EFFECTIVENESS OF TEACHING MATERIALS IN IMPROVING

STUDENT ENGLISH PRONUNCIATION ABILITY

A proposal submitted to the department of

English education,
In partial fulfillment for the Bachelor of education in English

Submitted by:
Basanta Limbu

B.ed 4th year

T.U. Regd. No: 9-2-201-0083-2017
Roll NO.902010002

Faculty of education
Pathibhara Multiple Campus
Phungling Taplejung, Nepal
2022
 DECLARATION

I hereby declare that the best of my knowledge this research is original, no part of it was
submitted previously for the students of Bachelor to my campus.

Basant Limbu Date: 3/03/2022

 ABSTRACT

Due to several reasons, pronunciation instruction had of tea back neglected in English as a
foreign Language (EFL) classis. Consequently, many EFL learners always find it difficult to
speak confidently because of their poor pronunciation this study is a three explicit teaching
approach. The participants were 20 students at Tribhuwan secondary school meringden-5
Thukima, Taplejung, who were asked to practices on pronunciation, including per-test and post-
test in classroom. Teaching materials is very important tools to develop students improving
English pronunciation ability.
Containing elements of English pronunciation is difficult to them, drilling the elements,
recording and transcribing their utterances and comparing the transcriptions with those revealed
that the explicit teaching approach enhanced the participants English pronunciation ability. As
shown by the increase of their average scores on the four tests administered during the actions
implementation. The survey results revealed that got the participants approach was interesting,
helped pronunciation development and increased self-confidence in English speaking. This study
provides information about implementation of teaching materials in language classroom and the
outside of classroom too. Though it's a second language in our context; English as a foreign
language for us. Teaching materials are meaning for and always stand to serve a use for purpose:
I conducted pre-test and post-test in both groups (experimental and control group) the purpose of
a literature review is to make clear understanding report writing.
 ACKNOWLEDGEMENT

This report has been prepared to partial fulfillment for the bachelors of degree of education
faculty. Where I got inspiration, co-operation and suggestion from various persons. First of all, I
would like to say thank you to my respected guide Mr. Prem Kumar Gurung teaching assistance
of Pathibhara multiple campus for his valuable support and suggestion in the process of
preparation of this report. Secondly, I'd like to give a credit of gratitude of my respected teacher
Mr. Bhim Bahadur Pandhak, Department of English Education in an extremely indebted by his
guidance, encouragement of his busy schedule. I am also indebted to all authors and researches
whose article provided precious materials for enrichment of this project.
I would like to thank campus chief Mr. Mohan Kumar Rai, Chief of the Pathibhara multiple
campus, Taplejung for his unconditional support guidance and valuable data both in personal and
professional level to complete this report.
Finally, I obliged to my friends and relatives whose wish is always with me.

-Basant Limbu
 Table Of Contents
CHAPTER - ONE 1
INTRODUCTION 1
1.1 Background of the study 1
1.1.1 English Pronunciation Ability 2
1.1.2 Teaching materials 3
1.1.3 Important Of Teaching Material 3
1.2 Statement of the Problem 3
1.3 Objective of the Study 4
1.4 Research Questions 4
1.5 Significance of the Study 4
1.6 Delimitations of the study 4
CHAPTER – TWO 5
2.1 Review of the Theoretical literature 5
2.1.1 Features of teaching materials 5
2.1.2 Advantages of Teaching materials 6
2.1.3 Using materials in the classroom 6
2.2 Review of the Empirical Literature 7
2.3 Implication of the Related literature 8
2.4 Conceptual framework of the study 9
CHAPTER – THREE 10
3.1 Design and methods of study 10
3.2 Population sample and sampling procedure 10
3.3 Study area or field 10
3.4 Data Collection Tools And Techniques 10
3.5 Data collection procedures 10
3.6 data analysis and interpretation procedures 11
References 12
 CHAPTER - ONE

INTRODUCTION

Good pronunciation skill is a key element to one's ability to speak in every language.
intelligible speech needs accurate production of many factors e.g., phonemes, stress, rhythm and
intonation without appropriate pronunciation, one's grammatical rules and rich vocabulary
possession do not guarantee that he is able to speak effectively. This study "Effectiveness of
teaching materials for students' English pronunciation ability" consists of background of the
study of problem, objectives of the study and signification of the study which comes under
introduction.
1.1 Background of the study
English is a unique assist of human beings. It is an absolutely necessary tool for
communication. It is a system for exchanging our ideas, feelings, information, tones and
thoughts etc. It has made mankind different from other human societies. Language is on of the
most widely used for better communication and pronunciation. Especially English language is
known as second language for Nepalese students. So here if we could have improved our
student's English pronunciation well, they could have achieved more opportunities. There are
some ways of improving English pronunciation through our friends, through our class teachers
and through other trainings. As well as students could improve their English pronunciation by
other materials such as audio, video, pictures, televisions, tape recorders, magazines, pamphlets,
news paper and internet as well. In Nepal also English has been taught as to compulsory subject
from class one to bachelor level.
English is one of the international languages used as a means of communication among
nations in the world. It is used in international trades, tourism, English is not used in daily
communications, but it is used as the first foreign language. English is introduced into the
curriculum and it is a compulsory subject in junior high schools, senior high schools and in some
universities. Even in some areas, English because a local content at elementary schools starting
from grade one. The Nepal government always makes effort to improve the quality of education
by improving the quality of the teachers and other teaching components which involve the
educational process. However, the result of English teaching in our school is still unsatisfactory.
If we look back history, the English language was begun with the establishment of Darbar high
school in autumn, 1854 by Janga Bahadur Rana but they opened it for only their children. Except
them nobody was allowed to get permission to take education there.
Anyway, the development of English language was begun from a Rana's period. In order to
improve four language skills: they are listening, speaking, reading and writing. These skills are
learned through selected materials based on their developmental level. However, in teaching and
learning process, a teacher must develop the four language skills in an integrated way. Qualified
teachers good environments, facilities, and media also support the success of language learning.
One of factors a teachers can be said "Qualified" is their pronunciation, because their
pronunciation will affect the pronunciation of their students. Since pronunciation is related to
phonology, the writer suggest that phonology is a very crucial matter in learning English on the
"next phase". Yet, we have to consider things that lower the pronunciation of English learners.
For example, learners think that they don't have to pronounce a word correctly as long as they
understand what they mean, it is easy to take the attitude "what difference does pronunciation
make, as long as I'm understood?".
(celce-morcia esta 1996:19.29). in some cultures, and environments students may fear that
having pronunciation that sounds "to good" can sound like showing off or may be in some other
way antisocial. Stevick (1991:116) calls this "the interpersonal and interpersonal price of success
in pronunciations." So a student may choose to try to sound minimally understandable to others
in away that follows local conventions rather than trying to sound really native like. So,
government of Nepal department of education has made the provisions for using materials in the
classroom.

1.1.1 English Pronunciation Ability

Theories and definition "pronunciation is the way language or word is spoken" (Hornby,
1995:928). Another definition by Dalton and seidlhofer (1994:3) says that "pronunciation is that
production of the significant sound in two senses". Furthermore, "pronunciation is the sound in
two senses". Furthermore, "pronunciation is the manner in which someone utters a word and the
way a word or a language is customarily spoken". Then, according to seidlhofer (in celce-
morcia,1996:117), "pronunciation is never are end in itself but a means if negotiating meaning in
discourage, embedded in specific sociocultural and interpersonal contexts".
In conclusion, when people speak and communicate with each other, they automatically
produce words from their speech organs. It can be said that producing word means pronouncing
the words. Then ability to pronounce each word correctly is a basic and essential skill to avoid
misunderstanding between the speaker and the learner in an real communication. Moreover, it
was mentioned at that pronunciation is the way a word or someone utters a word. If someone is
said to have correct pronunciation "the if refers to both within a particular dialect furthermore,
Dalton and Seidlhoper say that there are six communication abilities related to pronunciations:
1) Prominence: how to make salient the important points we make.
2) Topic management: how to signal and recognize where one topic ends and another
begins.
3) Information status: how to make what we assume to be shared knowledge as opposed to
something new.
4) Turn-taking: when to speak, and when to be silent, how (not) to yield the floor to
somebody else.
5) Social meanings and roles: how to position ourselves vis-à-vis our interlocutors in terms
of status, dominance/authority, politeness, solidarity, separateness.
6) Degree of involvement: how to convey our attitude, emotions, etc.
 In addition, when people have oral communication with native speaker, their pronunciation
creates the first impression, and it also becomes a guarantee of their ability in speak English.
1.1.2 Teaching materials
Consciously or unconsciously, teachers are always teaching pronunciation somehow
(pennington,1996). There are some materials at which teacher can handle pronunciation in the
language classrooms repetition of minimal.
Whether teachers are aware or not, they are always teaching pronunciation by being
themselves one of the main sources of input of the FL in the classroom. For a long time, teachers
have used drilling as a way to teach and practice pronunciation. Although the overuse of drilling
is not acceptable nowadays, this technique remains a useful activity in the classroom if it is
applied appropriately. For example, drills can help students to gain confidence because they
practice pronunciation as a group and there is no opportunity for others to make fun of somebody
if s/he mispronounces a word.

1.1.3 Important Of Teaching Material

There are some importance of teaching material, they are listed below:
a) It helps to improve students English pronunciation ability.
b) It can support student learning and increase students success.
c) Teaching materials helps to deliver instructions.
d) Teaching material can also add important instructions.
e) It can help to remember for long time.

1.2 Statement of the Problem

Improving students English pronunciation is not simple task in our classroom. It is very
much difficult to build up in the context of classroom here we find especially negligence to speak
and pronounce English language. So, improving pronunciation is more than listening and listen
and repeat pronunciation includes features of language (vocabulary and grammar) and skill
speaking and listening, since pronunciation is part of speaking. It is also physical to pronounce a
new language we need to re-train the muscles we used to speak clearly and pronunciation
involves listening to how the language sounds. So, it is significant for the students improving
English pronunciation fluently. It's significant for those teachers, materials develops, educationist
and students who are directly and indirectly involved on teaching and learning of English
language as foreign language (ESL or EPL) context. The problems of this study are as follow:
(1) How is the percentage of students who are able to pronounce English words in a
report in correct intonations?
(2) In what kind of words do the students commonly fail to pronounce correctly?
1.3 Objective of the Study
The objective of the study will be as follows:
(1) To find out the effectiveness of teaching materials for improving students English
pronunciation.
(2) To find out what kind of words the students fail to pronounce.
(3) To suggest some pedagogical implications.

1.4 Research Questions

a) What are the attitudes of secondary level students towards the teaching materials for
improving students English pronunciation ability?
b) What are the advantages of the teaching materials?

1.5 Significance of the Study

This proposal provides information about implementation of teaching materials in
English language situation and learning of language outside of the classroom too. Furthermore,
effectiveness of teaching materials is measured through this study in improving English
pronunciation ability. Most of Nepalese learners if English have difficulties to improve English
pronunciation it's because they are complex habits of linguistic ability. By doing the research, the
writer expected some significance that might be useful. First, theoretically the analysis of this
research is expected to look at the weakness and the strength of the grade-9 students of the
Tribhuwan Secondary School Meringden-5 Thukima, Taplejung. Second, practically, the
findings can help the students to improve their English pronunciation. Particularly it is
significant for those teachers, material developers, educationist and students who are directly and
indirectly involved in teaching and learning if English language as foreign language (ESL or
EPL) context.

1.6 Delimitations of the study

This study have following delimitations
a) The study is limited to the students of grade-9 studying at Tribhuwan Secondary School,
Taplejung.
b) It is limited in improving student's English pronunciation ability.
c) The primary data is collected from English pronunciation test.
d) It is limited to the students of government school.
e) It is limited to the students who have knowledge about teaching materials.
 CHAPTER – TWO
REVIEW OF THE RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter consist of details reviews studies and their implications in the study. In the
same way, the conceptual framework also to be included this chapter.

2.1 Review of the Theoretical literature

Review of the theoretical literature guides the theoretical path of the study. In traditional
period, the book-oriented class was more effective than materials-oriented class. It was the
dominant learning theory until the constructivist theory was recognized in 1980s.
According to Underhill (2022), while listening, pronunciation ability is being assessed all
the time. In other words, audio and auditory skills are interlinked. Therefore, improving
pronunciation enhances listening ability. Pronunciation is considered as "an integral part of oral
communication" (Morley, 1991). Since good pronunciation facilities communication and
enhances intelligibility (varasarin, 2001). According, pronunciation anxieties of learners may
haven an obstructive on other domains of one's language learning. Linking pronunciation with
grammar and vocabulary, Underhill (2011) maintained that white the two cerebral activities (i.e.,
grammar and vocabulary) give language its structure and meaning, pronunciation is its
embodiment through speaking and writing.
According to Goswami, dyslexic children (i.e., children with reading difficulties) cannot
use or theographic analogies as a reading strategy since " they lack the phonological knowledge
necessary to use similarities in spelling patterns as a basis for making predictions about shared
sound". They are likely to read word through holistic recognition that is, they employ their visual
memories to pronounce known words (catts,Adiof, Hongan and Ellis weismer, Gowami).
Pronunciation should be considered as priority since – language is fundamentally a medium of
communication which should be understood by all. A person with an unintelligible pronunciation
may run the risk of not being understood by others pronunciation not only makes our speech
intelligible, but also establishes rapport with the listeners. Brawn (2010) noted that while trying
to be understood, elementary learners experience pronunciations as the first paramount
impediment ruining their confidence.
Teaching materials are very effective tool for improving pronunciation. Materials are the
tools, which are used by teachers to help learners to learn concept with ease and efficiency. The
selection of the materials depends up on the levels of students and their interests. Teaching
materials can add important structure to lesson planning and the delivery instruction.

2.1.1 Features of teaching materials

a) Teaching materials are meaningful and always stand to serve a useful purpose.
 b) Teaching materials are large enough to be seen by the students for whom they are used.
c) Teaching materials are simple and cheap.
d) Teaching materials are accurate and realistic.
e) Teaching materials are based on the mental level of the learners.
f) Their purpose may be informative but it is not just entertainment.
g) They are really very useful and can be used in may lesson and different class level.
h) Teaching materials are useful for supplementing the teaching process but they cannot
replace the teacher.

2.1.2 Advantages of Teaching materials

a) Supplement in verbal instructions
b) Teaching materials make learning permanent.
c) Teaching materials provide variety in leaning process.
d) Teaching materials are helpful in attracting attention of the students.
e) Teaching materials saves time and energy.
f) They encourage the healthy classroom interaction.

2.1.3 Using materials in the classroom

During the presentation the pacing of the presentation is important. The focus for
attention should be shifted clearly towards a visual aid during a presentation. Begin with a phrase
like, "Now, look at this diagram, what we can second pronounce that some types of
plants…….as in speaking to a class; the teacher should move slowly and clearly from one part of
a visual to another, physically pointing out each figure or object in the visual aid and students
should pronounce it.
In using instructional media, the teacher should a) Minimize the distraction during a
presentation and b) Minimize the student's attention on the media being presented. (e.g., some
teachers, before a filmstrip presentation or lecture, tell the class that there will be a quiz
following the presentation) lessons using media should always be preceded by an introduction
from the teacher, films, audio tapes and media should always be given to offer some indication
as to what students should look for provide some sort of summer or review of the materials to
give closure to the lesion (e.g., study questions be used after the presentation to help students
review important points).
 Make sure that the materials relate directly to the objectives stated in your lesson plan.
 If some form of technological media is used, the teacher is well advised to check the
equipment and make sure everything is in working order before the class begins.
The amount of information a student retains is directly related to how that material is
presented. This concept can be presented as a series of steps leading to the greatest retention of
knowledge what people remember.
2.2 Review of the Empirical Literature

When we start some tasks, we need the knowledge of previous background which can
help to reach new target for finding out new things or ideas. Many article, reports, audios,
videos, slides books are we can find for teaching materials.
Celce-murcia, (1996), carried out research on "pronunciation involves far more than
individual sounds" word stress, sentence stress, intonation, and word linking all influence the
sound of spoken English, not to mention the way we often slur words and phrases together in
casual speech.
Pouthosein Gilakjani,(2012), carried out a research on " A study on the situation of
pronunciation in language teaching ". In this paper, the researcher defines the term
pronunciation, reviews the goal of English pronunciation instruction and explains the
significance of English pronunciation instruction. The goal of pronunciation instruction is not
ask learners to pronounce like native speakers.
Instead, intelligible pronunciation should be the real purpose of oral communication. If
learners want to change the way of pronouncing English words, they have to change the way
they think about the sounds of those words. This is true both for individual sounds and the bigger
parts of speech such as syllabus stress, patterns and rhythm, unfortunately, pronunciation
instruction is sometime ignores in English language teaching.
Harmer(2001), carried out research on " The high quality of teaching materials to
improve students English pronunciation ability". The lack of high-quality suitable teaching and
learning materials and the lack of time to practice pronunciation are the major reasons that cause
teachers not to pay enough attention to English pronunciation. Teachers think that they have too
much to do and pronunciation instruction just waster their time. Some teachers believe that their
students can learn correct pronunciation without particular pronunciation instruction.
Kenworthy(1987), carried out research on " Teaching English pronunciation ability" said
that there are some factors for the learning of acceptable pronunciation by some students without
depending on their teachers, they are learner's phonetic abilities, integrative motivation and
achievement. There are just some students who know the value of good pronunciation. This is
the responsibility of teachers to persuade their learners to study pronunciation. Severely and help
them learn to pronounce English sounds correctly.
2.3 Implication of the Related literature

Many research showed that the teaching materials are effective too for improving
students English pronunciation ability. The purpose of a literature review is to place each work in
the context of its contribution for understanding research problem being studied. Describe the
relationship of each work to the others under consideration. Doing careful and through literature
review is essential when you write about research at any level. It is basic homework that is
assumed to have been dome vigilantly and a given fact in all research paper. It is only surveys
what research has been dome in the past in your topic, but it is also appraises, compares and
contrasts and co-relates various scholarly books, research, articles and relevant resources that are
directly related with our current research. It creates a rapport with our audience. It helps us to
avoid incidental plagiarism. Literature review help you compare and contrast what are you doing
in historical context of the research as well as how your research is different or original from
what others have dome, helping you rationalize why you need to do this particular research.
Therefore, literature review is most essential factor of research work.
2.4 Conceptual framework of the study

In sum, by adapting to the theories, principles and the literature overview, the paper
proposes a conceptual framework in improving student's English pronunciation ability for
facilitations of teaching materials are given here,

Fig : 1

Facilitation
Realistic Effective communication

Energetic

Teaching
Materials
Cheap

Attracting Attention

Translating words
 CHAPTER – THREE
METHODS AND PROCEDURE OF STUDY

The following methodology has adopted to fulfil the objectives of the study.
3.1 Design and methods of study
Explanatory research design will be adopted to carry out this study. Generally, the
purpose of explanatory research is an attempt to connect the ideas of understand the different
reason, cause and their effort. This type of research has been carried out through pronunciation
questionnaire, interview test, or sometimes the researcher uses type recorder, audios and
dialogues test to carry out my research.

3.2 Population sample and sampling procedure

The population of this study will comprise of the students of grade 9 of a government
school. As this an experimental study 20 students will be selected from Tribhuwan Secondary
School, Meringden Rural Munacipality-5, Taplejung. The size of the sample is 20 students who
are studying in the school. I will use random sampling procedure to select the 20 students of
above mentioned school.

3.3 Study area or field

The study of this research is the educational sector. It is conducted in the Tribhuwan
secondary school of Taplejung district.

3.4 Data Collection Tools And Techniques

Test items are tools for data collection in experimental research. The test items for the
pre-test and pos-test are the major tools for data collection to this study. A set of test items
carrying 25 full mark in each are prepared for a pre-test and post-test. The same test is used in
both tests.
Pre-test and post-test for both group are the tools for data collection.

3.5 Data collection procedures

In order to collect required data, the following processes will be followed.
a) At first, I will go to the selected school and will ask permission to concerned authority to
carry out the research. Additionally, I will establish rapport with them.
b) Then I will explain the purpose and process of research and I will request them to get
permission to carry out the research.
 c) After getting the permission from concern authority. I will consult with the English
teacher and request him to take in it.
d) The students will be selected based on the answer of their question.
e) The group will be divided as experimental and control group. The pre-test and post-test
will be administered to both group.
f) After teaching 15 lessons, I will conduct post-test.
g) Both open-ended and close-ended questions will be asked.
h) Finally, I will analyze the score of pre-test and post-test of both groups to measure the
students development activities by using simple statistical tools like average, score, mean
and percentage.

3.6 data analysis and interpretation procedures

The collected data will be analyzed and interpreted for this, different tables will be made.
After presenting the individuals marks in the tables, presented data will be analyzed and
interpreted in elaborated form.
 References

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Catts,H.W. Adlof,S.on.,Hogan T., and Ellis weismer S.(2005). Are specific impairment
and dyslexia distinct disorders?
Goswami, U.(1993). Phonological skills and learning to read. in p. Tallal, A.m. Galaborda,
R.R. Llinas, and C. con Euler(Eds)
Celce Murcia, Marianne,Brinton,Donna and Goodwi,janet.(1996). Teaching pronunciation:
a reference for teachers of English to speakers of other languages. Cambridge:
university press.