Complementing Language Laboratory with Internet Video Dubbing: Exploratory Research of Instructional Media of Pronunciation

Abstract

The objective of the research is how to complement language laboratory with internet video dubbing. The assumption is language laboratory will function more effectively if the immense learning stuffs of internet videos are modified by dubbing activities. The ideas of mixing instructional media and learning activities in a harmony underpins the following supposition: If Quality Repetition of Listening, Decoding, Pronouncing, Recording and Dubbing activities (QR DPRD) are practiced intensively the students will probably learn more and retain better learning experience. The writer takes several steps: The first, conducting preliminary research suggesting that vandalism is one of the expression of academic difficulties that triggers the researcher to understand more and then move to uncover the effects of the existing media facilities in the context of laboratory did not work properly and did not function effectively because of age or damage, impracticality, being too expensive or being unable of modification. The findings implicated various levels of difficulties for lecturer and students in teaching and learning process which affect quality of instruction (QI) and the students’ active learning time (ALT). The second, the analysis of students’ need reveals the necessity of: accessing video materials for their model; internalizing the template sentences; conducting quality repetition in listening, pronouncing, recording and dubbing and monitoring their own progress. The third, exploring the issues of teaching English pronunciation. Its teaching practice is often difficult to follow, not meaningful and specific, tedious and unrelated topics. Those research findings in theory and practice affect students’ performance on intelligibilities. The fourth finding is, conducting systematic plan for instruction in developing the internet video dubbing (IVD) and the fifth, the discussion of IVD’s learning experience viewed from pedagogy and psychology. Finally, conclusion states that the internet video dubbing is an effective media for improving students’ English pronunciation. And the writers suggest further evaluation for the feasibility of the internet video dubbing as a medium for teaching pronunciation in the future use.

Keywords: difficulties, quality of instruction (QI), active learning time (ALT), internet video dubbing (IVD), learning experience and effective media