1.

Introduction

In teaching learning English there are four skills to mastered English language
that are listening, speaking, reading and writing. In application every skill need method
or technique exactly to increase English language. In this season the writer want to
analysis the thesis from Australian Digital Thesis (ADT). The title that is taken by the
writer in this paper is “An Action Research study of Pronunciation Training,
Language Learning Strategy and Speaking Confidence” by Patchara Varasarin. The
writer has the reason to choose this title because the writer wants to know more in deep
step by step about action research method. Beside that the writer want to know how is
the treatments to make students’ speaking confidence. Because it’s related with my
paper, that’s about speaking. The writer wants to develop students’ speaking skill. But,
the writer has problem and still confuse to apply the research method exactly. Because
of the writer hope after analyze this paper
2. Analysis

2.1 Statement of the context/problem

The title of Patchara Varasarin’s thesis is “An Action Research study of

Pronunciation Training, Language Learning Strategies and Speaking
Confidence”. In Varasarin’s thesis there are three variables that are Pronunciation
Training, Language Learning Strategies and Speaking Confidence. Context of problem
in this thesis is about speaking confidence, it’s because the difficulties of
pronunciation. Such as in Varasarin’s experience; a great number of students have
many difficulties in pronunciation. When speaking English, with very little or poorly
trained pronunciation skills, they have problems either making themselves understood
or understanding others, the students of Thai will not speak out because they are afraid
of making mistakes and are embarrassed. So, in this research the writer interest focuses
on teaching Thai students to speak phonetically and correctly. The writer has a strong
intention to develop and improve students’ abilities to speak with both accuracy and
fluency and to become intelligible speakers. And the reason of context/problem I think
is a very great deal, because the writer explains clearly the problems related to
students’ speaking confidence.

2.2 Statement of the research question/formulation

To improve students’ speaking confidence Varasarin will apply pronunciation
training and Language Learning Strategies (LLS), with the questions/formulation of
problems:
- Does pronunciation training and LLS increase confidence and improve
communicative competence of learners?
- To what extent does pronunciation training using segmental and
suprasegmental aspects and LLS contribute to the improvement of
learners’ competence that help learners to speak confidently, and at what
level?
- What impact does training have on learner confidence and how is it
reported?
Statement of the research question/formulation, I think it’s a very great deal
because it’s related with variables that will apply by Varasarin to increase confidence
and improve communicative competence.
2.3.
Setting the boundaries to the study
There are many problems that the writer found in the field based on her own
experience and investigation. The writer explains them in the background of study.
Then, to make the easier for doing research, the writer limits the problems/setting the
boundaries to the study, focused on two approaches: pronunciation training and
Language Learning Strategies to improve and increase speaking confidence. In setting
the boundaries, I think it’s very great deal because the writer explains clearly and focus
with her research.

2.4.
Selecting the data sources/sampling strategy
The data collected in pronunciation training and Language Learning
Strategies in one school in Thailand and evaluated improvement after being trained in
developing speaking confidence. There were five English teachers and twenty students
selected from teachers’ classes, to establish if, how and to what extent the approaches
increase confidence and improve the communicative competence of learners. In
selecting the data sources, I think it’s enough clearly.

2.5.
Selecting the methodology/style of the research

In this research the writer uses action research. This study is a collaborative
action research investigation to increase confidence and improve the communicative
competence using pronunciation training and LLS. The writer chooses action research
as methodology of research because action research is used in real situations since its
primary focus is on solving real problem. It is often that those who apply this approach
are practitioners who wish to improve understanding of their practice. The study was
completed in two cycles aimed to present the improvement of learners’ pronunciation
trough training in one school in Thailand and to see if and how Language Learning
Strategies interaction contributed to their improvement. In her explanation in selecting
the methodology of research, I think is a very great deal because the writer explains
with clearly and focus with her research.
2.6. Selecting the research instruments

The data sources/instrument in this research; I think it is a very great deal

because the writer explains clearly and the writer explains the aim of instruments will
be applied by her. In selecting the research instrument the writer chooses some
instruments which related with her research that is: observations, filed notes, reflecting
reports, group interviews, critical friends and tape recordings. The Instruments will
apply in two cycles of action research.

2.7. Technique for analyzing/processing the data

In this research the writer used simple action research model, there are two
cycles. Each cycle has four steps: plan, act, observe and reflect (see page 54) and the
writer explains more detail about action research and stages of pronunciation training
cycle one and cycle two in page 62 figure 3.4. In processing the data I think is a very
great deal because in this research the writer explains step by step of action research
cycles such as in page 82 until 83 that the writer explains the instruments that are used
in the research such as observations, filed notes, reflecting reports, group interviews,
critical friends and tape recordings as the instrument of her research.

2.8. Presenting and reporting the data

In presenting and reporting the data the writer used simple action research
model, there are two cycles. Each cycle has four steps: plan, act, observe and
reflect.
Presenting and reporting the data the writer started cycle one in April 2004.
The purpose of cycle one was to train five volunteer teachers to speak phonetically
correct English on the basis of comfortable intelligibility that is to understand and
be understood. In this cycle the writer wants to see if and how the training improved
learners’ communicative competence, their speaking confidence and what strategies
they used in the class. In cycle one, there were three stages of pronunciation training
(segmental aspects of consonant sounds, segmental aspects of vowel sounds,
segmental aspects of consonants stress rhythm and intonation) including the advice
on direct and indirect language learning strategies and dictionary usage to check the
correctness of pronounced word and for their self-directed learning. The
presentation follows four steps: plan, act, observe and reflect.
 Then, cycle two ran from April 2004 to the beginning of May 2004, two
weeks after the first cycle session. As in the first cycle there were three stages of
pronunciation training (segmental aspects of consonant sounds, segmental aspects
of vowel sounds, segmental aspects of consonants stress rhythm and intonation).
But, the purpose in this stage was for the teacher, who were the participant in cycle
one, to teach twenty volunteer students, four for each teacher, the same
pronunciation course. The aim was to see if the teachers could make their
experience accessible to others and enable them to speak phonetically correct
English on the basis of comfortable intelligibility.

Then, in cycle two the writer compares teachers’ and students’ improvement
and the use of Language Learning Strategies (LLS). The purpose of this section is to
present findings of the use of pronunciation learning strategies of teachers and
students compare to Oxford’s and Peterson’s findings. Finally, I get a reason that in
presenting and reporting the data I think is a very much great deal because the writer
explains systematically, clearly and detail.

2.9. Discussion and interpretation of the data

The discussion and interpretation of the data in this research used simple action
research model, there are two cycles(cycle one and cycle two). Both cycles showed
the implications of the importance of pronunciation training in Thai context
Pronunciation is a key element of the learning of oral skills in English language; generally
pronunciation plays an important role in helping the learner become an intelligible speaker
(Morley, 1998).

. This study investigated pronunciation training and, how they influenced the
learning behavior of Thai students studying English and improved their speaking
confidence. Students of Thai will not speak out because they are afraid of making
mistakes and are embarrassed. Pronunciation training and Language Learning
Strategies (LLS) may improve their competence.