20200226214343

Lao People Democratic Republic Peace Independence Democracy Unity Prosperity Ministry of Education and Sports Teacher Development Department Luangnamtha Teacher Training College Research Topic: Using visual aids (audio clip) to enhance the 1st grade students pronounce /s/, /z/,/iz/ from adding S, ES to the base form of verbs at Phonxaisavang secondary school, Luangnamtha district and province. Researcher: AJ.MA: Sihnnakohn SRIMUANG ACADEMIC YEAR 2014-2015

Lao People Democratic Republic Peace Independence Democracy Unity Prosperity Ministry of Education and Sports Teacher Development Department Luangnamtha Teacher Training College Research Topic: Using visual aids (audio clip) to enhance the 1st grade students pronounce /s/, /z/,/iz/ from adding S, ES to the base form of verbs at Phonxaisavang secondary school, Luangnamtha district and province. Advisor: Mr. MA: Onnith Sitthilard Researcher: Mr. AJ. MA: Sihnnakohn SRIMUANG Academic Year 2014-2015

Preface Education is really essential to human resource development. According to the director’s introduction of Luangnamtha Teacher Training College, every teacher has to do a classroom research for finding out the issues of teaching-learning and the ways of solution. To reach the goal of director’s instruction, every researcher in each office has been working very hard to conduct classroom research because everyone believes that the results of the classroom research can help teaching-learning process better. This research report consists of 5 chapters: 1) introduction, 2) literature review, 3) methodology, 4) results, and 5) conclusion and recommendation Because of a lot of work for me to write research report, therefore, I do believe that there are many things must be improved in this research report particularly the contents, grammatical rules, writing principle and others in each chapter that can help readers understand better. In this way, as a research writer, I feel grateful to get the useful comments and recommendation to develop the future research report better. i

Acknowledgement The research report would not finish completely without a lot of help from many sectors and people. I would like to take this chance to express our regards appreciation to all people who have supported me towards the completion of this study. First of all, I would like to express my deep attitude to the advisor who has very good advices, useful suggestion and recommendation throughout the research study. I would like to express gratefulness from the support of the director committees of Phonxaisavang Secondary School that allowed me to conduct the research. I also like to thanks all the English teachers in this Secondary School who help me completing my research report I am also grateful to all English teachers and students in Foreign Language Office who are kind, supported, comprehensive and encouragement with responding the utilized data and being good facilitators. Finally, I would expose my attitude to parents, brother, sister and cousins who are always supply us everything. ii

Abstract Research Title: Using visual aids (audio clip) to enhance the 1st grade students pronounce /s/, /z/,/iz/ from adding S, ES to the base form of verbs at Phonxaisavang secondary school, Luangnamtha district and province. Researchers: 1. Mr. Sihnnakohn SRIMUANG Academic Year: 2014-2015 The objectives of this study were: 1) To improve the teacher’s technique of teaching English pronunciation by using visual aids )audio clip(; 2) To develop students’ ability on pronouncing /s/, /z/, /iz/ from adding S, ES to the base form of verbs correctly. The subjects were 33 students who attended the 1st year of Phonxaisavang secondary school in the second semester, academic year 2014-2015. Data were collected through observation, questionnaire, and pre-test and post-test. The results of the study revealed that the total score of observation is at a good level, ̅ = 4.48 and SD = 0.46. At the same time, the results of questionnaire is at good level ̅ = 4.37 and SD = 0.56. Both results are corresponded to the result of pre-test and post-test displays that the result of pre-test is different from the post-test. It is 11.42% of advanced score in pre-test, however it rises up to 65% of advanced in the post-test. At the same time, the weak score in pre-test is 82.85 %, but lessens to 14.28% in the post-test. It is said the audio clip is efficient use in this research because students have an opportunity to think, share ideas, and listen to the native speaker. It may cause of teacher expressed the confidence at the beginning of the lesson and had a good technique of presentation. iii

Content Items page Preface ………………………...…………………………………………………………….i Acknowledgement ………………………………………………………………………….ii Abstract …………………………...………………………………………………………..iii Part I introduction 1.1. Rationale and the importance of the topic ……………………………………………...5 1.2. Research question……………………………………………………………………….5 1.3. Aims of study…………………………………………………………………………...5 1.4. Study areas……………………………………………………………………………...5 1.4.1. Population and samplings…………………………………………………………..5 1.4.2. Focal points………………………………………………………………………….6 1.5. Study expectation……………………………………………………………………….6 1.6. Word definition…………………………………………………………………………6 Part II literature review 2.1. Theoretical perspectives………………………………………………………………..9 2.2. Theories use …………………………………………………………………………..10 2.3.Previous study of topic………………………………………………………………...14 Part III methodology 3.1.Population and samplings……………………………………………………………...17 3.2.Study tools……………………………………………………………………………..17 3.3.Statistic of research…………………………………………………………………….17 3.4.Data collection…………………………………………………………………………18 3.5.Data analysis…………………………………………………………………………...18 Part IV study results……………………………………………….21 Part V conclusion and recommendation…………………………...22 iv

References ………………………………………………………...23 v

Chapter I Introduction 1.1. Rationale and importance of the topic English is contemplated as the major international language in various areas such: science, communications, business and entertainment. Knowledge of Basic English level is required to people in many fields, professions, and careers in the world wide. English language teaching is increasingly taking place not only in English spoken countries, but also the country that accesses English speaking as a second language. Teaching English as a foreign language usually occurs inside the classroom which is a setting that has particular contextual characteristics that deserve special attention. There are several factors that make the English language essential to communication in our current time. First of all, it is the most common foreign language. This means that two people who come from different countries (for example, a Mexican and a Swede) usually use English as a common language to communicate. That’s why everyone needs to learn the language in order to get in touch on an international level. Speaking it will help you communicate with people from countries all over the world, not just English-speaking ones. English is also essential to the field of education. In many countries, children are taught and encouraged to learn English as a second language. Even in countries where it is not an official language, such as the Netherlands or Sweden, we will find many syllabi in science and engineering are written in English. Because it is the dominant language in the sciences, most of the research and studies you find in any given scientific field will be written in it as well. At the university level, students in many countries study almost all their subjects in English in order to make the material more accessible to international students (https://owlcation.com › Humanities › Linguistics: 2015) Recently, Lao government has opened cooperation of education systems with other countries, especially, China, Vietnam, Thailand, Japan, Australia, America and others. To achieve the goal English is the center vehicle in communication. Therefore, the government 1

does support all the sectors to learn English language by organizing teaching-learning to develop human resources for being able to communicate with other people in internal or external countries. On the other hands, people in our country are able to speak English is one way to encourage the entrepreneurs investing in Laos more and more which is one way to develop country as well. Because of the essential of English language, the Ministry of Education and Sports has created the curriculums with appropriate context to entire systems Pronunciation is the key of speaking skill in English those components into teaching-learning in local school because it is the basic and usually access in building students’ basic competency to pronounce words for communicating in daily routine and responsibilities at work. In local schools, English is a language that students prefer to learn for communicating with the foreigners, purchasers and other sectors that come from different places and countries to visit this area in each year and to improve their language ability to get higher education. On the contrast, teaching-learning English process in local school is facing several problems like as: students miss the class, feel asleep while teaching-learning process, leave the class, be very noisy and don’t care about the lesson, don’t like to involve the lessons while English subject is ongoing. From the observation, one big issue is happening in this school is pronunciation subject. Both teachers and students pronounce the words, phrase and sentences incorrectly. It is said that, it may occur from many factors such as: teachers don’t have various techniques of teaching pronunciation, especially, how to organize the activities to attract students involving pronunciation activities because they usually use neither games nor visual aids on teaching-learning. Teachers don’t care about pronunciation while talking with students in and out the classroom. To resolve the above problems, the researcher team realizes that visual aid is one way to help well. Therefore, the research topic is organized as following: Research topic: Using visual aids (audio clip) to enhance the 1st Grade students pronounce /s/, /z/, /iz/ from adding S, ES to the base form of verbs at Phonxaisavang lower secondary school, Luangnamtha district and province, academic year 2014-2015 2

1.2. Research question.  Main question. What visual aids can motivate the 1st year students to pronounce /s/, /z/, /iz/ from adding S, ES to the base form of verbs correctly?  Specific questions. - Can an audio clip involve the 1st year students to pronounce /s/, /z/, /iz/ from adding S, ES to the base form of verbs? - What else can help students pronounce /s/, /z/, /iz/ from adding S, ES to the base form of verbs actively? 1.3. Aims of Study. 1) To improve the teacher’s technique of teaching English pronunciation by using visual aids (audio clip) 2) To develop students’ ability on pronouncing /s/, /z/, /iz/ from adding S, ES to the base form of verbs correctly. 1.4. Study Areas Unit 6 everyday life; lesson 1 what do you do every day? the 1st year students the base form of verbs from adding s, es, correctly 1.4.1. Population and Sampling.  Target groups The target group of study is the 1st grade students, which consist of 35 students, 17 females in Phonxaisavang lower secondary school, Luangnamtha district and province, academic year 2014-2015  Focal point. The main content of this study unit 6: everyday; lesson 2 daily routine. 1.5. Study expectation. - To know the good way of teaching the pronunciation to the 1st year students, at Phonxaisavang Secondary School, Luangnamtha district and province. 3

- To find out the solution or teacher’s problems of teaching pronunciation, especially, to improve the quality of pronunciation ‘/s/; /z/ and /iz/’ for students in local schools. - To show the significant self-awareness of students to teacher’s teaching pronunciation. 1.6. Word definition. - Audio: dealing with what is heard, music, drums, radio, tape recorder, projectors, DVD and sound effect that can be heard. Audio means native speaker’s sound that is recorded in an electronic. The teacher uses it for helping to pronounce while teaching in the class. - Visuals: things that can be seen; comprising of posters, charts, chalk boards, flannel graph, flash cards, puzzles, objects-(real), projectors cartoons, television, computer CD, internet and so on. - Audio and visual mean multi-sensory such: where pupils learn through the five senses- sees, hear, smell, taste and touch. This can take the form of role play, demonstration, models, simulation experiments, excursion, and visits and so on - Study areas refer to the scopes of population and contents that use in this research. - Expected outcome means something that people do and hope to get. - Tools means tool kits that are implemented on the classroom research procedure for collecting information. - Teaching and learning is a process of sending and gaining knowledge between teacher and students. - Research questions mean a set of questions that ask the pattern groups collecting data. - Impressive means something making you feel administration because it is good skillful and etc. - Questionnaire means written questions that are answered by number of people. - Team facilitator means a person who offers the convenience to others: Moderates discussion, keeps the team on schedule, ensures that work is completed by all, and makes sure that all have the opportunity to participate and learn. - Analysis means examination of something in order to understand more about it. 4

Chapter II Literature review 2.1. The theoretical perspective. 2.1.1. The definition of visual aid Visual aid is an instructional aid such as: a poster, scale model, or video that presents information visually. Most of the language teachers seem to be agreed that the use of visuals can enhance language teaching. As they help teachers to bring the real world into the classroom, they make learning more meaningful and more exciting. Visual aids are tools that help to make an issue or lesson clearer or easier to understand and know (pictures, models, charts, maps, videos, slides, real objects etc.). There are many visual aids available these days. We may classify these aids as follows: visual aids are which use sense of vision is called Visual aids. For example : models, actual objects, charts, pictures, maps, flannel board, flash cards, chalkboard, slides, overhead projector etc.(https://www.Mer riam- webster.com/dictionary/visual%20aid:2013) Learning is a complex process. It can be defined as a change in disposition; a relatively permanent change in behavior over time and this is brought about partly by knowledge. Learning can happen as an outcome of afresh attained skills, principles, perception, knowledge, facts, and new information at hand (Adeyanju, 1997). Learning can be reinforced with different teaching/learning resources because they stimulate, motivate as well as focus learners’ attention for a while during the instructional process. Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Visual aids are those instructional aids which are used in the classroom to encourage teaching learning process. As Singh (2005) defines: “Any device which by sight and sound increase the individual s' practice, outside that attained through read labeled as an audio visual aids”. Visual aids are those instructional devices which are used in the classroom to encourage learning and make it easier and motivating. The material like models, charts, film strip, projectors, radio, television, maps etc called instructional aids. (Rather, 2004). Visual aids are effective tool that “invest the past with an air of actuality.” Visual aids distribute the learners with true knowledge, which detention their devotion and help in the understanding of the ancient marvels. They demand to the mind through the 5

visual auditory senses. When we use visual aids as teaching aid, it is one of the aspects which root participation of students in the lesson because when students look at visual model or aid, it is measured as a kind of contribution. Also the uses of visual aids encourage the body movement and it may strengthen the control. (Jain, 2004)There is famous Chinese proverb “one sighted is worth, a hundred words” it is fact that we take knowledge through our intellects. There is another maxim that” if we hear we forget, if we see we remember, and if we do something we know it” so it means that use of visual aids make teaching learning process more effective. As Kishore (2003) said “visual aids stimulated thinking and cognize.” The use of visual aids in teaching learning process has multifarious values (Mohanty, 2001). Visual aids give chance to speakers to make a more professional and consistent performance. The teaching career is full with limitless opportunities to enrich the academic survives of students, while some ideas and educational goals will be easy for students to hold, other will need you to think productively to ensure that important learning aims are met. By visual aids in teaching is one mode to enhance lesson plans and give students additional ways to process subject information (Kunari, 2006). Visual aids are devices present unit of knowledge through auditory of visual stimuli both with a view to aid learning. They concretize the information to be obtainable and help in making learning practice apple real, active and vital. They supplement the work of the teacher and help in the research of the text books. The great educationist Comenius has well said: The foundation of all learning consists in representing clearly to the senses and sensible objects so they can be appreciated easily (Singh, 2005). (Agun et al; 1977) Examples of learning resources include visual aids, audio aids, real objects and many others. Visual aids are designated materials that may be locally made or commercially produced. They come in form of, for illustration, wall charts, exemplified pictures, symbolic materials and other two dimensional items. There are also audio visual aids. These are teaching machines like television, radio, and all kinds of projectors with sound attributes .Television and radio programs provide another useful learning resource. Films, likewise, are a general teaching/learning resource. In addition to helping students remember important information, teaching/learning resources have other returns. When accurately used they aid achievement and hold the attention of students. Visual aids can be very useful in supportive a topic, and the amalgamation of both visual and audio stimuli is 6

particularly effective since the two most important senses are involved (Burrow, 1986). Teachers should keep in mind that they are like salesmen of philosophies, and many of the best sales practices that attract attention of potential clients are well worth considering. Clear y, a major goal of all teaching is for the students to be able to retain as much knowledge of the topic as possible, particularly the main points. Frequent studies have attempted to determine how well learning resources serve this purpose. Indicate from the studies vary greatly from modest results which show 10-15 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.19, 2015 228 percent increase in retention to more optimistic results in which retention is increased by as much as 80 percent (Burrow,1986). Good learning resources can help solve certain language barrier problem as they provide accurate visual image and make learning easier for the student (Chacko, 1981). Another use of learning resources is to clarify the relationship between material objects and concepts to understand. Symbols, graphs, and diagrams can also show associations of location, time, size, value and frequency. By symbolizing the factors tangled, it is even possible visualize abstract relationship. Instructional aides have no value in the learning process if they cannot be seen or heard. Tapes of speeches and sounds should be confirmed for correct volume and quality in the actual environment in which they will be used (Chorley, 1966). Visual aids must be visible to the whole class. All calligraphy and illustration must be large adequate to be seen easily by the students farthest from the aids' .Colours, when used, should provide clear contrast and easily be visible. The efficacy of aids can be enhanced by proper sequencing to build on former knowledge. Often, good institute and natural patterns of logic command the sequence. According to Ranasinghe and Leisher (2009), integrating technology into the classroom begins when a teacher prepare lessons that use technology in meaningful and relevant ways. Technological aids should support the curriculum rather than dominate it. Ranasinghe and Leisher say that technology should assist the teacher in creating a collaborative learning environment. Koç (2005) says that the integration of technology into curriculum means using it as a tool to teach academic subjects and to promote higher-order thinking skills of the students. Developments in technology gave scope for innovative practices in the classroom. Practical improvements in the creation of visual aids for 7

classroom use have been remarkable. Technological developments in Pakistan had a positive impact on students learning environment. Educational reforms for improving skills initiated by the Ministry of Higher Education elevated the classroom learning environment in Pakistan. University classrooms were equipped with world class technological teaching aids for making classroom students learning process interesting and resourceful. However, use of identical resources, comprising a syllabus, is suggested. Sequencing also can be improved purely by using overlays on slides, doffing methods on charts and or chalk, and marker boards. Sequencing can be emphasized and prepared clearer by the use of distinct colors (Chorley, 1966). 2.1.2. The significance of Audio Visual aids Suresh Kumar (2016) said that Audio visual aids are really so effective in teaching English. When taught the English to any small children then showed them a picture about that word. It is very panacea way to learn about anything. Audio is an effective thing. Audios are recognized in every field. Audio songs are very fabulous example of audios. We hear the songs without see them. We enjoy them very much. So is a very unique step in Songs field. We can record any type of interactions in audio file. We can hear the voice very clearly by audios of any person or persons. So audio is very effective step of science. Many types of audio about mythology, study and for that subject which is very useful for you.So audio is also very helpful technique. When we go at any place for travel then we play the songs in the car on the way. So audio is also very important source for entertainment 2.1.3. 7 Easy ESL Visual Aids You Can Use Immediately There are tons of games and activities that you can do with visuals, but you’re not going to find in-depth activities here. Rather, I want to show how you can use visuals to introduce new words or clarify concepts—without giving lengthy explanations to your students. (We’re reducing TTT, remember?) These are simple, effective teaching aids. 1. Pictures 8

Pictures are great for presenting many nouns, adjectives and simple sentence patterns. If you are using a textbook in class, make use of the pictures in it; they are sometimes very simple and effective. With younger students, solicit words by asking “What do you see?” Be sure to call on many students and meet all of their suggestions with positive feedback. With older students, you can have them predict what a chapter will be about based on the pictures from the opening page. But what if your textbook doesn’t have any good pictures? Or if you’re not using a textbook? In those cases, try using realia, such as pictures from newspapers or magazines. (We’ll touch a little more on realia later in the post.) If your school has them, flashcards or picture dictionaries also work well for teaching nouns, adjectives and verbs across a wide range of themes.Here are a few ideas of how to incorporate pictures into your teaching:  Use personal pictures: Whenever possible, use pictures of yourself or photos around town/school (that students would recognize) in Power Points or games. This will make it much more interesting and memorable for the students, so words will stick that much easier.  Include celebrities for interest: Likewise, if you use pictures of a well-known celebrity (whether local or global) in activities, presentations or games, students will perk up and you’ll have captured their attention more than before.  Draw stick figures: When all else fails, or you need a quick solution, use the simple drawing or stick figure. Stick figures take only a second to draw, can be used to teach just about anything, and are guaranteed to get a chuckle (or at least mine are). 2. Timelines 9

One thing that pictures aren’t very helpful for is introducing grammatical structures, particularly anything beyond the present simple or present continuous. For this, we have timelines. Timelines are a great way to illustrate tenses and time expressions. For instance, suppose you are trying to teach the difference between “by” and “until.” You could draw simple timelines to illustrate the following sentences: Sun-Hee has to finish her thesis by March 12. Sun-Hee will work on her thesis until 10:00 tonight. Maximize your Student Talking Time by presenting timelines interactively and leading your students to the answer. For instance, if you’re using timelines for the above sentences, ask questions like, “What is Sun-Hee working on now?,” “When is the deadline?,” “When will she stop working on it tonight?,” etc. 3. Charts and Graphs These work beautifully for introducing and practicing a variety of structures. For example, you could use a pie chart or bar graph to illustrate comparatives and superlatives, such as: ABC has a larger market share than XYZ. LMN has the largest market share in the industry. 10

Because line graphs indicate change, they also work like a charm for verbs of change, like “increase,” “decrease,” “dip” and so on. When you are working on vocabulary building in class, use a chart. I myself like to use charts to teach word families. I have columns for “noun,” “verb,” “adjective” and “adverb.” So let’s say the word “tired” comes up in class. I’ll expand on it by eliciting “tiredness,” “tire” and “tiredly.” Get the words in the chart, and refer back to it through the lesson. 4. Fluent U A super effective type of visual aid that’s also an English immersion platform is Fluent U. Fluent U takes real-world videos like music videos, movie trailers, news and inspiring talks and turns them into personalized language learning lessons. It’s got a huge collection of authentic English videos that people in the English-speaking world actually watch on the regular. These are videos that your students already love watching, so they’ll be beyond excited to interact with them in the classroom. 11

On Fluent U, all the videos are sorted by skill level and are carefully annotated for students. In addition to the strong visual cues in the authentic videos, students will see an image with every word. Each word also comes with an in-context definition, audio and example sentences. Students will be able to add them to their own vocabulary lists, and even see how the words are used in other videos. 12

Worried that students might be stumped by some of the harder videos? No way. Fluent U brings authentic content within reach by providing interactive captions and in-context definitions right on-screen. For example, if a student taps on the word “brought,” they’ll see this: Plus, these great videos are all accompanied by interactive features and active learning tools for students, like multimedia flashcards and fun games like “fill in the blank.” 13

It’s perfect for in-class activities, group projects and solo homework assignments. Not to mention, it’s guaranteed to get your students excited about English! 5. Opposites Showing a word’s antonym or opposite is a sure-fire way to teach its meaning without a word of explanation. Suppose your student doesn’t know the word “least.” Just jot down something like this on the whiteboard: Least <——–> Most Alternatively, you could use hand gestures: Spread out your arms for “most” and bring them in for “least.” Hand gestures are also good for opposites like “fast/slow,” “cheap/expensive” and “big/small.” And, speaking of opposites, what’s the opposite of an answer? That’s right, a question! Introduce question structures by showing the question’s answer. For example: Q: ________________________? A: I work for a securities firm. 6. Gap Fills 14

Like opposites, gap fills help you introduce or reinforce grammar by accessing the knowledge your students already have. They’re perfect for things like pronouns, prepositions and articles. Let’s say your lesson today is about “in,” “on” and “at.” Having three sentences on the board like the following is all you’ll need to make their meaning clear: Mary always goes to the beach ___ the summer. Richard has a meeting with his boss ___ October 7. They’re meeting ___ 2:30 p.m. If you wish, you could expand on this by creating a chart (like in #3) with “in,” “on” and “at” at the top. Then you can have your students come up with time expressions that go under each category. It’s interactive, easy and reinforces what you made clear via the gap fills. 7. Realia Realia is an incredibly effective visual aid in the ESL classroom. Realia means real-life, authentic items. For example, if you’re teaching a lesson about booking a hotel room, 15

students will become much more engaged if they have an actual hotel brochure to look at. You could use the brochure to introduce new language items, and even as the basis for a role play if you wish. 2.1.4. The importance of audio clip Scaff (2012) displayed that an audio recording is simple and easy to adapt. With an iPad or any device with a recording app, students find a quiet place in the classroom to talk through their answers or responses. Depending on your IT preferences, students can upload the recording to a Google Drive folder, email the file to the teacher, or save it on the course management system. Regardless of how you manage the logistics, students can use audio recording as a space for constructing new ideas about their learning. Audio recording keeps students accountable for their work but it’s also easy for teachers to listen in without the constraints that normally accompany speech. The audio format means we can listen during the drive to the supermarket or play our students’ voices during after-school clean up. When and how we listen to our students’ audio reflections vary. When we first introduce audio recording we respond to each student individually but especially in busy weeks, we spot check or simply grade for completion. Other times, we don’t listen to the recordings at all but ask students to start a conference with their top take-always from their audio recording Classroom Audio Technology has been used effectively to enhance listening and learning environments for more than 20 years. The primary goal of CAT is to provide a high level of speech intelligibility and to evenly distribute sound throughout the classroom. Research, validated by the U.S. Department of Education, is clear, consistent and conclusive…all students benefit from classroom audio technology. Recent studies have verified that hundreds of thousands of children are academically at risk due to a high incidence of poor classroom acoustics, high ambient noise levels in the classrooms, and mild hearing loss among pre-adolescents (K-6) due to common ear infections. These studies show conclusively that conditions in the majority of current kindergarten through 6th grade classrooms make it difficult for a significant portion of students to hear adequately. These same studies show that many of the children that are not hearing 16

adequately become academically deficient in at least one subject by the 6th grade. The results from the largest study conducted, Mainstream Amplification Resource Room Study or the the MARRS Project (1979–1993), have been validated by the U.S. Department of Education. All the recent studies validate classroom audio as a proven tool that can overcome adverse classroom conditions, providing students with enhanced speech recognition and, therefore, much improved opportunity to learn. Sound-field classroom audio is now recognized as one of the most powerful and cost-effective tools for student listening enhancement. Why use audio? Audio can be used in numerous academic contexts, from music and language instruction to archival recordings of lectures (we'll take a look at a \"field recording\" example below). Making audio content available online can be an excellent way to reach students, who can listen from any location and at any time via the Internet. Students increasingly expect this content to be available to them, and, fortunately, the means of distribution are increasingly becoming easier to use. Some reasons you might consider offering audio recordings to your students:  To provide students with a study aid they can review after lecture;  To enable students to review the lecture in preparation for discussion and debate;  To demonstrate a task, procedure, or complex concept that would benefit from multimedia presentation and/or the ability to watch repeatedly;  To use on an ongoing basis as a reference for students;  To free up class time for discussion. Making recorded lectures available before class meetings makes more time available for discussion and hands-on activities. In the classroom context, multimedia can be a powerful tool for helping students learn and retain complex ideas and phenomena. There are a few potential pitfalls to keep in mind. First, because students are listening at their convenience, their ability to ask questions or participate in discussion is limited; faculty may want to offer an online space or designate a portion of class time for this 17

purpose. Second, the visual cues that may accompany in-person delivery are generally lost, unless special efforts are made to capture and synchronize them with the audio track. Third, many faculty fear that providing content online may limit students' attendance in class, but we have found that this is generally not the case, as have others Copley (2007) 2.1.5. The definition of pronunciation. H Ahmad (2012) expressed that pronunciation is the act or manner of pronouncing words; utterance of speech, a way of speaking a word, especially a way that is accepted or generally understood, and a graphic representation of the way a word spoken, using phonetic symbols.pronunciation is the way in which a language or a particular word or sound is spoken. If one is said to have \"correct pronunciation\", then it refers to both with in a specific dialect.” A word can be spoken in different ways by various individuals or groups, depending on many factors, such as: the area in which they grew up, the area in which they now live, if they have a speech or voice disorder, their ethnic group, their social class, or their education. Srima (2014) mentioned that in speaking there are five components of speaking, such as: pronunciation, vocabulary, structure, comprehension and fluency. From those components, pronunciation is one aspect that important not only in speaking but almost in learning English. Meanwhile, pronunciation is the manner how to pronouncing the sound correctly. Based on some the statements above, it can be concluded that pronunciation is an important component in learning English and have to extra ability to be mastered it. Therefore, pronunciation cannot be underestimating in learning English. Gilakjani, Abbas Pourhosein (2017) also displayed that pronunciation is a set of habits of producing sounds. The habit of producing a sound is acquired by repeating it over and over again and by being corrected when it is pronounced wrongly. Learning to pronounce a second language means building up new pronunciation habits and overcoming the bias of the first language. Pronunciation refers to the production of sounds that we use to make meaning. It includes attention to the particular sounds of a language 18

2.2. The theory used. 2.2.1. Using audio clip in the classroom. Providing rich interactive multimedia is a key feature of cloud learning. It enables students to access resources that support learning wherever they are; without the need to attend a specific location at a defined time. The use of audio and video also makes it possible to present knowledge in different ways and enables different forms of interaction with learners. Audio and video materials can be used to enhance learning resources by showing real life scenarios, explaining concepts, observing social groups, and acting as triggers for discussion. They are also able to bring experts and viewpoints to the student learning experience and are excellent at bringing subjects ‘to life’ to engage discussion and inspire learning. Both audio and video have been used to support learning for some time, but as new technologies have become available and the cost of making media resources has dropped, it is now possible for individual educators to capture their own audio and video using every day, accessible technology (Oliver et al. 2012) 2.2.2. Benefits Audio in the classroom Benefit of using audio in teaching is available to the students and can support their learning in the following ways it: - provides diverse teaching techniques for learning. - gives the teacher a voice – this can reduce the feeling of isolation for cloud based students, but also helps located students feel connected. - can be used to simplify and explain complex problems. - can allow students to access the learning materials as often as required. - allows students to learn at their own pace, with instant playback, rewind and pause. - reduces frequently asked questions from students - can be re-used. 2.2.3. 4 Ways Audio Recording Can Boost Classroom Learning. Marissa King (2016) displayed four ways audio recording can boost learning across the curriculum: 1: Brainstorming: Before students start a research project, audio recording can speed up the brainstorming process. Although more fluent writers can quickly fill the page with 19

possible topics and plans, hesitant writers may struggle to jot down even a few ideas. With audio recording, struggling students can focus on the creativity and thinking instead of stressing over spelling errors. 2: Refining voice: Audio recording can help students listen for the tone and voice that can be tough for students to recognize, let alone control. For narrative writing, audio recording gives students a chance to hear the colorful comparisons or folksy interjections in their speech so they have a vision of voice to take to the page. After choosing a narrative topic, we might ask students to use audio recording as a step between brainstorming and drafting. Whether teachers choose more open questions or targeted prompts, audio recording gives students a chance to hear their own voices add drama through pauses, repetition, or startling comparisons. Audio recording is one step in the writing process that gives some students the confidence and ease they need to let their voice shine through their writing. 3: Practice & Revision: Even published authors read their writing out loud to check for errors or confusion. At times, we ask students to audio record themselves reading their work aloud as a way to hold students accountable for practicing this important revision step. When students play back their recording, they have a new tool for encountering their text and finding places to revise. With group work, audio recording offers a practice space before final presentations. For example, if students are working on integrating primary sources in a social studies class, audio recording can help them listen for appropriate source introductions. 4: Self-assessment: When students are self-assessing or reflecting on their strengths, or challenges, recording their thoughts instead of writing offers a space free of red pen marks. In audio recording, students can back up, self-correct, and restate as they think. We find that language learners are particularly fond of this approach: it’s a safer place to practice new vocabulary. Most students are already eager to talk about their experiences. With audio recording, they can complete the assignment in a medium with which many of them are already quite practiced and comfortable. Federika (2011) suggested the significance of Audio-Visual Aids as below: 20

(1) The use of audio visual aids in classroom teaching stimulates interest in pupils. This leads to the whole hearted attention on the part of learner, which ultimately develop a linking for subject. (2) Audio visual aids bring the past into the present and cover the records of years and even centuries into a short period of minutes. (3) These aids help in making the whole world a real audience of events occurring in the various parts of the world. (4) Audio visual aids break the monotony of school routine and are always welcomed by pupils as a happy change in the classroom. (5) When audio visual aids are employed, the response of the class is always better. (6) The use of audio visual aids provides a stimulus to pupils for making good use of textbooks rather than depending on guides. (7) They make teaching matter lively and interesting. (8) It helps children to observe things in their most natural setting. (9) They help to get a clear understanding by helping pupils to see and visualize things which can be best and most clearly understood with the help of visual aids only. (10) The visual aids are also found to be useful for the mass entertainment of an intellectual type. (11) They also contribute to the growth of meaning and hence to vocabulary development. (12) Audio visual instructions contribute to accurate thinking by furnishing some of the basic raw material for thought and it can fill the storehouse of memory with nonverbal experience. (13) Visual materials can be particularly used to provide new experiences or to correct wrong impressions. (14) A good visual perception helps attitude formation. Classroom study situations based on concrete experiences can create a good understanding of subject. 21

(15) Audio visual material are time saving. A small picture or diagram can explain things which require pages and pages of written words. (16)The topic taught with the help of visual aids are comparatively easy to understand and therefore, they interest the children more than the mere description of anything through talk. 2.2.4. How to pronounce the ending verbs ( /s/, /z/ and /iz/ ) correctly Pronouncing s, es at the end of the base form of verbs There are 3 phonetic transcriptions to pronounce: s, es as adding the base form of verbs - /s/ - /z/ - /iz/ Here are the rules... Spelling of third person singular forms in Present Simple Tense Most verbs: Add “s” to Work -> works Sit -> Sits stays (1) See -> Sees infinitive(1) verbs finishing with one vowel + “y” :add “s” Stay -> know -> knows Live -> Lives *Verbs ending with consonant Cry-> cries* Hurry-> hurries* flies* Imply-> implies* and “y”: tries* Change “y” for “ies” Fly-> Try-> Verbs ending in sibilant sounds Push-> pushes Fix-> Fixes catches –s, -z, -ch, -sh, or -xadd “es” to Confess- Confesses > infinitive Catch-> Verbs ending with “o” Buzz-> buzzes Finish-> Finishes Verb “have” Go-> goes Do-> Does Have-> has 22

To sum up, according to read and find out in many theories, it can be seen that audio clip is used in many fields of learning skills such as: grammar, speaking, reading writing and etc. because it is enable the teacher to make the lessons effective and interestingly in teaching English. Therefore, in this research the audio clip is implemented to help the 1st year students to pronounce the sounds of /s/, /z/, /iz/ that it has the follow steps: 1) prepare audio clip by search from internet and then adapt to match the real lesson 2) teaching-learning process - firstly, present how to add S, ES to the base form of verbs by the chart - and then, turn on audio clip to students 4 times (while listening they watch the sounds /s/, /z/, /iz/ on the board and repeat after the audio clip) - next, stick the chart with adding E,ES to the base form of verbs on the board (ask students to look at the chart and listen to audio clip, then tick to the collect sound) No Verbs with s, es /s/ /z/ /iz/ 1 Eats 2 Brushes - after that, let students practice speaking the, try the correct pronunciation - finally, ask them to say in front of the class 2.3. Previous study Bates, T (2012) studied about audio-visual media as social situation are very attractive and have a great effect on children and adolescents. This aims of study are: 1) the correlation between computer games and 2) behavioral problems on male guidance school students. The method was a descriptive-correlative study on 45 randomly chosen male guidance school students. They were asked to answer the researcher's questionnaire about computer games and Achenbach’s Youth Self-Report (YSR). The results of this study indicated that there was about 95% direct significant correlation between the amount of playing games among adolescents and anxiety/depression, withdrawn/depression, rule- breaking behaviours, aggression, and social problems. However, there was no statistically significant correlation between the amount of computer game usage and physical 23

complaints, thinking problems, and attention problems. In addition, there was a significant correlation between the students’ place of living and their parents’ job, and using computer games. Middleton, A (2009) examined how the video games for curriculum created a social constructivist learning environment that influenced eighth grade girls’ levels of engagement within a sport based physical education program and identified pedagogical methods that assisted boys to value girls as participants and work to facilitate girls’ engagement. Data consisted of teacher journal entries, student questionnaires, focus group interviews, co- teacher interview, and independent observations. Data were analyzed using open, axial, and selective coding. The findings suggested that cognitive aspects of the environment actively engaged both boys and girls through small team activities. Shared responsibilities for team selection and peer coaching enabled students to become decisions-makers. Providing students with choices and minimizing competition helped girls feel supported. Likewise, modified games and ability groups helped boys value girls as participants and facilitate their engagement. Scaff (2012) analyzed the topic of potential clips in the classroom. The aims are: 1) to prove that the clips can be used in the classroom effectively, b) to report the results to the higher education. The instruments are observation and questionnaires. Year 2 of secondary school students are samples of the research. The survey results indicated that the clips can encourage more students involve on teaching activities. The whole research results from observation is at good level ̅ = 4.09, SD = 0.90. and at the same time, the whole result of questionnaire is at good level ̅ = 3.61, SD = 0.40. therefore, it is said that the technique of teaching use is corresponded and effective In conclusion, according to the works mentioned above, audio clip was used in a lot of dimensions in the classrooms: computer games and other audio-visual media as social situation. Unfortunately, very few to none researcher studies could be found investigating the audio clip on teaching the pronunciation in the classrooms. Therefore, this study attempts to examine the strategy used in teaching pronunciation: /s/, /z/, /iz/ with adding s/es to the base form of verbs by using audio clip 24

CHAPTER III METHODOLOGY OF RESEARCH This chapter describes the methodology of research. It consists of total 5 parts of procedures like: population and sapling of research, tools creation, data collection, data analysis and statistic used for data analysis. 3.1. Target group The target group of study is the 1st grade students. It consists of 35 students, 17 females at Phonxaisavang Secondary School, Luangnamtha District and Province, in academic year 2014 - 2015. 3.2. Study of tools. Researcher team started work from making audio script by adapting from internet. And then develop structure and the research tools in 3 parts: The content of pre-test and post-test, observation and questionnaire were designed which is based on the objectives of the study, then took them to a tutor for giving device and lastly, the some collections were done.  Observation. The class observation was focused on the content of unit 6 everyday life ; lesson 3 getting up early; exercise 4 grammar note, past simple, regular verbs by using 5 stages related to: greeting, revision, presentation new language, control practice and free practice, including 20 subtopics of activities. It can be seen on the observation form.  Questionnaire. The questionnaire was consisted of 3 main parts. The first one is about general information of indicating, scales and another one was the main contents of the questionnaire which had 15 items and the last was more suggestion of study.  Pre-test and post-test. The first topic was the choosing the correct sound (/s/, /z/ and iz) in the table to the base form of verbs and the classify the verbs to correct sounds 25

3.3. Statistic of Research. Three types of statistic were considered to use in this research: percent %, average ̅) and Standard Deviation whether results of the Pre-test and Post-test are different. Observation was used to find out the stages of teaching how to pronounce the phonetic transcription of (/s/, /z/, and /iz/), and to use the information collected as a background of designing a questionnaire. The questionnaire was used for investigating students’ satisfaction and awareness on audio script which used to teach pronunciation. 3.4. Data collection Researcher team started to collect data as the following steps: firstly, wrote the proposal to the director of Phonxaisavang Secondary School for doing a study in the school, after that contacted with the local teachers and students for collecting sample group. Lastly, the lesson was taught by one of the group member. Before and after teaching, the pre-test and post-test were conducted 10 minutes for each session, and at the same time, the peers were observers by using observation sheet. Finally, the target group was asked for completed the questionnaire. 3.5. Data Analysis. The collective data was analyzed by organizing the information to gather and calculated them in accordance with kind of information that got from pre-test and post-test, questionnaire and classroom observation. Then, calculation was done by hand and computer by using basic statistic formula which express the next stage, and put the final results on the table provided. At the end, the final study results were needed to interpret which based on the condition setting. The detailed meaning of scoring was shown below: 3.5.1. Statistic Used for Data analysis. To collect the detailed information on the study, formulations were used on the data analysis. For example: percentage (%), average ̅), standard deviation (SD).  Percentage. The percentage (%) was calculated by using the formula: 26

p = =100% P = refers to percent. F = refers to frequency of the percent calculated. N = refers to number of request. In addition, we use the criterion scale again for compare of the pre-test and post-test  Average ̅). The average or Arithmetic Mean was calculated by using the formula: ̅ =∑ ̅ = refers the average score of each question. x = refers to the sum of average score. N = refers to the number of sampling.  Standard deviation (SD). The standard deviation (SD) was calculated by using the formula: SD = √ ∑ ∑ SD = refers to Standard Division. (x)2 = refers to the square of sum of score in each question. x2 = refers to the square of sum of score in each question. N = refers to number of sample. 27

Table 1 The scales of Interpretation the Value of Average ̅)and Standard Deviation(SD). Space of average Meaning 5.00 - 4.51 Excellent 4.50 - 3.51 Good 3.50 - 2.51 Quite good 2.50 - 1.51 Satisfactory 1.51 - 1.00 weak Table 2 The Measurement Scales of pre-test and post-test scores. Scores Measurement scales 8 – 10 advanced 5–7 accepted 1–4 weak 28

CHAPTER IV RESEARCH RESULT The target of this study is to examine the teacher’s method of teaching pronunciation of the base form of verbs with adding S, ES (/s/, /z/, and /iz/) by using audio script, the study result will be presented as below: 4.1. The study result of observation assessment from teacher’s technique of teaching pronunciation of the base form of verbs with S, ES (/s/, /z/, and /iz/) by using audio clip. 4.2. The students’ satisfaction and awareness of using audio clip on pronunciation teaching- learning process. 4.3. The result of pre-test and post-test by using audio clip on pronunciation teaching- learning process. 4.1. The study result from observation Table 3: The Analysis results of teaching pronunciation by using audio clip to the students in year 1, at Phonxaisavang Secondary School. No Contents ̅ SD Meaning 1 Lesson plan preparation 2 Aims can be evaluated 5.00 0 Excellent 3 Greeting 4 Revision/warm up/checking homework 4.6 0.54 Excellent 5 Presentation(meaningful, clearly, loudly) 6 Eliciting/brainstorming 4.4 0.54 Good 7 Using teaching aids appropriately 8 Techniques of using black board 3.8 0.83 Good 9 Using audio clip clearly 10 Using gesture 4.4 0.54 Good 11 Correcting mistake student’s pronunciation 4.6 0.54 Excellent 4.8 0.44 Excellent 4.8 0.44 Excellent 4.6 0.54 Excellent 4,00 0 Good 4.2 0.83 good 29

12 Giving explanation clearly for the tasks 4.4 0.54 Good 1 3 Students involve practicing listening and speaking 5.00 0 Excellent 14 Monitoring and good atmosphere 4.2 0.44 Good 15 Checking understanding 4.4 0.54 Good 16 Conclusion and assessment 4.6 0.54 Good 17 Setting homework and explain clearly 4.4 0.54 Good Total 4.48 0.46 Good Table 3 indicates the results of data analysis that got from the observation on teaching pronunciation (/s/, /z/, /iz/) by using audio clip to 1st grade students. The total results of the study is at a good level, ̅ = 4.48 and SD = 0.46. The most successful of teaching is lesson preparation; eliciting/brainstorming, using teaching aids appropriately, techniques of using black board and using audio clip clearly students to do activities, ̅ = 4.72 and SD = 0.44 and others are at good level. What a surprise! There is no satisfied and weak levels, therefore, it is said that the audio clip that a teacher used is able to help students involve pronunciation more and more. 4.2. The students’ satisfaction and awareness of using audio clip on pronunciation teaching-learning process. Table 4: The Average ̅ and Standard Deviation (SD) from Questionnaire. No Content ̅ SD Meaning 1 Present new language ( How to pronounce S and ES) 4.97 0.16 Excellent 2 Explanation how to pronounce the verb ending by S 3.71 0.69 Good and ES clearly 3 Give examples 4.02 0.9 Good 4 Teacher tells students to ask what they don’t 4.74 0.44 Excellent understand 5 Students involvement 4.01 0.84 Good 6 Students can do activities 4.74 0.44 Excellent 7 Control the class 4,8 0.40 Excellent 30

8 Have a good atmosphere 4.82 0.38 Excellent 9 Students understand well 3.71 0.69 Good 10 Students enjoy the technique 5.00 0 Excellent 11 Students are interested in this technique. 3,71 0.69 Good 12 Teacher gives feedback 4,85 0.35 Excellent 13 Assessment 3,77 0.75 Good 4.37 0.56 Good Total Table 4 presents the results of data analysis that got from questionnaire on students’ satisfaction and awareness to teacher’s teaching pronunciation by audio clip that they were encouraged participated in learning pronunciation. The total results are at a good level, ̅ = 4.37 and SD = 0.56. There are 7 points at good level, ̅= 4.85 and SD = 0.35, and then 6 topics at good level, ̅= 3.71 and SD =.0.69 4.3. The study result of pre-test and post-test from teacher’s technique of teaching pronunciation by using audio clip. Table 5: The percent of pre-test scores (before using the audio clip) No Content No of attendants % 1 Testers who get the score from 8 – 10. 4 11.42% 2 Testers who get the score from 5 – 7. 2 5.71% 3 Testers who get the score from 1 – 4 29 82.85% Table 6: The percent of post-test score (after using the audio clip) No Content No of attendants % 1 Testers who get the score from 8 – 10. 23 65% 2 Testers who get the score from 5 – 7. 7 20% 3 Testers who get the score from 1 – 4 5 14.28% Table 5 and 6 display the results of pre-test and post-test score. Those two tables reveal that the results score of pre-test are different from the post-test one. It is from 11.42% of advanced score in pre-test, however it rises up to 65% of advanced in the post-test. At the 31

same time, the week score in pre-test is 82.85 %, but lessens to 14.28% in the post-test. It is said the audio clip is efficient use in this research because students have an opportunity to think, share ideas, and listen to the native speaker. 32

CHAPTER V CONCLUSION AND RECOMMENDATION This chapter summarizes the whole study and provides some feedback on areas that require the ways of teaching English pronunciation of verbs with S, ES sounds (/s/, /z/, and /iz/) in grade 1 of Phonxaisavang Secondary School, Luangnamtha District and Province, in academic year 2014-2015. The conclusion and recommendation were also presented lately at the end of this chapter. The objectives of this study are to 1) To develop students’ ability on pronouncing the base form of verb sounds (/s/, /z/ and /iz/) correctly. 2) To improve the teacher’s technique of teaching phonetic by using visual aids (audio clip). Thus, to support the study, a few types of study tools were used which consisted of a pre- test, post-test, questionnaire and observation. The observation is to find out the real advantage using alternative methods of teaching pronunciation by using audio clip in stages of teaching speaking. While questionnaire is used for investigating students’ satisfaction and awareness to teacher’s method of teaching pronunciation by using audio clip in the process of teaching pronunciation and finally, the pre-test and post-test are used to collect data from using audio clip to enhance students pronounce correctly 5.1. Conclusion. Based on the topic: “To use visual aids (audio clip) in teaching the pronunciation of /s/, /z/ and /iz/ with adding s,es to the 1st year students, Phonxaisavang Secondary School, province, 2015-2016” 5.1.1. The study results from teacher’s technique teaching pronunciation by using audio clip. According to the result of data analysis, it is said that the researchers conducted the research successfully by the objectives setting. Students are able to pronounce the sounds: /s/, /z/ and /iz/ better. Here are the results of the observation show that the whole result is at a good level, ̅ = 4.48 and SD = 0.46, which responds to the results of questionnaire. It is at ̅ = 4.37 and SD = 0.56. The result of pre-posttest also confirm that the research is ongoing by the aims, it is 11.42% of advanced score in pre-test, however it rises up to 65% 33

of advanced in the post-test. At the same time, the weak score in pre-test is 82.85 %, but lessens to 14.28% in the post-test. Thus, the researchers can confirm that the audio clip is efficient use in this research because students are able to pronounce what they have learned from the teacher. On the other hand, it may cause of teacher’s clear expression and has confidence at the beginning of the lesson and had a good technique of presentation. Therefore, after teaching this lesson students’ pronunciation is better. 5.1. Recommendations Recommendation is so useful thing on doing research because researcher team can bring it to improve in the future study better. After the study we have some recommendation as below: 5.1.1. Recommendation on Academic Affair 1. Teachers in secondary school should use audio clip in teaching because it is able to help teacher’s pronunciation correctly that support students pronounce correctly 2. To enhance students to pronounce English words correctly, the various visual aids should be used 3. Before giving students tasks, the thinking step should be assigned for encouraging them to pronounce willingly. 4. Teachers should create and implement different audio clips in each lesson. 5. Teacher should pay closer attention to the point to present new language.  For school School should have programs of training or seminar to English teachers about techniques of using visual aids to teaching-learning especially to teach pronunciation lessons to make them know well about how to use pictures in teaching-learning to indicate the number of students involve the lesson.  For teacher English teacher should find out more techniques of using the audio clips in pronunciation lesson by doing action research in the classroom to improve the quality of 34

teaching-leaning. An English teacher should find out the different techniques of teaching- learning pronunciation to help students understand easier and quicker. 5.1.2. Recommendation on the Next Future of Study 1. Orientation how to select the topic of research should be clear before students leave the college (2nd semester). 2. Types of study tools should be considered in order to get more concreted data. 3. Each member of the group should be side by side and help each other in the process of doing study, share ideas as much as possible to make the study more valuable and useful. 35

References Bates, T 2012, ‘Pedagogical roles for video in online learning’, retrieved 29 April, 2013, <www.tonybates.ca/2012/03/10/pedagogicalx-roles-for-video-in-online-learning/>. H ahmad (2016) audio in the ESL and EFL Class in The Internet TESL Journal, Vol. VIII, No. 9. Hong, L. (2002) Using audio in Teaching English to Young Learners in The Internet TESL Journal, Vol VIII, No. 8. Huyen, N.T.T. & Nga, K.T.T. (2003) Learning Vocabulary through clips in Asian EFL Journal. JISC Digital Media 2012, ‘Using audio in teaching and learning’, retrieved 29 April 2013, <www.jiscdigitalmedia.ac.uk/guide/using-audio-in-teaching-and-learning>. Marissa. (2016) Six clips for the EFL/ESL Classroom in The Internet TESL Journal, Vol. VI,No.6. Middleton, A 2009, ‘Beyond podcasting: creative approaches to designing education audio’, Alt-J, Research in Learning Technology, vol. 17, no. 2, retrieved from <www.researchinlearningtechnology.net/index.php/rlt/article/download/10871/12544>. Oliver (2012) Using audioto Promote Communicative Skills in Language Learning Srima (2014) Using audio to Motivate your Adult ESL Students as an Interactive Classroom Technique in International Journal of Teaching and Learning in Higher Education. Volume 19, Number 1, 53-63. Scaff (2012) Using audio in an EFL Class for Children in Daejin University ELT Research Paper. Pettigrew, J, Oliver, B, Fluker, G, Dracup, M, Brighton, T, Atkinson, K 2012, ‘Student and staff digital access 2012: internet, mobile devices and social software’, Deakin Learning Futures, Melbourne. http://www.preservearticles.com/2011121918579/brief-notes-on-the-significance-of-audio- visual-aids.html 36

Observation (ແບບສງັ ເກດ ) Teacher ………………………………… Date: …… Observer …………………….................. Time: …… Subject…………………………………. Unit……topic……………………….lesson……...topic…………………………… Please tick (√) in the table with real content of the teacher and students as they meaning as the following. Scores: 5: very good ດຫີ ຼາຍ 4: good ດີ 3: fair ປານກາງ 2: weak ອອ່ ນ 1: very weak ອອ່ ນຫຼາຍ Scores 1 432 No Contents 5 1 Lesson plan preparation ການກະກຽມບດົ ສອນ: ແຕງ່ ບດົ ສອນ,ສາ້ ງສ່ ການສອນ ແລະ ຜາ່ ນບດົ ສອນຖກຕາມເວລາ 2 Aims can be evaluated ຈດຸ ປະສງົ ສາມາດປະເມນີ ໄດ້ 3 Greeting ມກີ ານທກັ ທາຍ,ກວດກາຈານວນພນົ ແລະ ຂຽນວນັ ທີ,ເດອນ, ປີ 4 Revision/warm up/checking homework ການທວນຄນບດົ ຮຽນເກ່ າົ ຫຼ ກວດວຽກບາ້ ນ 5 Presentation(meaningful, clearly, loudly) ການສະເໜີບດົ ຮຽນໃໝ(່ ມເີ ນອ້ ໃນດ,ີ ຈະແຈງ້ ແລະ ເຂົ້າໃຈ ງາຍ 6 Eliciting/ Brainstorming ມກີ ານລະດມົ ສະໝອງຈາກນກັ ຮຽນ 7 Using teaching aids and appropriately ນາໃຊສ້ ່ ການສອນທ່ ີເໝາະສມົ

8 Techniques of using black board ເຕັກນກິ ການນາໃຊກ້ ະດານຖກຕອ້ ງ,ຂຽນຕວົ ໃຫຍ່ ແລະ ຈະແຈງ້ ດີ 9 Using audio clip clearly ການນາໃຊຄ້ ຣບີ ສຽງຈະແຈງ້ ດີ 10 Using gestures ການນາໃຊທ້ າ່ ທາງປະກອບການສອນ 11 Correcting mistake students’ pronunciation ມກີ ານກວດແກຄ້ າຜດິ ໃນເວລານກັ ຮຽນອອກສຽງບ່ ຖກຕອ້ ງ, ຂຽນຜິດ 12 Giving explanation clearly for the tasks ຄອູ ະທິບາຍແຕລ່ ະກດິ ຈະກາລະອຽດ ແລະ ເຂົ້າໃຈດີ 13 Students involve practicing doing, writing and speaking each activity ນກັ ຮຽນໄດເ້ ວົ້າ,ໄດເ້ ຮດັ ແລະ ມສີ ວ່ ນຮວ່ ມໃນກດິ ຈະກາຫຼາຍ 14 Monitoring and good atmosphere ສາມາດຄວບຄມຸ ຫອ້ ງ ແລະ ມບີ ນັ ຍາກາດໃນຫອ້ ງຮຽນ 15 Checking understanding ການກວດກາຄວາມເຂົາ້ ໃຈ 16 Conclusion and assessment ສະຫຸຼບ ແລະ ປະເມນີ ຜນົ 17 Setting homework and explain clearly ໃຫວ້ ຽກບາ້ ນ ແລະ ອະທິບາຍແຈງ້

Questionnaires (ສອບຖາມ) Explain: collecting the data in this study. We just would like to know the techniques of learning. So, your information will not have any negative effect in your studies. ► please tick (√) in the table with the real contents of the teaching. Score: 5: very good ດຫີ ຼາຍ 4: good ດີ 3: fair ປານກາງ 2: weak ອອ່ ນ 1: very weak ອອ່ ນຫຼາຍ No Contents 5 Scores 1 ລາດບັ ເນອ້ ໃນ ຄະແນນ 432 1 Present new language ( how to pronoun S and ES ) ນາສະເໜີບດົ ຮຽນໃໝ່ (ການອອກສຽງຂອງ ຄາສບັ ທີລງົ ທາ້ ຍດວ້ ຍ S ແລະ ES) 2 Explanation how to pronoun the verbs ending by “ S” and “ ES” clearly ອະທິບາຍການອອກສຽງ “S”ແລະ “ES” ຈະແຈງ້ 3 Give examples ມກີ ານຍກົ ຕວົ ຢາ່ ງ 4 Teacher tells students to ask what they don’t understand ອາຈານເປີດໂອກາດໃຫນ້ ກັ ຮຽນໄດຖ້ າມສ່ ີງທີ ບ່ ເຂົາ້ ໃຈ 5 Students’ involvement ນກັ ຮຽນມສີ ວ່ ນຮວ່ ມ 6 Students can do activities ນກັ ຮຽນສາມາດເຮັດກດິ ຈະກາໄດ້ 7 Control the class ມກີ ານຄວບຄມຸ ຫອ້ ງໄດດ້ ີ

8 Have a good atmosphere ມບີ ນັ ຍາກາດດຢີ ພູ່ າຍໃນຫອ້ ງ 9 Students understand well ນກັ ຮຽນເຂົາ້ ໃຈບດົ ຮຽນໄດດ້ ີ 10 Students enjoy the technique ນກັ ຮຽນມກັ ວທິ ີການສດິ ສອນ 11 Students are interested i this technique ນກັ ຮຽນມຄີ ວາມສນົ ໃຈວທິ ີການສອນ 12 Teacher gives feedback ອາຈານມກີ ານສະຫຸຼບບດົ ຮຽນຄນ 13 Teacher assesses ຄມູ ກີ ານປະເມນີ

Test Time: 60’ Name/surname: ……………………………………………. Class: ………… I. Choose the correct sound /s /, / z /, / Iz / to the verbs with th base form of verbs. (5points) Example: Sleeps…/ s /…. 1. Rings……...…. 2. Wakes………… 3. Stretches……... 4. Checks………… 5. Feeds…………. 6. Brushes……….. 7. Exercises……… 8. Takes…………. 9. Shaves………… 10. Fixes………... II. Classify the following words according to their pronunciation (5 points). makes drink washes dishes gets comps puts picks closes locks /S/ /Z/ /IZ/ Example: 2…………….. 3 …………… …makes…. 5 …………… 6…………… 1…………… 8…………… 9…………….. 4 …………… 7 …………… 10 …………… Good luck