead to the lack of full understanding of pronunciation problems that students face with. The study only researched for the pre-intermediate students and at a classroom with sufficient equipment. It limits to others levels of students and classroom outside the center.
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The study needs more time to evolve with the most suitable for the specific class. Although this multimedia shares advantages as well as challenges in teaching pronunciation, one of the key of principles of teacher development that urges teachers to be positive and motivated in teaching is “opportunities and support for creative activity” (Hargreaves and Goodson, 1996: 20-21).
Because of the limitations, the author hopes that further study will be conducted to gain better understanding of using multimedia to teach pronunciation to a wider range level of students and at other English centers and institutions.
In this study, multimedia were only used to teach pronunciation so the author also hopes that further study will be made to apply multimedia into helping students improve English learning in getting knowledge and language skills like vocabulary, listening, speaking, reading and writing.
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REFERENCES
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Applied Linguistics.
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BBC Learning English | Pronunciation Tips. (n.d.). Retrieved from
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Brown, H. D (2000).Principles of language learning and teaching (4th ed.). NY:
Longman.
Brown, J. D. (2012). New ways in teaching connected speech. Alexandria, Va: TESOL International Association.
Celce-Murcia, M., Brinton, D., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge:
Cambridge University Press.
Chirag P. (2013). International Journal of Advancements in Research &Technology.Use of Multimedia Technology in Teaching and Learning communication skill: An
Analysis, 2(4), 116-123.
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Gilbert, J. B. (2008). Teaching pronunciation: Using the Prosody Pyramid. Cambridge, UK: Cambridge University Press.
Grant, L. (1995). Creating pronunciation-based ESL materials for publication. In P. Byrd (Ed.),
Material writer‟s guide(pp. 107-123). Boston, MA: Heinle & Heinle.
Hargreaves, A & Goodson, I. (1996). „Teachers' professional lives: aspirations actualities.‟
In: Goodson, I.F. and Hargreaves, A. Teachers' Professional Lives. London: Falmer Press, 1-27. Cited in: Fisher, T., Higgins, C. and Loveless, A.M. (2006). Teachers Learning with Digital Technologies: a Review of Research and Projects (Futurelab Series: Report 14). London: Futurelab.
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Lane, L., & Brown, H. D. (2010). Tips for teaching pronunciation: A practical approach.
White Plains, NY: Pearson Longman.
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Pronunciation definitions and thesaurus | Macmillan Dictionary. (2009). Retrieved from http://www.macmillandictionary.com/dictionary/british/pronunciation
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SEG Research (2008). Understanding Multimedia Learning. : Integrating multimedia in the K-12 classroom. Retrieved from www.brainpop.com, accessed 26.05.2012 Su T. L. (2008). An Action Research Study in an Institute of Technology in Taiwan.
Teaching Pronunciation of English Using Computer Assisted Learning Software [Taiwan].
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What is Multimedia? Webopedia. (2006). Retrieved from http://www.webopedia.com/TERM/M/multimedia.html
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I
APPENDICES
Appendix 1: QUESTIONNAIRE FOR THE STUDENTS IN PRE-INTERVENTION STAGE
The survey questionnaire is designed for my study on “A study on using multimedia for teaching pronunciation to Pre-Intermediate students in Crazy Ones English Center”. Your answers to these following questions will be highly appreciated.
You can be confident that you will not be identified in any discussion of the data. The data collected will be used only in the research paper of my post-graduation course
So please respond to each statement or question and complete all of them as frankly and accurately as possible. Sincerely thank you for your valuable support.
First of all, please fill in some information about you:
Your age: ………
How long have you been learning English? …………. years
Question 1: Do you think that pronunciation is important in learning English?
A. Very important B. Important
C. Not so important D. Little important E. No
Question 2: Do you think that learning pronunciation is difficult?
A. Very difficult B. Quite difficult C. Difficult D. Easy E. Very easy
Question 3: Do you really enjoy the activities in the pronunciation lessons? If not please answer the next question.
A. Yes
II B. Not much
C. No
Question 4: Why don’t you enjoy the activities in the pronunciation lessons (you can choose more than one option)?
A. Too much new words that you do not know the pronunciation B. The content of the lessons is not interesting
C. The activities are poor
D. Do not have motivation to learn
E. other opinions ...
...
Question 5: what reasons from teachers make you not enjoy the activities in the pronunciation lessons (you can choose more than one option)?
A. Teacher‟s pronunciation is not clear enough
B. Teacher does not give clear examples to clarify the lessons C. Teacher gives little chance of practicing for students
D. Teacher does not provide audio and image to illustrate for the pronunciation lessons.
E. Other opinions (Please specify): ...
...
The end of the survey questionnaire
Thank you very much for your time and co-operation!
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Appendix 2: QUESTIONNAIRES FOR STUDENTS IN POST – INTERVENTION STAGE
The survey questionnaire is designed for your evaluation about the perception of using multimedia and its impact to students‟ pronunciation learning result. Your answers to these following questions will be highly appreciated. You can be confident that you will not be identified in any discussion of the data. The data collected will be used only in the research paper of my post-graduation course
So please respond to each statement or question and complete all of them as frankly and accurately as possible. Sincerely thank you for your valuable support.
First of all, please fill in some information about you:
Your age: ………
How long have you been learning English? …………. Years
Question 1: What do you think about the activities in the pronunciation lessons using multimedia?
A. Very interesting B. Interesting
C. Neither interesting nor boring D. Boring
E. Very boring
Question 2: How do you evaluate your pronunciation result after these lessons using multimedia?
A. Better B. No change C. Worse
Question 3: In your opinion, what changes that teacher has made are successful (you can choose more than one option)?
A. Teacher gives good activities to make students excited about studying.
IV
B. Teacher provides useful multimedia for students to study and prepare well at home.
C. Teacher gives a lot of opportunities for students to practice.
D. Teacher helps students feel more confident in speaking English.
E. Others
Question 4: In your opinion, besides the changes from the teacher, what help you to study pronunciation more effectively (you can choose more than one option)?
A. Class is well equipped for the best learning condition.
B. visual aids are used effectively C. Learning environment is exciting
D. Taking advantages of practicing time effectively E. Others
Question 5: In your opinion, what good points below does multimedia bring you in learning pronunciation (you can choose more than one option)?
A. It makes students more enjoyable in learning pronunciation.
B. It helps students learn pronunciation more effectively and confidently.
C. It supports students to study at home and prepare well before going to class.
D. Others
Question 6: In your opinion, what changes you have made after using multimedia in learning pronunciation?
Changes Strongly
disagree
Disagree Neither agree nor
Agree Strongly agree
V
disagree I feel good about going to
pronunciation lesson
I enjoy pronunciation lessons I am mostly able to do
pronunciation homework more easily
I am motivated to work because of the interesting classroom activities I am able to participate in pronunciation lessons with partners with my confidence I am excited about continue taking pronunciation lessons.
Others
The end of the survey questionnaire
Thank you very much for your time and co-operation!
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Appendix 3: SEMI-STRUCTURAL INTERVIEW QUESTIONS
Question 1: How often do you use multimedia in teaching pronunciation?
Question 2: What multimedia tools you often use to teach pronunciation?
Question 3: What are the problems that you face with when using multimedia to teach pronunciation (you can choose more than one option)?
Question 4: Could you suggest some ways of solving the problems when using multimedia to teach pronunciation?
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Appendix 4: INTERVIEW TRANSCRIPT
Question 1: What multimedia tools, such as Powerpoint, audio, video, software, pictures and images and pronunciation website, you often use to teach pronunciation?
T1: I always use audio and Powerpoint during teaching pronunciation. Using audio and Powerpoint helps me teach easier. Besides, I always use pictures and images. I have never used software to teach English.
T2: I think that audio and exciting videos can be useful so I use them very often. I just sometimes use Powerpoint or software to teach.
T3: Well, multimedia has its big advantage in teaching pronunciation. I always use Powerpoint, pictures and images, videos, and audio. I also spend sometimes pronunciation software. I rarely use pronunciation software for my teaching.
Question 2: In your opinion, what are the most important multimedia tools, including Powerpoint, audio, video, software, pictures and images and pronunciation website, affect to students’ pronunciation result?
T1: When teaching pronunciation it is very important to use audio, video and pronunciation software. Because they can listen, to the native sounds watch them speak and practice.
T2: Audio and video, they are the most important multimedia tools to let them listen and feel the real pronunciation from native speakers.
T3. I think the most important multimedia tools are audio and videos. Then, the less ones Powerpoint, pictures and images. Pronunciation software is not as important as the others tools although it contain a lot of drills and exercise because both students and teachers are not familiar to use it. The least important tool is pronunciation websites.
Question 3: What are the problems that you face with when using multimedia to teach pronunciation (you can choose more than one option)?
T1: Students pay attention more on the funny picture on Powerpoint than the lesson. The biggest problems are students almost keep silent and they are not willing to speak English.
VIII
T2: Students cannot practice effectively as what I expect and they do not take part in the activities that I have prepared. They feel that multimedia was for entertainment more than for learning
T3: Although most of students like studying with multimedia, they have low improvement in learning.
Question 4: Could you suggest some ways of solving the problems when using multimedia to teach pronunciation?
T1: I think that we shouldn't put into Powerpoint too many pictures, especially funny pictures when teaching because they would be confused and difficult to focus on the content of the lesson.Besides, teachers should find out the reasons of their little attention to your lesson in order to improve better teaching and preparation in the next lesson
T2: Teachers should be well-trained in using multimedia. Then, they should help students in using multimedia in learning English. Besides, teachers can contribute students good material and methods of learning.
T3: Teacher should create many activities for students to practice and prepare well before class. Teachers also ask students to do homework and practice more at home to make a good habit of learning.
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Appendix 5: PRE-TEST (READING ALOUD TEST 1) Read aloud the following passage
BIRTHDAYS
I love birthdays.
In my house, on my birthday, I always open the presents first.
Some people open them last, but I want my presents now.
After I open my presents, I put on some music and we dance.
I could dance for hours.
Then someone turns out the lights and everyone starts to sing “Happy birthday”(sing: “Happy birthday to me! Happy birthday to me!”)
They bring in this cake, full of candles.
Well, not too many candles.
I blow them out and then it‟s time for eating the cake.
Chocolate is my favorite. I love birthdays.
(Learning to listen 2, p.16)