A study on students’ reaction to the techniques teachers use for teaching pronunciation at Pham Ngu Lao high school, Hai Phong = Nghiên cứu phản ứng của học sin

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUAGE STUDIES

DƯƠNG THỊ KIM OANH

A STYDY ON STUDENTS’ REACTION TO THE
TECHNIQUES TEACHERS USE FOR TEACHING
PRONUNCIATION AT PHAM NGU LAO HIGH SCHOOL,
HAI PHONG

NGHIÊN CỨU PHẢN ỨNG CỦA HỌC SINH ĐỐI VỚI CÁC THỦ
THUẬT GIÁO VIÊN SỬ DỤNG ĐỂ DẠY PHÁT ÂM TẠI TRƯỜNG
PHẠM NGŨ LÃO, HẢI PHÒNG

M.A MINOR THESIS



FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 601410





Hanoi -2012

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUAGE STUDIES

DƯƠNG THỊ KIM OANH

A STYDY ON STUDENTS’ REACTION TO THE
TECHNIQUES TEACHERS USE FOR TEACHING
PRONUNCIATION AT PHAM NGU LAO HIGH SCHOOL,
HAI PHONG

NGHIÊN CỨU PHẢN ỨNG CỦA HỌC SINH ĐỐI VỚI CÁC THỦ
THUẬT GIÁO VIÊN SỬ DỤNG ĐỂ DẠY PHÁT ÂM TẠI TRƯỜNG
PHẠM NGŨ LÃO, HẢI PHÒNG

M.A MINOR THESIS


FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 601410
SUPERVISOR: NGUYỄN QUỲNH TRANG, Ph D Candidate





Hanoi -2012

iv

TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF FIGURES vi
INTRODUCTION 1
1. Rationale 1
2. Aims of the study 2
3. Research questions 2
4. Methods of the study 2
4.1 . Subjects of study 2
4.2 . Data collection instruments 2
4.3. Data collecting procedure 3
4.4 Data analysis 3
5. Scope of the study 3
6. Significance of the study 3
7. Design of the study 4
DEVELOPMENT 5
CHAPTER 1: LITERATURE REVIEW 5
1.1 Definition of technique and reaction 5
1.2 Previous studies about teaching pronunciation 5
1.3 Techniques of teaching pronunciation 7
1.3.1 The use of known sounds: 8
1.3.2 Explanation: 8
1.3.3 Communication activities: 8
1.3.4 Written versions of oral presentations: 9
1.3.5 Modelling and individual correction: 9

1.3.6 Tutorial sessions and self-study: 9
1.3.7 Self-monitoring and self-correction: 9
1.3.8 Computer-assisted language learning: 10
1.3.9 Reading aloud: 10
1.4 Elements of teaching pronunciation 10
1.4.1 Sound and Spelling Patterns 10
1.4.2. Word Stress 11
1.4.3 Rhythm 11
1.4.4 Sentence focus and Intonation 11
1.5 The role of teachers and students 12
1.6 Summary the chapter 13
CHAPTER 2: METHODOLOGY 14

v

2.1 The subjects 14
2.2 Research design 14
2.3 Research methods 15
2.3.1. The questionnaires: 15
2.3.2. Interview 15
2.3.3. Classroom observation 15
2.4 Procedures of data collection 16
CHAPTER 3: RESUILTS AND DISCUSSION 18
3.1 Questionnaires responses 18
3.1.1 Students’ problems in learning pronunciation 18
3.1.2 Pronunciation techniques used by teachers 20
3.1.3 Students’ appreciation of techniques used by teacher. 21
3.1.4 Questions about students’ preference 23
3.1.5 Question about students’ motivation. 24
3.1.6 question about students’ expectation for a better and more

effective pronunciation practice 26
3.2 Observation 27
3.2.1 Findings based on observation 27
3.2.2 The reasons behind the problems mentioned 27
3.3 The interview 29
3.4 Summary of the chapter 31
CHAPTER 4: PROPOSED SOLUTIONS 32
4.1 Suggestions from observation 32
4.2 Suggestions from questionnaires and interview 32
4.2.1 Teachers’ techniques 32
4.2.2 Equipping facilities 35
4.2.3 Motivating students to learn 35
4.2.4 Among teachers’ staff 36
4.2.5 Summary of the chapter 36
CONCLUSION 37
1. Conclusions 37
2. Implications 38
3. Limitations and suggestions for further study 38
REFERENCES 41
Appendix 1 I
Appendix 2 II
Appendix 3 VI
Appendix 4 IX



vi

LIST OF FIGURES
Figure 1: Students’ opinion about the purposes of pronunciation

learning 18
Figure 2: students’ problems in learning pronunciation 19
Figure 3: techniques used by teachers 20
Figure 4: Students’ attitude to techniques teachers use 21
Figure 5: students’ evaluation on effectiveness of techniques 22
Figure 6: Students’ like 23
Figure 7: students’ dislike 24
Figure 8: techniques motivating students to practice pronunciation 25
Figure 9: Suggestions for better English pronunciation practice 26
















1

INTRODUCTION
1. Rationale
English has become a language of global communication due to its role in

different fields of our life such as : science, technology, aviation and so on. In
Vietnamese, English has experienced its popularity in teaching and learning
over the last few decades. However, English pronunciation teaching seems to
be very much neglected by many teachers, especially at high school because
of many different reasons.
At my school, Pham Ngu Lao high school in Thuy Nguyen district, Hai
Phong city, teaching and learning English pronunciation is really new
challenging work. Besides the lack of well-equipped facilities, teaching
pronunciation techniques are quite new and unfamiliar to teachers. They have
been inexperienced in teaching pronunciation methods and techniques since
the new English textbook was in use. Another thing is that students‟ low
levels of proficiency in term of vocabulary, grammar. Above all, all important
English exams at school as well as the university entrance exam are always in
written form. Thus, most teachers and students have little motivation to teach
and to learn pronunciation. In my point of view, there is much to work out
current and potential problems, and then create better suitable teaching
techniques and strategies that facilitate the effectiveness of pronunciation
lessons.
From this fact, the author of this study, the teacher at Pham Ngu Lao high
school, has desire of doing something new to promote English pronunciation
teaching and learning at this school. And up to now, there has not been any
study on students‟ reaction to techniques used in teaching pronunciation yet.
Therefore, the study aims at finding out “students’ reactions to the

2

techniques teachers use for teaching pronunciation at Pham Ngu Lao
high school, Hai Phong”
2. Aims of the study
The study aims at:

Firstly, to find out problems students face when learning English
pronunciation
Secondly, to find out what techniques are used at Pham Ngu Lao high
school, Thuy Nguyen, Hai Phong and what is the most suitable to students.
Thirdly, to find out students‟ reactions to those techniques and give
solution to those reactions
3. Research questions
(1) What problems do students face when learning English pronunciation?
(2) What pronunciation techniques are commonly used by teachers?
(3) What are students‟ reactions to those teaching pronunciation
techniques used by teachers?
(4) What are suggested implementations in teaching pronunciation at
Pham Ngu Lao high school.
4. Methods of the study
4.1 . Subjects of study
The participants of the study include: 5 out of 9 teachers were randomly
chosen at Pham Ngu Lao high school. All of them teach 12th grade. Besides,
in order to get more information for the answers to research questions, 200
students among 400 in 12th grade are surveyed.
4.2 . Data collection instruments
The research is done by both quantitative and qualitative methods; it is
carried out on the basis of situation analysis, material collection, survey

3

questionnaires, and class observation and recording. These instruments bring
about the data for analysis, and evaluation.
4.3. Data collecting procedure
The first step is analyzing and synthesizing data
The second one is discussing the results obtained from questionnaires and

observation, recording and interview
4.4 Data analysis

+ =

5. Scope of the study
There are many aspects of teaching pronunciation at high schools,
however this study focuses on students‟ reactions to techniques teachers used
for teaching pronunciation. The students are 12
th
grade at Pham Ngu Lao high
school in Hai Phong. The study conducts an insightful analysis of the
students‟ reactions, looks deeply into the problems and finds suitable
solutions as suggested by teachers.
6. Significance of the study
Pronunciation is an integrated and integral part of foreign language
learning as it directly affects learners' communicative competence and
performance to a substantial extent. Despite its importance, for many years,
teaching pronunciation has a very small place at schools in Vietnam in
general and Pham Ngu Lao high school in particular. Thus, at this school
teaching English pronunciation is really new and challenging work. How to
teach pronunciation effectively and how to get positive reactions from
students are big questions. Moreover, there has not been any study on
teaching pronunciation at this school yet. With the purpose on this study in
Qualitative
analysis
Quantitative
analysis
Data
analysis

4

mind, the thesis tries to report some major problems teachers and students
face in teaching and learning pronunciation, the teaching pronunciation
techniques teachers use and students‟ reaction so that some solutions to
improving English pronunciation teaching are provided.
7. Design of the study
This thesis is composed of three parts.
Part 1, INTRODUCTION, presents the rationale, aims, scope, methods
and design of the study.
Part 2, DEVELOPMENT, is divided into four chapters.
Chapter 1: Literature Review, presents relevant concepts to pronunciation
and pronunciation teaching techniques
Chapter 2: Methodology, involves the information about context,
participants and instruments of the study.
Chapter 3: Results and discussion, focuses on data analysis to show
students‟ reaction to pronunciation teaching techniques and the effectiveness
of different techniques.
Chapter 4: Proposed solutions, gives out some solutions to fact and
problems mentioned
Part 3, CONCLUSION, summarizes some major findings, provide
implications for English pronunciation teaching, limitation of the study and
suggestions for further research.

5

DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Definition of technique and reaction
According to Longman Dictionary of Language Teaching and Applied
Linguistics, language teaching is sometimes discussed in terms of three
related aspects: approach, method, and technique. Different theories about the
nature of language and how languages are learned (the approach) imply
different ways of teaching language (the method), and different methods
make use of different kinds of classroom activity (the technique). Thus, it is
understood that technique is the method, procedure or way something is done
or the way in which a process is, or should be, carried out.
Reaction is defined as something done, felt, or thought in response to a
situation or event in Oxford dictionaries. And in US English dictionary it is an
action performed or a feeling experienced in response to a situation or event.
Therefore, according to Oxford advanced learner‟s dictionary, reaction is
commonly known as what you do, say, or think as a result of something that
has happened. It is also a change in people‟s attitudes or behavior caused by
disapproval of the attitudes, etc. of the past.
1.2 Previous studies about teaching pronunciation
Pronunciation has been regarded as „the Cinderella of language teaching‟
(Kelly, 1969; Dalton, 1997). The role of pronunciation in the different schools
of language teaching has varied widely from having virtually no role in the
grammar-translation method to being the main focus in the audio-lingual
method where emphasis is on the traditional notions of pronunciation,
minimal pairs, drills and short conversation. (Castillo, 1990) During the late
1960s and the 1970s questions were asked about the role of pronunciation in
the ESL/EFL curriculum, whether the focus of the programs and the

6

instructional methods were effective or not. Pronunciation programs until then
were „viewed as meaningless non-communicative drill-and-exercise gambits‟
(Morley, 1991).
Pronunciation is not an optional extra for the language learner, any more
than grammar, vocabulary or any other aspect of language is. If a learner's
general aim is to talk intelligibly to others in another language, a reasonable
pronunciation is important.
Varonis and Gass (1982) examine the factors affecting listening
comprehension in native speakers of English exposed to L2 accents, and
conclude that grammar and pronunciation interact to influence intelligibility. s
more distinct when the connection between pronunciation and listening
comprehension is taken into account. Wong (1993) also demonstrates that a
lack of knowledge of pronunciation could even affect learners' reading and
spelling. According to Baker (1992), pronunciation is very important and
learners should pay close attention to pronunciation as early as possible.
Otherwise, the result will be that advanced learners find that they can improve
all aspects of their proficiency in English except their pronunciation, and
mistakes which have been repeated for years are impossible to eradicate.
Scarcella and Oxford (1994) similarly postulate that pronunciation should be
taught in all second or foreign language classes through a variety of activities.
With the emphasis on meaningful communication and Morley's (1991: 488)
premise, that 'intelligible pronunciation is an essential component of
communication competence', teachers should include pronunciation in their
courses and expect their learners to do well in them.
Gilbert (1995: 1) believes that the skills of listening comprehension and
pronunciation are interdependent, and contends 'if they (learners) cannot hear
well, they are cut off from language. If they (learners) cannot be understood

7

easily, they are cut off from conversation with native speakers." Likewise,
Nooteboom (1983) suggests that speech production is affected by speech
perception, and stresses the need of pronunciation in both listening and
speaking. Wong (1987) points out that even when the non-native speakers'
vocabulary and grammar are excellent, if their pronunciation falls below a
certain threshold level, they are unable to communicate efficiently and
effectively.
Paul Tench (1981) suggests two fundamental principles in the general
strategy of pronunciation teaching: on the one hand pronunciation teaching
has to be integrated with other skills ( listening with comprehension, reading
and writing, and non-linguistic cues, e.g. gestures, facial expressions) and
with other aspects of language- grammar, lexis, style, function and discourse;
on the other hand, pronunciation has to be isolated for practice of specific
items and problems, like the articulation of th, or various vowels and so on.
The second principle serves the first; on order to achieve satisfactory accuracy
and fluency of pronunciation, integrated with the other skills and the other
aspects of language for successful communication, items of pronunciation
need to be isolated for practice and then reintroduced into their context for the
successful development of communication.
Therefore, we should countenance what Morley (1991) puts forward:
The question is not whether pronunciation should be taught, but instead what
should be taught in a pronunciation class and how it should be taught.
1.3 Techniques of teaching pronunciation
Dalton and Seidlhofer (1994) suggests that there are certain aspects of the
English pronunciation which appear to be easily taught; namely, phonemes,
stress.

8

Due to pedagogical reasons, it could be sensible to think that instead of
pushing students to strive for perfect pronunciation, a focus on pedagogic
attention to teachable and learnable items which are phonemes and stress
appears to be a more reasonable goal. Based on the exploration and critical
analysis of the different approaches to teaching pronunciation and what seems
to be teachable and learnable, some techniques below, according to influential
pronunciation researchers (Morley, 1991, Scarcella and Oxford, 1994, Fraser,
1999, Thompson, Taylor and Gray, 2001), appear to be useful for learners and
teachers alike:
1.3.1 The use of known sounds:
In the early stage of learning pronunciation, the learners, especially the
young ones should be helped to compare the sounds of the target language
with those of their mother tongue. This eventually helps them produce the
sound pattern to a considerable extent (Morley, 1991, Scarcella and Oxford,
1994,).
1.3.2 Explanation:
Explanation of how to produce sounds or use pronunciation patterns
appropriately should be kept to a minimum through directions about what to
do with the vocal organs can help some young and adult learners in some
circumstances (Morley, 1991, Scarcella and Oxford, 1994, Fraser, 1999,
Thompson, Taylor and Gray, 2001).
1.3.3 Communication activities:
Communicative tasks can be designed by teachers, such as dialogues or
mini-conversations according to their linguistic level to practise particular
sounds, especially those which are not available in their mother tongue.
Besides, the learners should be taught some useful communication strategies,
such as retrieval strategies, rehearsal strategies, cover strategies which will

9

help them give the impression that their pronunciation is better than it really is
(Oxford, 2000).
1.3.4 Written versions of oral presentations:
At the more advanced levels, learners can be given strategies for
analyzing the written versions of their oral presentations. This helps them
detect, identify and correct errors or mistakes committed in their oral
presentations (Morley, 1991, Scarcella and Oxford, 1994, Fraser, 1999,
Thompson, Taylor and Gray, 2001).
1.3.5 Modelling and individual correction:
In this technique, the teacher reports the results of analyses of learner
speech sample individually. The young or adult learner gets feedback from
the analyses and stop repeating previous errors or mistakes (Morley, 1991,
Scarcella and Oxford, 1994, Fraser, 1999, Thompson, Taylor and Gray,
2001).
1.3.6 Tutorial sessions and self-study:
Tutorial sessions commence with a diagnostic analysis of each learner's
spoken English, and an individualized programme is designed for each
learner. This technique can be used for both young and adult learners
(Morley, 1991).
1.3.7 Self-monitoring and self-correction:
Self-monitoring is the conscious action of listening to one's own speech
in order to find out errors and mistakes. This action is followed by self-
correction standing for the process of fixing one's errors and mistakes after
they have occurred by repeating the word or phrase correctly. By teaching our
adult learners to self-monitor and self-correct, we enable them to make their
learning of pronunciation more personal, more meaningful and more effective
(Fraser, 1999).

10

1.3.8 Computer-assisted language learning:
Computer-assisted language learning or CALL benefits the learner by
letting him/her study at his/her own pace in a semi-private environment as
well as allowing him/her to build profiles that enable the teacher to monitor
the learner's improvement in pronunciation. This tool can be used for both
young and adult learners, but in an adjusted manner (Scarcella and Oxford,
1994, Fraser, 1999).
1.3.9 Reading aloud:
The learner can be given a piece of spoken text to read out loudly. Here
the teacher's job is to identify pronunciation the errors and mistakes made by
the learner, and then give feedback that will help the learner improve his/her
pronunciation (Morley, 1991, Scarcella and Oxford, 1994, Fraser, 1999,
Thompson, Taylor and Gray, 2001).
1.4 Elements of teaching pronunciation
According to Mortimer (1985), teaching pronunciation includes weak
forms, clusters, linking-up, contractions and stress time. Whereas, Kelly
(2000) argues that teaching pronunciation involves: vowels, consonants, word
and sentence stress, intonation, other aspects of connected speech and
spelling. However, Jenkins (2004) stated that depending on the second
language in question, pronunciation teaching typically covers any or all of the
following: consonant and vowel sounds, changes of these sounds in the
stream of connected speech, word stress patterns, rhythm, and intonation.
Grant (1993) provides a more comprehensive and authentic elements of
teaching pronunciation. This researcher organized the teaching elements from
sounds to syllables and words, to sentences and finally to discoursal
segments. Elements of pronunciation to teach are as follows:
1.4.1 Sound and Spelling Patterns

11

Those are rather confusing aspects of English pronunciation. They are
irregular because English has borrowed lots of words from other languages,
such as ancient Latin, Greek, Eskimo and Farsi. Homographs and
homophones are two typical examples of unequivalence of sound and
spelling. Thus, an effective pronunciation teaching should also consider
individual sounds, phonetic transcription, syllable and ending sounds (Linda
Grant ,1993).
1.4.2. Word Stress
It must be highly focused on at the beginning of any pronunciation
course to help learners to have understandable pronunciation. In every words
two or more syllables, one of them is stressed and stronger, louder and longer
than the others. This stressed syllable is very important because speakers of
English rely on patterns of stress to identify the words and phrases they hear
(Linda Grant, 1993).
1.4.3 Rhythm
Kenworthy (1992) stated that „rhythm is characterized by the alternation
of strong and weak syllables‟. After dealing with word stress patterns,
teachers should introduce to their students the rhythm of English. Rhythm is a
product of word stress and the way in which important items are fore-
grounded through their occurrence on a strong beat, and unimportant items
are back-grounded by their occurrence on a weak beat.
1.4.4 Sentence focus and Intonation
To put stress on the words that carry the most information is one of the
way in which a speaker gives the listener the importance different parts of the
messages. Sentence focus and intonation refer to the intention and feelings of
the speaker. The teaching of sentence focus and intonation will be more

12

successful when the teacher selects suitable contexts in which learners find it
easy to understand the notion of „importance‟ (Linda Grant, 1993)
1.5 The role of teachers and students
The usefulness of teaching pronunciation is widely debated subject in
the language teaching world. Suter and Purcell (1980) have cast dout on the
importance of pronunciation teaching because in their opinion, little
relationship exists between teaching pronunciation and attained pronunciation
proficiency. It is stated that “the attainment of accurate pronunciation in a
second language is the matter substantially beyond the control of educators”.
Nevertheless, Pennington (1989) believed that teachers with formal training in
pronunciation play an important role in helping students improve their
pronunciation. The followings are some roles of typical teacher of teaching
pronunciation mentioned by Kenworthy (1996)
 Helping learners hear
 Helping learners make sounds
 Providing feedback
 Pointing out what‟s going on
 Establishing priorities
 Devising activities
 Assessing progress

However, there is still no success in the teaching and learning process if
students do not involve. It is necessary that students develop awareness and
monitoring skills which will allow learning opportunities both inside and
outside the classroom environment. Morley (1991) argued that the learners‟
involvement in the learning process has been noted as one of the best
techniques for developing learner strategies, that is, the measures used by the
learners to develop their language learning. Thus, students must become part
of the teaching and learning process, actively involve in their own learning.
Success in pronunciation teaching surely depends on learners‟ reaction and

how much attempt they put into the learning process.

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1.6 Summary the chapter
In this chapter, brief literature review of English pronunciation teaching
is focused on. Firstly, definition of technique and reaction are given. Next, it‟s
some previous studies about teaching pronunciation. The third is ten
techniques of teaching pronunciation suggested by many researchers such as
Morley, Scarcella, Fraser, and Thompson. In the fourth part, four elements of
teaching pronunciation are given. The last part discusses the role of teachers
and students. This literature review is for the purpose of finding out the
students‟ reactions to the techniques teachers use for teaching pronunciation
at Pham Ngu Lao high school.

14

CHAPTER 2: METHODOLOGY
The chapter will discuss the choice of methodology to fulfill the
objectives of the study. The first concern of the chapter will be the subjects of
the study. This will be followed by a reiteration of research questions,
research design and research methods. At the end of the chapter will be the
research procedures with de descriptions of stages in which data was collected
2.1 The subjects
Questionnaires are designed for students. 200 students in five randomly
selected classes are chosen to be participants. They are both male and female.
All of them are at grade 12
th
who have been learning English for over six
years. The author chose these grade 12
th
students to be the participants of the
study because, firstly, at Pham Ngu Lao high school, pronunciation tests are
only designed in paper tests for 12
th
grade. Thus, students of this grade have
to pay more attention to learning pronunciation. Further more, the
pronunciation in textbook of 12
th
grade seems to be more confusing than those
in 10
th
and 11

th
ones. The author hope to receive the most reliable and honest
data from the questionnaires.
With the interview instrument, the participants were 5 teachers in
random of 9 at the school. Among them, there were three male teachers and
two female ones. They have been teaching at that school from five to ten
years.
2.2 Research design
The purpose of this research is to find out students‟ reactions to learning
pronunciation at Pham Ngu Lao high school. Their reactions to techniques
teachers use are taken into consideration. Regarding techniques used by
teachers, classroom activities and teachers‟ use of English are mentioned. The
research gives chance for students to show their preference in learning

15

English pronunciation, which proves much help to recommendation for a
better teaching and learning English pronunciation at Pham Ngu Lao high
school.
2.3 Research methods
To answer the research questions, the study used the method of survey
questionnaires, interview, and class observation
2.3.1. The questionnaires:
The method is chosen because, firstly, it is easy to construct and it
neither consumes time nor takes money, secondly, questionnaires can help to
collect data in field setting, and the data themselves are more amenable to
quantification then discursive data such as free-form field-notes, participant
observers‟ journals or transcripts of oral language (Nunan 1992:143). In this
research, the author use both closed and open-ended questions. All the
questions were written in English.

The questions were aimed at exploring students‟ general reactions towards
learning English pronunciation.
2.3.2. Interview
The interview with five out of nine teachers at Pham Ngu Lao high
school are conducted. They are asked to state the difficulties they face in their
teaching English pronunciation, the techniques that they often use and their
suggested solutions to their problems (see appendix). Each interview lasts
about five to seven minutes.
2.3.3. Classroom observation
Classroom observation is supportive for more data. (Hopkins 1993)
described classroom observation as a “pivotal activity” with a crucial role to

16

play in classroom research, teachers‟ personal professional growth, and
school development as a whole (as cited in McDonough, J and McDonough,
1997:101). The observation help to test the validity of the data obtained about
students‟ reactions to learning English pronunciation. The observation was
carried out in five different lessons at five different classes.
2.4 Procedures of data collection
The data procedure is summarized as follows:

Interview

Questionnaire
s

5 Students
Pilot study
Pilot study
2 Teachers
Final version
200 students
Returned + reliable
Final result
Data procedure
Giving Materials
teachers
Observation

17

The first step was giving materials about teaching pronunciation
techniques to five teachers. The second step was class observation. After
reading the materials, the five teachers applied those techniques in their
classes. The author carried out the second step. While observing the author
took note and saved comments for the findings.
The next step was interviewing teachers. Five questions were given to the
teachers (see the appendix)
Questionnaires were the last step. It took time as questionnaires were
only delivered when the writer was with the participants to clarify anything
they confused. Before final version was given, draft one was given to two
teachers and five students. The students are bright and smart ones. They were
explained the procedures, their tasks. The writer also clearly explained the
purpose of doing this research before they fulfilled the questionnaires. The
participants were also encouraged to raise questions if there was something
they did not understand in the questionnaire. They were then interviewed by
the writer. The answers were recorded by handwriting at the place of
interview. The interview helped support for final versions. These were
delivered to 200 students of five classes at Pham Ngu Lao high school.
Students fulfilled the questionnaires in 30 minutes. After collecting the paper,
the author got the final result by subtracting the unreturned one and the
unreliable ones. There were 196 returned and reliable responds. The next
chapter will deal with the data.






18

CHAPTER 3: RESUILTS AND DISCUSSION
3.1 Questionnaires responses
Two hundred questionnaires were delivered to students, and one hundred
ninety six were returned and reliable. The responses are outlined and
discussed below. Wherever possible, the information discussed is provided in
diagrammatic form.
3.1.1 Students’ problems in learning pronunciation
Question 1: What are your purposes of learning English pronunciation?
Question 2: What are your problems in learning English pronunciation?
According to the data collected from 196 students at Pham Ngu Lao high
school, their learning pronunciation purposes are presented hereafter:
40.82%
25.51%
23.47%
10.20%
Communicating well
For a good job in the future
Passing exam
others

Figure 1: Students’ opinion about the purposes of pronunciation
learning
From the chart, it can be seen that most students realize the importance of
learning English pronunciation. Most of students (40.82%) aware of that
learning English pronunciation is to communicate well in English. Many of
them (25.51%) have long term goals to find a good job in the future. There

19

are also 23.47 % of students learning English pronunciation to do well in

exams. The number of students learning pronunciation for other purposes
accounts for 10.20%. This result helps come to suggestions that it doesn‟t
meet the students‟ need if teachers teach pronunciation with the goal of
passing exam only. It is better to teach students in the communicative
approach.
Students‟ problems in learning pronunciation are presented in the chart
below:
100%
51.02%
20.04%
10.20%
7.75%
0%
20%
40%
60%
80%
100%
120%
Large class size
Teachers’ techniques
Little practice at home
No material to practice
Others

Figure 2: students’ problems in learning pronunciation
All students considered the large class size is the biggest problem in
learning pronunciation. 51.02% of them think that the boring pronunciation
teaching techniques are problems. The techniques are the same for every
lesson: teacher explains the way the words are pronounced, students listen and

repeat. This result is more demonstrated in the third question. Another 20.04

20

% said that they have little practice at home. A small percentage (10.20%)
stated that they don‟t have material to practice and the other reasons account
for 7.75 %.
3.1.2 Pronunciation techniques used by teachers
The third question of questionnaires focuses on finding out techniques
teachers use. All the answers are five techniques used, namely, explanation,
communication activities, written version of oral, modeling and individual
correction and reading aloud. The result came up as following:
41.1
79.6
61.22
91.84
93.75
6.12
0
10
20
30
40
50
60
70
80
90
100
explanation

Communication activities
Written version of oral
Modeling and individual
correction
Reading aloud
Others

Figure 3: techniques used by teachers
Reading aloud and modeling and correction rank first, 93.75% and 91.84%
respectively. 79.6% of the students answered that communication activities
are used. Written version of oral is technique used less than communication
activities. It accounts for 61.22%. Only 41.1% said that their teachers
explained when teaching pronunciation. The following techniques aren‟t
used: the use of known sounds, tutorial sessions and self study, self-
monitoring and self-correction and computer-assisted language learning.
However, 6.12% of answers mentioned other techniques.