using multimedia to provide motivation in learning english for grade9 students at my huong high school

MINISTRY OF EDUCATION AND TRAINING CAN THO UNIVERSITY DEPARTMENT OF TEACHING EDUCATION THAI QUANG BUU USING MULTIMEDIA TO PROVIDE MOTIVATION IN LEARNING ENGLISH FOR GRADE-9 STUDENTS AT MY HUONG HIGH SCHOOL GRADUATION PAPER Can Tho, 2014 MINISTRY OF EDUCATION AND TRAINING CAN THO UNIVERSITY DEPARTMENT OF TEACHING EDUCATION THAI QUANG BUU USING MULTIMEDIA TO PROVIDE MOTIVATION IN LEARNING ENGLISH FOR GRADE-9 STUDENTS AT MY HUONG HIGH SCHOOL GRADUATION PAPER Major: English Language Teaching Education Supervisor: NGO THI TRANG THAO, M.A Can Tho, 2014 DECLARATION The graduation paper entitled “Using multimedia to provide motivation in learning English for grade-9 Students at My Huong High School” is conducted under the supervision of NGO THI TRANG THAO (M.Ed.), at English Language Education Department, School of Education, Can Tho University. I hereby declare that the current thesis report is the result of my own work, except where due reference or citation is made. Can Tho, May, 2014 Researcher Thái Quang Bửu iii TABLE OF CONTENTS DECLARATION . iii LIST OF TABLES vi LIST OF FIGURES . vii ACKNOWLEDGEMENT . ABSTRACT . ABSTRACT (VIETNAMESE VERSION) . 10 CHAPTER 1: INTRODUCTION 11 1.1. Rationale . 11 1.2. Research aims . 12 CHAPTER 2: LITERATURE REVIEW . 14 2.1 Multimedia 14 2.3 Applications of multimedia and types of multimedia: 19 2.4 Summary . 23 CHAPTER 3: RESEARCH METHODOLOGY . 24 3.1 Research questions 24 3.2 Research hypothesis 24 3.3 Research design . 24 3.4 Participants 24 3.5 Research instrument 25 3.6 Data gathering procedure 25 CHAPTER 4: RESULT AND DISCUSSION . 27 4.1 Results of the study . 27 4.2 Discussion on the connection between frequency and motivation . 30 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS . 33 5.1. Summary of the study 33 5.2 Recommendations for English high school teachers and English learners . 33 5.3 Limitation and suggestion for further researches 34 5.4 Conclusion . 35 REFERENCE . 36 APPENDIX 38 v LIST OF TABLES Table Table 1: Title page Descriptive statistics of mean scores of frequency of multimedia 25 methods used by teacher and grade-9 students at My Huong High School Table 2: Descriptive statistic of mean scores of motivation provided by 26 - 27 using the seven-types of multimedia methods LIST OF FIGURES Figure Figure 1: Title Detailed mean scores of motivation provided by using the seventypes of multimedia methods vii page 29 ACKNOWLEDGEMENT I would like, first of all, to express my deep gratitude to my supervisor, Mrs. Ngo Thi Trang Thao for her enthusiastic guidance from the beginning to completion of this paper. Without her valuable advice and critical comments, this research could not have taken its shape. To what more, her consultancy and encouragement were an endless source of support and an indispensable factor in the success story of this research. Besides, I wish to take a chance to thank the principle of My Huong High School, Mr. Thai Minh Dien, who accepted my request and allow me to my research in his school. Furthermore, I sincerely appreciate the cooperation of 102 high school students in grade from My Huong High School in finishing the questionnaires, particularly for their enthusiastic and serious participants. Finally, I am grateful to my parents, my friends, teachers, classmates and my sister, Ms. Thao, who have always been beside with me to encourage me and assist me during my study. ABSTRACT In recent years, multimedia has gradually become the mean of teaching in most schools all over the country. The reason for this trend is that educational multimedia can provide students motivation in learning English. To take advantages of this opportunity, a research is planned to proceed with two aims: (1) to find out which multimedia methods teachers and students often use; (2), to understand what multimedia methods motivate students in learning English. Based on the two aims and their hypothesis, two research questions are built up to aid the questionnaire. Many researches have pointed out that if students are motivated enough, that means if teachers or students themselves use multimedia as a tool to enhance learners’ motivation, it will make a great impact to the entire learning process, which will lead to both effective teaching and effective learning. Thus, this research is conducted to investigate the effect of using multimedia as motivation of seventy-five grade-9 students at My Huong High School. From the data collected from the questionnaire, the problems are uncovered relating to basic steps of doing research. TÓM LƯỢT Trong năm gần đây, đa truyền thông trở thành phương tiện giảng dạy đa số trường học khắp nước. Xu hướng hoàn toàn hợp lí đa truyền thông làm cho công tác giảng dạy học sinh tạo động lực học cho em trở nên đơn giản vàhiệu hơn. Nhân thời trên, nghiên cứu lên kế hoạch để tiến hành với hai mục đích chí nh. Thứ nhất, khám phá phương tiện đa truyền thông sử dụng thường xuyên công tác giảng dạy. Thứ hai, hiểu phương tiện đa truyền thông cung cấp động lực học cho em học sinh cách đầy đặn. Dựa vào mục đích trên, hai câu hỏi nghiên cứu đưa để tiện việc lập bảng câu hỏi phục vụ cho công tác nghiên cứu. Nhiều nghiên cứu em học sinh cung cấp đầy đủ động lực học, đồng nghĩa với việc giáo viên sử dụng phương tiện đa truyền thông thí ch hợp, thìcác em học tiếng Anh hiệu hơn. Cho nên, nghiên cứu lập để điều tra 75 em học sinh lớp trường Trung học cấp 2-3 Mỹ Hương, vấn đề ban đầu đặt khám phá đầy đủ với qui trình thích hợp. both computer games and computer software present in the group of four that create decent influence on students’ motivation. 4.2 Discussion on the connection between frequency and motivation The connection between frequency of particular multimedia method and the motivation it provides are truly remarkable. To simplify the result, the connection can be summarized into only one circumstance: low frequency, high motivation. As can be seen, speech simulator is the least used method by the teachers and grade-9 students with the mean score of 1.70 (SD=1.08); however, the motivation it provides for them is the highest (M=3.60, SD=0.63). According to Borgh & Dickson’s study (1992), this multimedia method benefits students with poor visual ability, students with decoding problems and students with anxiety in reading. On the other hand, students in grade hardly interact with English in a “friendly” way. “Friendly” in this situation means that the English students are learning every day is the English that are written in the book. Thus, this multimedia method helps students to interact with English in a more interactive way while they can actually hear a voice from a native speaker. In addition to providing access to curriculum content for those who cannot see or decode printed text, read-aloud can support the development of key literacy skills such as fluency and reading comprehension, and increase engagement and motivation (Borgh & Dickson, 1992). MacArthur (2001) states that hypermedia offers a powerful means to integrate curriculum content with entertainment and CD-ROM storybooks can accompany students with speaking or reading anxiety (Doty, 2001). Those two multimedia methods often appears in students’ lesson thorough the use of a second software called Microsoft Power Point. As can be seen from Table and Table 2, those multimedia methods make daily lessons of students more interactive and effective because they hold the capability of integrating curriculum content with entertainment content. For example, a CD-ROM storybook might offer the story text together with animations, vocabulary definitions, and sound effects (Doty, 2001). Learning English now is not just read the information out of the book but it is a process of collecting data, designing the lesson, interacting the lesson and sometimes, enjoying the lesson. According to theoretical researches, video & animation holds the capability of enriching the future of education because this multimedia method can explicitly depict changes over time (temporal changes), they seem ideally suited to the teaching of processes and procedures (Faraday & Sutcliffe, 1996). However, the computed digital are not telling a lie, the amount of time that video & animation is used in L2 classroom is low (M=2.53, SD=1.37); moreover, students not find this multimedia method motivating (M=2.76, SD=0.81). The cause of such surprising result is understandable. As mentioned earlier, this research is proceeded at a country-side high school where technology is not regularly used in daily life. Teachers may or may not earn enough money to afford a good computer that can access to the Internet while the sources for most of educational videos and animations can only be found online. Besides, the size of these videos and animations is not small, so it requires a high speed internet connection in order to download them to teachers’ computer. The same situation in which the multimedia methods is not frequently used by teachers and students due to lack of modern technology equipment continues to happen with encyclopedia and computer software. In terms of frequency, encyclopedia has the mean score of 1.87 (SD=0.95) and computer software has the mean score of 2.30 (SD=1.27); however, students find encyclopedia and computer software quite interesting and motivating with the mean score of 3.43 (SD=076) and 3.44 (SD=0.78). Although Encyclopedia Britannica Interactive multimedia (1999) states that encyclopedia is a common form of educational and reference multimedia, students cannot approach this method frequently due to its high requirement of equipment. Students must own a computer with internet connection to grand access to the websites such as Wikipedia and Metapedia. This means students not interact with those two multimedia methods in a daily basis. 31 Computer games is the only multimedia methods that escapes that stereo-type of this research. Turgut & Irgin (2008) have noted how young learners’ playing online games promotes language learning and especially vocabulary skills. The frequency of this method is quite high with the mean score of 3.30 (SD=1.23) and the motivation it provides is also strong (M=3.43, SD=0.78). The explanation is simple, grade-9 students are basically kids and kids love games. It is extremely wise for teachers to dig deeper into the potential of this multimedia methods because students will arrive in class with high motivation and curiosity thanks to this method. CHAPTER CONCLUSIONS AND RECOMMENDATIONS This chapter is used to generalize and summarize the main points of the survey, to indicate limitation of the study together with proposing directions for further research. 5.1. Summary of the study The purpose of this study is to investigate the frequency of seven-types of educational multimedia methods and the motivation they provide. The research aims are to find out which multimedia methods teachers and students often use and to understand what multimedia methods motivate students in learning English. Based on the research aims and literature review, two research question are established to create the questionnaire. The data are collected from seventy-five grade-9 students and the SPSS software is used to compute the results. The survey affirms that there are differences between frequency and motivation. The most used multimedia method is computer games. The speech simulator provides the highest motivation for grade-9 students in learning English. 5.2 Recommendations for English high school teachers and grade-9 English learners 5.2.1 Recommendation for teachers Some students worry about grades; others need to satisfy a course prerequisite. Still others want to learn and explore ideas. The key for us as teachers is to understand what we can to build students’ motivation to learn in our classroom. A teacher who use multimedia to teach is a teacher who makes his/ her students believe that (1) he/ she is well-prepared for lessons, (2) he/ she is enthusiastic about the material and teaching, (3) he/ she cares about the students and their learning (Davis, 1993). However, bringing multimedia methods to students is just a basic step in a long-term teaching process – the process that requires knowledge about how to use the tools properly and effectively. The research result has pointed out that educational multimedia 33 methods benefit students in different ways, teachers must use it effectively not repeatedly because high frequency levels does not come with high motivation provided. The potential of speech simulator and computer games to become the most common and motivating multimedia method is huge so teachers need to focus on this tool more in classroom because motivate students by using a tool that they are interested in is highly suggested. 5.2.2 Recommendation for grade-9 students When using computer-based to learn English by using the multimedia methods, students should maximize the curiosity and the desire to learn because they are interactive multimedia methods. The simple job of clicking a small button to activate speech simulator helps students to hear the pronunciation of the English word does not require much efford. Although teachers not often use this method in class, this research can help improve the motivation of students if teachers carefully consider the helpfulness of speech simulator. Multimedia methods is an endless library of knowledge about teaching effectively, grade-9 students should take advantage of this to reinforce their knowledge. First, coming to the class with a full-range of motivation has helped somewhat in the process of acquiring knowledge. In this circumstance, multimedia shows their helpfulness, the methods such as hypermedia, computer games, multimedia encyclopedia and computer software have the potential of becoming the multimedia methods which provide much motivation for students. Video & animation and CD-ROM storybooks are not proved to be helpful; however, together with teachers, students should contribute opinions to make good use of those two methods. 5.3 Limitation and suggestion for further researches Despite the researcher’s great efforts and the supervisor’s appreciable supports, the research still bears a number of shortcomings. First, the study was carried out during the internship of the researcher in high school so time is a tremendous obstacle in completing the study perfectly. Furthermore, the place to carry out the research (one school – students only) is too narrow. It is highly recommended that further studies on this same topic are conducted on a broader scale with more target population as well as contain at least one questionnaire for teachers. Besides, the instrument for this research is a questionnaire, it is suggested for further studies on this topic to use more research instruments such as interview or class observation. Finally, later students who plan to write graduation paper on this same topic should consider using experimental study as the research design in order to achieve the detailed results. 5.4 Conclusion The result presented that there are differences between the level of frequency that the multimedia methods are used in L2 classroom and the connection between them is remarkable. Multimedia, especially the seven-types of multimedia methods are important to education. This study can only contribute a small part to particular learning and teaching contexts. However, this research has achieved the goal set at starting point. As a result, the researcher hopes that the result of this study will make some contribution to teaching and learning English in high schools as well as for the development of education. 35 REFERENCE [1]. Abrahamson, C. E. (1998). Issues in interactive communication in distance education. College Student Journal, 32(1), 33-42. [2]. Borgh, K., & Dickson, W. P. (1992). The effects on children's writing of adding speech synthesis to a word processor. Journal of Research on Computing in Education, 24(4), 533-544. [3]. Clark, R. E. (Ed.). (2001). Learning from Media: Arguments, Analysis and Evidence. Greenwich, CT: Information Age Publishers. [4]. Davis, B. G. (1993). Tools for Teaching. San Francisco: Jossey-Bass. [5]. Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers' reading comprehension. Journal of Research on Computing in Education, 33(4), 374-384. [6]. Encyclopedia Britannica. Interactive multimedia (1999). 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Use of Multimedia as a New Educational Technology Tool–A Study. International Journal of Information and Education Technology, 2(5). [13]. Meskill, C. (1996). Listening skills development through multimedia. Department of Educational Theory and Practice University at Albany, State University of New York Albany, NY, USA. [14]. Multimedia (2014). Retrieved from http://en.wikipedia.org/wiki/Multimedia. [15]. Multimedia as educational tool (2014). Retrieved from http://cemca.org.in/ckfinder/userfiles/files/Section2.pdf. [16]. Neo M. (2007), Learning with Multimedia: Engaging Students in Constructivist Learning. International Journal of Instructional Media, 34(2), 149-158. [17]. Neo M. & Neo T.K., (2009). Engaging students in multimedia-mediated Constructivist learning – Students perceptions. Educational Technology & Society. 12(2), 254–266. Retrieved from http://www.ifets.info/journals/12_2/18.pdf. [18]. Paivio, A., (1969). Mental imagery in association learning and memory. Psychological Review, 76, 241-263. [19]. Pintrich, P. R. & Schunk, D. H. (2002). Motivation in Education: Theory, Research and Applications (2nd Ed.). Englewood Cliffs, NJ: Prentice Hall. [20]. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). [21]. Salomon, G. (1984). Television is “easy” and print is “tough”: The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647-658. [22]. Sawyer, R. K. (2006). The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press. [23]. Schwartz, J.E., & Beichner, R.J. (1999). Essentials of educational technology. Boston: Allyn and Bacon. [24]. Tannenbaum, R. S. (1998). Theoretical foundations of multimedia. New York: Computer Science Press. [25]. Tran T.D. (2013). Psychological and physiological characteristic of high school students. Tay Tien Hai High School. [26]. Turgut Y. & Irgin P. (2009). Young learners’ language learning via computer games. SciecenDirect: Procedia and Behavior Science 1. [27]. Xin, J. F., Glaser, C. W., & Rieth, H. (1996). Multimedia reading using anchored instruction and video technology in vocabulary lessons. Teaching Exceptional Children, Nov/Dec, 45-49. 37 APPENDIX QUESTIONNAIRE Dear students, the following questionnaire is designed to collect data for my graduation research in the field of using multimedia to provide motivation in early stage of second language acquisition. I am truly appreciate your contribution. Data collected in this questionnaire is used for research purposes only. Your personal information and your answers will be confidential and anonymous. Please put a stick () on the statements whether you use the multimedia method in the scale of Never, Rarely, Sometimes, Very often or Always. Never Rarely Statements (0%) Sometimes Very often (50%) Always (100%) 1. Speech simulator. 2. CD – ROM storybooks. 3. Video & animation. 4. Hypermedia. 5. Computer games. 6. Multimedia encyclopedia. 7. Computer software. Please put a tick () for each statement whether you Strongly Disagree, Disagree, Undecided, Agree or Strongly Agree. Remember, there are no right or wrong answers because everyone has their opinions. Statements Strongly Strongly Disagree Undecided Agree Disagree Agree 1. I think the speech simulator is very helpful for me. 2. I have made some improvements in listening and pronunciation thanks to speech simulator. 3. I feel motivated when teachers use CD-ROM storybooks. 4. I have made some improvements in learning English since I was introduced to CD-ROM storybooks. 5. I have found English interesting since I knew video and animation. . 6. I have made some improvements in learning English since I was introduced to video and animation. 7. I find hypermedia is really helpful. 8. I have made some improvements since I was introduced to hypermedia. 9. I find those computer games very interesting and helpful. 10. I have made some improvements since I knew I can learn English through computer games. 11. I find the multimedia encyclopedia sites very helpful and motivating. 39 Statements Strongly Strongly Disagree Undecided Agree Disagree Agree 12. I have made some improvement since I knew those sites. 13. I feel motivated when teachers use computer software such as English study. 14. I have made some improvement in learning English since teachers used computer software in class. THANK YOU FOR YOUR COOPERATION! BẢNG CÂU HỎI Bảng câu hỏi dùng để thu thập thông tin cho luận văn tốt nghiệp chuyên ngành Sư phạm Anh văn liên quan đến việc sử dụng Đa truyền thông (Multimedia) việc cung cấp động lực học cho em học sinh lớp trường THPT Mỹ Hương. Chúng trân trọng ýkiến em cung cấp bảng câu hỏi. Những ýkiến lànguồn thông tin vôcùng quýbáu góp phần lớn vào thành công đề tài. Tất ýkiến em cung cấp bảng câu hỏi giữ bímật vàchỉ sử dụng cho mục đích nghiên cứu. Những phát biểu bên phương pháp giảng dạy học tập sử dụng Đa truyền thông (Multimedia). Các em vui lòng đọc kỹ vàcho biết thực tế việc học lớp nào. Các em chọn Không Bao Giờ, Ít Khi, Thỉnh Thoảng, Thường, Luôn Luôn vàđánh dấu () vào ôchỉ câu trả lời mức độ thường xuyên màcác em tiếp xúc với phương pháp kể trên. Không Bao Giờ Nội Dung (0%) 1. Speech simulator: chương trì nh giả lập giọng nói từ điển tiếng Anh (biểu tượng loa nhỏ từ vựng). 2. CD – ROM storybooks: câu chuyện tiếng Anh băng đĩa CD – ROM dựa theo sách. 3. Video & animation: đoạn phim dài/ ngắn phim hoạt hình tiếng Anh. 4. Hypermedia: hình ảnh, đoạn phim, âm liên 41 Ít Khi Thỉnh Thoảng Thường (50%) Luôn Luôn (100%) kết thông qua Power Point. 5. Computer games: trò chơi cài đặt CD – ROM sử dụng trực tiếp qua mạng Internet. 6. Multimedia encyclopedia: bách khoa toàn thư tiếng Anh mạng Internet (Wikipedia). 7. Computer software: ứng dụng học tiếng Anh máy vi tí nh. Bảng câu hỏi phát biểu mà có người đồng ý có người không đồng ý. Không cócâu trả lời sai vìmỗi người cómỗi quan điểm khác nhau. Các em vui lòng hoàn chỉnh bảng câu hỏi cách đọc tất nội dung cách cẩn thận đánh dấu () vào ôchỉ câu trả lời mức độ em đồng ývàkhông đồng ývới câu nói đó. Nội Dung 1. Tôi cảm thấy chương trình giả lập giọng nói tí ch hợp từ điển hữu í ch việc giúp hiểu rõ cách phát âm từ tiếng Anh cách xác. 2. Tôi cótiến việc nghe vàphát âm từ tiếng Anh sau biết đến chức này. Hoàn Hoàn Toàn Không Không Đồng Toàn Không Đồng Chắc Ý Đồng Ý Chắn Đồng Ý Ý Hoàn Hoàn Toàn Không Không Đồng Toàn Không Đồng Chắc Ý Đồng Ý Chắn Đồng Ý Ý Nội Dung 3. Tôi bắt đầu học tiếng Anh nhiều kể từ biết đến CD – ROM, sách truyện trên. 4. Tôi cảm thấy kỹ cải thiện nhiều sau xem đĩa CD – ROM trên. 5. Tôi bắt đầu học tiếng Anh nhiều kể từ biết đến đoạn phim vàhoạt hình tiếng Anh. 6. Tôi cảm thấy học tiếng Anh giỏi từ lúc thầy côgiới thiệu đoạn phim vàhoạt hình trên. 7. Tôi bắt đầu tìm kiếm vài giảng cóhì nh ảnh, đoạn phim, âm tiếng Anh để học tốt hơn. 8. Trình độ tiếng Anh cải thiện thầy/ cô dạy từ vựng kèm theo hì nh ảnh, đoạn phim âm minh họa. 9. Tôi cảm thấy trò chơi máy tí nh giúp thiện trình độ tiếng Anh kỹ khác nhiều. 10. Tôi bắt đầu thấy thân mì nh tiến nhiều từ chơi trò chơi máy tính trên. 11. Tôi cảm thấy đọc trang bách khoa hữu í ch cho việc học tiếng Anh thân. 12. Tôi tiến nhiều từ thầy/ cô giới thiệu trang bách khoa toàn thư. 43 Nội Dung Hoàn Hoàn Toàn Không Không Đồng Toàn Không Đồng Chắc Ý Đồng Ý Chắn Đồng Ý Ý 13. Tôi cảm thấy hứng thútrong việc học tiếng Anh thầy/ côsử dụng phương pháp dạy học phần mềm vi tính vídụ English study. 14. Kỹ cócải thiện thầy côsử dụng phần mềm để giảng dạy. CẢM ƠN SỰ HỢP TÁC CỦA CÁC EM! SPSS DETAILED STATISTIC 1. Reliability statistic Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items 0.76 0.77 28 2. Descriptive statistic 2.1 Frequency Minimum Maximum Mean Frequency of use - Computer games. - Video & animations. - Hypermedia. - Computer software. - CD – ROM storybooks. - Encyclopedia. - Speech simulator. (Min) 1.00 1.00 1.00 1.00 1.00 1.00 1.00 (Max) 5.00 5.00 5.00 5.00 5.00 4.00 5.00 (M) 3.30 2.53 2.53 2.30 2.24 1.87 1.70 Std. Deviation (SD) 1.23 1.37 1.18 1.27 1.01 0.95 1.08 2.2 Motivation Minimum Maximum Mean Motivation provide by using - Speech simulator. - CD – ROM storybooks. - Video & animations. - Hypermedia. - Computer games. - Encyclopedia. - Computer software. Min 2.00 1.67 1.00 1.67 1.67 1.00 1.67 45 Max 5.00 4.33 5.00 5.00 5.00 4.67 5.00 M 3.60 3.22 2.76 3.44 3.43 3.43 3.44 Std. Deviation SD 0.63 0.65 0.81 0.76 0.78 0.76 0.78 [...]... to the lack of researches on the field of high- school context in general and in Vietnamese high- school settings in particular In attempt to get deeper understanding of the issue, this study aims to explore the use of multimedia in motivating students in learning English 1.2 Research aims The research aims are to examine teachers’ and students using of multimedia as a possible resource for practicing... receiving and sharing information in a range of formats In contrast, students spend most of their time in the classroom viewing printed text and listening to a teacher This disconnect is troublesome While students are accustomed to having a range of means to communicate and process information outside of school, they must conform to a more restrictive media environment within school Printed text is onesize-fits-all,... repeatedly because high frequency levels does not come with high motivation provided The potential of speech simulator and computer games to become the most common and motivating multimedia method is huge so teachers need to focus on this tool more in classroom because motivate students by using a tool that they are interested in is highly suggested 5.2.2 Recommendation for grade-9 students When using. .. multimedia methods provide much motivation for grage-9 students at My Huong High School Table 2 below illustrates detailed result Table 2: Descriptive statistic of mean scores of motivation provided by using the seven-types of multimedia methods Motivation provide by using - Speech simulator - CD – ROM storybooks - Video & animations - Hypermedia - Computer games - Encyclopedia - Computer software Minimum Maximum... students rather than just to provide information to them” However, evidence for the motivational qualities of multimedia instruction has been elusive at best The best conclusion at this point is that overall, multimedia courses may be more attractive to students and so they tend to choose them when offered options What is motivation in particular? Pintrich & Schunk (2002) in their review of research on motivation. .. developing motivation in more effective English learning Specifically, they are: (1) to find out which multimedia methods teachers and students often use (2) to understand what multimedia methods motivate students in learning English 1.3 Research significance The findings of this research will be helpful to both high- school teachers and learners Through learners’ beliefs, teachers can know what multimedia. .. motivation to learn suggest that the existing research focuses on one or more of three “indexes” or outcomes of motivation: 1) active choice, actively starting to do something that one formerly “intended” to do but had not started, 2) persistence, continuing to work towards a goal, despite distractions or competing goals, and 3) mental effort, “the number of nonautomatic elaborations invested in learning ... method that learners want and expect them to use and what multimedia method is effective in learning process of learners Being aware of these beliefs will allow teacher to choose appropriate ways to reach students needs This will also result in getting learners to gain more success in their English learning process In addition, students may be instructed to have proper attitudes toward the multimedia. .. or learning Therefore, teachers need to be wise in order to select CD-ROM storybooks carefully and with consideration of individual student characteristics Video & animation Xin & Rieth (1992) states that video can be used to present to students a real-world context within many kinds of situations are visualized These approaches are valuable in helping to engage and motivate students, in providing students. .. to adapt to individual learning strategy (Neo, 2007) It enables both the educators and learners to work together in an informal setting The role of educators and learners are extended Furthermore, it encourages and enhances peer learning as well as individual creativity and innovation 2.1.2.2 The advantages of using multimedia inside and outside L2 classroom The promise of revolutionizing education through . questions 24 3 .2 Research hypothesis 24 3.3 Research design 24 3 .4 Participants 24 3.5 Research instrument 25 3.6 Data gathering procedure 25 CHAPTER 4: RESULT AND DISCUSSION 27 4. 1 Results. 11 1 .2. Research aims 12 CHAPTER 2: LITERATURE REVIEW 14 2. 1 Multimedia 14 2. 3 Applications of multimedia and types of multimedia: 19 2 .4 Summary 23 CHAPTER 3: RESEARCH METHODOLOGY 24 3.1. innovation. 2. 1 .2. 2 The advantages of using multimedia inside and outside L2 classroom The promise of revolutionizing education through the use of multimedia can be found as early as 1 922 when Thomas