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EDN 411

Action Research Project

Mr. Kinley

Action Research Project on Pronunciation of Biological Terms

Jamyang Dorji (BE091912) B.Ed IVSS “A” Samtse College of Education Royal University of Bhutan

Action Research on Pronunciation of Biological Terms 2012

20th September, 2012

1 Jamyang Dorji IVSSA| Samtse College of Education


Samtse College of EducationRoyal University of Bhutan

P.O. Box No. 329, Samtse, Bhutan

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Table of ContentsAction Research...............................................................................................................................4

Abstract........................................................................................................................................4

Reconnaissance............................................................................................................................5

Situational Analysis..................................................................................................................5

Country.....................................................................................................................................5

University.................................................................................................................................5

Competence..............................................................................................................................6

Literature Review.........................................................................................................................6

What is pronunciation?.............................................................................................................7

Data Sets....................................................................................................................................10

Methodology..............................................................................................................................10

Baseline data collection tools.....................................................................................................11

Baseline data Interpretation.......................................................................................................11

Likert scale.............................................................................................................................11

Spelling test/ Dictation test.....................................................................................................12

Pronunciation test...................................................................................................................13

Intervention strategies................................................................................................................14

Practice and modeling............................................................................................................14

Scaffolding.............................................................................................................................14

Post intervention data.................................................................................................................15

Questionnaire/ Likert scale analysis.......................................................................................15

Spelling/Dictation test............................................................................................................17

Spelling test............................................................................................................................18

Discussions.................................................................................................................................18

Conclusion.................................................................................................................................19

Limitation...................................................................................................................................20

Recommendation.......................................................................................................................20

Acknowledgement.....................................................................................................................21

References..................................................................................................................................21

Appendix....................................................................................................................................22



Action Research

The action research was done on how can to improve Pronunciation of Biological in class IX/H

of Lungtenzampa Middle Secondary School?

AbstractThe researcher has done action research on “Improvement of Pronunciation of Biological

terminologies”. As a least advanced country in the scientific and biological field, we observed

that most of the Bhutanese students mispronounce the biological terms. For, the action research

has been carried to improve the pronunciation of biological terms. And to improve the correct

pronunciation of the biological terms, confident in pronouncing the biological terms and correct

spelling of the biological terms.

As a teacher there has been a greater responsibility to take appropriate measures to enhance the

pronunciation of the biological/scientific terms. Therefore, the action research was done in Class

IX/H in Lungtenzampa Middle Secondary School during teaching practice.

In the first week of the February month, 2011, the familiarization on action research was done

with school and students. The researcher also informed the school Principal and the concern

class about the action research. In the second week identified the AR Class. In 3rd and 4thweek

collection of the baseline data from the class involving methods like observations, class test,

likert scale notebook checking, etc. began (Refer all the Appendix). Then analyzed the baseline

data collected in the 5th week. Starting from 6th week to 12th week intervened the class by:

practicing, scaffolding to the students, letting the students to read the given article on the selected

biological/scientific terms, conducting test on the writing and pronouncing biological terms, let

them practice, and modeling by the teacher. In the 13th week collection of the post-intervention

data began at the end of teaching practice during involving same tools as in baseline data

collection.

Critical FriendsMr. ThoepagaNamgyel Dawa of B.Ed IVSA (Eng/His) and Ms. Cheki Wangmo of B.Ed IV SS

“B” (Maths/Phy) were my critical friends whom they have been helpful in carrying out the action

research and giving different approaches and suggestions for improvement. They too have taken



same module as researcher as part of professional development. Moreover my mentors have also

been very kind enough catering me full support and acceptance.

At the end, the researcher expects the students to pronounce the biological and scientific terms

fluently and correctly. They should be very confident in pronouncing biological and scientific

terms. They should be able to spell the biological terms correctly.

Reconnaissance

According to Rinchen (2009) as cited Maxwell (2003) developed three components of

reconnaissance viz: situational analysis, competent and literature review. He considered these

three components as requisite in action research development.

Situational Analysis

CountryThe Kingdom of Bhutan is a small landlocked country in South Asia, located at the eastern end

of the Himalayas and bordered to the south, east and west by the Republic of India and to the

north by the People's Republic of China. Bhutan is separated from the nearby state of Nepal to

the west by the Indian state of Sikkim, and from Bangladesh to the south by West Bengal and

Assam.

The state religion is Vajrayana Buddhism and the population of 600,000 approximately. The

capital is Thimphu. After centuries of absolute monarchy, Bhutan held its first democratic

elections in March 2008. Bhutan is a member of the United Nations and the South Asian

Association for Regional Cooperation (SAARC) and hosted the sixteenth SAARC summit in

April 2010.

UniversityThe Royal University of Bhutan (RUB), the only university in the country at present, has eleven

member colleges distributed across the country. Two of them are teacher training colleges: Paro

College of Education (PCE) and Samtse College of Education (SCE).

Samtse College of Education (SCE) was founded as the first teacher-training institute (TTI) in

the country of Bhutan in 1968. Our beloved late king, His Majesty Jigme Dorji Wangchuck



inaugurated the college on 29th May 1968 with an initial enrolment of 41 students. This historic

milestone in the country’s education history is observed as the College Foundation day every

year. Samtse College of Education is one of the premier institutions of learning in the country,

which provides training to Primary and Secondary teachers. It is also the center for a number of

in-service programs conducted during winter breaks. With the introduction of the Bachelor of

Education (B.Ed) Secondary program in 1983, the erstwhile TTI was renamed the National

Institute of Education (NIE). After becoming a member college of the Royal University of

Bhutan on June 22003, the NIE was once more renamed Samtse College of Education.

SchoolLungtenzampa Middle Secondary School is one of the schools in the Thimphu. It is located to

the north-western part of Bhutan.

CompetenceThe researcher is a second year B.Ed student teacher in the Samtse College of Education taking

Biology and Chemistry as major electives. He has completed a research module as professional

development as separate module. And have an experience of doing a conventional researcher as

major assignment at College. With the research code of conduct and ethical issues related to the

educational and action research confident enough to carry out the action research. It has been

done action to improve pronunciation of biological terms in Class IX/D of Lungtenzampa

Middle Secondary School.

Competence of Students

My students have learnt science in lower classes but have never known about biology though it’s

a part of science. They were very new to the biology as subject and pronunciation of biological

terms in particular. For, I chose class nine class to carry out my action research to improve the

pronunciation of biological terms.

Literature Review

My literature review mainly what is pronunciation, its place and importance, and consists of

convention and some rules, and strategies to pronounce scientific, botanical, taxonomic and

biological (cited by few authors and writers) terms as follows:



What is pronunciation?

It is the way in which to make sound of a word or letter in a particular way especially with

reference to a standard format. (The Oxford English Reference Dictionary, 2005).

According to Hudson & Seedsman (2010) stated that

Many people are confused about the "correct” way to pronounce biological/botanical

names. Often people are insecure about this, and worry that they will "look stupid" if they

get the name "wrong”. Relax! The good news is there is NO "correct" way to pronounce

them! You may pronounce them any way you wish, and you will be just as "correct" as

any Ph.D. botanist. Yet there are few rules and conviction based to pronounce the

biological terms and other few scientific terms.

“Let me repeat—there is ABSOLUTELY, POSITIVELY, NO correct or official way to

pronounce scientific names!” (Hudson and Seedsman, 2010)

The author has designed the little pronunciation guides in the catalog for the genus names. But

they are just guides, and are in no way "correct" or "official" ways of saying them.

Here are some conventions that you might find useful for pronunciation. (Hudson and Seedsman,

2010):

The "ii" at the end of words like douglasii already mentioned—just say it like "ee".

Say "i" like "ee", not "eye".

Say "a" like "ah", not "ay".

Say "e" like "eh", not "ee".

"Ch" is usually said like a "k", not a ch, as in Pachycereus—"pa-kee-seer-ee-us", but sometimes

as a ch as in Lachenalia—"la-che-nal-ee-a".



According to Covington (2010) the pronunciations you hear in biology or astronomy class don’t

match the ones you learned from your Latin teacher, and guess what? That doesn’t mean they’re

wrong. They just reflect different periods in history.

Hayriye & Kayi, (2006) said “do not correct students' pronunciation mistakes very often while

they are speaking. Correction should not distract student from his or her speech.”

Rules and Convictions for English pronunciation of biological Latin or termsChandler (1889), Else (1967),Kelly (1986),have set rules for the English Pronunciation of

biological Latin or terms including Taxonomic Names of Plants and Animal based on:

Letter Sounds:

The digraphs AE and OE are treated as the letter E.

LONG E as in me, we, be: anemia, caecum, aether, chamaeleon, larvae, vertebrae, foetus,

amoeba, phoenix.

SHORT E as in met, wet, set: aesthetic, aestivate, aestuaryhaemorrhage, oesophagus,

oestrogen.

Note the AE ending in group names: dog family, Canidae, ("CAN-id-ee" not "caniday"),

rose family, Rosaceae ("ro-SAY-see-ee"), cat subfamily, felinae ("fe-LINE-ee"), olive

tribe, oleeae ("ol-EE-ee-ee"), etc.

[AE and OE are often now written simply as E: anemia, fetus, amoeba, estrogen.]

C or G preceding AE or OE is pronounced as though followed by E:

Caesar = "seesar"

caecum = "seekum"

coelom = "seelom"

algae = "aljee"

CH is pronounced as K: chorus, echo, and chrysanthemum.

TH as in thorax, thymus, thuja ("THOO-ja")

A final vowel is always voiced, as in flora, hero, Apollo.

Fungi = "FUNJ-eye," i as in alibi

cocci = "COCKS-eye," i as in alibi

ovale = "oh-VAY-lee," e as in Simile, Daphne, hyperbole, anemone, Aphrodite, Chloe



difficile = "dif-ISS-il-ee," (as in the bacterial species name Clostridium difficile, C.

difficile -"see dif-ISS-il-ee"), e as in Daphne, hyperbole, anemone, Aphrodite, Chloe

Stapes = "STAY-peez" e as in Achilles, meninges, diabetes

Some initial consonants are silent when followed by a consonant.

Pterosaur = "TER-o-saur"

pseudopod = "SOO-do-pod"

pneuma = "NEW-ma"

gnathous = "NATH-ous"

phthegma = "THEG-ma"

chthamalus = "THAM-al-us"

ctenoid = "TEN-oid"

mnium = "NY-um"

tmema = "MEE-ma"

2. Words of more than 2 syllables are stressed on the second to last syllable IFthe vowel of that

syllable is followed by two or more consonants (making the vowel short).

Maxilla = "mac-ZILL-a"

Patella = "pa-TELL-a"

Chlorella = "Klo-RELL-a"

Lamella = "la-MELL-a"

Medulla = "med-ULL-a"

Laterallus = "lat-er-AL-us" (compare to lateralis, single l, below.)

Tyrannus = tir-ANN-us" (compare to montanus, single n, below.)

Narcissus = "nar-SIS-sus"

Canadensis = "ca-na-DEN-sis"

Macrophyllum = "mac-ro-FILL-um"

The Canadian psychologist, Bandura (as cited in Berk, 2009), emphasized “modeling otherwise

known as imitation or observational learning a powerful source of development and learning.

The children acquire many skills through modeling” (Berk, 2009, p.19). According to Schütz

(2011), in the absence of a good model and without guidance, the learner will perceive, produce

and internalize sounds of the target language based on the native language sounds. The



researcher felt that such modeling otherwise known as imitation can be used as one of the

intervention strategies to improve the pronunciation of the intended research.

According to Vygotsky as cited in Berk (2009),

Scaffolding- adjusting the support offered during a teaching session to fit the child’s

current level of performance. When the child has little notion of how to proceed, the

adults uses direct instruction, breaking the task down into manageable units, suggesting

strategies, and offering rationales for using them (p. 266).

Such technique of giving support when the responders have little notion on a problem can also

be applied for improvement.

According to Cruttenden (1997), the sounds of the language always being in process of change,

there have always been at any time disparities between the speed sounds of the younger and

older generation, the speech of the young is characterized by the old as slovenly and debased(77-

78).

Data Sets1 Correct spelling of the scientific terms/ dictation test. The class test were conducted in

the beginning as well at the end via same intervention implied.

2 Likert scale (questionnaire). The same questionnaires were distributed for the baseline as

well as post data.

3 Correctness of the pronunciation (pronunciation test). To check the correctness of the

pronunciation the class test as part of assessment were conducted in the beginning and at

the end.

These are the areas focused to bring improvement of the research done.

Methodology

As the aims of the study the researcher has investigated the correct spelling and pronunciation of

biological terms. Questionnaires (Likert scale), observation, class test on spelling and dictation

served as tools and were implemented the mixed methods of research study.

The researcher developed a series of questionnaires and class tests according to the data sets

grounded to heighten and improve the pronunciation of biological terms. A brief description of



all questionnaires (Likert scale) and class tests scores have applied (refer Appendix: A, B, C, D,

E & F). The investigator circulated the questionnaires and analyzed test scores to keep and

enhance the pronunciation of biological terms.

Baseline data collection tools The careful observations of the students on the pronunciation of biological terms while

answering the questions. By letting to read those terms indicated their weakness in pronouncing

the biological terms. For instance, many of them mispronounced the few biological terms like

mitochondria, fungi, botany, zoology, iris, stapes, etc.(refer Appendix: C)Moreover, many of

them are not so confident enough to pronounce those terms.

Base on the observation, the researcher has developed set of questionnaire containing three

items, distributed among the students and asked to tick mark base on their degree of agreement

against each item. The researcher also conducted the class test on dictation and pronunciation of

those selected biological terms from their text book (refer Appendix: A, B, C, D, E& F). In line

with the above mentioned tools it brings into the collection of three data sets the areas that can

bring improvement in pronouncing the biological terms.

Baseline data InterpretationIt was in 3rd and 4th week of teaching practice that collection of the baseline data from the class

involving methods like class test on spelling and pronunciation, likert scale, notebook checking,

etc. The analysis of the entire baseline data collected was done in the 5th week.

1. Likert scaleSl.No. Items SA A DA SDA

1. I can pronounce biological terms fluently 1 2 10 16

2. I can write biological terms correctly 1 2 10 16

3. I am confident in pronouncing biological terms 1 14 14



SA A DA SDA05

101520253035404550

1 2

1016

1 2

10

16

01

14

14

Likert Scale

3 I am confident in pro-nouncing biological terms2 I can write biological terms correctly1 I can pronounce biolog-ical terms fluently

Degree of Agreements

Stds' No.

After the identification of the action research class the questionnaire (Likert scale) were

distributed as it’s shown in the above graph. It reveals that the students are not very confident in

pronunciation and spelling of the biological terms. Base on the baseline data collected the

researcher decided to focus on their confident in pronunciation and spelling of the biological

terms.

2. Spelling test/ Dictation test Sl no. passed Failedpre-test marks 10.34 89.65

passed failed0

102030405060708090

100

10.34

89.65

Pre-test marks

pre-test marks

Percentage



The first data was collected by dictation test. The researcher dictated 20 biological terms from

the lesson taught and from lower classes as well. The above graph indicates that only 10.34% of

students passed and rest (89.65%) failed which is the vast difference between the failed and the

passed students. Therefore, the main focus was based on the baseline data collected to improve

the spelling of the biological terms.

3. Pronunciation test Sl no. Passed Failedpre-test marks 48% 52%

passed failed45%46%47%48%49%50%51%52%53%

48%

52%

Pre-test marks

pre-test marks

Percent

%

The researcher conducted the spelling test of few biological terms from what they already have

learned and what they have been learning. The baseline data graph above indicates that the

number of students who failed (52%) in the spelling test of the biological is bit higher than the

passed (48%) students. For, the researcher made the students to pronounce the selected

biological terms and make them pronounce those terms before the beginning of each lesson.

Conclusion of baseline data analysisThe baseline data collection and analysis reveals that the students are not very confident in

pronouncing biological terms. They are also very poor in spelling of the biological terms. They

also slightly lack the skills to pronounce the biological terms. On the evidence that the

researcher’s focus were on these three problems to improve their pronunciation.



Intervention strategiesWith surveillance on pronunciation and spelling of the biological terms and upon investigating

the pronunciation and spelling skills of the students. It was found very essential to apply different

strategies that could be able to ensure effective student learning outcomes basically in

pronunciation of biological terms. Taking into the account of students’ weaknesses the

intervention strategies were applied to bring improvement in the pronunciation of certain

biological terms base on cognitive levels. I applied the following interventions:

Practice and modelingThe researcher could found that the most of the students mispronounced the biological terms

time and again. Intervened them to model and practice together base on the rules or conventions

given in the literature. The Canadian psychologist Bandura as cited in Berk,(2009), emphasized

“modeling otherwise known as imitation or observational learning a powerful source of

development and learning. The children acquire many skills through modeling” (Berk, 2009,

p.19). The researcher felt that such modeling otherwise known as imitation can be used as one of

the intervention strategies to improve the pronunciation of the intended research.

ScaffoldingAccording to Vygotsky as cited in Berk (2009),




strategies, and offering rationales for using them (p. 266).

Such technique of giving support when the responders have little notion on a problem can also

be applied for improvement. The researcher had used this intervention whenever the students

faced problem in pronunciation. Base on the rules and convictions the researcher applied the

technique of scaffolding to pronounce the biological terms.

3. Reading aloud to the class whenever they mispronounce the terms. The researcher

pronounced the biological terms aloud whenever they mispronounced. The students were also

made to pronounce aloud to the whole class. The mistakes were corrected by the teacher and

scaffold.

4. Letting the students to read out the selected scientific with the article provided.



Post intervention data

The post- data was gathered during the last week of May by administering the same tools used in

collecting pre-data. The survey questionnaires were circulated to the class and the response was

indeed good (refer Appendix: A & B). The class test on pronunciation and spelling of the

biological terms were also conducted at the end to check whether my intervention strategies were

appropriate to improve their pronunciation of the biological terms (refer Appendix: C & D).

There had been huge improvement in all of the three areas identified in the beginning. The pre-

data are used as a comparative benchmark for the data collected during and after my intervention

(refer Fig. 1, 2, 3 & 4).

Graphical representation and Analysis of Data (Pre and Post)All the data collected have been converted into the percentage for convenience. The data analysis

were also done base on the comparative studies of baseline and post intervention data as shown

in the following table:

Questionnaire/ Likert scale analysis

SA A DA SDA0

10

20

30

40

50

1 210

16

1 2

10

16

0 1

14

14

Likert Scale

3 I am confident in pro-nouncing biological terms2 I can write biological terms correctly1 I can pronounce biolog-ical terms fluently

Degree of Agreements

Stds' No.

Fig. 1



Graphical representation of post intervention data

SA A DA SDA05

101520253035404550

4

21

40

9

15

5

0

8

10

11

0

Likert Scale

3 I am confident in pronouncing biolog-ical terms2 I can write biolog-ical terms correctly1 I can pronounce biological terms flu-ently

Stds No.

Fig.2

The above two graphs are the two data for questionnaire/ likert scale. The baseline data reveals

that the degrees of agreements of the students in beginning are quite negative and low in each

item of the questionnaire indicating that they are not very confident in the pronunciation and the

spelling of the biological terms. However, with the intervention strategies like scaffolding,

practicing together and modeling by the researcher could enhance their pronunciation and

spelling, and confident in pronouncing the biological terms indicated by the Figure 2.The

Canadian psychologist Bandura (as cited in Berk, 2009), emphasized “modeling otherwise

known as imitation or observational learning a powerful source of development and learning.

The children acquire many skills through modeling” (Berk, 2009, p.19). It is the indication that

the intervention strategies are tools to improve the pronunciation of the biological terms.



Spelling/Dictation test

passed failed0

20

40

60

80

100

120

10.34

89.65

100

0

pre-test markspost-test marks

Fig.3

This figure is the comparison of the baseline and post intervention data collected by the dictation

test of the biological terms (refer Appendix: C & D). The graph tells us that in the beginning

only 10.34% of the students could make it through and rest could not which is an indication that

the most of the students are very poor in spelling of the biological terms. Yet the post

intervention data indicates that the there is a huge differences between the post and pre data

where all the students could make it through (100%). The interventions like scaffoldings,

practice, modeling, and so on base on the literature are helpful to bring improvement in their

pronunciation. According to Schütz (2011), in the absence of a good model and without

guidance, the learner will perceive, produce and internalize sounds of the target language based

on the native language sounds. Therefore, it’s very vital to model and cater guidance for the

students.



Spelling test

passed failed0%

10%20%30%40%50%60%70%80%90%

100%

48% 52%

86%

14%

Pronunciation Test

pre-test markspost-test marks

perc

enta

ge

Fig.4

The graph is the comparison between baseline data and post intervention data collected on

spelling test of the biological terms (refer Appendix: E & F). Due to them being new to the

biology subject as new discipline in class IX seemed they are poor in the pronunciation of the

biological and even scientific terms. In the beginning they had so many problems in pronouncing

biological terms like mitochondria, chloroplast, fungi, zoology, botany, stapes and many

more(Refer Appendix: G).According to Vygotsky as cited in Berk (2009),




strategies, and offering rationales for using them.

By scaffolding students when their ideas and knowledge over certain information, the support

and guidance would be the best way to enhance their ideas, knowledge, etc. Hudson and

Seedsman ( 2010 ), say "i" like "ay", not "eye" as in fungi and "Ch" is usually said like a "k", not

a ch, as in Pachycereus—"pa-kee-seer-ee-us" and mitochondria-“ my-to-kon-dri-ya”.

DiscussionsFrom the comparative data analysis we can say that in the beginning the students were not very

fluent in pronunciation and spelling of the biological terms.Basically, the students were not very

confident to pronounce the biological terms. Their spelling and pronunciation of the biological



terms too were somehow not to the standard. However, the intervention strategies implied have

been valid as it could bring certain improvement.

However, according to Schütz (2011), in the absence of a good model and without guidance, the

learner will perceive, produce and internalize sounds of the target language based on the native

language sounds. Yet the scaffolding, modeling and practice, reading aloud base on the certain

rules and convictions would describe the way for improvement.

There have been a noticeable improvement in terms of their confident, speeling and

pronunciation of the biological terms scientific terms as well. None of the students were hesitant

in pronuncing the biological terms. There are also indiction that the spelling and pronunciation of

the biological terms had been improved drastically. For, the intervention strategies from

literature review are valid.

The questionnaire/ likert scale used indicates that the degree of agreements of the students in

each item in the post intervention are very positive (refer Appendix: B).The pronunciation of

the biological terms in post intervention too indicates improvement up to 90%. Moreover

spelling test of the post intervention data indicates the improvement is 100% (refer Appendix:

D).

Therefore, the intervention strategies implied proved to be valid to improve the pronunciation of

the biological terms and spelling of the biological terms.

Conclusion

The researcher has been successful towards its intended and desired goals. The researcher is

optimistic that his action research could be helpful and applicable.

This action research concealed the researcher to understand students’ problems and needs in

pronunciation and spelling of the biological terms. It also highlights importance of teachers’ role

to bring improvement and to fortify the teaching learning process especially in the pronunciation

of the biological terms.

As indicated and analyzed, the baseline data and post intervention data, there have been greater

differences and improvement between pre and post data. The basic evidence for the improvement

could be the intervention strategies implied base on the literature review. The modeling and

imitation, scaffoldings and practice, reading aloud to the class whenever they mispronounce the



biological terms. The improvement and the positive curve of the graphs indicate that the

intervention strategies are can be applied and implied, and appropriate.

The sounds of the language always being in process of change, there have always been at any

time disparities between the speed sounds of the younger and older generation, the speech of the

young is characterized by the old as slovenly and debased Cruttenden (1997). Therefore, 100%

results were never ensured because of the dynamic process of the language in various nations.

Yet the more than 90% improvements are ensured.

Limitation

The researcher couldn’t cater the needs and help to every individuals during the implementation

of the intervention strategies and it might have let the learner’s feel that they have been ignored.

The data collections were not easy as the researcher has to be dual role player: teaching and

facilitating. Implementation of the intervention strategies were also difficult due to time

constrains. The researcher too faced challenges for the pronunciation as he is from science

background.

Recommendation

The current research was undertaken in a classroom during teaching learning as a facilitator of

learning, not as an authoritative source. Such way of teaching learning interaction could set the

conducive and free atmosphere in the classroom for interaction. This could be helpful to the

students’ confident level in classroom. The intervention strategies like practice, modeling,

scaffoldings, imitating and reading aloud to their mispronounced terms are effective in

improving the pronunciation of the biological terms.

The researcher suggests the students, subject teachers, biologists, school administration and

science organization as whole to administer and implement the intervention strategies for further

improvement of the pronunciation of the biological terms. However, there may be other

strategies as well yet the researcher too suggests as in this particular intervention strategies.



Acknowledgement

The researcher is very indebted to the following individuals for their directions, guidance,

assistance and contribution in the development of his action research:

Mr.Tashi Gyeltshen and Mr. Kinley, Module tutor, Samtse College of Education, for enrichment,

support and guidance.

Mrs. Namgay Pem(Principal), Mrs. Namgay Lhaden and Ms. Jigme Euden of Lungtenzampa

Middle Secondary School for their acceptance and guidance.

Class IX H students of Lungtenzampa Middle Secondary School for their cooperation.

The gratitude for them is beyond the horizons.

ReferencesBerk, L.E.(2009).CHILD DEVELOPMENT (8th ed.). New Jersey, USA: Pearson Prentice Hall.

Covington,M.A.( March 31, 2010).Latin Pronunciation Demystified.Georgia:University of

Georgia

Cruttenden, A.(1997). Gimson’s Pronunciation of English (5thed.). New York: St Martin’s Press.

Else, G.F. 1967.The Pronunciation of Classical Names and Words in English. The Classical

Journal, 62:210-214.Retrieved 25th October 2010 from

http://nsdl.org/resource/2200/20100411231019948T.

Hudson, J. L. &Seedsman (2010).How to Pronounce Botanical Names. La Honda: California,

USA.

Kayi, H.(2006).Teaching Speaking: Activities to Promote Speaking in a Second Language.

Nevada,USA: University of Nevada Retrieved 25th October 2010 from

http://unr.edu/homepage/hayriyek

Kelly, H.A. (1986). Pronouncing Latin Words in English.Classical World, 80:33-37. Retrieved

25thOctober 2010 fromhttp://nsdl.org/resource/2200/20100411231019948T

The Oxford English Reference Dictionary. The Best in Single Volume Reference (2005). Walton

Street, Oxford: Oxford University Press


http://nsdl.org/resource/2200/20100411231019948T


Appendix

Baseline data

Sl.No. Items SA A DA SDA



3. I am confident in pronouncing biological

terms

1 14 14

Appendix: APost intervention data

Sl.No. Items SA A DA SDA



3. I am confident in pronouncing biological

terms

8 10 11 0

Appendix: BBaseline data (Dictation of biological terms)

Roll

No.

Names Marks (class test (20%))

1 BidanRai 0

2 Chandra Maya Galley 0

3 Chencho Dorji 1

4 Dechen Om 1

5 DechenPelden 5

6 DechenPeldon 2

7 DhanBdr 1

8 Dilli Ram Saru 1



9 Jigme 3

10 KhanduWangmo 2

11 KingaGyeltshen 1

12 Kinzang Dorji 2

13 LoteyJamtsho 4

14 NamgayZam 1

15 Pem Dorji 1

16 PemaLhaden 1

17 PemaLhamo 12

18 Samita 0

19 SherubGyeltshen 1

20 Singye Dorji 8

21 Sonam 0

22 SonamChoeki 13

23 SonamDhendup 2

24 SonamZangmo 2

25 Sunil 1

26 Thinley Wangdi 2

27 Tshering ChodenNamgyel 3

28 Tshering Lhamo 3

29 YuvrajTamang 2

Appendix: CTotal students: 29

Passed students: 3(10. 34 %)

Failed students: 26(89.65%)



Post- intervention data (Dictation of biological terms)

Roll

No.

Names Marks (class test (20%))

1 BidanRai 15


3 Chencho Dorji 11

4 Dechen Om 15

5 DechenPelden 12

6 DechenPeldon 12

7 DhanBdr 9

8 Dilli Ram Saru 16

9 Jigme 10

10 KhanduWangmo 13

11 KingaGyeltshen 16

12 Kinzang Dorji 12

13 LoteyJamtsho 17

14 NamgayZam 11

15 Pem Dorji 15

16 PemaLhaden 8

17 PemaLhamo 20

18 Samita 11


20 Singye Dorji 16

21 Sonam 11

22 SonamChoeki 20

23 SonamDhendup 15

24 SonamZangmo 14

25 Sunil 15

26 Thinley Wangdi 13




28 Tshering Lhamo 18

29 YuvrajTamang 19

Appendix: DTotal students: 29

Passed students: 29(100%)

Failed students: 0(0%)

Pronunciation Pre-test

Roll

No.

Names Scores

(10%)

1 BidanRai 3


3 ChenchoDorji 1

4 Dechen Om 3

5 DechenPelden 5

6 DechenPeldon 5

7 DhanBdr 4

8 Dilli Ram Saru 7

9 Jigme 3

10 KhanduWangmo 2

11 KingaGyeltshen 3

12 KinzangDorji 3

13 LoteyJamtsho 4

14 NamgayZam 6

15 PemDorji 3

16 Pema Lhaden 6

17 Pema Lhamo 3

18 Samita 3


20 SingyeDorji 7



21 Sonam 4

22 SonamChoeki 4

23 SonamDhendup 4

24 SonamZangmo 5

25 Sunil 4

26 Thinley Wangdi 2


28 Tshering Lhamo 3

29 YuvrajTamang 6

Appendix: ETotal students: 29

Passed students: 14(48%)

Failed students: 15(52%)

Pronunciation post-test

Roll

No.

Names Scores

(10%)

1 BidanRai 8


3 ChenchoDorji 6

4 Dechen Om 6

5 DechenPelden 7

6 DechenPeldon 6

7 DhanBdr 8

8 Dilli Ram Saru 6

9 Jigme 7

10 KhanduWangmo 4

11 KingaGyeltshen 5

12 KinzangDorji 4



13 LoteyJamtsho 8

14 NamgayZam 8

15 PemDorji 5

16 Pema Lhaden 4

17 Pema Lhamo 9

18 Samita 8


20 SingyeDorji 9

21 Sonam 3

22 SonamChoeki 10

23 SonamDhendup 3

24 SonamZangmo 10

25 Sunil 7

26 Thinley Wangdi 6

27 Tshering

ChodenNamgyel

3

28 Tshering Lhamo 8

29 YuvrajTamang 3

Appendix: FTotal students: 29

Passed students: 25 (86%)

Failed students: 4 (14%)

Biological terminologies for pronunciation test

1. Mitochondria

2. Fungi

3. Botany

4. Zoology

5. Iris



6. Chlorophyll

7. Cocci

8. Chloroplast

9. Androecium

10. Gynoecium

11. Pneumonia

12. Stapes

13. Carpel

Appendix: G


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