Multimedia thesis

Multimedia Enhanced Language Learning Instruction Vis a Vis
Speaking Competence among Grade 9 students
Presented to:
Dr. Claire Agana-Madrazo
Presented by:
Alaja, RaizaUy
Bacalso,LizelynLaruya
Fernandez, Roma Jean Angeles
March 16, 2015

TABLE OF CONTENTS
PAGE
TITLE…………………………………………………………………………… i
LISTS OF FIGURES………………………………………………………… ii
LISTS OF APPENDICES………………………………………………….. iii
Chapter I. INTRODUCTION
Background of the Study ………………………………………………… 1
Statement of the Problem ………………………………………………. 7
Significant of the Study ………………………………………………….. 8
Scope of Delimitation of the study …………………………………… 10

Chapter II. Review of Related Literature and Studies
Conceptual Literature ……………………………………………………. 11
Research Literature ………………………………………………………. 15
Theoretical Framework …………………………………………………. 17
Conceptual Framework …………………………………………………. 14
Research Hypothesis ……………………………………………………..
Definition of Terms ………………………………………………………..
Chapter III. METHODOLOGY
Research Design …………………………………………………………..
Population and Sampling Procedure……………………………….
Research Gathering Procedure……………………………………….
Data Analysis Procedure………………………………………………..
Reference …………………………………………………………………….
Appendices …………………………………………………………………..

LISTS OF FIGURES
FIGURES
0.1 The Interplay of the Variables ………………
0.2 A Work Flowchart of the Study ……………..
0.3Score card of the Speaking Proficiency Test......
0.4 Scale of Measurement for rating the Speaking
Proficiency ……………………………………………………….......

LISTS OF APPENDICES
A. Consent letter ………………………………………………………………………
B. Multimedia Enhancement Survey Test Questionnaire ………..
C. Speaking Skill Test Instrument …………………………………………..

Chapter I
INTRODUCTION
BACKGROUND OF THE STUDY
Multimedia enhanced language learning instructions it is
common that in every schools has a large number of students in a
classroom yet crowded. It is difficult on part of student to have
speaking communication. Through multimedia features an image and
animation of teaching materials in order to cause audio and visual
effect the students deeply help understand the lessons. Of course by
assisting of a teacher that has role of giving instruction information to
the learners, teachers need to encourage the students to use their own
mind and speak more, actively join in class practice or activities and
should not overuse the courseware merely in the hope of adding the
modernized feature to class teaching. If we apply multimedia
technology in teaching subsequently the students actively involved in
class participation the better class participation has.
Multimedia technology featuring audio, visual, and animation
effects naturally and humanely makes us more access to information.

Multimedia technology offers a sense of reality and functions very well,
which greatly cultivates students’ interest and motivation in study and
their involvement in class activities. In practice, if multimedia
technology would be properly implemented in English teaching, the
students could make full use of English speaking and listening
materials and develop their overall capacities, which is the objective
for us to introduce multimedia technology to modern teaching. Thus,
this leads to systematic training on students’ listening, speaking,
reading and writing, makes teachers’ instructions come into great play,
helps the student gain basic knowledge as well as language training at
class, improves their expression ability in English and lays a
fundamental basis for their English communication (Jun Xu, 2010).
Speaking is the process of transmitting ideas and information
orally in a variety of situations. Effective oral communication involves
generating messages and delivering them with attention to vocal
variety, articulation, and nonverbal signals. In order to be a
COMPETENT SPEAKER, a person must be able to compose a message
and provide ideas and information suitable to the topic, purpose, and
audience. Specifically, the competent speaker should exhibit the
following competencies by demonstrating the abilities included under
each statement (Quianthy, 1990).

Speaking means creative process, an active interaction between
speaker and listener that involves thought and emotion. Speaking
involves three areas of knowledge. They are mechanics (pronunciation,
grammar, and vocabulary). It is the ability to use the right words in
the right order with the correct pronunciation, function (transaction
and interaction): knowing when clarity of message is essential
(transaction/information exchange) and when précised understanding
is not required (interaction/relation building) and also social cultural
rules and norms. It consists of the knowledge of turn-taking, rate of
speech; length of pauses between speakers, relative’s roles of
participants). It is an ability to understand how to take into account
who is speaking to whom, in what circumstances, about what and for
what reason. Then Weir defines that there are five aspects have to pay
attention in speaking, they are content, vocabulary, grammar,
performance, and fluency (Underwood, 1997:11)
In this study by the used of multimedia in teaching will helps the
students to understand more the lessons. It will help them to develop
more in language learning. The used of multimedia technology will
helps also the students attentively in learning. Through multimedia the

students used their speaking competence by making rapport between
the teacher and the students.
STATEMENT OF THE PROBLEM
This study attempts to find out the Multimedia Enhanced
Language Learning Instructions Vis a Vis Speaking Competence among
Grade 9 Students of Western Mindanao State University – Integrated
Laboratory School.
Specifically, this study seeks to answer to the following
questions:
1. What are the over-all benefits of multimedia that enhanced
language learning instructions among grade 9 students of
Western Mindanao State University- Integrated Laboratory
School?
2. What is the over-all speaking competence of the grade 9
students of the Western Mindanao State University- Integrated
Laboratory School?

3. Is there a significant relationship between multimedia enhanced
language learning instructions and the speaking competence
among the respondents?
4. Is there a significant difference in the respondent’s through
multimedia enhanced language learning instructions when data
are grouped according to gender?
5. Is there a significant difference on speaking competence among
the respondents when data are grouped according to gender?
SIGNIFICANCE OF THE STUDY
The study of Multimedia Enhanced Language Learning
Instructions Vis a Vis Speaking Competence among Grade 9 Students
of Western Mindanao State University – Integrated Laboratory School
will be beneficial to the following:

Analyst
This study will benefit the teachers in terms of teaching. It will
be easy for them to give and discuss lessons using multimedia as a
way of teaching. Include teaching strategies that will engage students
to have interest in learning instructions.
School Administrators
This study will benefit the school principals through the
development of the schools, such as school facilities, student
performance and the standard of school. Also, it will upgrade the
performance of the school principal.
Students
This study will benefit the students to gain more knowledge
through multimedia in relation to speaking competence that can
develop confidence and skills in speaking

Future Researchers
This study will benefit the future researchers to provide needed
materials in doing research, and will guide them in understanding
multimedia learning instructions and the existing level of competence
in speaking.
SCOPE AND DELIMITATION OF THE STUDY
This study focuses on the Multimedia that enhances language
learning instruction in relation to speaking competence of the grade 9
students in Western Mindanao State University- Integrated Laboratory
School.
There were seventy five (75) respondents of this study which are
the grade 9 students of Integrated Laboratory School who were
enrolled during the school year 2015- 2016 at Western Mindanao State
University. Slovenes’ formula is use to determine the sample size of
the population which was estimated around 50 students in a
classroom. There are three (3) sections in the grade 9 level of
Integrated Laboratory School at Western Mindanao State University
and there are 50 students in each section, out of the said population
the researcher will pick 75 students; where in 25 students in each
section. The instruments are entitled speaking skill test and

multimedia test questionnaire, adopted from Ketsman, 2012. The
researchers use two sets of questionnaire, one for multimedia
language learning instructions and the other one is for speaking
competence.
CHAPTER II
Review of Related Literature and Studies

This chapter presents the conceptual literature, research
literature, theoretical/conceptual framework and definition of terms.
Conceptual Literature
On language learning instruction through multimedia
According to Boye (1997) learning technology is a term which is
currently in vogue. However, the term aptly captures the spirit of first
attempt to provide machine based teaching systems. The central
feature of behaviourist is extreme reductionism. There are two main
aspects to this reductionism. The ‘scientific’ study of psychology is
reduced to the study of overt, observable behaviour-cognition is
regarded as an ‘epiphenomenon’ that is not central to the explanation
of behaviour. The explanation of behaviour is then reduced to the
study of certain fundamental laws of learning. For skinner the most
important form of learning was operant conditioning. The central
premise of operant conditioning is that behaviour is shaped by its

consequences. Behaviour is thus ‘shaped’ by the pattern of
reinforcements (or rewards) in the environment.
Multimedia, is the presentation of information using the
combination of text, sound, pictures, animation, and video. Common
multimedia computer applications include games, learning software,
and reference materials, such as this encyclopedia (Papert, 2009).
Furthermore, most multimedia applications include predefined
associations, known as hyperlinks, which enable users to switch
between media elements and topics. Thoughtfully presented
multimedia can enhance the scope of presentation in ways that are
similar to the roving associations made by the human mind.
Connectivity provided by hyperlinks transforms multimedia from static
presentations with pictures and sound into an endlessly varying and
informative interactive experience.
Properly used, computers can improve learning effectiveness and
efficiency according to Christmann et al. (1997); Kulik and kulik
(1991). In addition, using technology for learning has logistical
benefits. Materials can be distributed more cheaply and easily: it is
easier to ensure all users have the most recent version of materials:
learner can access the materials at their convenience; accessibility is

facilitated for people with disabilities; and dangerous, expensive, or
unique environments can be simulated to improve access. The field of
instructional computing is still young and evolving. Progress has been
made, but much remains to be learned regarding the best ways to
harness the power of computers. The proliferation of Educational and
Training applications on the Internet hopefully provide the momentum
for people to take instructional multimedia seriously. As this occurs,
the amount of good materials for learning and instruction should
increase.
On Speaking Competence
Thorn, B. (2005) states that in spoken English, students are
hoped to be able to convey meanings and various spoken texts that
have a certain communicative purpose, text structure and linguistics.
It means that speaking is the primary competence to develop. To
acquire speaking competence students musthave many aspects of
speaking such as pronunciation, structure, vocabulary,content, and
fluency. Therefore it is a must for the students toimprove their
speaking skill using storytelling. It means that it gives a lot of
exposure and enables them to focus on their specific speaking

problem. By using this method, they can increase their sensitivity in
recognizing pronunciation errors, enlarge vocabulary, understand how
to make sentence in a good structure, and speak fluently in concrete
content.
Rychman, J. (2003) explains that there are many requirements
for making a good speech, such as speech of speaking, voice and
delivery, vocabulary profanity, grammar, and self-improvement
suggestions.
Speaking competence means conversation ability or conversation
skill. It performs mutual interdependent, interactive nature of
conversation, according to Nolasco, M. (2000).Furthermore, it is an
awareness activity as well as feedback activity so that a series of tasks
is developed to sharpen the students’ awareness on the activity and
assess their own progress performance. When those awareness and
feedback activities done gradually, automatic conversation becomes
accustomed; speaking ability, in this case, conversation skill, needs
gradual practice-controlled, awareness, and finally fluency
conversation.

On Gender
Males tend to be deductive in their conceptualizations, sharing
their reasoning process frequently from general principle and applying
it, to individual cases. Females on the other hand, tend to favor
inductive thinking, adding more and more to their based of
conceptualization. They tend to begin with concrete examples. On
average, females do produce more words than males. Females often
use words as they learn them, and males often work silently. Even
when we study student group processes, we find females in a learning
groups using words more than males. Males tend to use up more
space when they learn, especially at younger ages. When a female and
male are put together at a table, the male generally ends up spreading
his work into the female’s space, not vice versa. Females do not
generally need to move around as much while learning. Movement
seems to help males not only stimulate their brains but also manage
and relieve impulsive behavior. Cooperative learning, which is good for
all, is often easier for females to master in the early stages of its use.
Females attend to the code of social interaction. Males tend to focus on
performing the task well. Especially as males get older, they tend
toward symbolic texts, diagrams, and graphs. They like the coded
quality better than females do, who tend to prefer written texts. Both

male and females like pictures, but males often rely on them in their
learning. The differences in male and female brains are, we hope, good
aids in re-visioning teaching and learning practices according to Dan
Hodgins (1990). Further explains in part two, I will be presenting
innovations that have already addressed a number of these
differences.
Research Literature
On language learning instruction through Multimedia
According to the study of Jun Xu (2010), the rapid rising and
development of Information Technology offered a better pattern to
explore the new teaching model. As a result, multimedia technology
plays an important role in English teaching. However, some teachers
rely so much on the technology that the disadvantage emerges in the
teaching process. In order to make more efficient use of the
technology and the practical value in English teaching, the paper put
forward positive suggestion and strategy by analyzing the problems in
the use of multimedia technology.

According to the study of OlhaKetsman (2012), Research studies
reveal several factors that may influence its integration and use in the
classroom. Some factors are connected to the organizational or macro
level (e.g.school/district), whereas other factors are connected to the
micro-level (e.g. teachers and students) (Miranda, 2007). The
research provides evidence that schools whose principals have well-
defined technology plans and support the use of technology show
increased frequency of technology use in a classroom (Anderson &
Dexter, 2005; Dawson & Rakes, 2003; Russell, Bebell,O’Dwyer, &
O’Connor, 2003). On the micro-level research shows that teacher-
related characteristics play a role in classroom technology use.
Previous research found strong relationships between beliefs and
practices (Albion &Ertmer, 2002; Lim &Khine, 2006; Scrimshaw,
2004), whereas other research found inconsistencies between beliefs
and classroom practices (Ertmer,Gopalakrishnan, & Ross, 2001; Kane,
Sandretto, & Heath, 2002). For example, Ertmer et al. (2001) noted
that teachers’ beliefs about technology use for teaching purposes did
not always match their pedagogical practices with technology in their
classrooms. Previous research documented the influence of teachers’
pedagogical beliefs on classroom practices in the science classroom
(Czerniak&Lumpe, 1996), math (Vacc& Bright, 1999), literacy (Fang,
1996), and the history classroom (Wilson &Wineburg, 1988). Research

found that teachers who hold constructivist views on teaching were
more willing to use technologyenhanced multimedia in the classroom
than teachers who did not hold such views (Becker, Ravitz, & Wong,
1999; Ertmer, 2005; Ertmer,Gopalakrishnan, & Ross, 2001).
Consequently, teachers who believe in the potential of technology-
enhanced multimedia to benefit the learning process in a classroom
used it more frequently than teachers who did not have such beliefs
(Ertmer, 2005; Ertmer, Ottenbreit-Leftwich, 2010). The literature also
included reports of teacher experience and comfort level as potential
predictors of technology-enhanced multimedia use in a classroom.
Research showed that teachers who were more experienced with
technology-enhanced multimedia instruction were more comfortable
with it and consequently, used it more frequently; and, those who
lacked confidence in their skills with technology enhanced multimedia
were less likely to use it because it threatened their sense of
competence in front of their students (George &Camarata, 1996;
Miranda, 2007; Russell, O’Dwyer, Bebell,
&Tao,2007;Zammit,1992).The literature included reports that
indicated that teacher educational background, number of years in the
profession and degree obtained influenced teacher use of technology--‐
enhanced multimedia (Becker & Riel, 2000;Guha, 2000; Mathews,
&Guarino, 2000). For example, Moore, Morales, and Carel (1998)

suggested that the level of education and the amount of teaching
experience positively correlated with the use of computers for teaching
culture in the foreign language classrooms. Research indicated that
providing teacher with access to multimedia technology is not enough;
it is necessary to convince teachers of the benefits and advantages of
using technology in instruction. Research suggested that professional
development needed to focus not on simple how--‐to use technology
tools but how to effectively integrate technology in a pedagogically
sound way. Teachers’ attitudes towards using technology--‐enhanced
multimedia in the classroom depended on their perception of its
usefulness for instruction and its ease 15 of use. Some studies
reported that there is a lack of professional development to prepare
teachers for the integration of technology into the curriculum (Akins,
1992; Winnans & Sardo Brown, 1992; Zammit, 1992)
On Speaking Competence
According to the study of Babas, K.,et.al (2014) investigated the
speaking proficiency of Junior students of Don Pablo Memorial High
School, conclude that the respondents got an adjectival rating of
“good” in their speaking proficiency this further implies that this
students perform well in speaking. Thus, it also gives us the result that

there is no significant relationship in speaking proficiency when data
are group according to gender. So, it could be concluded that students
of Don Pablo Lorenzo Memorial High school are good in speaking
activity.
According to Zamora, D.C., et.al (2014) logically concludes that
the respondents’ gender and first language have nothing to do with
their speaking proficiency. Based on the findings of this study, it is
safe to conclude that in speaking proficiency test the respondents got
an adjectival rating of “good” in the speaking proficiency with the
mean score 3.0 and small standard deviation of 4.56. it means there is
homogeneously group in terms of their speaking proficiency. This
implies that these students have similar speaking proficiency which is
average.
Researchers (O'Malley, Chamot, Stewner-Manzanares, Russo,
&Küpper, 1989, as cited in Chamot, 1993) have studied the results of
language learning strategies that were taught to English as a second
language (ESL) learners in numerous different tasks, including
vocabulary, listening, and speaking tasks. The outcomes of the studies
reveal that language learning strategies are primarily of benefit for the
s peaking task (Chamot, 1993). It is patently attainable for learners

to accomplish the goal of communicative competence in the target L2
by language learning strategies. Additionally, Bialystock (1978)
recognizes that when learners communicate in the target L2, they can
consciously apply language learning strategies in order to deal with the
difficulties they encounter. As commonly accepted, socio-affective
strategies are the strategies that help learners regulate and control
emotions, motivations, and attitudes towards learning, as well as help
learners learn through contact and interaction with others (O'Malley &
Chamot, 1990). For example, by means of soico-affective strategies,
language learners can lower anxiety by using some mental techniques
and solve problems through teacher-student or peer interactions
(O'Malley & Chamot, 1990). Therefore, socio-affective strategies can
be regarded as a useful approach for Asian learners to accelerate their
speaking competence and vigorously interact with native speakers and
instructor sin the ESL classroom.
On Gender
According to the study of Babas,et.al(2014). Among 47 juniors
students enrolled during the school year 2013-2014. The result
showed that genders do not contribute significantly to the speaking
proficiency of the Junior students DPLMHS. Base on the findings

gender is not a factor on the speaking proficiency of the students.
Being so, it could be concluded that whether the students male or
female, it does not influenced the speaking proficiency test.
Theoretical Framework
A. Theory of Speaking
Speaking a language is especially difficult for foreign language
learners because effective oral communication requires the ability to
use the language appropriately in social interactions. Richards and
Renandya, (2002) points out that “speaking is one of the elements of
communication.” Where communication is the output modality and
learning is the input modality of language acquisition.As a human
being, we always need communication to express our idea to do
everything; what’s more as a students or learners they have to speak
with their teacher as long as in learning process to express their idea.
“Communication in the classroom is embedded in focused
meaningactivity. This requires teachers to tailor their instruction
carefully to the needs of learners and teach them how to listen
to others, how to talk with others, and how to negotiate meaning

in a shared context. Out of interaction, learners will learn how to
communicate verbally and nonverbally as their language store
and language skills develop. Consequently, the give and take
exchanges of messages will enable them to create discourse that
coveys their intention in real life communication”.
Therefore, in formal environment between teachers and students
have toalways interact to make communication. In fact, most of our
dailycommunication remains interactional. It can interact in language
is essential. Therefore, language instructors should provide learners
with opportunities for meaningful communicative behaviour about
relevant topic by using interaction as the key to teach language for
communication because communication derives essentially from
interaction. In other view, speaking is fundamental and instrumental
speakers talk in order to have some effect on their listeners. They
assert things to change their state of knowledge. They ask them
questions to get them to provide information. They request things to
get them to do things for them. And they promise, warn, and exclaim
to affect them in still other ways. The nature of the speech act should
therefore play a control role in the process of speech production.
Speakers begin with the intention of affecting their listeners in a

particular way. They select and utter a sentence they will bring just
this affect.
B. Theory of Multimedia Learning
Multimedia learning is a cognitive theory of learning according to
Mayer, in the book, The Cognitive Theory of Multimedia Learning.
Which is written by Stephen D. Sordenwere published in 2005.
Multimedia learning happens when we build mental representations
from words and pictures. The theory has largely been defined by
Mayer’s cognitive theory of multimedia learning. Generally, the theory
tries to address the issue of how to structure multimedia instructional
practices and employ more effective cognitive strategies to help people
learn efficiently. Baddeley’s model of working memory, Paivio’s dual
coding theory, and Sweller’s theory of cognitive load are integral
theories that support the overall theory of multimedia learning. The
theory can be summarized as having the following components: (a) a
dualchannel structure of visual and auditory channels, (b) limited
processing capacity in memory, (c) three memory stores (sensory,
working, long-term), (d) five cognitive processes of selecting,

organizing, and integrating (selecting words, selecting images,
organizing work, organizing images, and integrating new knowledge
with prior knowledge), and theory-grounded and evidence-based
multimedia instructional methods. Important considerations for
implementing the theory are discussed, as well as current trends and
future directions in research.
The cognitive theory of multimedia learning that was popularized by
the work of Mayer (2005) argues that multimedia supports the way
that the human brain learns. They assert that people learn more
deeply from words and pictures than from words alone, which are
referred to as the multimedia principle Mayer (2005). Multimedia
researchers generally define multimedia as the combination of text
and pictures; and suggest that multimedia learning occurs when we
build mental representations from these words and pictures Mayer
(2005). The words can be spoken or written, and the pictures can be
any form of graphical imagery including illustrations, photos,
animation, or video. Multimedia instructional design attempts to use
cognitive research to combine words and pictures in ways that
maximize learning effectiveness.
The theoretical foundation for the cognitive theory of multimedia
learning (CTML)draws from several cognitive theories including
Baddeley’s model of working memory, Paivio’s dual coding theory, and

Sweller’s Theory of Cognitive Load. As a cognitive theory of learning, it
falls under the larger framework of cognitive science and the
information-processing model of cognition. The information processing
model suggests several information stores (memory) that are
governed by processes that convert stimuli to information (Moore,
Burton & Myers, 2004). Cognitive science studies the nature of the
brain and how it learns by drawing from research in a number of areas
including psychology, neuroscience, artificial intelligence, computer
science, linguistics, philosophy, and biology. The term cognitive refers
to perceiving and knowing. Cognitive scientists seek to understand
mental processes such as perceiving, thinking, remembering,
understanding language, and learning (Stillings et al., 1995). As such,
cognitive science can provide powerful insight into human nature, and,
more importantly, the potential of humans to develop more efficient
methods using instructional technology Sorden (2005).
Conceptual Framework
The independent variable of this study is the gender of the grade
nine (9) students of Integrated Laboratory School in Western
Mindanao State University. Were the dependent variables are the
speaking competence and the language learning instruction through

multimedia. These studies evaluate the language learning in relation to
speaking competence of the grade 9 students.
Figure 1 shows the arrow which indicates the hypothesized the
gender of the grade 9 students in Integrated Laboratory School.

Conceptual Paradigm
Figure 1.0 Interplay of the Variables
Language Learning
Instruction through
Multimedia
Gender
Speaking Competence

Research hypothesis
This study attempts to determine if:
1. There is a significance relationship between respondents of
multimedia enhanced language learning instructions and
speaking competence.
2. There is a significant difference in the respondent’s multimedia
enhanced language learning instructions when data are grouped
according to gender.
3. There is a significant difference in the respondent’s speaking
competence when data are grouped according togender.

Definition of terms
To have a pellucid and better understanding of the study, the
variables are defines, as follows:
Gender
 This refers to the male and female respondents of the research
investigation; classification of students respondents.
Language Learning Instruction through Multimedia
 This refers to the teacher techniques by using Multimedia such
as using of power point, videos presentation and images.
Speaking competence
 It refers to the speaking skills of the students; a nature of
interaction in a conversation such as common greetings, small
talks, and comments

CHAPTER III
METHODOLOGY
This chapter presents the research design, population and
sampling procedure, research instruments, data gathering procedure,
and data analysis procedure.
RESEARCH DESIGN
The study will make use of Descriptive-Quantitative Correlation
Research Design. It will seek to describe the multimedia enhanced
language learning vis a vis speaking competence.
The study goes the following stages: first, the conceptualization
of the problem and formulation of hypothesis among grade 9 students;
second, preparation and adaptation of the instruments that will be
used in research; third, administration of the test by the help of
teacher during class discussion then the researcher will evaluate the
class; and finally, analysing and interpreting of data to know the
correlation between language learning through multimedia and
speaking competence.
The stages of the study are summarized in figure 2.

FIGURE 0.2 A work flowchart of the study
Conceptualization of the
Problem and Formulation of Hypothesis.
Preparation and Adaptation of the instruments
Administration of the test
Analyzing and interpreting of Data

POPULATION AND SAMPLING PROCEDURE
The target respondents of the study are the 75 grade 9 students
of Integrated Laboratory School – Western Mindanao State University
during the school year 2015-2016.
The selection of the respondents will be done through stratified-
proportionate-random sampling will be utilize. There are three (3)
section in the grade 9 level of Integrated Laboratory School at Western
Mindanao State University and there are 50 students in each section,
Out of the said population the researcher will pick 75 students; where
in 25 students in each section.
Before picking up the said respondents, the researcher will get
the list of the students in each section and then the researcher will
pick 25 students each section.
The researcher will be observing the class while the teacher is
delivering the lesson by the use of multimedia. After that the
researcher will be giving a questionnaire to the selected respondents.
The students will be giving 20 minutes to the student for them to
answer the questions.

RESEARCH INSTRUMENTS
The researcher will be using two (2) instruments to gather data
from the respondents.
The first instrument that will be use is to measure the speaking
competence of the grade 9 students of Integrated Laboratory School at
Western Mindanao State University is a Speaking Skill Test (SST) that
will adapt from Chao (2010). The SST is a picture-base brief
storytelling to draw verbal responses. A picture printed from the book
is use to measure the respondents ability on extemporaneous
speaking. The picture shows an event where the people and the
families are in the book fair. We choose this picture because of their
familiarity among WMSU-ILS students. The scoring of their speaking
skills will base on the following components: coherence, grammar,
pronunciation and vocabulary. Each respondent will rate according to
the five components, given five (5) as the highest and one (1) as the
lowest.
The second instrument a survey was used to determine the
relationships between variables that contribute to the use of
pedagogically sound technology-enhanced multimedia instruction in
foreign language classrooms. The reason for collecting quantitative

data was to bring together the strengths forms of research to
corroborate and confirm quantitative results with findings.
Since the instruments was adapted and standardized one then
there is no use for validity and pilot testing.
DATA GATHERING PROCEDURE
After the research instruments to be valid and reliable, the study
begins by requesting permission from the principal of the Integrated
Laboratory School at Western Mindanao State University.
The list of grade 9 students will be taken from their advisers to
find out the total number of respondents from the three (3) sections of
grade 9. The Slovin’s formula will use to determine the sample size
and relative distribution of the population of each section will be
computed to determine the proportion allotted for each sections. The
selections of respondents will be done using the random method.
The questionnaire will then be distributed to the selected
respondents following their class schedules as guides to locate them.
After the questionnaires shall have been retrieved, the data will
be encoded, translated and encoded to the SPSS (statistical package
for social science) research version 17.0 for the statistical treatment.

DATA ANALYSIS PROCEDURE
1. The respondents were evaluated by three (3) experts in
language teaching using Tabacug’s modified score card, an adaption of
Cohen’s Oral Testing(1981) and Sterenson’s (1995).
` Below is the scorecard for the Speaking Proficiency test:
Components Rating
1. Coherence 1 2 3 4 5
2. Grammar 1 2 3 4 5
3. Pronunciation 1 2 3 4 5
4. Vocabulary 1 2 3 4 5
Figure 0.3 Score card of the Speaking Proficiency Test
Each judge will assess the recorded responses according to these
guidelines in the speaking proficiency rubrics.

GRAMMAR
5 - Grammatical usage and word-order approximate total of a native
speaker.
4 – Occasionally makes grammatical and/or word-order errors when
do not obscure meaning.
3 – Makes frequent errors of grammar and word-order which
occasionally obscure meaning.
2 – Grammar word-order error makes comprehension difficult. Must
often rephrase and/or restrict himself or herself to basic pattern.
1 – Errors in grammar and word-order so severe as to make speech
virtually unintelligible.
VOCABULARY
5 – Incorporates an extensive variety of old and new vocabulary.
4 – Utilizes variety of old and new vocabulary.
3 – Uses varied vocabulary.
2 – Uses adequate vocabulary.
1 – Uses limited vocabulary.

COHERENCE
5 – Response is sustained and sufficient to task. It is generally well-
developed and coherent; relationships between ideas and clear 9 or
clear progression).
4 – Response is mostly coherent and sustained and conveys relevant
ideas or information. Overall development is somewhat limited, usually
lacks elaboration or specificity. Relationships between ideas may at
times not immediately clear.
3 – The response connected to the task through the number of the
ideas presented or the development ideas is limited.
2 - Limited relevant content is expressed. The response generally lacks
substance beyond expression of very basic ideas. Speaker may unable
to sustain speech to complete the task and may rely heavily on
repetition of the prompt.
1 – Makes few or no logical connection between statements.
PRONUNCIATION
5 – Pronunciation and intonation approximately that of a native
speaker.

4 – Always intelligible, though one is conscious of a definite accent and
occasional inappropriate intonation patterns.
3 – Pronunciation problems necessitate concentration on the part of
the listener and occasionally lead to misunderstanding.
2 – Very hard to understand because of pronunciation problem. Most
frequently repeat in order to make himself or herself understand.
1 – Pronunciation problems so severe as to make speech virtually
unintelligible.

Scores Adjectival Rating
5 Very proficient
4-4.99 Proficient
3- 3.99 Moderate
2-2.99 Good
1- 1.99 Not proficient
Figure 0.4 Scale of Measurement for rating the Speaking
Proficiency.
2. A Likert scale was used to measure the frequency of use of
technology-enhanced multimedia instruction. The Likert scale included
answer choices from Never (1) to Rarely (2), Sometimes (3) and Often
(4). Data showed that in order to help students learning a foreign
language, teachers not only frequently utilized different technology-
enhanced multimedia themselves but also engaged students in using

such tools as Internet, presentational applications, video, audio, Web
2.0 and communication tools. Descriptive statistics demonstrated that
the use of different technology-enhanced multimedia tools was well
represented both among teachers and students in the foreign language
classrooms, although teachers themselves used technology-enhanced.

Appendix A
Western Mindanao State University
College of Liberal Arts
English Department
March 16, 2015
Dear OlhaKetsman,
Greetings!
We, the third year AB-English students are currently doing our
study entitled, “Multimedia Enhanced Language Learning Vis a
Vis Speaking Competence among Grade 9 students of Western
Mindanao State University”.
In this connection, we would like to seek your permission to use
your Listening proficiency instrument that you have used in your
dissertation entitled, “Technology-enhanced Multimedia
Instruction in Foreign language Classrooms: A mixed Methods
Study”.
Thanks and we are hoping for your approval.
Sincerely Yours,
Researchers:
Alaja, Raiza U.
Bacalso, Lizelyn L.
Fernandez, Roma Jean A.

Appendix B
Multimedia Enhancement Test Questionnaire
Q1 Select one answer for each statement to describe your beliefs
about technology enhanced multimedia foreign language instruction.
Strongly
disagree
(1)
Disagree
(2)
Neither
Agree
nor
Disagree
(3)
Agree
(4)
Strongly
Agree
(5)
The use of
Technology
enhanced
multimedia
instruction
helps students
to learn a
foreign
language (1)

Teacher
comfort level
with
technology has
a positive
impact on
student
learning (2)
Using
Technology
enhanced
multimedia
instruction
helps to
individualize
foreign
language
instruction to
diverse

students’ needs
(3)
Technology
enhanced
multimedia
instruction
helps learners
to become
active thinkers
in the foreign
language
learning
process (4)
Technology
enhanced
multimedia

instruction
provides equal
opportunities
for foreign
language
students to
learn and
succeed (5)
Teachers can
find
bettersuited
materials for
the foreign
language
classroom
through
technology
(e.g. Internet,
DVDs,
Publisher

supplied
CDs)
than through
printed
materials from
the school
library (6)
Technology
enhanced
multimedia
instruction
allows for the
implementation
of innovative
ideas in a
foreign
language
classroom (7)

Technology
enhanced
multimedia
instruction
encourages
students to use
their
imagination in
the foreign
language
classroom (8)

Q2 Technology-enhanced multimedia is beneficial for learning which
skills of the foreign language. Please, check ALL that apply.
Grammar(1)
Vocabulary(2)
Culture(3)
Interpretive skills(i.e. reading & listening) (4)
Interpersonal skills (i.e. writing & speaking) (5)
Presentational skills (i.e. speaking and writing to an audience) (6)
Q3 Indicate how often you use each type of technology-enhanced
multimedia in your typical foreign language class:
Never (1) Rarely (2) Sometimes
(3)
Often (4)
Internet (1)

Presentation
software (e.g.
Powerpoint,
Keynote, Prezi)
(2)
Videos (e.g.
YouTube, DVD)
(3)
Audio (e.g.
music,
podcast,
CD) (4)
Free online
Web
2.0

applications
(e.g. Voki,
ToonDoo,
Extranormal)
(5)
Communication
tools (e.g.
Skype, MSN
messenger etc)
(6)

Appendix C
Speaking Skill Test Instrument
Instruction:
Given the picture, do the following:
1. You are given three minutes to organize your thoughts on what to
say about the picture.
2. Describe the picture orally in three minutes.

REFERENCES
Alessi, S. M., Allyn& Bacon (Eds) (2001). Multimedia for
learning.Methods and Development.(3rded.) Massachusetts 02494,
Need Ham Heights.
Blackwell, W., Fortner, R. S. & Fickler M. P. (Eds) (2014).The
Handbook of Global Communication and Media Ethics.Pondicherry
India, SPi Publisher Services.
Herbert H. C. & Eve H. C.(1997). Psychology and Language.(p.
223)USA, Harcout Brace Javanovichinc.
Hofsteller, F. T.(2001). Multimedia Literacy (3rded.)New York,
TheMcGraw-Hill Companies Inc.
John, P. & Christopher, D. (2010).In The Encyclopaedia of
Language and Linguistics.(Vol. 9, pp. 172-192).Common Wealth
Publishers PVT.LTD.
O’bannon, B. W. & Puckett, K. (2010).Preparing to use technology.A
Practical Guide to Curriculum Integration (2nded.) Boston MA
02116, 501 Boylston St. Suite 900,
Vaughan, T. (2008).Multimedia: Making it Work (7thed.)United
States of America, TheMcGraw-Hill Companies Inc.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An
overview. Educause Learning Initiative. Retrieved December 30, 2014
from http://net.educause.edu/ir/library/pdf/ELI3009.pdf
Tan, kwok, Neo & Neo 951 (2010) Enhancing student learning using
multimedia and web technologies: students’ perceptions of an
authentic learning experience in Malaysian classroom. Retrieved
December 30, 2014 from
http://ascilite.org.au/conferences/sydney10/procs/Tan-full.pdf

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