Reading by Song

USING SONGS IN THE TEACHING OF READING COMPREHENSION AMONG FORM ONE STUDENTS IN SEKOLAH MENENGAH KEBANGSAAN AGAMA NIBONG
TEBAL P.PINANG
CHE AIDA BINTI MD ALI
A Research Report Submitted to the Faculty of Languages in Partial Fulfillment of the Requirements for the Degree of Masters of Education
FAKULTI BAHASA UNIVERSITI PENDIDIKAN SULTAN IDRIS 2004
DECLARATION
I hereby declare that the writing in this thesis is my own except for quotations and summaries which have been duly acknowledged.
Date : 12 APRIL 2004 CHE AIDA BINTI MD ALI 200100244
ii ACKNOWLEDGEMENT
All praises be due to Allah The Almighty for His guidance and blessing which gave me strength to complete this project paper. I would like to thank my supervisor Dr Nor Azmi bin Mostafa for his invaluable help and guidance throughout the writing of this paper. My heartfelt gratitude goes to my dearest cousin, Saripah Faridah bt Syed Khalid for her constant guidance, constructive comments, encouragement and interest in the progress of this study. She was an unfailing source of inspiration to me replacing all stress and pressure with a compelling fascination. My gratitude also goes to my dearest brother, Che Khalid bin Md Ali and sister-in-law, Raja Juwairah bt Raja Ahmad Refaie for their enormous support, invaluable advice and continuous encouragement. I would like to extend my profound appreciation to all my colleagues in UPSI and SMKANT whose knowledge; guidance and advice have helped me throughout in the completion of this work. I am also thankful to the school administrators whose help has enabled me to conduct my study with ease. My appreciation also goes to my brothers and sisters for their continued support and prayers. To the two people whom I love most in the world, my late ayah and mama .completing this M.Ed (TESL) programme is the best way to show my love to both of you May Allah bless both of you always. Amin. Al-fatihah.
iii ABSTRACT
This study attempts to investigate the use of songs in teaching reading comprehension among the form one students in Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Prai Selatan. The subjects in the sample were the form one students selected based on their monthly English test results. These students were divided into two groups. The first group is called the Traditional Method Group (TMG) and the second group is called Using Song Group (USG). Each group consists of fifteen High English Proficiency (HEP) students and fifteen Limited English Proficiency (LEP) students. The TMG students were taught using the traditional method whilst the USG students were taught using a song. Both groups were taught the same reading comprehension using lyric from the song entitled I Believe I Can Fly. The TMG was first asked to read the lyrics of the song. Next, they were asked to answer ten comprehension questions. The USG also followed the same procedure. The difference was only the use of the song, which was played after the reading of the lyric. The USG students were then asked to sing while the song was being played a few times. Subsequently they were asked to answer the comprehension questions. The scores from both groups were taken as the data for analysis. This study supports the hypothesis that students who were taught using songs will be able to increase their score in reading comprehension exercises as compared to students who were taught using the traditional method and LEP students in USG who were taught using songs will be able to improve their scores in reading comprehension exercises as compared to LEP students in TMG.
iv ABSTRAK
Kajian ini bertujuan untuk mengkaji penggunaan lagu dalam mengajar bacaan kefahaman Bahasa Inggeris untuk pelajar-pelajar tingkatan satu di Sekolah
Menengah Kebangsaan Agama Nibong Tebal, Seberang Prai Selatan. Pelajar-pelajar tingkatan satu disekolah ini telah dipilih sebagai sampel kajian berdasarkan keputusan ujian bulanan Bahasa Inggeris. Pelajar-pelajar ini telah dibahagikan kepada dua kumpulan iaitu kumpulan yang menggunakan kaedah pengajaran tradisional (TMG) daan kumpulan yang menggunakan lagu dalam pengajaran (USG). Setiap kumpulan mengandungi 15 orang pelajar yang mempunyai kemahiran tinggi dalam Bahasa Inggeris (HEP) dan 15 orang pelajar yang mempunyai kemahiran terhad dalam Bahasa Inggeris (LEP). Kumpulan TMG diajar menggunakan kaedah tradisional manakala kumpulan USG diajar bacaan kefahaman menggunakan lirik lagu I Believe I Can Fly. Kumpulan TMG disuruh membaca lirik lagu. Kemudian mereka diminta menjawab 10 soalan kefahaman. Kumpulan USG juga mengikut prosedur yang sama kecuali lagu dimainkan selepas sahaja mereka habis membaca lirik lagu. Pelajar-pelajar
diminta menyanyi mengikut irama lagu beberapa kali. Mereka kemudiannya menjawab 10 soalan kefahaman. Jawapan yang diperiksa telah dianalisa. Kajian ini menyokong hipotesis bahawa skor pelajar-pelajar USG meningkat berbanding pelajar-pelajar TMG. Skor pelajar-pelajar LEP dalam kumpulan USG turut meningkat berbanding pelajar-pelajar LEP dalam kumpulan TMG.
v TABLE OF CONTENT Page DECLARATION ACKNOWLEDGEMENT ABSTRACT ABSTRAK TABLE OF CONTENT LIST OF TABLES LIST OF GRAPHS i ii iii iv v vii viii
CHAPTER ONE - INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Background of the study Statement of the Problem Purpose of the Study Research Questions Research Hypothesis Significance of the Study Definition 1 3 7 7 8 8 9
CHAPTER TWO LITERATURE REVIEW 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Introduction Teaching procedure using music and songs Other aspects of music and songs Related Researches Affective Reasons Cognitive Reasons Linguistic Reasons 11 14 19 24 25 26 27
CHAPTER THREE - METHODOLOGY 3.1 3.2 Introduction Research Design 29 29
vi 3.3 3.4 3.5 3.6 3.7 Sample and Sampling Procedures Research Instruments Data Collection Procedures Data Analysis Procedures Limitations of the Study 30 31 32 33 33
CHAPTER FOUR RESULTS 4.1 4.2 Introduction Results 35 36
CHAPTER FIVE - CONCLUSION 5.1 5.2 5.3 5.4 5.5 Introduction Conclusions Implications of the Study Recommendation Recommendation for further research 53 54 58 58 59
BIBLIOGRAPHY
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APPENDICES 1. 2. 3. 4. Song Lyric Reading Comprehension Exercise Lesson Plan for the Traditional Method Group (TMG) Lesson Plan for the Using Song Group (USG) 65 67 69 71
vii LIST OF TABLES
Table Table 4.1 Reading Comprehension Exercises T-test Result for TMG and USG Students
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Table 4.2
Reading Comprehension Exercises T-test Result for TMG (LEP) Students and USG (LEP) Students
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Table 4.3
Reading Comprehension Exercises T-test Result for TMG (HEP) Students and USG (HEP) Students
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Table 4.4
Comparison of Overall Percentage in the Reading Comprehension Exercises Scores among HEP (TMG) Students and HEP (USG) Students
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Table 4.5
Comparison of Overall Percentage in the Reading Comprehension Exercises Scores among LEP (TMG) Students and LEP (USG) Students
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Table 4.6
Statistic Tabulation of Correct Answers in Reading Comprehension Exercises obtained by Students of TMG and USG
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LIST OF GRAPHS
Graph Graph 4.1 Reading Comprehension Exercises Score in the TMG for the High English Proficiency (HEP) Students
Page 40
Graph 4.2
Reading Comprehension Exercises Score in the TMG for the Limited English Proficiency (LEP) Students
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Graph 4.3
Reading Comprehension Exercises Score in the USG for the High English Proficiency (HEP) Students
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Graph 4.4
Reading Comprehension Exercises Score in the USG for the Limited English Proficiency (LEP) Students
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Graph 4.5
Comparison of Reading Comprehension Exercises Score Percentage between the HEP (TMG) Students and the HEP (USG) Students
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Graph 4.6
Comparison of Reading Comprehension Exercises Score Percentage between the LEP (TMG) Students and the LEP (USG) Students
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CHAPTER ONE
INTRODUCTION
1.1
Background of the study
Teaching English Language as a Second Language to the Malay students in a rural area school is not an easy task. Students often find English a difficult subject to learn especially when given comprehension exercises. Therefore, the researcher would like to conduct a study on the use of songs to teach reading comprehension. The combination of songs and reading comprehension can be a powerful tool when used to teach English in class. Students closely identify with media since the majority of the students watch television, listen to music, and sing songs themselves.
The English Language Curriculum Specification for Form One (2003) stated that the use of sounds, music and movement in activities will be especially beneficial to learners with learning styles toward musical and kinesthetic intelligences.
Dr Noor Azmi Ibrahim (1998) as cited in the Music Curriculum Specification, Ministry of Education stated that music is taught at the lower and upper level in the secondary school as a continuation of the primary school syllabus. The objective of
music education is to develop students creativity and to widen students aesthetic value.
In Islam, music is one of the best ways to educate the followers to worship Allah. Most of the songs are called nasyid. These nasyids are praises to Allah and contain advice to become good Muslims. Music and songs also have been used widely in other religions when worshipping their gods. The Hindus sing songs when praying in the temples, the Christians use songs when carolling in churches and on Christmas day while the Buddhist use music for meditation.
Even in many culture in Malaysia, music is played to denote certain occasion is taking place. For example; the funeral band is played when a Chinese died. The Malays especially those from the East Coast of Malaysia have some special songs like the song Ulek Mayang to cure sickness during the olden days. The Orang Asli also sing songs like the song Sewang to cure sickness. Thus, the researcher believes that music and songs have some kind of influence on our minds and soul as stated by Shaharom Tm Sulaiman (1997), One of the sub-branch in art which has great influence in a Mans life is the art of music. According to the Islamic Preachers, music could develop our souls to be good, calm and tranquil.
Based on all the given aspects, the researcher believes that the use of song in teaching reading comprehension will promote English Language to the Malay students in Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Prai Selatan.
1.2
Statement of the Problem
The Malay students in Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Prai Selatan often find answering comprehension text as a difficult task. They also find learning reading comprehension a boring lesson. Students are not motivated to read and understand because most teachers used the traditional method or the talk and chalk method. This method will only require students to read and then the teacher will write the questions on the blackboard and students will answer the questions given in their exercise books. The same method is used over and over again during reading comprehension lesson. Thus, students feel bored and demotivated to learn reading comprehension.
Several studies about teaching reading strategies have been performed. Strategic reading involves the use of cues to decode the message of the written word. Reading the words of a composition is one thing, but comprehension is the vital point for the reader. Reading the words is of no benefit if the students could not comprehend what is being read.
Armbruster, Echols, & Brown, 1983; Brown, Campione, & Day, 1981; Flavell & Wellman, 1977 and Masters, Mori, and Mori (1993) as cited by Brian (1999) state that "the metacognitive process involved in gaining meaning from the act of reading requires knowledge from not only of four basic variables but also of the way in which they relate to one another to produce learning." The four variables stated by Masters, Mori, & Mori (1993) which are important to reading comprehension for the teacher and the student to follow include: Text--the aspects of the material to be read which will determine the memorization, and later retrieval (e.g. vocabulary difficulty, sentence structure, writing style). Task--the reason for reading (for fun, an examination, to answer questions at the end of a chapter). Strategies--the activities the learner uses to commit the information to memory and recall it later. Two strategies include fix-up strategies (strategies employed by the learner to avoid comprehension failure) and study strategies (other approaches to text processing such as note taking, skimming, underlining, outlining, summarization, and self-questioning). Characteristics of the learner--background experience, reading skills, interest, motivation and experience of the subject area.
People often remember the lyrics of songs. In fact, this particular learning process is almost a subconscious act. We hear songs on the radio, on television and CDs, and by listening to them, we learn the words. It seems that the melody and rhythm make it possible for us to easily remember the words of songs.
We memorize large amounts of text that in normal conditions we would not remember. Learning through songs is, therefore, a great way for students to learn vocabulary and language patterns.
When non-native speakers sing a song in English, their accent is often not as noticeable as when they speak. The intonation and stress patterns in songs are easier to understand and replicate due to the rhythm and melody, and this often results in better pronunciation. Songs are an excellent way of improving students stress and intonation patterns in English. When students could pronounce the words that they are reading correctly, they will gain confidence and wanted to know more about what they are reading about. Though it may start as reading for fun at the beginning, in the end students will realize that they are reading for some purpose. In this case they are reading in order to answer comprehension questions.
People find it much easier to remember a song rather than a passage from a book. Songs also seem to retain in their long-term memory. People are capable of remembering a song they heard many years ago. Songs are memorable and we do not forget them easily in particular in cases where the lyrics of the song has some meaning which relates to our own lives.
According to Supyan Hussin, Nooreiny Maarof, and J. V. DCruz (2001) What is more important is that teachers realize that given an environment (in rural areas) where the English language input is limited and non-conducive to learning the target language, teachers need to find creative ways to teach the language and increase the student's motivation to learn the language and to eventually appreciate the language. Undoubtedly, possessing some knowledge about various language teaching methodologies (e.g. ALM, Direct Method, Grammar-Translation, Suggestopedia, Community language Learning, Natural Approach, Total Physical Reponses, Communicative method) is crucial, but it is more important for teachers to know what the most appropriate approach to teaching the language in that particular environment is and what activities are suitable for a given group of learners.
1.3
Purpose of the Study
The purpose of the study is to find out whether the use of songs in teaching reading comprehension will help students to increase their score when answering comprehension exercises as compared to students who were taught using the traditional method. The study also investigates whether the Limited English Proficiency (LEP) students who were taught using songs may improve their scores when answering comprehension questions as compared to the Limited English Proficiency (LEP) students who were taught using the traditional method.
1.4
Research Questions
In relation to the purpose of the study as mentioned above, the following research questions were formulated: 1. Will students who were taught using songs be able to increase their score in reading comprehension exercise as compared to students who were taught using traditional method? 2. Will Limited English Proficiency (LEP) students who were taught using songs be able to increase their score in reading comprehension exercise as compared to Limited English Proficiency (LEP) students who were taught using traditional method?
1.5
Research Hypothesis
The following null and research hypotheses were formulated to answer the research questions: ( Ho1 ) Students who were taught using songs will not be able to increase their scores in reading comprehension exercises as compared to students who were taught using the traditional method. ( Ha1 ) Students who were taught using songs will be able to increase their scores in reading comprehension exercises as compared to students who were taught using the traditional method. ( Ho2 ) Limited English Proficiency Students (LEP) who were taught using songs will not be able to improve their scores in reading comprehension exercises as compared to students who were taught using the traditional method. ( Ha2 ) Limited English Proficiency Students (LEP) who were taught using songs will be able to improve their scores in reading comprehension exercises as compared to students who were taught using the traditional method.
1.6
Significance of the Study
The use of songs in language teaching and learning in Malaysia is mostly done in primary schools as compared to the secondary schools. It is mainly used to teach
vocabulary in the classroom. The activities which are carried out are usually filling words in the blanks.
Teachers usually will distribute the lyrics of the song to the students after deleting a few words to be filled up by the students after listening to the songs. Teachers seldom use songs to teach reading comprehension. By undertaking this research, the researcher will be able to give feedbacks to the relevant authorities about the result of the research and also share the methodology on how to teach reading comprehension through songs.
1.7
Definition
This section presents the definition of all the important terms used throughout this study. Malay The term refers to a person who is from Melayu (Malay) ethnic community in Malaysia. The Malay is also referred to as bumiputera (son of soil) in this country (Nor Azmi, 2002) EFL - Students who learn English as a Foreign Language LEP - Students who have limited English proficiency HEP Students who have high English proficiency ESL - Students who learn English as Second Language
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TMG - (Traditional Method Group) - The group of students who learn reading comprehension using the traditional method.
USG - (Using Song Group) - The group of students who learn reading comprehension using the song
UPSR - Ujian Penilaian Sekolah Rendah
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CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction
Songs have been part of the human experience for as long as we can remember. As Gugliemino (1986) stated, adults sing at religious services, bars, in the shower, and listening to the car radio. Songs have become an integral part of our language experience, and if used in coordination with a language lesson they can be of great value. Fortunately, with the expanding prevalence of the Internet and specifically the World Wide Web into both the classrooms and lives of students, access to music and lyrics has been made easier.
For the last two decades, EFL (English as a Foreign Language) methodology has been actively considering the possibility of using music and songs in class. According to Graham, Murphey, Saricoban A, Eken, Jedynak etc (2000), the analyses of the recent EFL literature on the problem in question makes it possible to suggest that among the methodological purposes with which music, songs and chants are used in class, it is possible to rank the following: Practicing the rhythm, stress and the intonation patterns of the English language Teaching vocabulary, especially in the vocabulary reinforcement stage. Teaching grammar. In this respect songs are especially favoured by teachers while investigating the use of the tenses.
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Teaching speaking. For this purpose, songs and mainly their lyrics are employed as a stimulus for class discussions.
Teaching listening comprehension. Developing writing skills. For this purpose a song can be used in a variety of ways--for example, speculating what could happen to the characters in the future, writing a letter to the main character, etc.
Though the list of publications devoted to the topic in question continues to grow yearly, and though no one would doubt the potential of the songs and music as a springboard to students creativity, Natalia F. Orlova (2003) stated that there are still several aspects in which music is overlooked in the classroom. First, songs, especially chants, are very popular with teachers whose target audience are young learners, while adult learners are less often exposed to songs. Secondly, though a song is an inseparable unity of the music and its lyrics, it is the musical part that is constantly overlooked and ignored.
Saricoban, A. & Metin, E. (2000) on the other hand state that songs are important tool to teach grammar in the class. According to them, since meaning is an important device in teaching grammar, it is important to contextualize any grammar point. Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. Songs offer a change from routine classroom activities. They are precious resources to develop students abilities in listening, speaking, reading, and writing. They can also be used to teach a variety of language items such as sentence
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patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. As stated by Lo and Li (1998:8), learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting.
Songs also give new insights into the target culture. They are the means through which cultural themes are presented effectively. Since they provide authentic texts, they are motivating. Prosodic features of the language such as stress, rhythm, intonation are presented through songs, thus through using them the language which is cut up into a series of structural points becomes a whole again.
There are many advantages of using songs in the classroom. Through using contemporary popular songs, which are already familiar to teenagers, the teacher can meet the challenges of the teenage needs in the classroom. Since songs are highly memorable and motivating, in many forms they may constitute a powerful subculture with their own rituals. Furthermore, through using traditional folk songs, the base of the learners knowledge of the target culture can be broadened. Correctly chosen, traditional folk songs have the dual motivating attack of pretty tunes and interesting stories, plus for many students the added ingredient of novelty (Hill, 1999:29). Most songs, especially folk songs, follow a regularly repeated verse form, with rhyme, and have a series of other discourse features, which make them easy to follow.
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Finally, if they are selected properly and adopted carefully, a teacher should benefit from songs in all phases of teaching grammar. Songs may both be used for the presentation or the practice phase of the grammar lesson. They may encourage extensive and intensive listening, and inspire creativity and use of imagination in a relaxed classroom atmosphere. While selecting a song the teacher should take the age, interests of the learners and the language being used in the song into consideration. It is also beneficial to allow learners to take part in the selection of the songs to enhance the learners commitment.
2.2 Teaching procedure using music and songs
There are various ways of using songs in the classroom. The level of the students, the interests and the age of the learners, the grammar point to be studied, and the song itself have determinant roles on the procedure. Apart from them, it mainly depends on the creativity of the teacher.
According to Saricoban, A. & Metin, E. (2000) in the Internet TESL Journal For primary students, the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald. Since there is not a strict teaching procedure, the teacher can mainly concentrate on what to teach rather than on how to teach. For instance, while teaching them individual letter sounds or spelling the words, the traditional camp song 'Bingo', or while teaching them counting 'Johnny Works with One Hammer' will be useful. In order to make the songs more meaningful and more enjoyable, motions can be added to the
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song which parallel the words of the song. Since most children enjoy singing fun and nonsensical lyrics, using easy children songs will be useful. Furthermore, choosing lively action songs through which they can dance or act while singing will ensure a lively atmosphere.
For teenagers or adults in the intermediate or advanced level, it is better to use more meaningful or popular songs, which not only review or introduce grammar points but also reflect cultural aspects. At the primary level of singing the song, the prosodic features of the language is emphasized. At the higher levels, where the practice of grammar points is at the foreground, songs can be used with several techniques. Some examples of these techniques are: Gap fills or close texts Focus questions True-false statements Put these lines into the correct sequence Dictation Add a final verse Circle the antonyms/synonyms of the given words Discussion
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A teacher's selection of a technique or a set of techniques should be based on his or her objectives for the classroom. After deciding the grammar point to be studied, the song and the techniques to be used, the teacher should prepare an effective lesson plan. Since songs are listening activities, it is advisable to present them as a listening lesson, but of course it is necessary to integrate all the skills in the process in order to achieve successful teaching.
As a pre-listening activity, the theme, the title, or the history of the song can be discussed. By directing the students toward specific areas, problematic vocabulary items can be picked up in advance. Before listening to the song, it is also beneficial to let the students know which grammar points should be studied. At this stage, pictures may also be used to introduce the theme of the song. In the listening stage, some of the techniques listed above can be used, but among them gap filling is the most widely used technique. Through such gaps, the vocabulary, grammar, or pronunciation are highlighted. This stage can be further developed by the teacher according to the needs of the students and the grammar point to be studied.
In the follow-up, integrated skills can be used to complete the overall course structure. Since many songs are based on themes for which it is easy to find related reading texts, it may lead the learner to read a text about the singer or the theme. Besides, many songs give a chance for a written reaction of some kind. Opinion questions may lead the learner to write about his own thoughts or reflections. Some songs deal with themes that can be re-exploited through role-plays. Acting may add enthusiasm to the
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learning process. Finally, some songs deal with themes, which can lead to guided discussion. By leading the students into a discussion, the grammar point could be practiced orally and, in a way, naturally.
Exploitation of songs for grammatical structures can be illustrated through several examples. For present tense 'Let It Be' by the Beatles, for past tense 'Yesterday' by the Beatles, for present progressive 'Sailing' by Rod Stewart, for present perfect 'Nothing Compares to You' by Sinead Occonor, for past perfect 'Last Night I Had...' by Simon and Garfunkel, for modals 'Blowing in the Wind' by Bob Dylan, and for conditionals 'El Condor Pasa' by Simon and Garfunkel can be used. However, it should be kept in mind those songs, which provide frequent repetitions, or tell a story, or provide comments about life, or introduce cultural themes, are the effective ones, since they provide authentic and meaningful material.
Saricoban, A. & Metin, E (2000) stated that the use of songs in language classrooms provides many advantages. They entertain and relax the learners while they are learning or practicing a structure, and they often eliminate the students negative attitude towards learning. Through providing authenticity and context they make the grammar points more understandable and easy. As language teachers, we can benefit from using songs, since our concern is to motivate the students and draw their utmost attention on the subject during teaching.
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Natalia F. Orlova (2003) states that her own teaching shows that songs can be effectively used in an intermediate class for the purpose of teaching speaking to prospective EFL teachers. The main reasons for this are as follows: As a cultural phenomenon, songs can introduce students to the musical and cultural patterns typical for the target language community. Songs belonging to a synthetic genre, which includes both lyrics, and music and these two constituents may be used as a good incentive for speaking English in class. Songs can effectively contribute to the students' development of esthetic appreciation since they may help them shape their artistic tastes in formulating a critical evaluation of the songs they listen to and discuss. Prospective teachers of English, in order to be able to use effectively songs in their own teaching in future, should themselves be exposed to them in the context of a teacher training program.
The question that any teacher who is willing to use music in class has to wrestle with is what kind of music and the particular songs that should be chosen from a variety of the music existing in the world today. A quick glance at the musical picture of modern society shows how picturesque and colorful it is. It is suggested that if a teacher should use musical material in class for the first time, he should choose his favourite songs.
Later, while encouraging students to choose the songs for discussions, ask them to follow the following criteria (though they are not free from being subjective):
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The song must be an example of a particular musical trend. It should not contain any form of violence. The song should contain a certain artistic image.
According to Natalia F. Orlova (2003) she has been incorporating songs into teaching EFL to prospective teachers of English for more than 10 years and she has to admit with a certain degree of surprise and content, that the songs by the "Beatles," though composed more than thirty years ago, generally appeal to the tastes of 19-25 yearolds since they deal with such eternal problems as love, commitment and parents/children relationships. One must also not forget to mention that the words are very intelligible and easily distinguished. They are deservedly considered to be classics of pop music, from which different musical trends sprang up.
2.3 Other aspects of music and songs
In many cases, the teacher plays a song and leads a discussion on the meaning of the lyrics in a song. This can be effective, but this is just one of the many ways that music or song can lead to a fruitful discussion. Cullen (1998) states that there are some of the other aspects of music and songs which can be the basis of a class discussion.
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2.3.1 Musics internal structure
According to Cullen (1998), music has its own internal structure the melody, harmony rhythm, theme development, instrumentation, dynamics, etc. These can be discussed purely in terms of internal meaning as students explore the structure of the music. Alternatively, students can imagine the music as architecture, painting or some other visible form and discuss their images. This could be an effective lesson with young and adult students.
2.3.2 Music as the expression of emotions
Music can affect us emotionally in many different ways. Students can discuss which emotions they feel and what makes them feel that way.
o
Imitation of the Human Voice The meaning of an utterance is often indicated by the tone of the voice as well as the words. Music can imitate these tones to produce anger, fear, happiness and other emotions.
Imitation of Human Movement The weeping willow tree is considered to be sad because it resembles the stooped over figure of a person. In a similar way, a slow descending chromatic bass line can convey sadness. Funeral dirges are slow because they echo the slow procession of the people at a funeral. Marches move briskly to match the energy of soldiers going to war.
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Conventional Meaning Some musical patterns and timbres are used to express particular emotions so often that we immediately associate them with that emotion. For example, minor keys often convey sadness. Similarly, trombones are often associated with solemn dignity and foreboding.
By Induction Some researchers believe that the energy of the song can transfer itself to our bodies through induction. For example, the anger or excitement of a punk song might be transferred through the raw harmonies and overwhelming volume.
2.3.3 Music represents external meanings
It can be interesting for students to try to discuss the external meanings which they associated with the song. Music could represent the reflection of society and culture.
The current beliefs and conditions of society are always encoded in the music, either consciously or subconsciously by the composer. For example, during the Classical Period, concerts were usually given for small numbers of highly-educated aristocrats. During the Romantic Period, orchestration was increased because of the growing middleclass audiences and larger concert halls. More recently, particular areas have developed their own sound like Missisipi Blues or the LA sound which reflect certain aspects of the culture. Music could also be associated with personal experiences.
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Many people have a few pieces of music or a genre that they can associate with particular memories or people. Producers often use music in movies and advertisements and the music often becomes linked to this product. For example, an old blues song became closely associated with Levi's jeans a few years ago. Some music was written to accompany poems or paintings. For example, The Four Seasons by Vivaldi was written to a poem. Music also produced sound effect like the cannon in the 1812 overture is a pretty clear indicator of military activity. Other common effects are the whistling sound of a train, chirping of birds, etc.
2.3.4 Lyrics
Lyrics also plays an important role in giving life to a song. A song without lyric would not be meaningful to the listener. A catchy lyric will easily attract children to listen and sing along with the song. These will also help them to memorize the lyrics of the song:
Subject Matter This is a big area and an appropriate song can lead to a discussion in almost any topic. For example, the Beatles' song Nowhere Man can lead students to a discussion on laziness, dreams or alienation. The large number of possible interpretations and the ambiguity in many lyrics makes possibilities for extended discussions.
Meanings of Song Vocabulary Words may be used in new ways in songs. For example, Paul Simon sings about the 'Sound of Silence'. The Beatles sing about a 'Day Tripper' to refer to a short relationship. Cliches are often twisted or given a new meaning in songs such as Tom Petty's 'A Heart With A Mind Of Its Own'.
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Poetic Structure Rhyming scheme, rhythm, use of alliteration, onomatopoeia and imagery are all useful subjects for discussion.
Ambiguous People and Places in Songs Often, song lyrics refer to 'you' and 'I' without the listener knowing who they are. Similarly, the place and time are often unspecified. Eliciting student opinions about these ambiguous items can make an interesting discussion.
Songs as a Reflection of Culture Even more than music, lyrics are a reflection of society and culture. For example, the lyrics of the 60's shows the changing values about sexual behaviour in society. Protest songs and street ballads describe society in a powerful manner.
There are a lot more other ways to explore on using songs to teach English to the students. Starting from the music itself, which consists the internal structure, expression of emotions and representation of the external meanings which could lead to a very interesting discussion between students-teachers or students-students during English lesson. The lyrics also could be an initiator for the students to organize a forum or a talk in the class. Nevertheless, songs is a useful and popular tool to teach English as Culen (1998) confirms that most teachers find out, students love listening to music in the language classroom. It can also be a teaching tool. Often students hold strong views about music and students who are usually quiet can become very talkative when discussing it.
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2.4 Related Researches
A large amount of literature which discusses the value of using songs in ESL/EFL classrooms is not empirically based. However, based upon teacher experience, the first hand knowledge of what actually occurs in a language classroom is, in fact, very valuable. The first step in developing a theoretical rationale for using songs in the classroom is to label the types of listening processes and then identify the reasons provided by teachers and researchers. From here, we can see that the teachers' motives are actually grounded in theory. Patterns emerge from the literature as to why teachers and researchers find using songs valuable. These patterns include affective, cognitive and linguistic reasons.
There are two processes involved in listening, and both can be utilized when songs are used in the classroom. The activity which is selected for a particular song will determine which of these processes is active. Cullen (1999) states that the first is bottomup processing where the listener builds up the sounds into words, sentences and meaning. The second is top-down processing where the listener uses background knowledge to understand the meaning of a message. Practicing both of these processes is essential for developing listening comprehension.
The affective, cognitive, and linguistic reasons for using songs which follow, are all grounded in learning theory, and provide insights into the benefits of songs in the classroom.
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2.5 Affective Reasons
The Affective Filter Hypothesis is one of five proposed hypotheses developed by Krashen (1982). Basically, it is an explanation of how the affective factors relate to language learning. It is particularly appealing to teachers because it provides an explanation to why some learners learn and others do not.
Teachers have long recognized the need for students to have a positive attitude in regard to learning. Krashen (1982) explains that for optimal learning to occur the affective filter must be weak. A weak affective filter means that a positive attitude towards learning is present. If the affective filter is strong the learner will not seek language input, and in turn, not be open for language acquisition. The practical application of the Affective Filter Hypothesis is that teachers must provide a positive atmosphere conducive to language learning. Songs are one method for achieving a weak affective filter and promoting language learning.
With the affective filter weak, Saricoban, A. and Metin, E. (2000) have found that songs can develop the four skill areas of reading, writing, listening, and speaking. Eken (1996 : 46) states that songs can be used: To present a topic, a language point, lexis, etc. To practice a language point, lexis, etc. To focus on common learner errors in a more direct way To encourage extensive and intensive listening
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To stimulate discussion of attitudes and feelings To encourage creativity and use of imagination To provide a relaxed classroom atmosphere To bring variety and fun to learning
Lo and Li (1998) offer similar suggestions, writing that songs provide a break from classroom routine, and that learning English through songs develops a nonthreatening classroom atmosphere in which the four language skills can be enhanced. The belief that songs provide enjoyment and develop language skills is also noted by several other authors (Adamowski, 1997; Bechtold, 1983; Domoney & Harris, 1993; Griffee, 1992; Guglielmino, 1986; Lems, 1984; Little, 1983; Monreal, 1982). The enjoyment aspect of learning language through song is directly related to affective factors.
2.6 Cognitive Reasons
Songs also present opportunities for developing automaticity which is the main cognitive reason for using songs in the classroom. Gatbonton and Segalowitz (1988: 473) as cited by Saricoban, A. and Metin, E. (2000) define automaticity as "a component of language fluency which involves both knowing what to say and producing language rapidly without pauses." Using songs can help automatize the language development process.
Traditionally, it was believed that automatization would occur through repetitive exercises in a non-communicative environment. However, the major shift towards the communicative teaching methodology requires that automatization occur in a different
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manner. Gatbonton and Segalowitz (1988:476) state that we must "place students in an environment in which it is appropriate to use target utterances in a genuinely communicative fashion."
The nature of songs is fairly repetitive and consistent. For example, a song such as "Sailing" by Rod Stewart provides ample opportunities for students to focus on the present progressive tense. The repetitive style of the song lends itself to an activity in which students create their own present progressive sentences based upon their own interest. After listening to the song, students create their own lyrics following the same tune as the song. Lyrics such as: I am writing, I am writing, in my notebook with my friends, are common examples of the type of language that students produce.
2.7 Linguistic Reasons
Besides automatization, there is also a linguistic reason for using songs in the classroom. Some songs are excellent examples of colloquial English, that is, the language of informal conversation. A song such as "My Best Was Never Good Enough" by Bruce Springsteen is a prime example of a song that demonstrates colloquial language use. This song is full of phrases like "Every cloud has a silver lining." and "Every dog has his day." Of course, the majority of language most ESL students will encounter is in fact informal. Using songs can prepare students for the genuine language they will be faced with.
Finally, two studies, Domoney and Harris (1993) and Little (1983) investigated the prevalence of pop music in the lives of EFL students. Both studies found that music is
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often the major source of English outside of the classroom. The exposure to authentic English is an important factor in promoting language learning. It relates directly to both the affective filter and automaticity. If students are exposed to songs which they enjoy, more learning is likely to occur since they may seek out the music outside of the classroom. The repetitive style of songs then helps to promote automatization of colloquial language.
As demonstrated, the three theoretical reasons are all intertwined and help to demonstrate the value of using songs in the classroom.
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CHAPTER THREE
METHODOLOGY
3.1 Introduction
The main purpose of the study is to find out whether the use of songs in teaching reading comprehension will help students to increase their score when answering comprehension questions as compared to students who were taught using the traditional method. The study also investigates whether the Limited English Proficiency (LEP) students who were taught using songs may improve their scores when answering comprehension questions as compared to the Limited English Proficiency (LEP) students who were taught using the traditional method.
This chapter presents the methods and procedures that are used in this study. It consists of the research design, sample and samplings procedures, research instruments, data collection procedures, data analysis procedures and limitations of the study.
3.2 Research Design
The quasi-experimental design was chosen for this study. This design was chosen because it suits the needs of the research undertaken. A t-test was carried out to answer the research questions and to test the hypothesis in this study. The
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researcher also used the descriptive analysis to further strengthened the hypothesis of this study.
This design is selected because the study intends to find out whether the use of songs in teaching reading comprehension will help students to increase their score when answering comprehension questions as compared to students who were taught using the traditional method. The study also investigates whether the Limited English Proficiency (LEP) students who were taught using songs may improve in their score when answering comprehension questions as compared to the Limited English Proficiency (LEP) students who were taught using the traditional method.
3.3 Sample and Sampling Procedures
The study was carried out to sixty form one Malay students from Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Perai Selatan. This school was selected because the researcher works in this school, thus enabling her to carry out the quasi experiment on her students. The school administrators had been informed by the researcher and permission has been granted to carry on the research.
The form one students were enrolled in this school based on their UPSR result. Most of them got grade B or C or even D for their English. As for this study, the students were chosen based on their monthly English test results. They were chosen irrespective of their gender and social background. Thirty High English Proficiency
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(HEP) who scored between 75% - 100% and thirty Limited English Proficiency (LEP) students who scored between 30% - 50% were divided into two different groups. Each group consists of fifteen High English Proficiency (HEP) and fifteen Limited English Proficiency (LEP) students.
3.4 Research Instruments
3.4.1 The Reading Text (Lyric of the song)
The tools to be used in this study will be the reading text which is taken from the lyrics of the song titled I Believe I Can Fly (refer to Appendix 1) the tape recording of the song and the comprehension questions (refer to Appendix 2). The singer of this song is R. Kelley and it is from the album entitled Space Jam Sound Track. This song is a theme song from the movie Space Jam. It is produced by WEA/Atlantic Record Company in 1996. This is a pop song and is very popular among the teenagers.
The reason why this song was selected was because many motivators have frequently used it to motivate students in achieving their ambition like the Motivational Speech which was given by Emeagwali (2002:1) in celebration of Black History Month. He states that, You can become the most brilliant student in Willingboro. But you must study in the evenings; study on weekends; and study on holidays. As R. Kelly sang: "I believe I can fly. I believe I can touch the sky. I think
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about it every night and day. Spread my wings and I fly away. I believe I can soar..." You can soar if you believe in yourself.
This song was selected and the reading comprehension questions were constructed by the researcher after having discussions with all the English teachers in Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Prai Selatan.
3.5 Data Collection Procedures
Prior to collection of data for the sample, permission to conduct the research was obtained from the Principal of Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Perai Selatan. The researcher selected the Form One students based on monthly English test results. The first group was taught using traditional method whilst the second group was taught using songs.
Both groups were taught the same reading comprehension using lyric from the song I Believe I Can Fly. The traditional method group (TMG) was first asked to read the lyrics of the song individually and also in groups. Next, they were asked to answer ten comprehension questions. The group being taught using the song (USG) also followed the same procedure. The different was only the use of the song which was played after reading of the lyrics.
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Students in the USG were then asked to sing along while the song was played a few times in groups and individually. After that, they were asked to answer the comprehension questions. The answers were collected and marked. The percentage of each correct answer is ten percent. The scores from both groups were taken as the data for analysis.
3.6 Data Analysis Procedures
The data collected were computed and analyzed using the Statistical Package for the Social Science (SPSS) for Windows. The mean, median, mode and range were calculated and presented in tabular form. The researcher also used the descriptive statistics to analyze the data collected.
3.7 Limitations of the Study
The limitations of the study are as below: 1. 2. Only students from the Malay ethnic group are studied in this research. The number of students selected is limited to sixty from Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Perai due to time constrain. 3. Results of the score in answering the reading comprehension questions for the group of students selected in this study do not represent the whole population of the school and therefore is limited to form one students only.
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4.
The researcher acknowledges that the time limit for the study also poses a constraint as the time given does not allow the researcher to conduct a more thorough study on the topic.
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CHAPTER FOUR
RESULTS
4.1 Introduction
A total of sixty Form One students were selected from Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Perai Selatan. The students were chosen based on their monthly English test results. Thirty High English Proficiency (HEP) and thirty Limited English Proficiency (LEP) students were divided into two different groups. Each group consists of fifteen High English Proficiency (HEP) and fifteen Limited English Proficiency (LEP) students.
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The research instrument consists of lyric of the song titled I Believe I Can Fly, the tape recording of the song and the comprehension questions of the purpose of collecting data for the study. The data collected were computed and analyzed using the Statistical Package for the Social Science (SPSS) for Windows. The mean, median, mode and range were calculated and presented in tabular form. The researcher also used the descriptive statistics to analyze the data collected.
4.2 Results
From the sixty answer scripts distributed for the reading comprehension exercises, all were answered, collected and marked. This represents a response rate of 100%. The data collected were analyzed using the t-test and descriptive statistics.
4.2.1
General Performance of Reading Comprehension exercises among Students from the Traditional Method Group (TMG) and Using Songs Group (USG).
The following table 4.1 presents the results of the analysis of data:
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Table 4.1 Reading Comprehension Exercises T-test Result for TMG and USG Students ONE-SAMPLE T-TEST N TMG USG 30 30 Means 50.33 73.67 One-Sample Test Test Value = 0 t TMG USG 12.416 24.77 df 29 29 Significant (2 tailed) 0.000 0.000 Mean Difference 50.33 73.67 95% Confidence Integral of the Difference Lower Upper 42.043 58.624 67.583 79.75 Std. Deviation 22.20 16.29 Std. Error Mean 4.054 2.974
As shown in the table above, the mean value obtained by TMG students is 50.33 as compared to the mean value obtained by the USG students which is 73.67. The t-test analysis yielded a significant value of 0.000 (2 tailed).
Therefore, the first alternative hypothesis (Ha1) that students who were taught using songs will be able to increase their score in reading comprehension exercises as compared to students who were taught using the traditional method can be accepted, whereas the null hypothesis (Ho1) that students who were taught using songs will not be able to increase their score in reading comprehension exercises as compared to students who were taught using the traditional method can be rejected.
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4.2.2
Performance of Reading Comprehension exercises among Limited English Proficiency (LEP) Students in the Traditional Method Group (TMG) and Using Songs Group (USG).
Table 4.2 Reading Comprehension Exercises T-test Result for TMG (LEP) Students and USG (LEP) Students ONE-SAMPLE T-TEST N TMG (LEP) USG (LEP) 15 15 Means 30.0000 59.3333 One-Sample Test Test Value = 0 t TMG (LEP) USG (LEP) 15.370 38.711 df 14 14 Significant (2 tailed) 0.000 0.000 Mean Difference 30.000 59.333 95% Confidence Integral of the Difference Lower Upper 25.81 34.19 56.05 62.62 Std. Deviation 7.5593 5.9362 Std. Error Mean 1.9518 1.5327
As shown in the table above, the mean value obtained by TMG (LEP) students is 30.0000 as compared to the mean value obtained by the USG (LEP) students which is 59.3333. The t-test analysis yielded a significant value of 0.000 (2 tailed).
Therefore, the second alternative hypothesis (Ha2) that Limited English Proficiency Students (LEP) who were taught using songs will be able to improve their score in reading comprehension exercises as compared to students who were taught using the traditional method can be accepted, whereas the null hypothesis (Ho2) that
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Limited English Proficiency Students (LEP) who were taught using songs will not be able to improve their score in reading comprehension exercises as compared to students who were taught using the traditional method can be rejected.
4.2.3
Performance of Reading Comprehension exercises among High English Proficiency (HEP) Students in the Traditional Method Group (TMG) and Using Songs Group (USG).
Table 4.3 Reading Comprehension Exercises T-test Result for TMG (HEP) Students and USG (HEP) Students ONE-SAMPLE T-TEST N TMG (HEP) USG (HEP) 15 15 Means 70.6667 88.0000 One-Sample Test Test Value = 0 t TMG (HEP) USG (HEP) 30.970 39.544 df 14 14 Significant (2 tailed) 0.000 0.000 Mean Difference 70.6667 88.0000 95% Confidence Integral of the Difference Lower Upper 65.7728 75.5605 83.2270 92.7730 Std. Deviation 8.8372 8.6189 Std. Error Mean 2.2817 2.2254
As shown in the table above, the mean value obtained by TMG (HEP) students is 70.6667 as compared to the mean value obtained by the USG (HEP) students which is 88.0000. The t-test analysis yielded a significant value of 0.000 (2 tailed).
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This shows that the USG (HEP) students who were taught using songs have improved their score in reading comprehension exercises as compared to TMG (HEP) students who were taught using the traditional method.
4.2.4 Descriptive Statistics for Reading Comprehension Exercises Scores among HEP and LEP Students in the TMG and USG
The following graphs 4.1, 4.2, 4.3 and 4.4 present the results of the analysis of data:
Graph 4.1 Reading Comprehension Exercises Score in the TMG for the High English Proficiency (HEP) Students
100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
SCORE
S TUDENTS
Graph 4.1 shows the percentage obtained by the High English Proficiency (HEP) in the Traditional Method Group (TMG). Only one student managed to obtain 90% which is the highest score in the group. Three students obtained 80%, seven students managed to get 70%. Four students managed to get 60% which is the lowest score in the TMG.
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Graph 4.2 Reading Comprehension Exercises Score in the TMG for the Limited English Proficiency (LEP) Students
100 90 80 70
SCORE
60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 STUDENTS
Graph 4.2 shows the percentage obtained by the Limited English Proficiency (LEP) students in the Traditional Method Group (TMG). Four students obtained the lowest score which is 20%, seven students obtained 30% and four students managed to get 40% which is the highest score among the Limited English Proficiency (LEP) students in the TMG.
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Graph 4.3 Reading Comprehension Exercises Score in the USG for the High English Proficiency (HEP) Students
100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 STUDENTS
(HEP) students in the Using Song Group (USG). Three students obtained 100% which is the highest score in the group. Seven students obtained 90%, four students managed to get 80% and one student obtained 70% which is the lowest score.
SCORE
Graph 4.3 shows the percentage obtained by the High English Proficiency
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Graph 4.4 Reading Comprehension Exercises Score in the USG for the Limited English Proficiency (LEP) Students
SCORE
100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 STUDENTS
Graph 4.4 shows the percentage obtained by the Limited English Proficiency (LEP) students in the Using Song Group (USG). Three students obtained the lowest marks which is 50%, ten students obtained 60% and two students managed to get 70% which is the highest mark among the Limited English Proficiency (LEP) students in the USG.
4.2.5 Comparison of Reading Comprehension Exercises Scores among HEP (TMG) and HEP (USG) Students.
The following graphs 4.5 presents the results of the analysis of data:
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Graph 4.5 Comparison of Reading Comprehension Exercises Score Percentage between the HEP (TMG) Students and the HEP (USG) Students
14 12 10
STUDENTS
8 6 4 2 0 10 20 30 40 50 60 SCORE 70 80 90 100
TMG USG
The bar chart above shows the lowest score in the USG is 70% whereas in TMG is 60%. Most of the students in TMG scored 70% as compared to the USG where they scored 90%. The highest score in TMG is 90% and only one student managed to obtain this score whereas in USG, three students managed to obtain the highest score 100%. Thus, this clearly shown that the High English Proficiency (HEP) in the USG obtained higher score as compared to the High English Proficiency (HEP) in the TMG.
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4.2.6 Comparison of Reading Comprehension Exercises Scores among LEP (TMG) Students and the LEP (USG) Students.
The following graphs 4.6 presents the results of the analysis of data:
Graph 4.6 Comparison of Reading Comprehension Exercises Score Percentage between the LEP (TMG) Students and the LEP (USG) Students
14 12
STUDENTS
10 8 6 4 2 0 10 20 30 40 50 60 70 80 90 100 SCORE TMG USG
The bar chart above shows the lowest score in the USG is 50% whereas in TMG is 20%. Most of the students in TMG scored 30% as compared to the USG where they scored 60%. The highest score in TMG is 40% whereas in USG is 70%. Thus, this clearly shown that the LEP students in the USG obtained higher score as compared to the LEP students in the TMG.
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4.2.7 Comparison of Overall Percentage in the Reading Comprehension Exercises Scores among HEP (TMG) Students and HEP (USG) Students
Table 4.4 Comparison of Overall Percentage in the Reading Comprehension Exercises Scores among HEP (TMG) Students and HEP (USG) Students
Score taken from the reading comprehension exercises. 60 70 80 90 100 Total
HEP (TMG) No. of Students 4 7 3 1 15 Overall percentage 26.7 46.6 20.0 6.7 0 100
HEP (USG) No. of Students 1 4 7 3 15 Overall percentage 6.7 26.7 46.6 20.0 100
Table 4.4 shows that in the TMG, out of 15 High English Proficiency (HEP) students, 4 students managed to score 60 marks or 26.7% of the overall percentage of the 15 students. Seven students in TMG managed to obtain 70 marks or 46.6% as compared to USG, one student obtained 70 marks or 6.7%. Three students in TMG obtained 80 marks or 20% as compared to 4 students or 26.7% in the USG.
Only one student out of 15 students from the TMG managed to score 90 marks or 6.7% of the overall percentage of the 15 students as compared to 7 students or 46.6% in the USG. No student scored 100 marks in the TMG whereas in USG, three students managed to obtain 100 marks or 20% of the overall percentage.
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We can conclude that 10 out of 15 High English Proficiency (HEP) students in the USG which is equavalent to 66.6% managed to score 90-100 marks as compared to only 1 out of 15 students or 6.7% in the TMG. The difference is 59.9% which answered the first research question that students who were taught using songs will be able to increase their score in reading comprehension exercise as compared to students who were taught using traditional method.
4.2.8 Comparison of Overall Percentage in the Reading Comprehension Exercises Scores among LEP (TMG) Students and LEP (USG) Students
Table 4.5 Comparison of Overall Percentage in the Reading Comprehension Exercises Scores among LEP (TMG) Students and LEP (USG) Students
Score taken from the reading comprehension exercises.
LEP (TMG) No. of Students 4 7 4 15 Overall percentage of the 15 students 26.7 46.6 26.7 100
LEP (USG) No. of Students 3 10 2 15 Overall percentage of the 15 students 20.0 66.7 13.3 100
20 30 40 50 60 70 Total
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Table 4.5 shows that in the TMG, out of 15 Limited English Proficiency (LEP) students, 4 students managed to score 20 marks or 26.7% of the overall percentage of 15 students. Seven students in TMG managed to obtain 30 marks or 46.6%. Four students in TMG obtained 40 marks or 26.7% as compared to none of the student in the USG scored between 20 - 40 marks. Three students out of 15 students from the USG managed to score 50 marks or 20% of the overall percentage of 15 students. Ten students obtained 60 marks or 66.7% and 2 students scored 70 or 13.3% of the overall percentage. None of the TMG students managed to score between 50 70 marks.
Thus, it is clearly shown that there is a great difference between the overall percentage of the 15 LEP students in the Traditional Method Group (TMG) in the score obtained in the Reading Comprehension Exercises and the 15 LEP students in the Using Song Group (USG). This answered the second research question that Limited English Proficiency (LEP) students who were taught using songs will be able to increase their scores in reading comprehension exercises as compared to Limited English Proficiency (LEP) students who were taught using the traditional method.
4.2.9 Statistic Tabulation of Correct Answers in Reading Comprehension Exercises obtained by Students of TMG and USG
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Table 4.6 Statistic Tabulation of Correct Answers in Reading Comprehension Exercises obtained by Students of TMG and USG
Groups / Percentage TMG (LEP) % USG (LEP) % TMG (HEP) % USG (HEP) %
Question No. 1 9 60.00 13 86.67 13 86.67 14 93.33 2 7 46.67 13 86.67 13 86.67 13 86.67 3 4 26.67 8 53.33 11 73.33 14 93.33 4a 6 40.00 13 86.67 14 93.33 14 93.33 4b 3 20.00 10 66.67 11 73.33 13 86.67 4c 7 46.67 12 80.00 10 66.67 13 86.67 4d 5 33.33 10 66.67 10 66.67 14 93.33 5 1 6.67 4 26.67 10 66.67 13 86.67 6a 1 6.67 4 26.67 8 53.33 12 80.00 6b 2 13.33 2 13.33 6 40.00 12 80.00
Table 4.6 shows the tabulation of correct answers obtained by students in TMG and USG. Questions 1, 2 and 3 are categorized as easy questions. Questions 4a, 4b, 4c and 4d are the average questions whereas questions 5, 6a and 6b are the difficult questions.
For question 1, 9 or 60% of the LEP students in the TMG obtained correct answers whereas for question 2, 7 or 46.67% of the LEP students in TMG obtained correct answers and for question 3, 4 or 26.67% of the LEP students in TMG obtained correct answers. Comparatively, 13 or 86.67% of the LEP students in USG obtained correct answers for question 1. For question 2, 13 or 86.67% the LEP students in USG obtained correct answers whereas for question 3, 8 or 53.33% of the LEP students in USG obtained correct answers.
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The next category of questions is the average questions which consist of questions 4a, 4b, 4c and 4d. For question 4a, 6 or 40% of the LEP students in the TMG obtained correct answers whereas for question 4b, 3 or 20% of the LEP students in TMG obtained correct answers. For question 4c, 7 or 46.67 % of the LEP students in TMG obtained correct answers and for question 4d, 5 or 33.33% of the LEP students in TMG obtained correct answers. Comparatively, for question 4a, 13 or 86.67% of the LEP students in the USG obtained correct answers whereas for question 4b, 10 or 66.67% of the LEP students in USG obtained correct answers. For question 4c, 12 or 80 % of the LEP students in USG obtained correct answers and for question 4d, 10 or 66.67% of the LEP students in USG obtained correct answers.
The final category is the difficult questions. This refers to questions 5, 6a and 6b. For question 5, 1 or 6.67% of the LEP students in the TMG obtained correct answers whereas for question 6a, 1 or 6.67% of the LEP students in TMG obtained correct answers and for question 6b, 2 or 13.33% of the LEP students in TMG obtained correct answers. Comparatively, 4 or 26.67% of the LEP students in USG obtained correct answers for question 5. For question 6a, 4 or 26.67% of the LEP students in USG obtained correct answers whereas for question 6b, 2 or 13.33% of the LEP students in USG obtained correct answers.
For HEP in the TMG, 13 or 86.67% students obtained correct answers for question 1 whereas for question 2, 13 or 86.67% of the HEP students in TMG obtained correct answers and for question 3, 11 or 73.33% of the HEP students in
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TMG obtained correct answers. Comparatively, 14 or 93.33% of the HEP students in USG obtained correct answers for question 1. For question 2, 13 or 86.67% of the HEP students in USG obtained correct answers whereas for question 3, 14 or 93.33% of the HEP students in USG obtained correct answers.
The next category of questions is the average questions which consist of questions 4a, 4b, 4c and 4d. For question 4a, 14 or 93.33% of the HEP students in the TMG obtained correct answers whereas for question 4b, 11 or 73.33% of the HEP students in TMG obtained correct answers. For question 4c, 10 or 66.67 % of the HEP students in TMG obtained correct answers and for question 4d, 10 or 66.67% of the HEP students in TMG obtained correct answers. Comparatively, for question 4a, 14 or 93.33% of the HEP students in the USG obtained correct answers whereas for question 4b, 13 or 86.67% of the HEP students in USG obtained correct answers. For question 4c, 13 or 86.67 % of the HEP students in USG obtained correct answers and for question 4d, 14 or 93.33% of the HEP students in USG obtained correct answers.
The final category is the difficult questions. This refers to questions 5, 6a and 6b. For question 5, 10 or 66.67% of the HEP students in the TMG obtained correct answers whereas for question 6a, 8 or 53.33% of the HEP students in TMG obtained correct answers and for question 6b, 6 or 40% of the HEP students in TMG obtained correct answers. Comparatively, 13 or 86.67% of the HEP students in USG obtained correct answers for question 5. For question 6a, 12 or 80% of the HEP students in
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USG obtained correct answers whereas for question 6b, 12 or 80% of the HEP students in USG obtained correct answers.
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CHAPTER FIVE
CONCLUSIONS, DISCUSSIONS AND RECOMMENDATIONS
5.1 Introduction
A total of sixty Form One students were selected from Sekolah Menengah Kebangsaan Agama Nibong Tebal Seberang Perai Selatan. The students were chosen based on their monthly English test results.
Thirty High English Proficiency (HEP) and thirty Limited English Proficiency (LEP) students were divided into two different groups. Each group consists of fifteen High English Proficiency (HEP) and fifteen Limited English Proficiency (LEP) students. The instrument used in this research consists of lyric of the song titled I
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Believe I Can Fly, the tape recording of the song and the comprehension questions to enable collection of data for the study.
The data collected were computed and analyzed using the Statistical Package for the Social Science (SPSS) for Windows. The mean, median, mode and range were calculated and presented in tabular form. The researcher also used the descriptive analysis to analyze the data collected.
This chapter presents the conclusions, discussions and put forward recommendations for further research.
5.2 Conclusions
The conclusions are drawn from the results obtained and analyzed in Chapter Four. In testing the hypotheses, this section indicates whether they are supported by the findings of this research.
5.2.1 Using songs in teaching reading comprehension helps students to increase their scores when answering comprehension exercises as compared to students who were taught using the traditional method
The findings of this research show that the High English Proficiency (HEP) and Limited English Proficiency (LEP) students who were taught using song increase their scores when answering comprehension exercises as compared to the High English
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Proficiency (HEP) and Limited English Proficiency (LEP) students who were taught using the traditional method.
The t-test shows the significant value is 0.0000 ( 2-tailed test), therefore the first alternative hypothesis (Ha1) that students who were taught using songs will be able to increase their score in reading comprehension exercises as compared to students who were taught using the traditional method can be accepted, whereas the null hypothesis (Ho1) that students who were taught using songs will not be able to increase their score in reading comprehension exercises as compared to students who were taught using the traditional method can be rejected (refer to Table 4.1 in Chapter 4).
The second alternative hypothesis (Ha2) that Limited English Proficiency Students (LEP) who were taught using songs will be able to improve their score in reading comprehension exercises as compared to students who were taught using the traditional method can be accepted because the significant value is 0.0000 ( 2-tailed test), whereas the null hypothesis (Ho2) that Limited English Proficiency (LEP) students who were taught using songs will not be able to Limited English Proficiency (LEP) improve their score in reading comprehension exercises as compared to students who were taught using the traditional method can be rejected ( refer to Table 4.2 in Chapter 4).
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Graphs 4.5 and 4.6 (in Chapter 4) further support both of the above hypotheses. Both graphs summarize the score for the reading comprehension exercises obtained by all students in both groups. This further shows that the HEP and LEP students in the USG achieve higher score as compared to the HEP and LEP students in the TMG. The results of the study confirm the research finding that using song in teaching reading comprehension helps students to increase their score when answering comprehension exercises.
Students who were taught using songs are able to increase their score in reading comprehension exercises because students like to listen to songs especially pop song. According to Alison (1999), the reason why music is strongly recommended to the teacher in teaching is because it has cultural roots embodied intricately in within each student. There is no culture where music is not present. Almost everyday in our lives, we are exposed to music through ceremony, ritual, dance, story telling, magic and songs. People young and old are drown to music. Therefore teachers should use music in their language classes to teach English.
The researcher believes that using songs to teach reading comprehension is a way to avoid boredom among the students of the routine manner in teaching it as Saricoban, A. & Metin, E.(2000) had stated that, Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. Songs offer a change from routine classroom activities. They are precious resources to develop students abilities in listening, speaking, reading, and writing.
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The result tabulated in Table 4.6 in Chapter 4 reveals a more interesting result in using songs to teach reading comprehension. The table showed that most of the HEP and LEP students in the TMG obtained correct answers in questions 1, 2 and 3 as the answers can be directly obtained from the reading text (refer Appendix 1). The tabulation also has shown that more HEP and LEP students in the USG obtained correct answers as compared to the HEP and LEP students in TMG. The HEP and LEP students in USG also has shown a higher percentage as most of them could answer correctly most of the questions except questions 5, 6a and 6b. However, the percentage of obtaining correct answers for questions 5 and 6a increased tremendously as compared to the HEP and LEP students in TMG.
This shows that using song has helped the students to obtain correct answers especially for question 6. The answer for this question is believe in himself. Through the repetition of the lyric (refer Appendix 1) in the song, I believe I can fly, I believe I can fly, I believe I can fly has given some impact for the students to grasp the meaning and thus they could get the correct answer. Hence, using song is a good technique to teach reading
comprehension to the students as the song itself is a good stimuli to learn English. This statement is supported by Alison (1999) who states that, Music via song has always been known to be a powerful stimulus that can encourage students to generate a deep love or develop a profound interest towards mastering in English Language. Many of the tested ESL students, showed an increased interest in developing their vocabulary, poetic and writing skill when music was used. Their
58
attitudes towards English also changed because they found English through music is interesting and easy.
Allison (1999) states that the reasons why students do better in learning English through song is simply because the ineffability of the musical perception in the human brain combined with the creative construction in man prove to be a potent combination that enables learning to take place at a more successful rate.
5.3 Implications of the Study
The findings of this study support the use of song in teaching reading comprehension to the students to promote English Language. There are many advantages of using songs in the classroom. Through using popular songs, which are already familiar to teenagers, the teacher can meet the needs of their students in the classroom. Students will be encouraged to conduct extensive and intensive listening, and inspire creativity and use of imagination in a relaxed classroom atmosphere.
5.4 Recommendation
The researcher would recommend teachers to explore the use of songs in teaching various components of the English Language not just reading comprehension alone. They could teach grammar, dictation, phrasal verbs, vocabulary, speaking, listening and writing skills.
59
5.5 Recommendations for further research
The finding of the study point to the need for further research on the use of song in teaching reading comprehension to the students to promote English Language. In this respect, the researcher would like to give several suggestions for further studies: 1. The study should include other ethnic groups, for example the Chinese or Indians from other school. 2. The researcher recommends that this study be replicated with different sets of samples. In this respect, studies can be done on students from other form, school, age and sex. 3. It is recommended that there should be continued investigation in using songs in teaching reading comprehension to the students to promote English Language.
60
BIBLIOGRAPHY
Abraham Alison (1999). The Teaching and Learning of English Through Music. Unpublished Masters thesis. Kuala Lumpur : University of Malaya Adamowski, E. (1997). The ESL songbook. Don Mills, ON: Oxford University Press.
Bechtold, J. (1983). Musical ESL. TESL Talk, 14, 180-184.
Cullen, Brian (November 1999). Song Dictation. The Internet TESL Journal. http://iteslj.org/Techniques/Cullen-SongDictation.html
Domoney, L. & Harris, S. (1993). Justified and ancient: Pop music in EFL classrooms. ELT Journal, 47, 234-241.
Eken, D. K. (1996). Ideas for using pop songs in the English language classroom. English Teaching Forum, 34, 46-47. Emeagwali (2002) In Celebration of Black History Month. http://emeagwali.com
Gatbonton, E. & Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22, 473-492.
Gugliemino, L. M. (1986). The affective edge: Using songs and music in ESL instruction. Adult Literacy and Basic Education, 10, 19-26.
Graham, C. 1993 Grammar chants: More Jazz Chants. OUP
Graham, C 1994 Mother Goose Jazz Chants. OUP
Griffee, D.T. (1992). Songs in action. Herfordshire, England: Phoenix ELT.
61 Hill, D.A. (1999). Traditional folk songs in class. MET, 8/2:28-33
Horner, D. (1993). Classroom ideas: songs and music. MET, 2/3:33-39
Hutchinson, T. (1999). Lifelines: pre-intermediate-teachers book. Oxford: Oxford University Press.
Jedynak, M. 2000 Using Music in the Classroom. English Teaching Forum, 38, 4, pp.30-32
Kementerian Pendidikan Malaysia. (1998), Huraian Sukatan Pelajaran Menengah Atas Pendidikan Muzik. Dewan Bahasa dan Pustaka, Kuala Lumpur.
Kementerian Pendidikan Malaysia. (2003), Huraian Sukatan Pelajaran, Kurikulum Bersepadu Sekolah Menengah, Bahasa Inggeris Tingkatan 1, Dewan Bahasa dan Pustaka, Kuala Lumpur.
Kementerian Pendidikan Malaysia. (2003), Huraian Sukatan Pelajaran, Kurikulum Bersepadu Sekolah Menengah, Bahasa Inggeris Tingkatan 5, Dewan Bahasa dan Pustaka, Kuala Lumpur.
Kevin Schoepp The Internet TESL Journal, Vol. VII, No. 2, February 2001 http://iteslj.org/
Kim, L.S. (1995). Creative games for the language class. English Teaching FORUM, 33/1: 35-36
Krashen, S. D. (1982). Principles and practices in second language acquisition. Oxford, England: Pergamon Press.
Krashen, Stephen D. (1988) Second Language Acquisition and Second Language Learning. Prentice-Hall International,
62 Lems, K. (1996, March). Music across the ESL curriculum. Paper presented at the annual meeting of the TESOL, San Francisco, CA.
Little, J. (1983). Pop and rock music in the ESL classroom. TESL Talk, 14, 40-44.
Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching Forum, 36, 8-11, 21.
Maley, A. and Duff, A. (1989) The Inward Ear. Cambridge University Press Monreal, M. E. (1982). How I use songs. English Teaching Forum, 20, 44-45.
McKay, S.L. (1987). Teaching grammar. G.B.: Prentice Hall.
Murphy, T. 1992 Music and Song. Oxford University Press.
Natalia F. Orlova The Internet TESL Journal, Vol. IX, No. 3, March 2003 http://iteslj.org/
Nor Azmi (2002). Bilingual, Intelligence and Academic Achievement Among Malay Secondary School Students : A case Study. Unpublished doctoral dissertation. Kuala Lumpur : University of Malaya
Richards, J.C. (1990). The Language Teaching Matrix. Cambridge University Press.
Murphey, T. (1992). Music and song. Oxford: Oxford University Press.
Rinvolucri, M. & Davis,P. (1995). More grammar games. Cambridge: Cambridge University Press.
Saricoban, A. & Metin, E. (October 2000). Songs, Verse and Games for Teaching Grammar. The Internet TESL Journal. http://iteslj.org/Techniques/Saricoban-Songs.html
63 Shaharom Tm Sulaiman (1997). Muzik Dalam Tradisi Kerohanian Islam. Dewan Budaya. Julai 3-4.
Supyan Hussin, Nooreiny Maarof, and J. V. D'Cruz Universiti Kebangsaan Malaysia (Malaysia) 15-17 May 2000. Presented at The Millennium MICELT 2000, 3rd Malaysia International Conference for English Language Teaching. Melaka ( page 1-2 ) : Universiti Putra Malaysia
Towndrow, P. (1999). Logic problems and English language learning. MET, 8/1:34-37
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APPENDIX 1 SONG LYRIC
65 "I Believe I Can Fly" by R Kelly I used to think that I could not go on And life was nothing but an awful song But now I know the meaning of true love I'm leaning on the everlasting arms If I can see it, then I can do it If I just believe it, there's nothing to it I believe I can fly I believe I can touch the sky I think about it every night and day Spread my wings and fly away I believe I can soar I see me running through that open door I believe I can fly I believe I can fly I believe I can fly See I was on the verge of breaking down Sometimes silence can seem so loud There are miracles in life I must achieve But first I know it starts inside of me, oh If I can see it, then I can be it If I just believe it, there's nothing to it [Repeat 1] Hey, coz I believe in me, oh If I can see it, then I can do it If I just believe it, there's nothing to it [Repeat 1] Hey, if I just spread my wings I can fly I can fly I can fly, hey If I just spread my wings I can fly Fly-eye-eye
66
APPENDIX 2 READING COMPREHENSION EXERCISE
67 Read the lyric of the song and answer the following questions. 1. What does the singer used to think of? .................................................................................................................................... 2. How was the singers life? 3. What does he know now? 4. What does the singer want to do? a.) He wants to . b.) He wants . c.) He wants to.. d.) He wants to 5. What must he achieve in life? 6. How does he going to achieve it? Give two ways. a.) b.)
68
APPENDIX 3 LESSON PLAN FOR THE TRADITIONAL METHOD GROUP (TMG)
69 Lesson Plan for the Traditional Method Group (TMG) Class Topic Time Goal : : : : Form 1 Ihsan Self Motivation 7.30 8.10 a.m. 1. To enable students to read, understand and analyse the text. 2. To develop students ability to read and respond to the text. : By the end of the lesson, students should be able to: 1. read critically to infer the answers from the text. 2. answer the comprehension questions.
Learning Outcomes
Stage Introduction (5)
Content Teacher calls a few students and asks them about their ambitions and how they are going to achieve them. Teacher distributes the lyric of the song I Believe I Can Fly to the students and asks them to read silently. Teacher reads the lyric of the song and asks the students to read after her. Teacher asks students to read the lyric of the song individually and then in groups. Teacher distributes the comprehension questions to the students. Teacher instructs the students to answer them individually. Teacher calls a few students to read their comprehension answers to the class. .
Aids
Presentation 1 (5)
Handouts ( Lyric of the song I Believe I Can Fly)
Presentation 2 (15)
Handouts ( Lyric of the song I Believe I Can Fly)
Presentation 3 (12)
Handouts (Comprehension Exercise)
Closure (3)
Students answers scripts
70
APPENDIX 4 LESSON PLAN FOR THE USING SONG GROUP (USG)
71 Lesson Plan for the Using Song Group (USG) Class Topic Time Goal : : : : Form 1 Ikram Self Motivation 8. 40 9.20 a.m. 1. To enable students to read, understand and analyse the text. 2. To develop students ability to read and respond to the text. : By the end of the lesson, students should be able to: 1. read critically to infer the answers from the text. 2. answer the comprehension questions.
Learning Outcomes
Stage Introduction (5)
Content Teacher calls a few students and asks them about their ambitions and how they are going to achieve them. Teacher distributes the lyric of the song I Believe I Can Fly to the students and asks them to read silently. Teacher reads the lyric of the song and asks the students to read after her. Teacher asks students to read the lyric of the song individually and then in groups. Teacher plays the song I Believe I Can Fly and asks students to sing along with the song a few times. Teacher distributes the comprehension questions to the students. Teacher instructs the students to answer them individually. Teacher calls a few students to read their comprehension answers to the class.
Aids
Presentation 1 (5)
Handouts (Lyric of the song I Believe I Can Fly)
Presentation 2 (15)
Handouts (Lyric of the song I Believe I Can Fly) Tape recording of the song I Believe I Can Fly)
Presentation 3 (12)
Handouts (Comprehension Exercise)
Closure (3)
Students answers scripts

Reading by Song

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Reading by Song

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USING SONGS IN THE TEACHING OF READING COMPREHENSION AMONG FORM ONE STUDENTS IN SEKOLAH MENENGAH KEBANGSAAN AGAMA NIBONG

CHE AIDA BINTI MD ALI

FAKULTI BAHASA UNIVERSITI PENDIDIKAN SULTAN IDRIS 2004

Date : 12 APRIL 2004 CHE AIDA BINTI MD ALI 200100244

CHAPTER THREE - METHODOLOGY 3.1 3.2 Introduction Research Design 29 29

CHAPTER FOUR RESULTS 4.1 4.2 Introduction Results 35 36

vii LIST OF TABLES

Background of the study

Statement of the Problem

Purpose of the Study

Significance of the Study

UPSR - Ujian Penilaian Sekolah Rendah

2.2 Teaching procedure using music and songs

2.3 Other aspects of music and songs

2.3.1 Musics internal structure

2.3.2 Music as the expression of emotions

2.3.3 Music represents external meanings

2.4 Related Researches

2.5 Affective Reasons

2.6 Cognitive Reasons

2.7 Linguistic Reasons

3.2 Research Design

3.3 Sample and Sampling Procedures

3.4 Research Instruments

3.4.1 The Reading Text (Lyric of the song)

3.5 Data Collection Procedures

3.6 Data Analysis Procedures

3.7 Limitations of the Study

10 8 6 4 2 0 10 20 30 40 50 60 70 80 90 100 SCORE TMG USG

Score taken from the reading comprehension exercises. 60 70 80 90 100 Total

Score taken from the reading comprehension exercises.

CONCLUSIONS, DISCUSSIONS AND RECOMMENDATIONS

5.3 Implications of the Study

5.5 Recommendations for further research

Bechtold, J. (1983). Musical ESL. TESL Talk, 14, 180-184.

Graham, C. 1993 Grammar chants: More Jazz Chants. OUP

Graham, C 1994 Mother Goose Jazz Chants. OUP

Griffee, D.T. (1992). Songs in action. Herfordshire, England: Phoenix ELT.

61 Hill, D.A. (1999). Traditional folk songs in class. MET, 8/2:28-33

Horner, D. (1993). Classroom ideas: songs and music. MET, 2/3:33-39

Hutchinson, T. (1999). Lifelines: pre-intermediate-teachers book. Oxford: Oxford University Press.

McKay, S.L. (1987). Teaching grammar. G.B.: Prentice Hall.

Murphy, T. 1992 Music and Song. Oxford University Press.

Murphey, T. (1992). Music and song. Oxford: Oxford University Press.

APPENDIX 1 SONG LYRIC

APPENDIX 2 READING COMPREHENSION EXERCISE

APPENDIX 3 LESSON PLAN FOR THE TRADITIONAL METHOD GROUP (TMG)

Stage Introduction (5)

Handouts ( Lyric of the song I Believe I Can Fly)

Handouts ( Lyric of the song I Believe I Can Fly)

Handouts (Comprehension Exercise)

Students answers scripts

APPENDIX 4 LESSON PLAN FOR THE USING SONG GROUP (USG)

Stage Introduction (5)

Handouts (Lyric of the song I Believe I Can Fly)

Handouts (Comprehension Exercise)

Students answers scripts

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