VCD as a stimulating factor to increase the young learners’ time-On-task

(1991) carry out a study which aims to find out the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. The result of the study shows that integrative motivation facilitates learning of vocabulary items. This means that integrative motivation is associated with higher levels of achievement and a willingness to initiate a respond quickly. Integratively motivated subjects learn the items more quickly and consequently are willing to risk attempting an answer sooner as trials progress. The studies mentioned so far suggest that students with greater motivation could get better learning, but not vice verse. However, some further studies by Strong (1983, 1984) or Savignon (1972) (as cited in Ellis 1994) claim that students' achievement can affect strongly their motivation, that is, students' desire to learn would increase with attainment in their language proficiency. In addition, students' intrinsic interest is also considered to be one of the main elements of motivation. The studies by Crookes and Smith (1989) and McNamara (1973) (as cited in Ellis 1994) point out that students' motivation could be activated if they have a chance to participate actively in learning tasks and it is teachers’ job to motivate students by engaging their interest in classroom activities. And in his own conclusion, Ellis (1994) sums up four types of motivation: integrative motivation or internal motivation, instrumental motivation or external motivation, resultative motivation, and motivation as intrinsic interest. According to him, this is based on the assumptions that the main determinants of motivation are the learners' attitudes to the target language community and their need to learn the L2. Motivation can affect the extent to which individual learners achieve in learning the L2, the kind of learning they employ. II.5.3 Motivation for young learners Why should we worry about motivation? After all shouldn’t it be up to the student to make sure they come to class in the right frame of mind? Can the presence or absence of motivation make any real difference? The Longman Dictionary of Language Teaching and Applied Linguistics defines motivation as follows: Motivation is generally considered to be one of the primary causes of success and failure in second language learning (2002: 344). So it would seem from this definition that motivation is something we teachers need to take seriously if we are concerned about creating the best possible acquisition/learning environment for our students. But what is a good motivator? And how can we ‘rekindle the inner fire’? According to O. Dunn (1984), after a time of studying, young learners “begin to lose interest in learning English and thus motivation is vital” (Developing English with young learners. P83) and among some sources for activities to motivate young learners he suggests using of audio-visual material, especially video. CHAPTER III: METHODOLOGY This research is based on the qualitative and quantitative methods with the survey questionnaires, interviews and classroom observation in order to achieve quantified background data, which aims to prove how VCDs increase the pupils’ time-on-task. All the data and information collected present the foundation for my study. III.1 The subjects of the research The subjects for this study consist of 60 participants placed in two groups: The first group includes 50 pupils at Thinh Hao primary school in Hanoi. They were chosen at random from 5 classes of 5th grade. All the pupils follow the same three - year course of English and their textbooks in use are Let’s Go 2. This group of pupils is taught by Vietnamese teachers of English. The second group includes 10 teachers, who were chosen from three primary schools in Hanoi (Dai Tu primary school, Thinh Hao primary school, Thanh Liet primary school). They are in charge of teaching English for 5th grade. Five of them are in their early thirties with 8 years of teaching experience; five others are in their late forties with more than 20 years of teaching experience. III. 2 Data collection III.2.1 Questionnaire We have designed two sets of questionnaire. One is for teachers and the other for primary pupils. In order that the answerer could be free to express their specific thoughts about the items raised in the questionnaire, some questions are designed to be open - ended or to allow interviewees give free answers (these are often the last choice in the suggested group of answer). Questionnaire No. 1, consisting of 11 questions all written in English, was administered to the 10 English teachers. Questionnaire No. 2, including 14 questions, was administered to the 50 primary pupils. All questions were written in Vietnamese in order to make sure that they can be fully understood by the pupils before they give their answers. They were also requested to answer in Vietnamese, so as to fully express their ideas. For easier reference, these questionnaires are included in the appendixes. The questions for the teacher focus on the following points: Situation of using VCDs in teaching Purposes of using VCDs in teaching Pupils’ feeling and attitudes towards VCDs used during the classroom hours The differences between using VCDs and cassettes in teaching How can the use of VCDs motivate the pupils? Teachers’ suggestions The questions for pupils cover some similar points with those for the teacher. Q1 and Q2 is made to get information about the situation of using VCDs. If pupils say “Yes”, they have to answer 10 following questions (Q3-Q12). If they choose “No”, they can ignore Q3 to Q12 and go on to Q13 and 14. The questions for the pupils refer to the following points: Accessing VCDs Advantages of VCDs in learning English Pupils’ feeling and attitudes towards Video, VCD When and for how long are VCDs used in the class Opinions about the use of VCDs in teaching and learning English Note: The interviewees can choose more than one option in the questionnaire III.2.2 Classroom observation We have also applied the classroom observation method in this study to try to prove our research hypothesis that VCDs can help to increase the pupils’ time-on-task. The observation was carried out in 4 classes of 5th grade. Pupils are judged to be on-task, misbehaving, or doing nothing. The observer selects one of these three descriptions of the pupils' behavior and records either a letter T (on-task), a letter B (misbehaving), or a letter N - nothing (not on task, not misbehaving). At the end of the observation session, the data are tallied and a percent time-on-task score is assessed. In order to accurately assess time-on-task, the observer must be able to clearly distinguish between these three behaviors. In certain learning situations, this may be fairly difficult to ascertain. When a pupil is sitting quietly, who can really determine whether or not he is on task? If the pupil is thinking about or processing the subject material, formulating a question or an answer, or simply listening and absorbing, he may be judged to be doing nothing when he is in fact on-task and actively learning. The five-second sampling interval requires the observer to make a snap decision without benefit of careful study. The calculation of time-on-task is made by dividing the number of on-task observations by the total number of observations. Should the "nothing" data points be excluded from the total? This bears careful consideration. The number of these null points, of course, has a bearing on the decision. A data set with very few null points will not be greatly affected either way, but a large number of null points can sway the on-task percentage significantly. If the objective of the evaluation is to determine time spent effectively on learning activities, and the observer confidently assigns the null value to mean "not on task, not misbehaving", then the points should be included. Excluding them will give a falsely high on-task rating. If the observer cannot confidently determine that the pupil is not on task, the points should be excluded. III.2.3 Informal follow-up interview To consolidate the results of survey and classroom observations, the researcher contacted directly with answerers (the teachers and pupils) to ask for further information. Here is the question used for the follow-up interviews: How can you compare advantages of VCDs over cassettes? The questionnaires and class observations are represented in Appendix I, II and III, respectively at the end of the study. CHAPTER IV: FINDINGS AND DISCUSSIONS IV.1 Data analysis and discussion IV.1.1 Result of teachers’ survey After collecting, summarizing and analyzing the teachers’ answers, the researcher has found many interesting and significant points that are present here below selectively. The first question was used to find out whether the teachers used VCDs or cassettes in their teaching. The result is presented in Table No. 1 and Chart No. 1 below: Table 1. Q1 What is the type of teaching aid you are using in your English class? Question Answers Total (%) What is the type of teaching aid you are using in your English class? Cassettes 50 VCDs 30 Both 20 Others 40 Based on this result, we can find out the amount of teacher, who use and don’t use VCDs in their teaching process. 50% of teacher’s answers indicate that they are using cassette in their English class, 30% are not using cassette but VCDs and 20% of the teachers sometimes using cassette, sometimes using VCD. 40% remaining are using another types of teaching aid for English teaching such as pictures, real objects etc. This result indicates the popularity of cassette in teaching language in general and teaching English in particular. Because of easy using, cheap price and fairly useful in English teaching, cassettes are more popular than VCDs, but you can see lots of limitation than VCDs. The importance of using teaching aids in language teaching in general and English teaching in particular were proved. The reason why some teachers use or do not use VCDs during teaching English will be shown in following questions, tables and charts. * Specific questions for those who say they use cassettes:( from Q 2 to Q5) Table 2. Q2 Please indicate why you do not choose VCDs for your English class? Reasons Total (%) Note Don’t like using VCDs 0 Don’t have equipment for using VCDs 100 Don’t know how to use VCDs 0 Chart 1. Q2 Please indicate why you do not choose VCDs for your English class? As it is shown in the table 2, all the teachers who didn’t use VCDs in their teaching process blamed for the lack of equipment, as the only reason of their failure to use VCDs in the class. Some teachers employ even the traditional education methods where teachers typically lecture to students who take notes and then memorize and recall the material to perform well on examinations. The principal teaching equipment used at class includes the black board and chalk. The curriculum also needs a lot of attention. In a world in which technology is changing rapidly and students are to be able to think creatively, make decisions, and solve problems, it is clear that we have to find out means to deal with above-mentioned situation and improve the teaching-learning process quality. Table 3. Q3 Please indicate roughly how many percents of your pupils actively participate (voluntarily answering teacher’s questions, pair work, team work, role-play, freeze-frame control - prediction, freeze-frame control - description, discussion) in the class activities? Question Code Activities Total(%) Please indicate roughly how many percents of your pupils actively participate in the class activities? A Voluntarily answering teacher’s questions 25 B Pair work 65 C Team work 60 D Role-play 45 E Freeze-frame control - Prediction 0 F Freeze-frame control - Description 0 G Discussion 5 When using cassette to teach the “Let’s Talk”, it seems that the students do not pay enough attention. In the class they may sit quietly to listen to the tape, but when they practice talking, they do not actively work with their partners. Some pairs do not talk (35%), when they work in group, the percentage of the students keep silence or have private talk increase. So there is only 60% of the students work in group and only 25% of the students volunteer to answer the questions of the teachers. Table 4. Q4 How can you describe the classroom environment? Classroom environment Total (%) Very exciting 20 Fairly exciting 60 Boring 20 Only 20% of teacher reported that their classroom environment was very exciting, 60% of them thought that the environment was only fairly good and 20% said it was boring. In fact, when using cassette, students are easy to be neglected or feel sleepy Table 5. Q5 How many percents of your pupils achieve good English marks, i.e. from 8 to 10 points? Question Answers Total (%) How many percents of your pupils achieve good English marks, i.e. from 8 to 10 points? Less than 50% (<50%) 100 From 50% to less than 90% (≥ 50%; ≤90%) 0 More than 90% (>90%) 0 Chart 2. Q5 How many percents of your pupils achieve good English marks, i.e. from 8 to 10 points? ≥ 50% ≤ 90% All data in above tables and charts indicate that using cassettes for teaching English also bring back a good effect on teaching and learning English. But as it can be seen from the chart, there is only less than 50 % of the students achieve good marks (from 8 to10) * Specific questions for those who say they use VCDs:(From Q6 to Q10) Table 6. Q6 Please indicate why you have chosen VCDs for your English class? Question Code Answers Total Please indicate why you have chosen VCDs for your English class? A Make pupils understand easier 100 B Increase pupils’ activities in English class 100 C Make an exciting class 100 This question presents the purpose of using VCDs while teaching. All teachers recognize the benefit of using VCDs in English class which is to bring the best explanation to the pupils. The combination between pictures and sound make pupils understand easier and remember longer. The lively, clear communicative situations make pupils easier to listen, speak, repeat and participate in a single activity. The advantages of using VCDs in English class are also clearly understood as shown in the table and chart above. One of the most appreciated materials applied to language learning and teaching is, of course, video. A recent large-scale survey by Canning-Wilson (2000) reveals that the students like learning language through the use of video, which is often used to mean quite different things in language teaching. For some, it means no more than replaying television programmes on a video recorder for viewing in class or private study. For others, it implies the use of a video camera in class to record and play back to learners their activities and achievements in a foreign language teaching. But our concern here is to present the use of video in language teaching most effectively as a visual aid presenting the target language naturally. It is a fact that most students who have taken English courses formally remain insufficient in the ability to use the language and to understand its use, in normal communication, whether in the spoken or the written mode. The problem arises not from the methodology itself but from the misuse or incomplete use of it. That is to say, teachers still evaluate student performance according to the sentence structure and situational settings. In addition, teachers have to take into consideration their performances in terms of communicative acts. But this not necessarily means that teachers should pay full attention to only communicative acts in the preparation and presentation of language teaching materials. In recent years, the use of video in English classes has grown rapidly as a result of the increasing emphasis on communicative techniques. Being a rich and valuable resource, video is well-liked by both students and teachers (Hemei, 1997:45). Students like it because video presentations are interesting, challenging, and stimulating to watch. Video shows them how people behave in the culture whose language they are learning by bringing into the classroom a wide range of communicative situations. Another important factor for teachers that makes it more interesting and enjoyable is that it helps to promote comprehension. We know that deficiencies in vocabulary can make even a simple task very difficult for our students. Video makes meaning clearer by illustrating relationships in a way that is not possible with words, which proves a well-known saying that a picture is worth thousand words. Two minutes of video can provide an hour of classroom work, or it can be used to introduce a range of activity for five minutes. A ten-minute programme can be useful for more advanced students. Less advanced students may wish something much shorter because their limited command of the language also limits their attention span. It is obvious that non-native speakers of a language rely more heavily on visual clues to support their understanding and there is no doubt that video is an obvious medium for helping learners to interpret the visual clues effectively. According to a research, language teachers like video because it motivates learners, brings the real world into the classroom, contextualizes language naturally and enables learners to experience authentic language in a controlled environment. Moreover, in this issue Arthur (1999) claims that video can give students realistic models to imitate for role-play; can increase awareness of other cultures by teaching appropriateness and suitability. Table 7. Q7 When you use VCDs, do your pupils like it? Code Pupils’ feeling Total (%) A Yes, they like them very much 100 B Yes, but sometimes they get bored with it 0 C No, they don’t like it at all 0 This question investigates the teachers’ observation of the pupils’ feeling towards using VCDs while learning English. The result show that all of the pupils (100%, as perceived by the teachers) like using VCDs very much, which is relevant to the psychological of this age group. No teachers reported on any pupil like using VCDs in general, but sometimes they get bored with it as well as any pupil who did not like using VCDs at all. Pupils like using VCDs while learning English because of a lot of reasons and benefits that VCDs can bring back. As Gallacher (undated) considered, there are totally five benefits that video can bring about when used in classroom. First, children enjoy language learning with video because video creates an attractive enjoyable learning environment. Second, video is an effective way of studying body language as younger language learners are still learning about the world around them. Third, children can obtain confidence through repetition when they watch a video several times and absorb and imitate what they see and hear. Fourth, video communicates meaning better than other media. We can see that video presents language in context in ways that a cassette can’t; that is, learners can see who’s speaking, where the speakers are, what they are doing, etc. Last, video represents a positive exploitation of technology. This is because young learners always have positive attitude towards television and video, which is considered modern compared to books. Table 8. Q8 Please indicate roughly how many percents of your pupils actively participate (voluntarily answering teacher’s questions, pair work, team work, role-play, freeze-frame control - Prediction, freeze-frame control - Description, Discussion) in the class activities? Table 8. Q8 Please indicate roughly how many percents of your pupils actively participate (voluntarily answering teacher’s questions, pair work, team work, role-play, freeze-frame control - Prediction, freeze-frame control - Description, Discussion) in the class activities? Question Code Activities Total(%) Please indicate roughly how many percents of your pupils actively participate in the class activities? A Voluntarily answering teacher’s questions 83 B Pair work 89 C Team work 87 D Role-play 86 E Freeze-frame control - Prediction 78 F Freeze-frame control - Description 75 G Discussion 36 The teachers who answer the questionnaire inform that when they use the VCDs, students take part in the class activities with much enthusiasm. They are eager to answer the questions of the teachers and especially there are more interesting activities when using VCD for students. The percentage of the pair work and team work also increase (89% and 87%). Also, there are more activities applied when using VCD such as freeze-frame control- prediction and freeze-frame control – description and students like these activities very much. The percentage of students participate in those are 78 and 75 % Table 9. Q9 How can you describe the classroom environment? Classroom environment Total (%) Note Very exciting 100 Fairly exciting 0 Boring 0 Following almost teachers’ observation (100%, as reported by the teachers), the classroom environment is very exciting while using VCDs; a fairly exciting one is the opinion of no teachers. There isn’t any answer of boring classroom environment. This can preliminarily prove the preeminence of VCDs with cassettes. Table 10. Q10 How many percents of your pupils achieve good English marks, i.e. from 8 to 10 points? Question Answers Total(%) How many percents of your pupils achieve good English marks, i.e. from 8 to 10 points? Less than 50% (<50%) 45 From 50% to less than 90% (≥ 50%; ≤90%) 55 More than 90% (>90%) 0 Chart 3. Q10 How many percents of your pupils achieve good English marks, i.e. from 8 to 10 points? ≥ 50% ≤ 90% In compare with the percentage of the good marks students achieve when using cassette, the percentage of the good marks (from 8 to 10) is increased. It may be caused by the attention and pleasure of the students with the VCD. IV.1.2 Result of follow-up interviews and discuss with the teacher Interview question: How can you compare advantages of VCDs over cassettes? Basing on the collected data and information, advantages of VCDs over cassettes are compared. Differences between using VCDs and cassettes in English class are recorded from the responses of Q.3 to Q.9. The prominent result was pointed out in the below tables. When using the VCDs in English class, the participation of the pupils in English class’s activities is more than when using cassette; the classroom environment is more exciting. And the most remarkable thing is the amount of pupils, who achieved their good results of examination raised. Table 11. The differences between using VCD and cassette in English class Using VCD in English class Using cassette in English class Percentage of pupils participates in English class’s activities (used the highest data) Classroom Environment The testing result of pupils’ understanding after English class (Percentage of pupils achieve good mark 8 - 10) Percentage of pupils participates in English class’s activities (used the highest data) Classroom Environment The testing result of pupils’ understanding after English class (Percentage of pupils achieve good mark 8 - 10) 90% Exciting 55% 65% Fairly Exciting 26% Chart 4. Total of time (expressed as a percentage), which your pupils participate in all activities related to the lesson of normal English class These data prove that by using VCDs you can significantly increase total of time-on-task, which is useful for pupils in the class and reduce maximum the waste time. Comparing total of time, which were used by pupils to participate in all activities related to lesson between using VCDs and cassette in English class, it can be realized the prominent advantages of VCDs with 90% of pupils who participate in all activities such as role-play, Freeze-frame control – Prediction; Freeze-frame control – Description, Discussion and other activities while the correlative rate of using cassette are 65%. It is also approved by the percentages of total students’ time-on-task are 70% and 40% perspectively. When executing this important comparison, we really made it with careful calculation because this can help us to find out the motivation of pupils’ time-on-task first, furthermore the differences between using VCDs and cassette to increase the pupils’ time-on-task will be affirmed. From this Tables and Charts, we can prove the hypothesis that VCDs can help to increase the children time-on-task, which was mentioned from the aim of this study. The combination between qualitative and quantitative methods through contents of observation such as “Please indicate roughly how many percents of your pupils actively participate (voluntarily answering teacher’s questions, pair work, team work, role-play, freeze-frame control - Prediction, freeze-frame control - Description, Discussion) in the class activities? Have already brought a significant and honest results. What we draw from this test is pupils’ time-on-task can considerably increase while using VCDs in English class. Moreover, this can make pupils understand easier, exciting, and happier and the most important thing is they can achieve the best result in learning English. This is my humble opinion on why VCDs should be integrated into the teaching of English and how we can make the best use of VCDs in teaching. By combining pictures, graphics, animations, flashes, actions and sounds from VCDs with the theoretical contents in the textbook, teachers will be able to present hard-to-understand concepts and ideas to pupils. Furthermore, it is shown here that the multimedia environment provides us with a new and desirable approach to enhance the delivery and interactivity of linguistic course. In recent years, considerable progress has been seen in teaching of the English language. With the installation of multimedia equipment in the classroom, the era of “multimedia teaching” has started. As the VCD-aided language learning has been proved to efficiently enhance teaching effects in English learning, syllabus and textbook design, and student-oriented activities. Following above collected data and information, pupils who are learning in English class with VCDs (both listening and watching) can achieve the higher result than English class with cassettes showed by the testing result of pupils’ understanding after English class: Percentage of pupils achieve good mark 8 – 10 is 55% with VCDs and 26% with cassettes. This result is conformity with the study of Balatova (1994), who suggests that unlike a student, who listened in sound only conditions, the use of video and sound conditions were more consistent in their perception of the story, in the sense that difficult and easy passages formed a pattern. The study notes that scenes where utterances were backed up by an action and/or body language and that were relatively shorter were considered easier to understand by students. Less lively scenes, which involved relatively long stretches of conversation, were labeled as more difficult. These comments illustrate that visual cues are important, since they either facilitated or distracted from understanding. In addition, her research also notes that "It is also interesting to point out that students in the sound-only conditions in the two experiments were less successful in maintaining the interest and concentration in listening". Our researching result is also in accordance with the following diagram, introduced by MA. Nguyen Dang Tru - Institute of education development research – Viet Nam. Speech Pictures Speech & Pictures Speech, Pictures & Action Discover by oneself 30% 10% 60% 20% 80% 70% 90% 80% After 3 hours After 3 days RATIO OF SAVING DATA TO MEMORY THROUGH DIFFERENT FACTORS * Teachers’ suggestions The classroom English language teaching has a fixed place and adequate time and relatively stable attendance of students. These factors facilitate teachers’ organizing interactive learning activities and fully develop teachers’ imagination and creativity in designing class activities. But the resources for both teaching and learning only come from textbooks and related reference books, which are, rather limited resources compared with the vast online information. Moreover, teachers’ dominant role in classroom teaching has greatly restrained students’ active interaction and communication. So classroom English teaching should re-direct its orientation from teacher-centered and textbook-based to learner-centered and multimedia-based. The teachers who are used to the pattern of “a textbook, a piece of chalk, and a teacher” ought to have realized the impact of network and computers on the development of modern education. They ought to learn computer skills and knowledge of network and become competent in computer and then shall integrate them into their teaching. Multi-media teaching aids including VCD, CD, Internet ect. ought to be introduced into classroom English teaching. More time in class ought to give way to students’ interactive oral practice such as discussion, debate, pair work and group work so that students are motivated to talk in English. Using VCD in English teaching is a chance to expose to modern educational concepts, refreshed pupils’ approaches and attitudes towards English teaching and upgraded teachers’ teaching skills in classroom teaching. Learning a foreign language is not a matter of reading some grammar rules and memorizing some vocabulary words-- although those are important activities, not to be ignored. Acquiring a language is learning a skill, not a body of information. It's as much like learning to swim or ride a bike as it is like learning about the Revolutionary War. That is, you must not only understand the ideas and concepts, have information at hand, but you must also make your body accustomed to using that information in physical activity: in this case the physical activity involved is speaking, listening, writing and reading. You need, then, not only to memorize and understand, but also to practice! IV.1.3 Result of pupils’ survey The study has also designed a questionnaire to know about pupils’ reactions and psychological feelings about learning English with VCDs. The primary purpose of this survey is to test the hypothesis that VCDs can help to increase the young learners’ time-on-task. In the first question, the respondents were asked to indicate their approaching with VCDs while learning English. Table 12. Pupil’s opinion survey of VCDs using in learning English No. Question Answer Note Y (%) N (%) 1 Do you know anything about using VCDs in foreign language learning 64% 35% 2 Have you ever learnt English with VCDs in your class 58% 42% Only 64% of the informants accept that they know about using VCDs in foreign language learning, 36% don’t know. 58% of the pupils have learnt English with VCDs and a fairly high percentage of the pupils - 42% - have never learnt English with VCDs. These data show that the use of VCDs in foreign language learning is still not popular in primary schools of Vietnam. Table 13. Pupil’s opinion survey of VCD using in learning English (If the pupils answer “Yes” for two questions in Table 12) No Question Answer Total (%) 3 Where do you watch VCDs for learning English? At home 50 At school 25 At language center 31.25 4 What do VCDs help you? Entertaining 18.75 Learning, listening and speaking 31.25 Both 50 Others 0 5 Why do you watch VCDs in learning English? It is useful for learning English 62.5 It is a compulsory request from the teacher 6.25 It is interesting to see pictures and images, 100 Others 3 No Question Answer Total (%) 6 What do you learn through watching VCDs? Listening and watching help me to develop listening and speaking skills 62.5 I can relax and enjoy funny and live pictures 31.25 Others 6.25 7 Do you like watching VCDs Very much 100 A little 0 Not at all 0 No idea 0 8 What time do you like watching VCDs in your English class? At the beginning of the English class 43.75 At the middle of the English class 34.37 Near the end of the English class 21.87 9 Does your teacher always turn the VCDs on when you are learning English? Always 6.25 Sometimes 25 Rarely 68.75 10 What are the subjects do you like to watch most on VCDs to learn English? Films or short scripts 62.5 Songs 12.5 Others (advertisements...) 25 11 What kind of activities do you participate in after watching VCDs to learn English? Role - play 87.55 Freeze-frame control - Prediction 31.25 Freeze-frame control - Description 15.6 Vision only 46.87 Discussion 15.6 12 What is your opinion about learning English with watching VCDs? Exciting, unwind, cheery 93.75 Very enjoyable 6.25 Enjoyable 0 Little enjoyable 0 Boring 0 The data summarized in Table 14. implies that the number of pupils who watched VCDs for learning English is not very high. Because the students can choose more than one suitable answer for them, so the total percent can be more than 100% in some cases. The data in Q3. may be considered unreasonable at first sight. However, there is an explanation for that: some pupils only watch VCDs for learning English at home or at school or at language center but some others do watch VCDs for learning English at all the three places. Therefore, though the total number of pupils who took part in the survey is 50, the added-up number for 3 options of Q3 is much higher than 50. This summarization indicates the use of VCDs in learning English is lowest at school at 25% and highest at home at 50%. In responding to Q4. 50% of the respondents believed that watching VCDs in learning English helped to entertain themselves as well as it helped to improve listening and speaking; 31.25% of the pupils in the interview when asked what VCDs helped them thought that it was for listening and speaking. And the 18.75% of the of remaining only indicated the VCD’s role as a means of entertainment, Q5. explains the pupils’ feeling and attitude towards using VCDs while learning English. 62.5% of the pupils watch VCDs for learning English better. 3% of the pupils did not share any opinion. It also further proves that motivation to learn English through watching VCDs. Most of the students in grade 5 are aware of the importance of English and using VCD to learn English. However, 100% thought that they watch VCDs primarily for watching nice images and pictures. This may cause by the psychology of the young learners. They are not able to define their aims or motivation with clear reason. Q6. Where 62.5% show inclination to develop listening and speaking skill, only 31.25% of pupils’ opinions show that they like funny and live pictures. 6.25% of the pupils have different answers. Chart 5. (Q7) Do you like watching VCDs ? All the respondents while answering Q7 thought that they liked watching VCDs very much. This answer was quite relevant to the children’s psychology. At this age group, they are usually attracted by live, funny and colorful images and pictures. All of these factors also make pupils understand easier and make teachers explain to pupil clearer with some “hard-to-understand” concepts. Q8 is designed discover the most suitable time to apply VCDs in the class-time. However, the answers imply that timing is not very important for using VCDs. We can use VCDs at any time while teaching English. Q9. indicated how frequently teachers use VCDs while teaching English and how many times per month do pupils can watch VCDs to learn English. From the answer, we can find out that most of teachers (68.75%) rarely use VCDs, a few teachers always use VCDs (6.25%) and 25% of the teachers sometimes use VCDs in teaching English. This shows that a lot of teachers in primary school still do not use the technology because of some reasons. Q10. This question showed the subjects of VCDs that pupils like the most. Films or short scripts are the most interesting to pupils (62.5%). Songs would be the last choice (12.5%), while other subjects were considered rather attractive (25%). Chart 6. (Q11) What kind of activities do you participate in after watching VCDs to learn English? Note: A: Role – play D: Vision only B: Freeze-frame control - Prediction E: Discussion C: Freeze-frame control – Description This is the most important question in the survey. Like Q3, the data in Q11. may be considered unreasonable at first sight. However, there is an explanation for that: some pupils only do a single activity which is used in English class but some others do all of activities. The investigator will collect data on “Tasks” and activities of pupils to assess the time the pupils spend on different types of “tasks” that include both learning and other types of activity in the classroom. In the classroom, the activities include Role - play, Freeze-frame control - Prediction, Freeze-frame control - Description, Vision only, Discussion as well as listening attentively to teacher; listening but not attentively and not comprehending what is being taught; doing writing work in the class, answering written test; interacting with teacher by asking and answering oral questions; memorizing what is taught e.g multiplication tables, reading from the textbook; doing some group work; talking with other pupils, fiddling with some objects; being totally inattentive and oblivious of what is going on in the class. Q12 confirms again that almost students like watching VCDs with 93.75% says that they are very excited to learn English with VCDs. Few of them might watch VCDs for fun only. However, they can learn something unconsciously Table 14. Pupil’s opinion survey of VCD using in learning English (If the pupils answer “No” for question 2 in Table 13) No Question Answer Total 13 Why didn’t you watch VCDs for learning English? There are no VCD players in the class 47.6 The teacher doesn’t have VCDs 38 I don’t like watching VCDs for learning English 0 Others 14.28 14 If the teacher turns the VCDs in your class, would you watch? Yes 100 No 0 No idea 0 When asked to identify the reasons for not watching VCDs while learning English,47.6% of the pupils think there is no equipment in the class; 38% of them answered this question is teachers do not have VCD, cassette and 14.28% have other answers. All the respondents think that they are ready to watch VCD for learning English (If any). This proves the advantages of the VCD to the young learners. IV.1.4 Class observation In this study, the researcher carried out to observe 4 classes with 2 Units taught by two teachers. One of them used cassettes during teaching English, the other used VCDs. This is the basis to compare the increasing of pupils’ time-on-task between using cassettes and VCDs while earning English. The result showed that total of time when pupils participate in class activities with VCDs is Table 16. Comparison the increasing pupils’ time-on-task between using VCDs and cassettes in English class Using VCDs in English class Using cassettes in English class Total of time, when pupils participate in voluntarily answering teacher’s question Total of time, when pupils participate in pair work, team work, role-play, freeze-frame control - Prediction, freeze-frame control - Description, Discussion) Total of time, when pupils participate in other activities related to the lesson Total of time, when pupils participate in voluntarily answering teacher’s question Total of time, when pupils participate in pair work, team work, role-play, freeze-frame control - Prediction, freeze-frame control - Description, Discussion) Total of time, when pupils participate in other activities related to the lesson 11% 55% 11% 0.5% 51% 0.6% From the above table, total time-on-task of students when the teachers using VCD is 77% and only 52.1% when cassette is used. It supports some principles are increasing “time-on-task”. creating materials and processes that attract students to spend more time in their studies,  reducing wasted time (e.g., commuting time, standing in lines, waiting for books), and helping communicate to students how much time and energy you and your institution expect them to invest in their work. In what ways has technology been used in your courses or at your institution that, directly or directly, results in students spending more time and energy in their studies? It has been demonstrated that using VCDs can increase time spent on activities. Two elements of time spent, as described by Levin & Nolan (1996), are time allocated to teaching a subject, and the students' time spent actively engaged in learning. The concept of "time-on-task" has been derived as a measure of the latter variable. So when observing the class, the writer has to take note carefully and count the time on task of students in every class. The result shows that after students watch VCDs, they feel more elated and want to imitate. The percentage of volunteers also increases so the teacher has to spend more time for them to play role or discuss while in the class with cassette the students are quieter, so the teacher should waste time to encourage or explain again. As can be seen from the table only 0.5% of time spent on voluntarily answering teacher’s question against 11% of that when using VCDs. And the percentages of total of time, when pupils participate in pair work, team work, role-play, freeze-frame control-prediction, freeze-frame control- description, Discussion with VCDs and cassette in turn are only 55% and 51%. However, the total of students’ time on-task when using VCDs is 77%, 24,9% higher than that of using cassette. The writer’s observation supports the answers of the teachers in the questionnaire that their students work more actively and spend more time when they use VCDs at class. CHAPTER V: CONCLUSION V.1 Summary of the study While the profession agrees that a qualified language teacher is the most important factor in foreign language instruction, instructional videos do show promise as an alternative or supplement to traditional approaches to foreign languages teaching. Advances have already been made in the use of video to address some of the goals set by the national standards, in particular those of cultures, connections, and communities. Moreover, recent federally funded projects (Rosenbusch, García Villada, & Padgitt, 2003; Tollefson, 2003) have shown great promise in the use of video to overcome some of the obstacles to foreign language instruction in traditionally underserved areas. A great advantage of video is that it provides authentic language input. It is obvious that the practical implications of video in the classroom in any classroom environment can be easy and useful. To pay special attention to a particular point in the programme it is possible to run in slow motion or at half speed or without sound. Besides, the learner can concentrate on the language in detail and interpret what has been said, repeat it, predict the reply and so on. The learner can also concentrate in detail on visual clues to meaning such as facial expression, dress, gesture, posture and on details of the environment. Even without hearing the language spoken clues to meaning can be picked up from the vision alone. Using visual clues to meaning in order to enhance learning is an important part of video methodology. From the data analysis, this thesis would focus on the following issues: The popularity of VCDs in the classroom VCDs are not widely used in the classroom. This is because teachers do not have access to the equipment in their school. Most of schools are provided with cassette-players rather than VCDs devices. This explains why audiocassettes dominate in most classroom lessons. The purpose of using VCDs Although VCDs are not widely used, when teachers have accessed to them, they all said that they used them for three main purposes: Helping pupil to understand the lesson better Increasing pupils involvement in classroom activities (i.e, increasing their time-on-task) Making the lesson more exciting to the pupils The advantages of VCDs over audiocassettes The survey showed that teachers believed VCDs were more advantageous than audiocassettes at least in two ways. First, VCDs helped pupils to participate more actively in classroom activities. According to my own observation, 77% of the class-time was spent on activities. This was against 52.1% when audiocassettes were used. Second, VCDs helped pupils to understand the lesson better than audiocassettes (55% vs 32%). In general, with VCDs pupils time-on-task was around 70% of the class-time against 45% of the class-time in case of audiocassettes used. Languages are not fixed but constantly changing, so is the media; television, radio and newspaper which are an extraordinarily rich source of language in use. In order to expose foreign language learners to the target language the use of technology need to be exploited in the classroom as much as possible.  For that reason a great tendency towards the use of technology and its integration into the curriculum developed by the foreign language teachers has gained a great importance. Particularly the use of video has received increasing attention in recent studies on technology integration into teacher education curricula (Özkan, 2002:1) V.2 Limitations of the study and suggestions for further study Some limitations are inevitable in most research. 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