PTSD Essay Example | Topics and Well Written Essays - 2750 words

PTSD - Essay Example People believe that soldiers had gone through a lot of trainings - too much training that taking lives is just a usual thing to do. But what people do not know is that war leaves a mark not only to the soldiers’ body but also to their sanity. Soldiers may be trained to be killing machines but the violent experiences that they encounter during the war can have detrimental effects on them which include post-traumatic stress disorder or PTSD. According to Oak, whenever soldiers are at war, they have to hurt or kill their opponents. Their duty forces them to destroy their enemy’s forces and end lives. However, enemies or allies, they are all human beings after all. This is why â€Å"they have to bear the grief of the suffering and deaths of their fellow mates as well.† (Oak). These situations affect the soldiers emotionally and often results to depression and deprivation of peace of mind among soldiers. The soldiers who experience this go through emotional struggle that often results to severe mental stress. They will also experience different kinds of emotions which will result in great mental strain. â€Å"Their homesickness can lead to intense feelings of solitude. Their trauma brings them mental insecurity. The violence, the injuries and the heavy destructions result in distress.† (Oak) Peter Kilner, a major from the Army, contributed an important essay to the journal Military Review. According to Kilner’s essay, as cited by Adam Weinstein in his article in Mother Jones magazine, medical consultants of the army gave an estimation of 20 percent of soldiers who fought in Iraq had shown symptoms of mental problems. The study also showed that suicide in the military has doubled since 2001. There was even an investigation by the National Public Radio that soldiers with PTSD were punished and kicked out of the army (Weinstein). When a person encounters a traumatic experience that might have harmed the individual physically and/or emotionally, the person is

Total Quality Management Case Essay Example for Free

Total Quality Management Case Essay Total Quality Management (TQM), is a management philosophy that gained its momentum in the 1980s. W. Edwards Deming, Joseph Juran, and Kaoru Ishikawa are the founders who set forth the fundamentals of total quality management. In a matter of a decades time total quality management turned into a social movement and gained a significant level of acceptance in the U.S management community (J. Richard Hackman, Ruth Wageman, 1995). The primary authorities of the total quality management movement are of the opinion that being in business is the main objective of any organization. This in turn helps in the stability of the community and provides a platform for the growth and satisfaction of the organization members (J. Richard Hackman, Ruth Wageman, 1995). Hence we can say that total quality management refers to a management process that involves everyone and all the activities in an organization to ensure that the customer requirements are met at the same time the goals of the organization are satisfied and helps in the self-improvement of employees. Total quality management has radically changed the way in which traditionally quality was handled. A comparison and contrast of the two approaches highlights the advantages of total quality management over the traditional style. Traditionally quality was defined internally in an organization. Products or services were assumed to be of good quality if the organization thought so. But according to total quality management customer satisfaction is the primary criteria to define quality. It was believed that poor quality was a resultant of poor and inefficient work exhibited by the workers but total quality management attributes the quality assurance to the management and not the workers alone. Apart from team building total quality management stresses on the principle that the efficiency of cross-functional teams increases quality. This is in contrast with the traditional thought of building teams and concentrating on high amount of efficient teamwork. Inspection was a common method used earlier to maintain quality but total quality management stresses more on assuring quality by enforcing certain processes. (TQM Vs Traditional management style. Retrieved on 04/27/2007, from http://www.leanmanufacturingconcepts.com/TQMVsTraditionalManagementStyle.htm) For a long period of time quality was localized to the organization where it was determined but in the recent times globalization is the buzzword. Economic globalization refers to the integration of the various markets across the world to promote their respective business. It is the exchange of capital, products and services at a global level. When we look at the impact that globalization has caused on quality the most striking feature is that quality must be demonstrated at a global comparison level. Globalization has led to the development of international trade and new opportunities for any business to grow and expand to become competitive in an international market. To survive in the international market there is a need for constant improvement in quality and other management practices. Globalization has brought with it high levels of competition and progress in technology and innovation that it becomes mandatory to adhere to international standards for quality assurance. The certification of the quality by an international body is one method to achieve it. Businesses involved in international trade rely on the government for developing national quality policies, which shows the nations quality consciousness that in turn, will be reflected in the international scenario. While applying total quality management in any organization, best practices must be developed and followed across the organization to realize the philosophy of total quality management. Some of the most commonly used techniques are described below. â€Å"Formation of short-term problem-solving teams with the overall objective of simplifying and streamlining work practices.† (J. Richard Hackman, Ruth Wageman, 1995) the problems addressed by these teams include issues in cross-functional involvement and with-in unit workflow problems (J. Richard Hackman, Ruth Wageman, 1995). While implementing total quality management in an organization there is a need for investing time and money in training the employees of the organization. â€Å"Top-Down implementation† is a very important practice that focuses on the philosophy that quality is the responsibility of top management (J. Richard Hackman, Ruth Wageman, 1995).   The top management is first introduced to the quality practices that are then passed on to the lower levels in the hierarchy. To know what are the customer preferences greatly helps in satisfying the customer hence it is necessary to device mechanisms to obtain customer data. Methods that can be used to obtain customer data include â€Å"toll-free complaint lines, market research firms and customer focus groups† (J. Richard Hackman, Ruth Wageman, 1995). â€Å"Competitive benchmarking and employee involvement† are features that are in the most recent times being used in implementing total quality management. Benchmarking is useful to understand customer requirements, In order to meet customer requirements it is some times essential to opt for alternatives in work processes and determining the goals that have to be achieved in terms of quality (J. Richard Hackman, Ruth Wageman, 1995). To aspire the employees of the organization to become more and more quality conscious it’s a good idea to introduce methods by which the employee can be involved in quality. Some of the well-known methods are celebration of quality related events and use of quality days or weeks to stress upon quality improvement. At the same time programs must be developed to ensure employee satisfaction by providing proper appraisals based on performance. Ultimately the implementation of total quality management in an organization should be in-sync with the fundamental philosophy of â€Å"†¦perpetual improvement in everything we do.† (Dexter A. Hansen) References Richard Hackman.J, Ruth Wageman (1995). Total Quality Management: Empirical, conceptual, and Practical Issues. Journal article Administrative Science Quarterly, 40 Total Quality Management Vs Traditional Style, retrieved date 04/27/2007 http://www.leanmanufacturingconcepts.com/TQMVsTraditionalManagementStyle.htm United nations economic commission of Europe, Best Practice in the Creation of Quality Systems for Enhancing Competitiveness of SMEs, retrieved on, http://www.unece.org/indust/sme/quality.html

Internationalization In The Hospitality Industry

Internationalization In The Hospitality Industry Introduction to the Hospitality Industry The hospitality industry composed with service oriented industries which included industries in vast range of fields like Tourism, Hotels, Restaurants, Lodges, Leisure Parks, Transports, Medical Hospitals Services, Advisory Services, etc.. It consists with low profitability an industry to Highest Profitability industries which are broadly distributed among the world and also this profitability is greatly fluctuates than manufacturing industries due to the several reasons. These each and every Hospitality firm consists of several working groups such as Front Office, Back Office, Maintenance Unit; Operations Unit, Human Resources, Marketing, Promotion and Advertising, etc (David, and Chon, 2006). Depend on the type of service they offer, this hospitality industries covers a broad range of organizations. They can further divided into sub categories depend on the Skills and qualifications their workers have to cater their customers with the set of services they have. E.g; Cooking, Nursing, Entertaining, Advising, etc They are in position to cater the needs of customers better than the competition is more likely able to sustain competitive advantage over time. Catering to customer needs is dominant to delivering desirable levels of customer satisfaction in the tourism industry. The formula for executing this task is particularly fragile in tourism because of the heterogeneous and simultaneous nature of service production and consumption. Tourism experiences are rarely, if ever, delivered without in-depth employee-customer interactions. Thus, tourism experiences are people-intensive on both sides of the service fence. Additionally, tourists tend to have higher expectations for hospitality and overall levels of service quality because their context is typically more emotionally charged. An empowered workforce is a secret to success in these unique area employees who are inspired and enabled to make meaningful and suitable decisions close to customers in order to take care of important customer needs Internationalization is described as the expanding of activities and resources among the other countries of the world, beyond domestic level. However, in the internationalization the firm should be more effective and efficient enough to cater the customers in the world over domestic level. Although starts at that level, when a firm becomes a larger, they can generates more profit and thus with their efficiency, they can reached far and wide variety of consumers while making the market more attractive. It leads to broaden the market continuous way in the world (David, and Chon, 2006). Strategies of internationalization in hospitality industry There are several strategies of internationalization to gain more customer satisfaction n with effectively and efficiently. The development of computer technology, communication technology, and new means of transportation all leads to develop the internationalization. Today, internationalization has turn into one of the major concern of firms As barriers to international trade fall down in most of the parts of the world, managers happen to attentive in new trends in an fluctuating global environment (Macleod, 2004). For example, the Euro currency is ahead a chief position within the European market and it forced to the Eastern European markets to develop rapidly to face this competition, it effects to the Asian markets too. They are opening to the world. International firms change their strategies from one geographical region to another, to sustain in the competitive business environment. Eg: One of express delivery service in the world, Federal Express (FedEx) dominates the market in the American Region, but in the other markets like European Region, FedEx was not successful. That market dominated by DHL. Hotel franchising agreements is a legal document in which a franchiser offers an approved opportunity to a franchisee to carry out their business. This is permission to franchisee use brand name, reservation systems, products, operating systems. Franchising strategy is used by Hilton International as a part of its international strategy decision (Shepherd, and Cooper, 1997). Management contracts means in which management is separated from their ownership, where a company can contract its overseas operation of management to a management team in revisit for a payment For an example: Sodehxo is one of the companies which use management contract in the industry. Strategic alliances means in which a bond or a partnership or a connection forms between two or more companies that can support from larger market exposure, economies of scope or range enlarged visibility for the brand name . The best example is the strategic alliance between Nortel and Microsoft Company. Joint venture means in which the international firm provides a partial equity venture to home businesses to protect their promise to the agreement. Accor is actively involved in joint ventures in different Asian markets such as Malaysia and Vietnam Call Center Service Recovery means Telephone based customer service is the largest customer services channel in both North America, and Europe (The Editors 2007). Call centers customer service volume is higher than electronic mail support service. Despite this lack of acknowledgement from call centers, there is a gap between the service provided and customer expectations. The Green strategy means industry perceptions and perspectives as a new market -driven business focus for gaining competitive advantages. All businesses no matter how benign or smart their operations are create some level of environmental harm. These impacts can be minimized or controlled by a adopting a well-articulated firm-level green strategy. This require to green should not just be to address companywide environmental challenge but also a proactive strategy to stay on the right side of the regulation and for profitability (Kotler, Bowen, and Makens, 2003). Issues and impacts of internationalization on hospitality industry Issues and impacts bring together the latest developments in international hospitality operations with the current management principles. It provides a truly international viewpoint on the hospitality and tourism industries and provides a fresh insight into hospitality and tourism management. Internationalization is a major trend for todays organizations. The services sector is also unquestionably becoming increasingly international in scope. A rapid Internationalization of world economy during the 1990s has increased the opportunities to export services and services are now the fastest growing part of international trade. Speed up by their aspiration for growth and profit, host governments provide incentives, and invest throughout the world. Hospitality organizations have revealed that their survival and growth in the future depend on extending of their services around the world (Hearns, Baum, and Devine, 2009). The global hospitality industry is therefore one of major part of international business. Those companies therefore have to look up the inferences of the global framework in which they operate and always need to prepare for the changes of this highly fluctuating environment. The Internationalization of industry and its way is characterized by communicating over vast distances in foreign languages, normally travel to overseas countries, trading in many currencies, and coping with social systems, series of political and, cultures and customs. And regulatory environments, the aspects of Internationalization of are very easy to identify, considerate the basic current and future trends and market can be analysis and reveals a number of issues are reshaping the Internationalization hospitality industry, though there are very clearly some multifaceted questions that are still to be resolved (Mason, 2008). International spreading out with general product and brand position; Organizational structures that tolerate delivery of services with local operational control; Cross-border employee training to support operations; and Use of the world capital markets as sources of funding. The Positive Impacts of Internationalization on the hospitality industry; Exposure to different cultures: Due to the internationalization of the managers of hospitality industry, they would be able to gain knowledge of different cultures, as they get to fuse with people from different walks of life and thus, enhance their awareness. Larger Market: Due to internationalization, the customer base has enlarged significantly. Not only for holydays, people travel all over the world for various purposes like business, Pilgrims, Education, health, etc. Thus, this has widened the market of hospitality industry, which gets their major income from these international visitors. Boosts the economy: As visitors come in and spend money it effects to the foreign exchange of the country and it gets increase. Thus it gives huge boost to the economy as internationalization leads to pump money into the country. Technology Development: Since firm needs to attract more tourists as possible, hospitality organizations always need to improve and develop their products and services. Example: Fly Kingfisher, use innovative and newer technologies in hotels to satisfy their customer needs. Allow to creativity: Firms are continuously thinking of new and innovative ideas to draw more customers. More Jobs: Due to internationalization, more visitors come into the country and thus more people will be required to serve their needs. Therefore, with the internationalization, there are lots of more jobs opportunities for people within the areas which hospitality industries are located. Variety of International Services: Since there are lot of diverse visitors from various cultures, cuisines, traditions, and languages, hospitality industry should include cuisines and various other services to cater them. These services also will be available to the locals, which makes more satisfied local customers. Boosts the Travel Industry: Due to internationalization more people travel around the countries. To facilitate this, the tours and travels industry require to develop as well. People who come into the country by air, ship or land, will use the transport services obtainable as well. The negative impacts of internationalization on the hospitality industry; Language Barriers: Due to internationalization, the hospitality Industry can make use of people from different type of countries as they are usually cheaper. They may have troubles in communicating with customers. Events/Disasters in the Countries: A disaster or incident taking place in one country may affect to the other country also. For example, the financial crisis makes people to spend less money. It drops down the travelling, Hotel bookings, etc. Due to increase in terrorism activities some visitors are not willing to travel to those places. Cultural Barriers: As there are people from a mixture of cultures, one needs to be watchful not to insult them. For Example, a Muslim not eats pork. Service provider have to make sure not serve food with pork. Whats acceptable by one culture may be reject by another. Seasonal Employment: During climax periods, a lot of jobs are available in some industries, but as soon as the customers return to their countries, the jobs get vanished as well. Example: Goa of India; the people in Goa get their revenue only during the climax season, (Dec- Feb and April July) In other seasons, they have no jobs and no earnings. Growth of the Communication Technology: Due to international barriers, there is a constant growth in the use of communication technology (Internet, Email, etc). This reduces the human involvement. Developing Countries: As technology continuously gets developing, some Countries are unable to keep up with these developments in the technology and they tend to lose out. Example: Though the some African countries have lot of natural resources for the attraction of tourists, they do not have proper infrastructure to cater that large amount of tourists. To maintain that large amount of visitors, they should have to improve infrastructure. Increase in Crimes: When tourist arrival increases, crimes increase too. Example: smuggling, hustling, rape, etc Bad Habits: Tourists come from other countries sometimes may influence to the local youth in a bad manner. Increase of drug consumption and promiscuous behavior, etc (Source: Market of sustainable tourism, [online], Available from: http://towards2015.co.uk [Accessed 12th April 2011]) Integration of the hospitality industry To offer a better customer service and keep loyal client come back todays hospitality industry require integration system. Thereby they can maintain their controls and improve their business. To have a smooth running integration system can aid organizations with a sustainable competitive advantage by improving quality of the service while reducing cost. Superior performance and sustainable product with good quality can help a company to reduce the threat of conflicts/problems with their Suppliers, Staff, Local People, and Government and improve its position as an esteemed partner in destination. That mean, better access to major business resources such as funds, the capability to improve prod ­ucts to meet rising market demand, better dealings with governments, and a motivated and faithful staff. Egg: The computer software is a combination of various modules, which cater to the various aspects of hotel management. It including with hotel staff management, hotel reservation and hotel accounting are taken care of by the different modules in a single software unit. Many software companies have gathered more areas of hotel management into their software. All the operations like bookings, billings, reservations, check-ins, checkouts and etc, are available on screen and can do within few clicks of mouse. Therefore, taken as a whole, efficiency of the hotel staff and the management system is increased. Clients can reserve the rooms and other services through the hotel website directly. There is no room for any third party connection in these events (Kneafsey, 1998). However, there are some advantages in this integration as follows; It helps to reduce the cost of transportation as the general ownership outcome in closer geographic regions. The costs for transactions can be managed if a firm gets hold of the other firms in the vertical chain, so the one division of the company can transfer the goods to the other divisions of the same company. Thereby, transaction costs for transport, negotiations; Monitoring, control etc. will be eliminated. The by and large, average cost of the firm will be reduced, because if the divisions are in under the same management, then there will be internal supply and department heads will decide the transfer price (Macleod, 2004). If a firm purchases half finished goods from an outside firm then the work culture could be different and there are opportunities of dispute concerning terms and conditions of supplying or if the outside supplier make a contract and couldnt supply the goods on time then the firm cannot accomplish its assurance to the third party and the good will of a firm will come to an end. Organizational inferences; if the supplies provider supplying the goods to a firm is big, in terms of sales, size and structure, then it will state the terms and conditions. On the other hand if an internal source is used then there will be no market difference and the supplier cannot oblige any adverse conditions (Haywood, and Maki, 1992) We can split the benefits of integration into short-term or static gains and more long-term dynamic gains. The establishment of the Single market within Europe has led to significant gains for the participating member states. The removal of internal market barriers and the harmonization of national regulations are expected to lead to an increase in trade and reductions in cost. Conclusion Hospitality and tourism industry plays a key role in international competitive business environment. On one hand, it goes for lot of fluctuations due to different types of global factors. Although, it has been sustained over long period of time by facing to those factors, the two main parts of Hospitality and Tourism Industry combined with is Internationalization and integration. They lead to the growth, sustainability and profitability of the Hospitality Industry and their impacts will be directly involved to the evolutionary change of this Industry.

Essay --

Herman Melville, one of the more iconic names in Gothic literature, saw the world differently. Free from the Puritan rhetoric, Melville very much enjoyed the pleasures of the natural world. Melville traveled, and spent time among Natives. In several accounts he described his favorable time amongst them, and showcased the idea of noble savages beyond the borders of America. Without such tragedy to fuel him, Melville penned optimistic stories of adventure and excitement. The world wasn't a trap or a test, but a rich pearl oyster to be pursued and celebrated. True fame, or at least legacy, came later, with the publication of Moby-Dick. A darker story, but still heavy with adventure, Moby-Dick was undoubtedly a story of tragedy. Ahab, the iconic captain in the story, was driven by an obsession to hunt down a whale that injured him years prior to the story's beginning. Rather than accepting this as nature being a bit dangerous Ahab, against the better judgment of other members of his crew , anthropomorphised the titular whale, seeing it as a someone, not something, that wronged him and des...

Malcolm X and Martin Luther King Jr Essay

The PBS video, â€Å"Malcolm and the Civil Rights Movement† is important in showing the varying views of both Malcolm X and Martin Luther King Jr. The video makes it well evident that both men were striving for the same end result, which was â€Å"defeating white racism and empowering African Americans. However, as the video explains, while both men had the same destination in mind, they both sought different journeys to get there. Through an analysis of the PBS video, Martin Luther King Jr.’s â€Å"I Have a Dream† speech, and several passages from The Autobiography of Malcolm X, it can be concluded that while the two men wanted the same thing, they both had different views and beliefs; Malcolm X was angry, bitter and vengeful, while Martin Luther King Jr. was only concerned with fixing the issue at hand. Early in the PBS video, it is explained that while King wished to mend and strengthen a family bond that already existed, Malcolm X viewed himself and black Mu slims as an outside party. This is evident through the public denial that Malcolm X was even an American due to his opposing view of the suggestion of â€Å"integration with white America.† (â€Å"Malcolm and the Civil Rights Movement†, The American Experience. PBS. Video Transcript) This belief that Malcolm X was completely angry and against white America is aided though a passage in his autobiography coming from page 292 of the fifteenth chapter. In the first provided passage of Malcom X’s autobiography, Malcolm X shows marked bitterness and hatred in his choice of words to describe the situation. This can best be attributed to the quoting of the his words saying â€Å"the antebellum white slavemaster even devilishly manipulated his own woman.† This phrasing by Malcolm X speaks volumes to how he views the relationship of the white male to the rest of society. Through the using of the word â€Å"devilishly† he is portraying his inner thoughts that the white man is evil and c orrupt in his judgments. Then by using the words and â€Å"manipulated† and â€Å"own†, Malcolm X is expressing his belief that the white man is power hungry and sees the world as a game for his bemusement and handling. Furthermore by saying â€Å"his own woman†, this would suggest that Malcolm X believes that the white slave owner sees himself the master of not only black men but also white females. (Malcolm X, p. 292) To the slave owner, everything but himself is property and assets to be owned and managed. The passage then goes on to explain that Malcolm X strongly holds a general stereotype of slave owners copulating with their slaves to be unquestioned fact about all slave owners. His remarks that the slave owner has conned his wife into letting him procreate with the slaves allows valuable insight into Malcolm X’s thoughts that white male is purely a trickster and untrustworthy. The final two paragraphs of the first passage provided from The Autobiography of Malcolm X offer perhaps the most profound description of Malcolm X’s beliefs surrounding the relationship between blacks and whites. Through the anecdote of the girl traveling all that way to try and make amends for something that not even herself has been proven guilty of showcases how impenetrable Malcolm X’s beliefs are. While the girl asks Malcolm X if he believes â€Å"there are good white people†, Malcolm X explains that only actions can change his thoughts. The girl then offers, â€Å"What can I do?† at which Malcolm X responds that there is nothing she can do (Malcolm X, p. 292). This effectively renders the argument that Malcolm X firmly believes that the previous and current disrespectful actions whites have shown blacks are unforgiving. This belief and anger strongly contradicts with the first part of Martin Luther King Jr.’s â€Å"I Have a Dream† spee ch. Martin Luther King Jr. begins his speech with a preface of â€Å"let us not wallow in the valley of despair,† which he uses to say that the past does not need to define the feelings of the future. King then addresses that by moving on from the past quarrels, brotherhood can be established and the nation’s creed of â€Å"all men are created equal† can be recognized (â€Å"Martin Luther King: I Have a Dream† 1963. Speech). Paralleling this theme of the past not defining the future, King speaks of the state of Mississippi’s current and previous mishaps and how it can change as long as the past is left in the past. In the second provided passage of Malcolm X’s autobiography, which is pages 250 and 251 of the fourteenth chapter, it becomes increasingly clear that Malcolm X does not believe that whites and blacks can live happily on the same level. He then makes a unique distinction between the words segregate and separate. Through a reference to Elijah Mohammed, Malcolm X explains that segregation implies that one side –blacks– are inferior to the other side, while separation suggests that both sides have mutually agreed to part ways and keep distance without one holding significant power or influence over the others. To round out the passage, Malcolm X makes an analogy to a mother and her child stating that unless the baby is separate at birth then both the mother and baby will ultimately die (Malcolm X, p. 250-1). Interestingly, in the third provided passage, which is also found in the fourteenth chapter on pages 260 and 261, Malcolm X makes an interesting comparison of the black people being pets of the white society. This shows that Malcolm X believes that blacks are being trained for the benefit of whites and even mentions the word â€Å"brainwashing† to describe how whites have affected blacks. This passage continues the thought from the second provided passage from earlier in the chapter that blacks should be given the chance to be their own people, away from the influence of white society (Malcolm X, p. 260-1). This analogy suggests that Malcolm X sees the black peoples as independent people that deserve the chance to grow and mature on their own terms. Differing strongly from Malcolm X is King’s speech which showcases his believe that separation is not needed and that he envisions both races coming together as a family. This is illustrated through the line â€Å"black boys and black girls will be able to join hands with little white boys and white girls as sister and brothers.† With reference to his reverend background, King makes a suggestion that religion can be a unifying factor for the two races and that â€Å"the Lord shall be revealed and all flesh shall see it together.† (â€Å"Martin Luther King: I Have a Dream†, 1963. Speech) This is in direct contrast to Malcolm X and his autobiography, which puts significant emphasis on his Muslim beliefs being in direct opposition to white society. With the religious tone set, King’s speech then continues to explain how the previous grievances and tragedies of yesterday can be removed for tomorrow beginning with the phrase â€Å"with this faith†. This explains that King was looking to mend fences while Malcolm X saw the situation as â€Å"us versus everyone† and that everyone was out to victimize them. Finishing his speech, King expands the current situation to encompass the hardships of all other situations in the United States. Through this, King is able to offer that uniting of the black and white races can be a foundation for freedom of all parties in the United States. This helps to explain the difference between the views King and Malcolm X most clearly. While Malcolm X believes that unless separation is achieved the two races will destroy each other, King believes that if the two races come together then great achievements and progress in freedom for all can be accomplished. The PBS video then explains that Malcolm X did not want the black Muslim people to viewed as â€Å"defenseless† and thus, he was opposed to a strategy of non-violence (â€Å"Malcolm and the Civil Rights Movement†, The American Experience. PBS. Video Transcript). Because of the differing views on violence, religion was brought into play and Malcolm X insinuated that King was following the white man’s religion and still being controlled by him. While physical violence was avoided by King’s strategy, so was verbal assault as King often avoided criticizing Malcolm X and his comments. The video then explains that Malcolm X’s unique position then became less dominant in his mind as he felt let down from Elijah Muhammad after the death of Ronald Stokes. At the same time Malcolm X was looking to cause physical pain to the other side, King was making legislative and social gains in his movement (â€Å"Malcolm and the Civil Rights Movement†, The American Experience. PBS. Video Transcript). This helps to explain that King largely wanted a fix to the problem, while Malcolm X wanted revenge. Through an analysis of the PBS video, Martin Luther King Jr.’s â€Å"I Have a Dream† speech, and several passages from The Autobiography of Malcolm X, it can be concluded that while the two men wanted the same thing, they both had different views and believes. Malcolm X can be concluded to be angry, bitter and vengeful, with no believe that the relationship between blacks and whites could be salvaged. While differing greatly, Martin Luther King Jr. can be said to be guided by faith, optimistic, future oriented and only concerned with fixing the issue at hand. Works Cited 1.King, Martin Luther. â€Å"Dr. Martin Luther King: I Have a Dream.† March on Washington for Jobs and Freedom. Lincoln Memorial, Washington D.C. 28 Aug. 1963. Speech. 2.†Malcom and the Civil Rights Movement.† The American Experience. PBS. 5 May 2005. Television. Transcript. 3.Malcolm X. â€Å"Chapter 14.† The Autobiography of Malcolm X: As Told by Alex Haley. Alex Haley. New York: Random House, 1964. 250-1, 260-1. Print. 4.Malcolm X. â€Å"Chapter 15.† The Autobiography of Malcolm X: As Told by Alex Haley. Alex Haley. New York: Random House, 1964. 292. Print.

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). 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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.