Ted Hughes The Jaguar Essay -- English Literature Essays

Ted Hughes' 'The Jaguar' How effectively does Hughes convey the power of the jaguar? Ted Hughes’ poem ‘The Jaguar’ describes the animals in a zoo and their lifestyles. It also compares them to the jaguar, which is an animal that lives differently to the others in the way that it views its life. The poem depicts the jaguar as powerful, but in what way? The first line of Ted Hughes’ poem the jaguar is: â€Å"The apes yawn and adore their fleas in the sun.† From the very first three words it is clear that the apes are tired, and the fact that they are in the sun adds to the sleepy air. I think this line was deliberately chosen to begin to convey the monotonous lull of everyday life in the zoo and set a drowsy mood. They are â€Å"adoring† their fleas, which is not a word commonly used in these circumstances. Playing with fleas is normal behaviour for apes, but the use of the word adoring suggests that they are glad of the distraction in their lethargic state. From this line, the apes do not sound threatening, more bored. The second line has a rather different tone; it tells of the parrots that screech as if on fire. Parrots do indeed screech, so this is literal, but it has connotations of pain or perhaps boredom. Obviously they are not literally on fire, so these words could have been chosen to help exhibit their brightly coloured plumage or to remain with the painful image and to display their banshee-like screaming. The end of the line includes enjambment and expresses how the parrots strut like â€Å"cheap tarts to attract the stroller with the nut.† â€Å"Cheap tarts† may also have connotations of the bright, tacky colours of parrots’ feathers, but the parrots also mean to attract attention with their screeches and strutting. Line three goes on to speak of the tiger and lion, who are apparently â€Å"fatigued with indolence†. Again the tone is of sleepiness and possibly boredom, and the idleness of the animals in question. The animals are tired, and in the wild they would probably be more likely to be hunting rather than lazing about in the middle of the day. This particular line is also an example of enjambment, as it runs into the next verse. The last words of the first stanza are: â€Å"tiger and lion† and the first words of the second are: â€Å"lie still as the sun.† The end of the first stanza is therefore going on to a different subject, which intrigues th... ...fe very differently because of the way he beholds it. The crowd at the zoo is not very interested in the zoo creatures until they encounter the jaguar, and is so stunned to see an animal living as it would in its natural habitat that they are enthralled by it. The jaguar is depicted as powerful in that the crowd is in awe of it, and this is very different to how they see the other animals because he acts as he would in his natural home. Therefore the jaguar has power over the watching people because he is grabbing their attention and in effect controlling them. The jaguar has also been depicted as powerful in comparison to the other animals, who have let the cage become their way of living. The jaguar instead is totally ignorant of the cage and instead still believes himself to be in his old environment, and since he is by himself he is automatically the ruler of his environment. He is powerful in the way he moves, which is with refinement and at some points rage, because he move s in a way that illustrates power. He believes himself to be powerful and therefore he is. Overall, the poem successfully describes the jaguar as a powerful being in every respect addressed in the poem. Ted Hughes' 'The Jaguar' Essay -- English Literature Essays Ted Hughes' 'The Jaguar' How effectively does Hughes convey the power of the jaguar? Ted Hughes’ poem ‘The Jaguar’ describes the animals in a zoo and their lifestyles. It also compares them to the jaguar, which is an animal that lives differently to the others in the way that it views its life. The poem depicts the jaguar as powerful, but in what way? The first line of Ted Hughes’ poem the jaguar is: â€Å"The apes yawn and adore their fleas in the sun.† From the very first three words it is clear that the apes are tired, and the fact that they are in the sun adds to the sleepy air. I think this line was deliberately chosen to begin to convey the monotonous lull of everyday life in the zoo and set a drowsy mood. They are â€Å"adoring† their fleas, which is not a word commonly used in these circumstances. Playing with fleas is normal behaviour for apes, but the use of the word adoring suggests that they are glad of the distraction in their lethargic state. From this line, the apes do not sound threatening, more bored. The second line has a rather different tone; it tells of the parrots that screech as if on fire. Parrots do indeed screech, so this is literal, but it has connotations of pain or perhaps boredom. Obviously they are not literally on fire, so these words could have been chosen to help exhibit their brightly coloured plumage or to remain with the painful image and to display their banshee-like screaming. The end of the line includes enjambment and expresses how the parrots strut like â€Å"cheap tarts to attract the stroller with the nut.† â€Å"Cheap tarts† may also have connotations of the bright, tacky colours of parrots’ feathers, but the parrots also mean to attract attention with their screeches and strutting. Line three goes on to speak of the tiger and lion, who are apparently â€Å"fatigued with indolence†. Again the tone is of sleepiness and possibly boredom, and the idleness of the animals in question. The animals are tired, and in the wild they would probably be more likely to be hunting rather than lazing about in the middle of the day. This particular line is also an example of enjambment, as it runs into the next verse. The last words of the first stanza are: â€Å"tiger and lion† and the first words of the second are: â€Å"lie still as the sun.† The end of the first stanza is therefore going on to a different subject, which intrigues th... ...fe very differently because of the way he beholds it. The crowd at the zoo is not very interested in the zoo creatures until they encounter the jaguar, and is so stunned to see an animal living as it would in its natural habitat that they are enthralled by it. The jaguar is depicted as powerful in that the crowd is in awe of it, and this is very different to how they see the other animals because he acts as he would in his natural home. Therefore the jaguar has power over the watching people because he is grabbing their attention and in effect controlling them. The jaguar has also been depicted as powerful in comparison to the other animals, who have let the cage become their way of living. The jaguar instead is totally ignorant of the cage and instead still believes himself to be in his old environment, and since he is by himself he is automatically the ruler of his environment. He is powerful in the way he moves, which is with refinement and at some points rage, because he move s in a way that illustrates power. He believes himself to be powerful and therefore he is. Overall, the poem successfully describes the jaguar as a powerful being in every respect addressed in the poem.

Rhetorical Devices in Great Gatsby

Gatsby Essay Honors English II Asura Louise Osborne In the 1920’s, the world was full of new inventions, dances, and drinks. The standards of even the most rigorously structured social classes were changed, allowing the rich to cut loose and throw elaborate and entertaining parties. Every day, the world was changing for the better. Author F. Scott Fitzgerald’s work â€Å"The Great Gatsby† reflects these ideas, communicating through various rhetorical devices that the world is a magical place, and that even in times of sadness, anything is possible. Prior to the Jazz Age, growing up was associated with a loss of happiness and hope.During the 20’s, however, this standard seemed to change, pushing the perception of adulthood into something magical and frivolous. Fitzgerald reflects this in the archetypal portrayal of a city, describing it as â€Å"in white heaps and sugar lumps†. White is an archetype for purity, innocence, and hope. It illuminates the hope that the young adults living in the 1920’s felt, as well as the innocent parties they danced at, innocent not because of what took place in them, but because they were blissfully unaware of the harsh realities that existed elsewhere in the world.Happiness is also communicated in the use of the word â€Å"sunlight†, because the sun is an archetype for energy and hope. Through the personification of the city â€Å"rising up†, it is illuminated that the roaring twenties came from seemingly nowhere, almost like a fairytale. The magic of the upper classes’ world was also portrayed in the hyperbole, â€Å"all built with a wish. † In reality, the city merely began as a wish, but Fitzgerald portrays it as something that sprung up from a thought.Potentially the most illuminatory literary device is the imagery in the sentence â€Å"its wild promise of all the mystery and the beauty in the world. † The picture painted is one of excitement, hope, and perhaps most importantly, the creation of a wonderful world borne from fancy. In times of loss, a traditional coping mechanism is bargaining. This is generally portrayed as â€Å"If I do such and such, so and so will come back. † It is usually a time when the bargainer believes in part that anything is possible. F. Scott Fitzgerald dives into that idea when Jay and Nick become part of a funeral procession.One way he communicates the idea that anything is possible is in the juxtaposition of life and death, â€Å"A dead man†¦in a hearse†¦heaped with blooms†¦Ã¢â‚¬  His diction also illuminates this concept through the use of the word â€Å"blinds†, suggesting that most people are blind to the presence of possibility. In addition to diction and juxtaposition, Nick’s reaction to seeing blacks in an affluent setting also illuminates that Fitzgerald is communicating through him, â€Å"Anything can happen now†¦anything at all. † Even in the presence of a â€Å"somber holiday†, the world is still coming up with new possibilities.The world is ever changing, which is one thing that makes life on Earth so exciting. All of the changes that are present today really began in the 1920’s though, a time of new ideas and hopes. F. Scott Fitzgerald led America’s run head-first into the Jazz Age, and gave future generations a peek inside what life was like at the time with his novels. In his book, â€Å"The Great Gatsby†, he uses many literary devices to illuminate the concepts that life is magical, and that even in times of sadness, the world is filling itself with new possibilities.

Chinese and Greek Mythology Essay

Long ago, people wanted to acquire a better understanding of the beginning of the universe which ultimately resulted in the establishment of religions, beliefs and most pertinent, creation myths. Mythology provides explanations for the worlds mysteries especially in regards to the creation of Earth, Humans and the environment. This comparative paragraph analyzes the similarities and differences between a Greek myth entitled, The Beginning of Things, and a Chinese myth named, Heaven and Earth and Man, contrasted in the aspects of conflict, solutions, heroic action, and the education of the first humans. Conflicts arise for different concerns but after the battles cease, peace is restored because of supernatural intervention, the world advances and progresses to prevent future misfortune. Firstly, if peace is kept in the heavens of Greece then there will be less despair on Earth. The battle of authority results in a punishment system being enforced to confine cruel people and prevent rebellions. In ancient Greece there was a constant power struggle for the gods because of the underlying fear that their children would replace them in the chain of command. The text supports the argument of development and enhancement after unreasonable decisions are made by the deities; If any of them breaks the oath, for one year he lies breathless, and cannot partake of sweet nectar and ambrosia; after that year he is cut off from the meeting of the gods for nine years more, and then only may he come back and join their company. (Rouse, 3) During the destruction of the battles, evil is unleashed and causes chaos in the land. The justice system, which is created in response to Cronuses’ rebellion, is essential for any society to continue successfully. There is heroic involvement in both myths, with Zeus in particular in Ancient Greece. Zeus defeated his father and saved his brothers and sisters after being swallowed and trapped in his stomach. Cronuses’ awful deed deserves punishment which results in Zeus creating the Underworld and a standard of the amount of time spent punished. In fact, the Chinese story also includes a quarrel, different in rationale but improvement after the disagreement is a prevalent theme in both. Subsequently, in respect to the Chinese myth, after the war between fire and water, the pillar was destroyed; Nu-Kua repaired the gaps in the sky by supporting the sky with additional blocks. The literature provides evidence to confirm this line of reasoning; Block by block, she patched the holes in the sky. Lastly, she killed a giant turtle, and cut off its powerful legs to make pillars between which the sky is firmly held over the Earth, never again to fall. (Birch, 7) After chaos returns for the second time, when the elements fight against each other, involvement from spirits resolves the crisis and mitigates harm from humans. The irrational and aggressive clash between fire and water causes destruction but also provides reasoning for the position of the oceans and world geography. Apart from the similarities, there are many discrepancies circulating around the topic of conflict. In the Greek myth, conflicts originate from the desire to establish power and authority by rebelling. First, Cronus rebelled against his father Uranus and Zeus against Cronus followed. The competition is caused because children inherit their parents’ position and both gods prevent this from happening by swallowing or imprisoning them. On the contrary, the Chinese dispute is against the elements fire and water. In Chinese mythology, fire is masculine and symbolizes strength, aggression, impulsiveness. Water is considered feminine and symbolizes fluidity, downward energy but has the potential to be noisy. The conflict is probably caused because the elements are opposites and naturally enemies. This clash of the elements is a result of senseless hostility and not a fight for control. The difference in culture is what causes the significant differences in myths. Evidently, in Greek mythology acquiring status and supremacy is valued whereas there isn’t a sense of hierarchy but instead teamwork in China. According to the Asian myth, the spirits all work together towards a common goal which is to enhance and protect the Earth. Another obvious commonality in relation to either conflict is the presence of a supreme being which triggers and assists the chain of events which form the World. The Greek mythology had many different supreme beings which were responsible for various forces on Earth. The Chinese version, only included two main beings, one which was the result of the environment and the other was the creator of the human race. Comparative mythology also requires examining the distinction between the ideas of how both cultures though the Earth was created. An indication of how diverse the culture and beliefs of people is demonstrated in the topic of the formation of Human beings and the surrounding eco-system. The creation of humans, wildlife and geographic landscapes varies with the idea of the Greek Gods sculpting most organisms themselves whereas the Chinese believe Pan’Ku’s body transforms into the environment. The aspect of creation and the environment is portrayed very differently in both legends. The number of dissimilarities outweighs the number corresponding ideas surrounding the mystery of the beginning of the Universe and our existence. In ancient Greece, after a period of chaos and disagreement between the deities a clever titian named Prometheus establishes the first human and provides luminosity and warmth in a world, swallowed by darkness after the sun sets. Prometheus sculpts animals and accidentally, the first human out of clay and began to teach them how to survive including hunting and making fire; Prometheus was very much pleased with his new pet. He used to watch men hunting for food and living in caves and holes, like ants or badgers. He determined to educate men as well as he could. (Rouse, 2) After rebelling by taking responsibility for the Earth underneath the heavens, Prometheus entertains himself by making models out of clay. Accidently, he creates humans and spent most of his time teaching humans how to continue to exist. Prometheus sculpts humans by accident whereas Nu’Kua from the Chinese myth wants to produce beings that will aid to cure her solitary state. To contrast, in the Chinese myth, the weather conditions, mountains, rivers and vegetation are all created by Pan’Ku’s body. Additionally, after humans are created by Nu’Kua, they are taught many vital skills in addition to simply the ability to survive; â€Å"Who in his life [Pan’Ku] had brought shape to the universe, by his death gave his body to make it rich and beautiful†¦ to the Earth he gave his body† (Birch, 6). In the Chinese story, the environment is not created by a specific spirit but instead transforms from a god into the surrounding nature and landscape. A further comparison against the Greek tale is the little explanation about how the land and plants are created except for the separation of sky and ground which reveals an already existing ecosystem. Moreover, the humans in the Chinese myth are taught how to communicate, reproduce and to live in peace. The humans in ancient Greece are never taught skills beyond survival. Finally, there is an evident variation for the reasons to assemble humans. Nu’Kua intends to create a creature that will provide her relief from isolation meanwhile Prometheus is only amusing himself and the first human emerges entirely unintentionally. Nevertheless, both fairy-tales have a couple of resembling principles. To begin with, humans are formed and educated by the deities. The first humans were taught to hunt, gather food, and construct shelter to avoid perishing as a species. The principal objective is to aid humans to continue to populate and the justification in both fables was that supernatural intervention maintained the evolution of such a powerful species. Magical clay was used in both myths as the main material in the production of creatures and human beings. The motive for why these two parables are so similar is to emphasize how there is an external influence which assisted the formation of humans because it is difficult to believe that simple resources could have conceived such complex living, breathing creatures. Additionally, as a society in the present day, education is a requirement and essential for the genetic continuity of the human race, peace and maintenance of the Earth’s resources. By the means of education can one’s potential be used to maximum extent. It is natural for the authors of these short fictitious stories to assume the hero’s and goddesses teach humans because then there will be no foundation to carry on the sharing of lessons and information. In conclusion, it is in the nature of humans to wonder about the unknown and search for answers. At the foundation of nearly every culture is a creation myth which explains how the wonderful mysteries of the Earth came to be. Despite geographical barriers, many cultures have developed creation myths with the same basic elements and structure. However, there are many cultural and societal influences which cause variations in the beliefs and alter the overall creation myth from region to region. Apart from the fundamental similarities, the Greek and Chinese ideologies deviated in certain aspects of the myth because their values and morals as separate countries have impacted, adapted and evolved differently in response to world events.

Shakespeare Henry V

Henry V Shakespeare Essay After looking at the Lawrence Oliver's, Kenneth Branch's and the Henry V classic comics extensively, we have a clear view of what Henry V was really like. The re- telling of this famous story have shown that he was a humble, down to earth leader that wants the best for his army. In Lawrence Oliver's re-making of the famous Shakespeare play ‘Henry V, we see Henry V as a confident and influential man. Throughout the speech we see him yelling at the top of his voice. His army gets right into his speech which is showing that he is a persuasive person.This also shows that he is liked by his army. In Lawrence Oliver's version, we see a large and wide camera view which shows Henry standing above the entire English army. This view shows us the shear size of the English army and Henrys power above them. The soldiers are all dressed in shining armor and the background is nice and colorful. It makes the scene nicer to look at. During Henrys speech, his voice stay s at a loud level. The crowd gets into his speech. In Lawrence Oliver's version we can tell that he is liked throughout the English army cause the army is following him in his speech.After looking at Kenneth Branch's re-make of Henrys famous SST Christian's day speech shows us that Henry is a down to earth guy. In this version Branch makes Henry seems more apart of his army than he is King. We see this when he comes down from his high position down to the level of his fellow citizens. One technique Branch uses is camera position. We see the camera at the height of the army looking up at Henry. This shows us that Henry is powerful. We see him lower his voice lower down from a yell to unite the brothers.Branch gives us the idea that Henry is a loyal and down to earth person who cares about every single man in his army. In the Classic Comic ‘Henry V, we see Henry as a guy that's very powerful and a loyal leader. We see Henry leading a special formation of Calvary soldiers. He say s ‘For we today that sheds his blood with me shall be my brother'. We see Henry from a high view to really show the formation of the men on there horses. We also see that there is a crowd looking up at Henry which really shows the power Henry has got.This lassie comic of Henry V really shows the power Henry has over his army. After looking at these three re-telling of the famous story of Henry V ‘s SST Crispin day speech, I have found out that Henry is a very powerful, liked, down to earth, loyal and honorable man. These three re-telling of this story have shown different techniques to show these characteristics of Henry. Some techniques used are camera height (how high Henry is above the army), voice projection, color of clothing and the way his army follows him. We see him as a man, leader and warrior, soldier and

Action Research Essay

Abstract This paper reports the results of an action research (RA) on the effectiveness of teaching stories in a new way â€Å"Teaching Stories without Telling Them†. The purpose of this research was to justify that how interactive ways of teaching stories enables students to perform better in the classroom, how the interactive teaching expands the knowledge of both teachers and learners, and how the teacher, at the same time, is teaching and drawing on and learning from the knowledge and experience of the students. That creates an ideal teaching cycle, a self-reinforcing teaching and never ending learning process. Introduction The teacher can choose particular designs and techniques for teaching a foreign language in a particular context. No quick fix is guaranteed to provide success for all classroom situations. Every learner is unique; every teacher is unique; so is every learner-teacher relationship. The teacher’s key task is, therefore, to understand the properties of these relationships and set the classroom environment accordingly. In other countries such as Nepal, students are taught to view their teachers  as an authority and a knows-everything person in the classroom, and this value-based relationship hinders the learners from freely expressing themselves in the classroom. In this firmly established teacher-centered system, it is often offensive for the students to contradict the teacher’s point of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is not a new issue. Many published writings have critically looked at it. However, a teacher can always adopt various strategies to increase students’ participation in the classroom activities. In order to justify this possibility, I used a technique that I have termed as â€Å"teaching stories without telling them†. If the stories are carefully chosen, students feel what they do in the classroom is relevant and meaningful to their lives. Moreover, when asked to respond personally to the texts, students become increasingly confident about expressing their own ideas and emotions. The stories involve emotions as well as intellect, which adds to motivation and contribute to personal development. This is in particular very useful where the classroom is often only source of English. Background I’m a new English Teacher at Kaunlaran High School but I have been teaching English for the last four year. The pre-requisite to join this programme is School Leaving Certificate (SLC). Practically, the students who join this course range from SLC graduates to University graduates. I also work at â€Å"English Speaking and Research Club† that runs classes for those who want to improve their speaking skills. Interestingly, the members coming to this Club include school students to professionals and businesspersons. Certainly, the classes in both settings are multilevel in nature. I would like to refer to Hess’s (2002) definition – multilevel class is the class in which students vary considerably in their language and literary skills. In my case, students not only differed in language level, but also in age, motivation, expectations, attitude and interest. The Procedure In both places, I began with a pre-test in order to diagnose the learners’  level of English. The candidates were tested all their skills – first day reading and writing and the second day speaking and listening. Later they were divided into three groups named as triple five (those scoring less than 50%), triple seven (those scoring between 50-60 %) and triple six (those scoring 60% above) according to their test results; but they were not informed about it. Action plan teaching process Selecting a story: (I selected stories from books available in the market. I purposely chose books that had an appropriate level of difficulty and length.) Briefing the students about the different nature of class: (I told my students that they would have to read the text and be able to answer the questions I would ask them in the class. I did not read the story. My role as a teacher and facilitator was to ask questions very carefully so that I would be able understand the story and students’ role was to make me understand the story.) Giving students the story to read at home as reading assignment: (I gave each student a copy of the same story to read at home.) Grouping the students according to their language proficiency level and carrying out the class: (I asked simple factual questions to below average group i.e. 555; reflective questions to average group i.e. 777; and interpretive and judgmental questions to above average group i.e. 666. This actually engaged every student in the classroom activity. Moreover, they were very attentive when someone was speaking. This various types of questions actually motivated all level students to participate in the classroom activity.) Carry out discussion: (I was very careful while carrying out the discussion. Sometimes the students gave contradictory answers to the same question I asked. In such situation I played a very careful role – I gave the students equal opportunity to justify their answers. My job was to facilitate them to come to an agreeing point.) Giving home assignment: (I gave different tasks to different group – I asked the below average group to write a summary of the story, I asked the average group to imagine one of the characters in the story and write the story from their own perspective. For example, imagine that you are the Brahmin in the story, write a paragraph how these three thieves cheated you. I asked the above average group to interpret t he story using their own feelings and emotions. For example, do you think you would punish these thieves if you  were a judge? Write a very logical paragraph of your argumentations. The students at the beginning were little puzzled but did not express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by encouraging them to take charge of their own learning (Nguyen, 2005). This became even more interesting as I purposely did not read the story to create a real information gap. If I had read the story, I would already have known everything and then the questions I asked in the classroom would have been merely mechanical ones. For this reason, I claim that the classroom language was authentic. Classroom activity In the classroom, I asked four different types of questions: factual, reflective, interpretive, and judgmental. It is vital that we understand the nature of the different types of question. I have briefly described what they mean and quoted some sample questions I used in my classroom and their respective answers that students gave. They are as follows. a) Factual questions: the questions are very simple and they can pick up the answer from the text very easily such as: T: what is the title of the story? 555: Brahmin and thieves (they can pick from the text) T: How many characters are there? 555: There are four; one Brahmin and three thieves. b) Reflective questions: the types of questions are related with peoples’ emotions, feelings and associations for which the students have to use their won feelings to characters, event and plot of the story such as: T: What could be another suitable title? 777: Brahmin and the goat (they have to associate with the text.) T: why did they try to fool the Brahmin? 777: because they want the goat. c) Interpretive questions: the types of questions are related with meaning,  purpose and values such as: T: Why do you think the title should be Brahmin and goat? 666: Because the goat also has main role in the story. d) Judgmental question: these sorts of questions allow the students to decide their feelings, emotions and response to the topic and discussion they have had together such as: T: Write a very logical description, why do you want to punish one? 666: I should judge very carefully. We all know that if we miss judge then there is no one to help poor people. In this case, any way the Brahmin is (sis) victim †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. In this way, every learner participated in the class. Though the class was multilevel, the task designed for different levels was really challenging. The classroom rule was that only the group was supposed to answer the question, in case they did not answer then other group would answer. As far as the error correction concerned, I did not correct all the errors they made in the discussion. It does not mean that I ignored all the errors. I corrected only global error not the local error. I agree with Brown’s (2000) definition that the local error is clearly and humorously recognized and recommended that they may not be corrected as long as the message is understood and correction may interrupt a learner in the flow of communication. The global error needs to be corrected in some way since the message may otherwise remain unclear and rather ambiguous. I have corrected the errors watching the situation without disturbing in their attempt to produce the language. The result I found a dramatic change in the classroom atmosphere: all trying to say something, listening to others what they say. In fact, I had never had such satisfaction in my class before even though I used pair work, group work and role-play. In this sense, I agree with Nunan’s (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out meaningful tasks and using language which is meaningful to the learners and as well as the use of materials that promote  communicative language use. Such activities helped the learners to find the ways of helping them to connect what is in the text to what is in their minds. One of the major advantages of this approach is that texts can be selected based on the richness and diversity of the language and on the relevance to the English learners who should find them both meaningful and motivating. I refer Nguyen (2005:5) â€Å"Exposing students to varieties of stories let them experie nce not only the beautiful language but also something beyond, such as sympathy with characters and engagement with emotional situations that relate to their actual lives.† As a result, I found the activities vital for progress in language learning process. Such discussion certainly enhances students’ ability to pay attention, remember new grammar and vocabulary, process ideas and response appropriately. Moreover, students get enough chances to express their own ideas and opinions and discuss the opinions and ideas of other students. I agree with Byrd and Cabetas (1991:9) ‘by discussing these differences students learn to use English more clearly and to understand it better.† Moreover, they learn to clarify their own ideas, values, perspectives, and learn from others. A major innovation that I have noticed about this technique is to systematically build students’ ability to present their own ideas, opinions and feelings – both accurately and confidently. I have particularly focused on maximizing student-talking time and minimizing teacher-talking time in the classroom setting. This action research proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has two roles: the first role is to facilitate the communicative process and to act as an independent participant within the teaching-learning process; second role is that of researcher and learner. Action Research Essay Abstract This research is conducted to find out whether the use of CALL can boost students’ level of confidence in learning English. CALL is one of the methods used by teachers to facilitate students learning. Quantitative approach is selected to conduct the study. Survey is distributed to form four 15 male and 15 female students of SMK Sultan Abdul Aziz. CALL is proven to help students increase their level of confidence in learning English. Therefore, teachers can maximize the use of CALL in their teaching. Keywords: Computer-assisted language learning, confidence, English Chapter 1:Introduction 1.1 Introduction The development of technology has given huge impact to the advancement of instructional technology in education. Therefore, many researchers have been conducted to investigate the effectiveness of computer usage in teaching and learning process. In this 21st century, most of the teachers use Computer Assisted Language Learning (CALL) as one of the teaching pedagogy to facilitate students’ need in learning second language. Students especially in rural areas have lack of confidence in using English as their second language. One of the major concern is they are afraid of making mistakes either in speaking or written language. So, teachers should use different kinds of approach to overcome this issue. One of the approaches is by using CALL during teaching and learning process. Therefore, the need of this study is to find out the usage of CALL in boosting students’ confidence level. 1.2 Background of the study In learning second language, it is essential to have high confidence in using the language. According to a school teacher of SK Dato’ Laksamana Raja Mahkota in Teluk Intan, the biggest problem faced by her in teaching English is lack of confidence among students. Students are reluctant to communicate in English, especially in conducting activity that requires them to use the language. Without confidence, students may have difficulties in using English either in speaking or writing. Students with low confidence level  need new methodology to motivate them do well in learning English. According to Liton Weili Xu (n.d), the usage of CALL indicates that second language students can benefit from greater confidence and motivation given the opportunity to communicate with varied audiences. 1.3 Statement of the problem Many researchers have mentioned about the usage of CALL to boost students’ confidence level. However, there was little empirical study on the usage of CALL to boost confidence level among secondary school students. Advances in technology now allow students in secondary schools to be connected to one another beyond the four walls of the classroom. Students can interact through online discussion with other students from around the world. They can access huge amounts of information in seconds. They can share experiences through video, still image, online blogs, chat rooms and messaging sites by using English language. It is such a waste if teachers miss out on opportunities to motivate the students unless they take advantage of the use of technology in the classroom. The more students can share real experiences in the target language, the more their confidence will grow. 1.4 Research Objective For this study, the objectives are as follows: 1. To identify preferred platforms used by the students in learning English. 2. To investigate the role of technology in boosting students’ confidence level in learning English. 3. To find out the difference between male and female students’ confidence level in using CALL. 1.5 Research question For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 1.6 Significance of the study Many students find it hard to learn English because it is not their mother  tongue. They are also not confident to use the language and participate in class activity. The teaching of English language should be in a way that can boost their confidence and interesting. Therefore, this study regarding the use of Computer-Assisted Language Learning (CALL) in teaching English might help students to build their confidence in using the language. 1.7 Limitations The limitations of this study are as follows: 1) This study will involve limited number of students from one of the schools in Teluk Intan, Perak. 2) This study will be conducted in limited time which is only two months. 3) The questionnaire will be distributed online through Facebook message which may create a barrier between researcher and respondent. 1.8 Definition of terms In this study, there are several terms that have been used which are: Computer-Assisted Language Learning (CALL) Michael Levy (1997) defined Computer-Assisted Language Learning (CALL) as â€Å"the search for and study of applications of the computer in language teaching and learning† (p. 1). CALL involves the use of computer as instructional technology to teach students. Jones and Fortescue (1987) also mentioned in their study that computer is a flexible classroom aid which is very useful for both teachers and learners (as cited in Nzh Gunduz, 2005). The usage of CALL in classroom can help students to learn the language better in a different environment. Teachers can apply interesting approaches or strategies while teaching with the help from computer. Confidence Sieler (1998) defined confidence as an individual’s feature (a self-construct) which leads a person to possess a positive view of themselves or situations that they are in (as cited in Maizam Alias &Nurul Aini Hafizah Mohd Hafir, 2009). Every student has different level of confidence in their learning process. Some of them may have high confidence and some have low. As mentioned by Stevens (2005), self-confidence refers to â€Å"a person’s expectation of his or her ability to achieve a goal in a given  situation† (p.1). Therefore, in order to learn better, students need to have a good expectation of themselves which means to have great confidence. 1.9 Conclusion This chapter elaborates background, objectives, significance and limitation of the study. This chapter also addresses on the importance of using CALL in language teaching and learning. It is hoped that the usage of CALL will help students to overcome their problems in gaining self-confidence in learning English language. The next chapter will discuss on the findings from previous researchers. Chapter 2: Literature Review There are vast opportunities for the use of computer assisted language learning (CALL) to assist second language (L2) learners in the classroom. Lee (2000) noted that â€Å"Although the potential of the Internet for educational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which links between technology and TESL have already been established†(p.1). Learning another language is a difficult task and advances in slow, steady increments. Almekhlafi (2006) investigated student attitudes with regard to the effectiveness of CALL. He found: CALL users had a positive attitude toward using CALL and had a high intention and satisfaction to use it in the future due to their perception of its utility and educational benefits. Results also showed a high self-perception of knowledge gain as a result of using CALL (p.134). Furthermore, it is suggested by Trites (2006) that asynchronous communication activities such as email, blogs and key-pal activities can boost student confidence by providing them the opportunity to slow down oral-like exchanges. Students can self-correct, use dictionaries, and take time to search for the right words or for reflection. In addition, most language teachers face the same big problem, which is to get students to respond in a classroom, perhaps because they have no confidence in responding to the teachers and afraid of making mistakes. Therefore, CALL is used to enhance  confidence level of the students. According to Ducate & Lomicka (2005), he concluded that shy students may feel more comfortable in the relatively anonymous and equalizing environment of blogs and may therefore be more willing to share their comments with classmates. It is supported by Hata (2003), who claimed that CALL â€Å"allows collaborative learning activities, encourages participants to take active roles in communication, allows participants to have control over their learning, facilitates negotiation of meaning between students and encourages students to be less self-conscious of their language†(p.117). McIntosh (2005) experimented with an action research project designed to test whether techniques in information and communications technology (ICT) could provide more extension for stronger pupils, to stretch their abilities in language. McIntosh indicates, â€Å"Several new ‘social technologies’ can improve writing and reading skills, as well as encouraging higher order thinking skills† (Personal blog, September 30, 2005). Studies have shown that students are comfortable using CALL technology and feel that it is beneficial to their learning. Many of the applications create an environment where language production and analysis are slowed down, thereby giving students more opportunity to self-pace and self-correct. Furthermore, CALL technology provides a venue where shy students have equal opportunity for participation and do not have to be aggressive to be heard. Students may be more likely to be active participants in the learning process. As a result, they will have more confidence in using English Language in their daily life. Wen-chi Vivian Wu, Ling Ling Yen and Michael Marek (2011) mentioned in their research paper that technology such as computer helps people to interact wherever they are. It just depends on the willingness of people to either use it or not as for example in the world of education where educators can use part of technology as a learning tool. Fresen (2007) also supported the idea of using technology in teaching by stating that the choices of technology is one of the factors in fostering students’ active learning (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). The use of computer assisted language learning (CALL) such as video conferencing can help students to have real communication which can make them use English regularly (Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). This can  make students to feel confident in using English language. It has been supported by Ortega (2009) in which he mentioned that the use of CALL for learning boost students’ confidence in using English (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). As Reza Dashtestani (2012) said in his journal, there have been changes in educational context whereby students have great interest in the application of computers and technology. With the developments of educational tools, language teachers are trying new ways to integrate technology into teaching methodology. Over a certain period, computer assisted language learning (CALL) become one of the method to replace traditional method of teaching. However, the question is whether the use of CALL is beneficial to boost students’ confidence level. Many studies have examined CALL as an approach to second language instruction. Basically, learners are more motivated in learning when they the process or lea rning is enjoyable. Students’ confidence level can be seen whether they are willing to communicate in using English language. Often time, learners refused to use English language because of embarrassed about making mistakes and lack of fluency. According to Lee (2000), Warschauer and Healey (1998) in research done by Ferit (2013), using CALL in teaching can support learning in variety of ways, enable pair and group work, promote global learning, enhance students achievement and confidence, create opportunities to treasure from various sources and motivate learners. However, to achieve positive result of using CALL, competent teachers that are equipped with skills and strategies were needed to integrate the used of CALL in the classroom. In the research, the respondents got excited and motivated when the teachers introduced blogs and wikis to them in learning writing skills. They felt confident to write and express themselves using English language and willing to correct the mistakes done. The teacher used Voice Thread website by recording voice to teach speaking skills. This method encouraged the learners to speak rather than speaking in front of the class. They refused to use English language in front of their friends because lack of confidence and they think their friends will laugh at them. So, the teacher shifted to new method to boost their confidence in using English language. As mentioned by Kung (2002), it has been recognized by educators that utilizing Computer Assisted Language Learning (CALL) programs can lead to  independent and collaborative learning environments as well as allow students to have language experiences as they acquire their second language which consists of different stages. Computer technology or computer assisted language learning programs can be stimuli for second language learning where it can promote learning motivation (Lee, 2000; Taylor, 1980). It was proposed by Cheng-Chieh Lai and Kritsonis (2006) that â€Å"through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence† (p. 2). Computer technology nowadays provides many benefits for second language learning where it allows learners to become independent and work on their learning material by themselves (Rost, 2002). According to Robertson, Ladewig, Strickland, and Boschung (1987), participants who are involved with computer assisted language learning programs had significantly higher self-esteem ratings than regular students. With the rapid development of technology in this globalized era, Cheng-Chieh Lai and Kritsonis (2006) also stated that: Computers can capture, analyze, and present data on second language students’ performances during the learning process. As we know, observing and checking students’ learning progress are very important activities to help students achieve their second language acquisition (p. 3). Furthermore, technology helps students to learn grammar and writing. According to Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012), the researchers claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. They also claimed that students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. But, as for Abeer H. Malkawi (2010), the students did not depend much on tape recorder to learn English language skills. According to the researcher, the presence of a teacher in a classroom is considered among the most important and they did not put technology as the main source of learning English. Moreover, Lenka Temerovà ¡ (2007) claimed that the students did not feel confident to speak in English even after they listen to different accents of the language. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. Some studies were conducted to see the difference of level of confidence between male and female in using CALL. There is a study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 3: Methodology 3.1 Introduction The purpose of this study is to find out the usage of CALL in boosting students’ confidence level. For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 3.2 Research Design This study will be conducted using quantitative method. Researches will distribute questionnaires to secondary school students to know whether the usage of CALL can increase their confidence level in learning English Language. Researchers plan to use this method because it involves numerical data which later can be calculated easily. 3.3 Population and sampling The researchers use non probability sampling; which is convenience sampling. The sample of this study consists of 30 Form Four students of Sekolah Menengah Kebangsaan Sultan Abdul Aziz, Teluk Intan Perak. 3.4 Method of data collection The questionnaires were distributed through online, which is Facebook private message. Researcher used Facebook because it saves time, energy and cost. Besides, researcher found that it would be easier for respondents to answer the questionnaire through online. 3.5 Instrumentation Researcher used a set of survey for this study. It was adapted from various researchers; Jenny Brooks, Jia-Chyi Chu, Laura Marquez, Leticia Parsons & Nan Zhang (n.d.) and Dogan Bulut & Ali Farhan Munify Abuseileek (2007). According to Moras (2001), as cited in research done by Sanja Seljan, Norbert Berger, Zdravko Dovedan, there are three phases of CALL. In this study, the researchers adapted questionnaires from various researchers that only focused on two phases, which were Communicative approach and Integrative approach. The Communicative approach focuses skill practice in a non-drill format, such as language games, reading, and text reconstruction. Meanwhile, the Integrative CALL approach is based on multimedia computers and the Internet that combine text, graphics, sound, animation and video. The survey used consists of three sections which were demographic background, section A, and section B. Demographic background is a survey on respondent’s information. Items that had to be filled by respondents are age, school and gender. Section A consists of five general questions about Computer-Assisted Language Learning. Meanwhile, in section B, respondents were required to make a choice based on the level of their agreement. The level of agreement comprised of five stages, 1-strongly disagree, 2-disagree, 3-average, 4-agree, and 5-strongly agree. Section B consists of four questions for each skill in language (reading, listening, speaking, and writing). The questions in this survey were designed based on research questions. 3.6 Validity and Reliability This research used a new developed questionnaire whereby the researchers look into few aspects which are listening, speaking, reading, and writing. The validity of the questionnaire was tested in terms of face validity. Face validity involves process of survey pre-testing to avoid misunderstanding and misinterpretation of the items. The pre-test was conducted and the  result showed that the items do not violate face validity. This proves that the respondents did not misunderstand the questionnaire. So, this research survey was shown to have high validity. Meanwhile, the reliability of the questionnaire was measured by conducting a pre-test survey to students. A set of questionnaires was distributed to examine the reliability of the items which consists of items that are similar but have different wording. The result of the pre-test was found to be incoherent because the respondents gave different answers for the similar items. Therefore, the items were reviewed and modified in order to increase the reliability of the items. 3.7 Pilot Study The questionnaire was piloted to ten students from Kuliyyah of Engineering in IIUM. The respondents were briefed by researchers about the purpose and way to answer the survey. They were given 15 minutes to complete the survey. The survey was conducted at Kuliyyah of Architecture and Design cafe during lunch hour. The data collected from the survey was tabulated and analyzed using SPSS to determine the validity and reliability of the questionnaires. Due to small sample size of respondents, the Cronbach Alpha was found to be 0.6ÃŽ ± 3.8 Data Collection Procedures and time frame The research began in April until June 2014. It took approximately two months to complete this research. This research used survey as the instrument for data collection. It took several procedures which were getting consent from respondents, briefing about the details of the survey, distributing the survey through online and collecting the data. 3.9 Data Analysis Plan This research consists of three research questions. The first research question is â€Å"What are the preferred platforms of technology used by students in learning English?† The data was analyzed by using Microsoft Excel to see the highest percentage of platform preferred chosen by the respondents. The data was visualized by using bar graph. The second research question is â€Å"Do students find technology helpful in boosting their confidence in learning English?† The items which addressed this research question were constructed  using Likert scale ranging from one to five (strongly disagree to strongly agree). For this research question, the researcher focused on the answer from the respondents which range from four to five because the researcher want to know whether CALL helps to boost students’ confidence level in learning English. The data was illustrated in bar graph by using Microsoft Excel. The third research question is â€Å"Is there any difference between male and female students’ confidence level in using CALL?† The data was analyzed according to gender to see the differences between male and female students ‘confidence level in using CALL. The researcher used the same result from second research question and observed if there is any difference between male and female respondents of their preference in answering the items given. The result that was shown in the bar graph will determine their level of confidence. Chapter 4: Findings Research Question 1: What are the preferred platforms of technology used by students in learning English? Figure 1 Figure 1 showed that 20 out of 30 respondents chose Facebook as their platform in learning English. That took up 66.67% of the respondents. Skype and other platform took up the least number of respondents, with one respondent respectively, which carried 3.33 % of the sample. Research Question 2: Do students find technology helpful in boosting their confidence in learning English? Figure 2 Figure 2 showed three items in the survey which addressed the research question two. The first item is â€Å"I feel confident to use tape recorders in listening classes†. As for the first item, 13 out of 30 which is 43.33% of the respondents agreed that tape recorders help them to be confident in listening class. That was the highest number of preferred answer by the respondents. Meanwhile only seven respondents did not feel confident using tape recorders in listening class that comprises 23.33% of the sample. The second item is â€Å"I feel confident to speak after listening to different accents from English movies†. As for the second item, 20 out of 30 which is  66.67% of the respondents agreed that they feel confident to speak in English after listening to different accent of English native speakers. Meanwhile only four respondents did not feel confident to speak after listening to different accent of English native speakers that comprises 13.33% of the sample. The third item in the survey is â€Å"Chatting using social network helps me write better in English†. As for the second item, 24 out of 30 which is 80% of the respondents claimed that chatting helps them to write better in English. Meanwhile only eight respondents which is 26.67% disagree that chatting helps them to write better in English. Research Question 3: Is there any difference between male and female students’ confidence level in using CALL? Figure3 Figure 3 showed the difference of answers given by both respondents male and female. According to the figure, 27 male respondents agreed that they had high level of confidence in using CALL. Meanwhile, 7 of them did not have the confidence in using CALL. As for female respondents, there were also 27 of them who had high level of confidence in using CALL. Meanwhile, there were 6 female respondents who did not have the confidence in using CALL. So, the level of confidence between male and female was slightly different because there was more number of male respondents who disagreed that they had confidence in using CALL. Chapter 5: Discussions The research showed that the respondents’ preferred platforms of technology in learning English is Facebook. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). They claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. This research also proved that students find technology helpful in boosting  their confidence in learning English. They felt confident to use tape recorder in listening class. This result contradicts with the previous research done by Abeer H. Malkawi (2010). According to her research, the dependence on tape recorder to learn English language skills is low. The author believes that these statistics are disappointing as the percentage of those using tape recorder should be higher since this method is easy to use, has low cost to own, and it can be easy moved from one place to another. Moreover, using the tape recorder can help students record their own statements and hear again. It is unfortunate that the methods of radio and tape recorder are not well-used although they have so many benefits in helping students improve their listening comprehension. The presence of a teacher in a classroom is considered among the most important. Besides, the respondents felt confident to speak after listening to different accents from English movies. This result contradicts with the previous research done by Lenka Temerovà ¡ (2007). According to the researcher, the students did not feel confident even after they listen to different accents of English. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. The respondents also agreed that chatting using social network helps them to write better in English. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). According to the researchers, students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. The findings also suggested that there is a slight difference between male and female students’ confidence level in using CALL. There was more number of male respondents who disagreed that they had confidence in using CALL. This was contradicted with the previous study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 6: Conclusion In conclusion, CALL is proven to be helpful in boosting students’ confidence level in learning English. Although this research was limited by the small convenience sample and time constraint, the information about the use of CALL could be important for educators who develop educational programs also for students to perform better in English language. The findings of this study suggest that additional works needs to be done on to replicate and extend the study on CALL and students’ confidence level in learning English in other schools. Even if the current finding was stronger, it would be difficult to generalize the finding to other schools. References Cheng-Chieh Lai &Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), p.2. Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age, gender, and computer experience upon computer attitudes. Educational Research, 39(2), pp. 123-133. Dashtestani, R. (2012). Barriers to the Implementation of CALL in EFL courses: Iranian EFL teachers’ Attitudes and Perspectives. Jalt Call Journal, 8(2). Gunduz, N. (2005). Computer Assisted Language Learning .Journal of Language and Linguistic Studies, 1(2), pp. 193-214. Kung, S. C. (2002). A framework for successful key-pal programs in language learning. CALL- EJ Online, 3(2). Retrieved March 7, 2014, from http://www.clec.ritsumei.ac.jp/english/callejonline/6-2/SCKung.htm Lee, K.W. (2000). English teachers’ barriers to the use of Computer assisted language learning. The Internet TESL Journal, Retrieved June 25, 2006, from http://www.4english.cn/englishstudy/xz/thesis/barrir Maizam Alias &NurulAiniHafizahMohdHafir. (2009). The relationship between academic self-confidence and cognitive performance among engineering students. Academia.edu Share Research. Rost, M. (2002). New Technologies in Language Education: Opportunities for Professional Growth. Retrieved March 7, 2014 from http://www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdf Robertson, E. B., Ladewig, B. H., Strickland, M. P., &Boschung, M. D. (1987). Enhancement of self-esteem through the use of computer-assisted instruction. Journal of Educational Research, 80(5). Sanja Seljan, N. B. (n.d.). Computer assisted Language Learning. Retrieved March 12, 2014, from http://dzs.ffzg.unizg.hr/text/call.pdf Sieler, A. (1998). Self-confidence. Retrieved March 15, 2014,from http://www.newfieldaus.com Stevens, T. G. (2005).Self-confidence. RetrievedMarch 15, 2014, from http://www.csulb.edu Taylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press. Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability.Educational Technology & Society, 14 (3), pp. 118– 129. Xu, L. W. (n.d.). Using CALL to Enhance the Confidence of Foreign Language Learners. p.8. Action Research Essay The English Language dominates a higher prestige in the Philippines just as it enjoys a higher part in the Philippine Education System. Thus, authentic English Language teaching and learning environment should be given a full blast attention naturally and effectively. In this age of globalization, where society is being transformed and is transformed by technology, so too are innovative ways in teaching and learning the English subject. It should be noted that as time flies, the number of Filipino English Language Learners has rapidly increased. These learners are full of hopes and dreams to learn the language of the world that every English subject is accountable for. Yet, he/she needs not to be idealist to expect that by the end of the academic year, learners will be great English speakers, readers, spellers, writers and listeners. There may be some variables that may hamper the learning process however this should not block the goal of English teacher to bring the English language in the open. Furthermore, the spread of English as instructional language and the emergence of technology as a fast learning channel should be mutually enforced. Indeed, technology has revolutionized the teaching of the English subject, as the last few decades have affirmed the role of English as â€Å"Lingua Franca† which means any language for communication between groups who no other common language (Matthew, 2009) from this context, the researcher takes the challenge to lead an action in finding out the most effective way to create a better if not the best intervention material in teaching English subject so as to improve the performance of the students. MULTIMEDIA TECHNOLOGY is the answer. The researcher believes that the ability to incorporate educational opportunities that multimedia technology promises will tremendously be the key ingredients in making it possible for English Teachers to address core educational challenge. Moreover, multimedia technology is utilized for the upliftment of modern styles. It somehow satisfies both visual and auditory sense of the students. With the spread and development of English around the world, it has been learned and used by more and more learners. Nonetheless, multimedia technology applies interactive computer elements such as graphics, text, video, sound and animation to deliver a message. On the wings of change the use of multimedia technology should be a must for English teachers because in using such, pictures and images enrich the content of the subject matter. Through the whole interactive process, it can be visibly experienced that using multimedia is effective in nurturing students in learning the English subject at the same time enhances the teacher’s interest in teaching English. As Zhang (2010) points out, multimedia offers students rich resource materials-both authentic and instructional as well as attractive and friendly interface, vivid pictures, pleasant sounds which to a large extent overcomes the lack of authentic language environment and arouses students intense in learning the English subject. By far English teachers should already give walls to traditional teaching as it only gives the class monotony and boredom. They should try something new and different, something that captivates pupils’ attention and interest and that is MULTIMEDIA TECHNOLOGY. Come to think of this, traditional English teaching allows the teacher spend time on writing the vital language points and important information on the chalkboard. While, with the use of MULTIMEDIA TECHNOLOGY, the class becomes more attentive, more active and the teacher just uses the button and keyboard to show significant content in a few seconds. Moreover with the same courseware, the English teacher does not need to write some notes several times in different classes, hence saving time and energy. The researcher observes that pupils tend to be preoccupied with things not connected with the English subject, thus affecting their performance. Nonetheless, the pupils lack learning competencies especially in their grammar skills, noting details, sequencing events, and getting the main idea from a selection being read. Hence, MULTIMEDIA TECHNOLOGY is highly suggested as it increases students motivation to learn. (WanZek et. Al. 2008). With the above literature, the researcher aims to find out the effectivity of multimedia technology in improving the performance of Grade Six section 5 pupils of Mandaluyong Elementary School. Statement of the Problem This action research seeks to find out the effectiveness of multimedia technology as an intervention tool in improving the performance of Grade Six-5 pupils of Mandaluyong Elementary School. Specifically, the study aims to answer the following questions: 1. What is the extent of performance of Grade Six section 5 pupils before and after the use of multimedia technology? 2. Is there a significant difference between the extent of performance of Grade Six section 8 pupils in their English class before and after the use of multimedia technology? Significance of the Study The primordial objective of this study is to provide complete, balanced and modern concepts on the effective use of multimedia technology. Essentially, the researcher believes that result of this study will be significant to the following people: To the Pupils – they will be the direct recipients of the study, they will be more enthusiastic in the English subject upon experiencing multimedia technology in the classroom. To the English Teachers – they will have a better understanding on the use of multimedia technology thus enabling them to adopt such tool thereby improving their skills and strategies in teaching English. To the School Administrators – this study will be of great help as it will create a milleu of awareness about multimedia technology so that they can assist their teachers on the modern teaching of thupplement classroom activities. e English subject. To the Future Researchers – this will serve as a springboard for further research activities on the use of multimedia technology with the purpose of using it to s Conceptual Framework The use of multimedia technology is one effective tool in teaching English. It has to be affirmed that it really enhances pupils comprehension on the subject matter thus improving their performance. Expert and scholars say that multimedia assisted instruction certainly improve learning motivation and attention of learners increases interactivity, satisfies individualized demand and monitors the learning condition of the learner. The researcher will make use of a flow chart that will serve as his road map in coming out with the desired result. It will describe how he will introduce the use of multimedia technology as an intervention material in improving the performance of students in English. The flow chart shows how the result of pre-test will serve as a guiding factor for the researcher to think of the multimedia technology. From this, the improved performance of the pupils should be visibly reflected in their post test. Figure 1 shows the conceptual framework of the study.

Employment Law Coursework Example | Topics and Well Written Essays - 1500 words

Employment Law - Coursework Example Also, the judiciary seems to have laid its focus on the substance of the relationship rather than its form for its characterisation in law. Thus, a mutuality of obligation, together with elements of control, is usually seen as a prerequisite for a contract of employment to exist. However, it is important to understand that all employees are workers but not all workers are employees. There are two main definitions of the term ‘worker’ currently in use and both of them put within their ambit individuals who work/seek to work under either a contract of employment or any other contract providing for personal obligation towards another party. In other words, a worker is anyone, who works for another person (not necessarily under a contract for employment) other than in a professional or business relationship. Thus the different types of workers are as classified by law, and this is bound to have implications for employment rights. This is because; employment rights and responsibilities are based on employment status, and certain rights and responsibility apply only to ‘employees’ rather than ‘workers’. The trend however, seems to be to widen the scope of law by extending legal rights to ‘workers’ and removing dif ferentiation between the two terms. 9 It is fundamental to employment law that one is able to identify the relationship, whether it be that of an employee or worker or self employment or of an increasingly new variety of relationships that are coming up in the contract of employment.10 This is so, because while the legal arrangements involved could be of mutual satisfaction to the parties involved, it might not be well defined, thus making it difficult to categorise for legal analysis.11 Thus, it becomes necessary to analyse the various work relationships, under which it is possible to undertake work and the means through which they can be distinguished in law. These relationships under which, it is possible to undertake work include: I. Employees: The term ‘employee’ is defined in S. 230, ERA.12 The primary requirement is a contract of employment. However, to determine the existence of an employee-employer relationship, it is necessary to look at the control test, organizational test and the mutuality of obligations, along with an obligation of personal service.13 II. Directors: Directors are officers of the company. However, there is nothing to prevent directors from being employees. They can be employees, provided they have a service contract with the company, either express or implied.14 Besides, it is also important to look at the work conditions, mode of remuneration, and other legal requirements.15 However, it would be necessary to note on whether there has been use of the corporate veil to gain undue advantage, and if that has been done, to disallow the status of an employee.16 Thus, the status of a majoring shareholder or a director as an employee is affected, only if the employment contract is a sham.17 III. Business Consultants: It is seen that people who work in an advisory capacity are not always, strictly speaking, employees. Instead, they fall under the term ‘retainers’.18However, depending on the factual and legal arrangements made, a business consultant can be classified as an employee.19 IV. Office Holders: While an employment contract was a requisite to the work described above, a special category exists, who are not employed by virtue of contract of employment, and are known as office holders.20 Examples of such positions would include trustees, police officers, magistrates

Marketing Strategy Essay Example | Topics and Well Written Essays - 1000 words - 3

Marketing Strategy - Essay Example The customer has become very choosy and thus he relies more on the communication messages that are put up on the web and other media forms, rather than relying on the TV and newspaper advertising which are some aspects that are a thing of the past (Palser 2007). The customer becomes active nowadays when he realizes that the Internet is a potent force and anything that is put up on it will surely make a huge difference within his life. Also there have other forms of advertising which have literally changed the face of the conventional ways of reaching to the intended target audience. These include the transit advertising forms, the street and pole signs, the road branding techniques, the balloon advertising and so on and so forth (Ha 2003). What all these advertising methods have brought forward is the fact that the customer has become very educated and that he does not need to have a TV or a newspaper to access details about the brand or service which is being highlighted, from the domains of the client in essence. The customer now knows that if he has missed TV and newspaper advertising, he can most definitely go on the web and easily access the same. He can go outdoors and see the street signs and hoardings and thus be in line with whatever is being offered to him all this while. The death of TV and newspaper advertising has happened over a period of time, and not in an overnight fashion (Stoff 2008). This has meant that the TV and newspaper owners had started to understand that their respective mediums have lost the battle as compared to the newer media outlets and methodologies which were making serious mark on the consumers’ minds. What is even more interesting is the fact that the consumers have now realized that the power of the contemporary forms of advertising within their lives has become very significant and that they would rely on