AUDIO – VISUAL MEDIA:

INTERVENTIONS ON WORD PRONUNCIATION

IMPROVEMENT

Stephanie Claire A. de Paz

Faculty Advisors: Lorly P. Caperida & Lourdes L. Bauya
University of Southeastern Philippines
Maharlika, Bislig City, Surigao del Sur
 Introduction
• WHY PRONUNCIATION?
 English language to communicate.
 “Communication” and “Speaking”
 Effective speaking = one’s ability to convey ideas clearly

IMPOSSIBLE
without the accurate and proper pronunciation of words

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 Introduction

Russia Korea

/ɪ/ , /i:/, China

America
/æ/,and /ei/

Taiwan

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 Introduction

• The Philippines has many

languages that are all phonetic,
causing the Filipinos to
pronounce words the way they
are written (Harvie, 2016).

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 Introduction
• Pronunciation problems
of Senior High School
students, particularly in
Maharlika National High
School

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 Introduction
• Students are familiar with
technology and they will learn
better within a technology - based
environment (Ghavifekr and Rosdy,
2015).
• Use of Audio – Visual media

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 Literature Review
• Cakir (2006) reports that the use of video in
language teaching ensures authentic
language input to the learners.
• The use of video as the audio-visual aid is
also a proper modern technology tool to
motivate the students and avoid boredom
and monotony of traditional English teaching
materials (Sahin et al., 2016).
• According to Hubbard (2009), computer
assisted language learning is all the processes
in which learners use computers and, as a
consequence, improve their language.

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 Significance

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 Objectives
The main purpose of this study is to improve the word pronunciation of the
Grade 12 – TVL students in Maharlika National High School for the school year 2018 –
2019. Specifically, this study aims to achieve the following objectives:
1. Determine the word pronunciation level of the Grade 12 – TVL students before
the conduct of Audio – Visual media.
2. Craft an intervention to improve the word pronunciation of the students.
3. Determine the improvement of the word pronunciation level of the students
with the use of Audio – Visual media.
4. Distinguish the word pronunciation level of the students before and after the
application of Audio – Visual media.

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 Null Hypothesis
There is no significant difference in the word
pronunciation level of the students before and after the
conduct of the intervention.

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 Methodology

Descriptive Developmental
Research Design Research Design
• Quantitative Data • Progressive changes
Analysis • Intervention plan
• Qualitative Data
Analysis

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 Results and Discussion – Pre - test

Figure 1 Students’ Word Pronunciation Level (Pre - test Individual Vowel Sound Scores)

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 Results and Discussion – Pre - test
1

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Figure 2 Percentage of Students for each level (Pre-test Overall Scores)

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 Table 1 Audio - Visual Media (AVM) Intervention Plan
Pre - test
1 Day Testing Word Pronunciation Assessment Tool Oral Reading
Intervention Week
Week 1 Content Intervention
Day 1 Videos
Day 2 Videos
The Pronunciation of The Pronunciation of Computer - Assisted
Day 3
the Vowel Sound /ɪ/ the Vowel Sound /æ/ Instruction (CAI)
(GROUP A) (GROUP B) Computer - Assisted
Day 4
Instruction (CAI)
Day 5 Evaluation
Week 2
Day 1 Videos
Day 2 Videos
The Pronunciation of The Pronunciation of Computer - Assisted
Day 3
the Vowel Sound /i:/ the Vowel Sound /ei/ Instruction (CAI)
(GROUP A) (GROUP B) Computer - Assisted
Day 4
Instruction (CAI)
Day 5 Evaluation

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Week 3
Day 1 Videos
Day 2 Videos
The Pronunciation of The Pronunciation of Computer - Assisted
Day 3 the Vowel Sound /ɪ/ the Vowel Sound /æ/ Instruction (CAI)
(GROUP B) (GROUP A) Computer - Assisted
Day 4
Instruction (CAI)
Day 5 Evaluation
Week 4
Day 1 Videos
Day 2 Videos
The Pronunciation of The Pronunciation of Computer - Assisted
Day 3 the Vowel Sound /i:/ the Vowel Sound /ei/ Instruction (CAI)
(GROUP B) (GROUP A) Computer - Assisted
Day 4
Instruction (CAI)
Day 5 Evaluation
Post Test
1 Day Testing Word Pronunciation Assessment Tool Oral Reading

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 Results and Discussion – Post – test

Figure 3 Students’ Word Pronunciation Level (Pre - test Individual Vowel Sound Scores)

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 Results and Discussion – Post – test
0 0

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Figure 4 Percentage of Students for each level (Pre-test Overall Scores)

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 Results and Discussion – Pre – test & Post – test
Pre – test mean:
39.8

Post–test mean:
76.6

Figure 5 Percentage of Students’ Pre-Test and Post-Test Overall Scores

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 Conclusions
1. Half of the total class population of the Grade 12 TVL students belonged to
the frustration level in terms of their word pronunciation and are subjected
to the one-month Audio-Visual media intervention.
2. The crafted intervention was effective in improving the word pronunciation
of the Grade 12 TVL students.
3. All of the students who underwent the intervention improved and reached
the independent level.
4. There is a significant difference between the scores and word pronunciation
level of the students before and after the conduct of the intervention.

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 Recommendations
1. Students - have self - study
2. Teachers and School Administrators - monitor students'
word pronunciation
3. English subject teachers - incorporate the use of Audio -
Visual media in teaching pronunciation
4. Future researchers - extend the ideas gathered by the
researchers

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References:
Alaja, R. U., Bacalso, L. L., & Fernandez, R. A. (2015, March 16). Multimedia Enhanced
Language [PPT].Retrieved from: https://www.slideshare.net/herne37/multimedia-
thesis date retreived: September 2, 2018
Çakir, D. I. (2006). The use of video as an audio-visual material in foreign language
teaching classroom. The Turkish Online Journal of Educational Technology, 5(4),
67-72. Retrieved from http://www.tojet.net/articles/v5i4/549.pdf
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research in
Education and Science (IJRES), 1(2), 175-191.
Harvie J. (2016, February 9). Filipino Pronunciation - Learn it. Retrieved from
https://www.filipinawives.com.au/filipino-pronunciation-learn/
Jenkins, J. (2009). World Englishes: A Resource Book for Students (2nd edn.) London:
Routledge.

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References:
Joher, U. M. (2014, August). CALL: The Changing Trends of Language Learning and
Teaching in Private Universities of Bangladesh [PDF].
Liu, S., & Hung, P. (2016). Teaching Pronunciation with Computer Assisted
Pronunciation Instruction in a Technological University [PDF]. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1113864.pdf Date retrieved: september 2, 2018
Maharani, S. (2017, February 18). THE EFFECTIVENESS OF AUDIO-VISUAL AIDS IN
TEACHING PRONUNCIATION [PDF].
Sahin, M., & Secer Y. (2016). Challenges of Using Audio - Visual Aids as Warm - up
Activity in Teaching Aviation English. Academic Journals, 860 - 866.
Sowntharya, Y. L., S. Gomathi, C. Muhuntarajan. (2014). Improving Students’
Pronunciation by Listening to the Audio Visual and its Transcription of the
Narrative Text. Pontianak: FKIP Universitas Tanjungpura.

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RESEARCHERS:
Stephanie Claire A. de Paz
Angelie O. Jayoma
Irene A. Bargamento
Mary Jess L. Redoble
Jp T. Binondo
Ricardo T. Arota Jr.

SCHOOL INSTITUTION:
University of Southeastern Philippines - Bislig

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