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

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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

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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.

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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.

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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.

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TABLE OF CONTENT

Page DECLARATION i

ACKNOWLEDGEMENT ii

ABSTRACT iii

ABSTRAK iv

TABLE OF CONTENT v

LIST OF TABLES vii

LIST OF GRAPHS viii

CHAPTER ONE - INTRODUCTION

1.1 Background of the study 1

1.2 Statement of the Problem 3

1.3 Purpose of the Study 7

1.4 Research Questions 7

1.5 Research Hypothesis 8

1.6 Significance of the Study 8

1.7 Definition 9

CHAPTER TWO – LITERATURE REVIEW

2.1 Introduction 11

2.2 Teaching procedure using music and songs 14

2.3 Other aspects of music and songs 19

2.4 Related Researches 24

2.5 Affective Reasons 25

2.6 Cognitive Reasons 26

2.7 Linguistic Reasons 27

CHAPTER THREE - METHODOLOGY

3.1 Introduction 29

3.2 Research Design 29

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3.3 Sample and Sampling Procedures 30

3.4 Research Instruments 31

3.5 Data Collection Procedures 32

3.6 Data Analysis Procedures 33

3.7 Limitations of the Study 33

CHAPTER FOUR – RESULTS

4.1 Introduction 35

4.2 Results 36

CHAPTER FIVE - CONCLUSION

5.1 Introduction 53

5.2 Conclusions 54

5.3 Implications of the Study 58

5.4 Recommendation 58

5.5 Recommendation for further research 59

BIBLIOGRAPHY

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APPENDICES

1. Song Lyric 65

2. Reading Comprehension Exercise 67

3. Lesson Plan for the Traditional Method Group (TMG) 69

4. Lesson Plan for the Using Song Group (USG) 71

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LIST OF TABLES

Table Page 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 Page Graph 4.1 Reading Comprehension Exercises Score in the

TMG for the High English Proficiency (HEP) Students

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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

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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 Man’s life is the art of music. According to the Islamic Preachers,

music could develop our souls to be good, calm and tranquil”.

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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.

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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.

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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.

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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. D’Cruz (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.

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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?

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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

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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 student’s 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

learner’s 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

learner’s 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 student’s 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 year-

olds 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 Music’s 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.

o 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.

21

o 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.

o 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 middle-

class 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.

22

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'.

23

• 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.

24

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 bottom-

up 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.

25

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

26

• 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 non-

threatening 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

27

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

28

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.

29

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





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

30

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



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

31

(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

http://emeagwali.com/�

32

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.

33

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. Only students from the Malay ethnic group are studied in this research.

2. 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.

34

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.

35

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.

36

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:

37

Table 4.1

Reading Comprehension Exercises T-test Result for TMG and USG Students

ONE-SAMPLE T-TEST

N Means Std. Deviation Std. Error

Mean TMG 30 50.33 22.20 4.054 USG 30 73.67 16.29 2.974

One-Sample Test

Test Value = 0

t df Significant (2 tailed)

Mean Difference

95% Confidence Integral of the

Difference Lower Upper

TMG 12.416 29 0.000 50.33 42.043 58.624 USG 24.77 29 0.000 73.67 67.583 79.75

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.

38

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 Means Std. Deviation Std. Error

Mean TMG (LEP) 15 30.0000 7.5593 1.9518 USG (LEP) 15 59.3333 5.9362 1.5327

One-Sample Test

Test Value = 0


Mean Difference



TMG (LEP) 15.370 14 0.000 30.000 25.81 34.19 USG (LEP) 38.711 14 0.000 59.333 56.05 62.62

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

39

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 Means Std. Deviation Std. Error Mean

TMG (HEP) 15 70.6667 8.8372 2.2817 USG (HEP) 15 88.0000 8.6189 2.2254

One-Sample Test

Test Value = 0


Mean Difference



TMG (HEP) 30.970 14 0.000 70.6667 65.7728 75.5605 USG (HEP) 39.544 14 0.000 88.0000 83.2270 92.7730

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).

40

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

010

2030

4050

6070

8090

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

STUDENTS

SCO

RE

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.

41

Graph 4.2

Reading Comprehension Exercises Score in the TMG for the Limited English

Proficiency (LEP) Students

0102030405060708090

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

STUDENTS

SCO

RE

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.

42

Graph 4.3

Reading Comprehension Exercises Score in the USG for the High English Proficiency (HEP) Students

0102030405060708090

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

STUDENTS

SCO

RE

Graph 4.3 shows the percentage obtained by the High English Proficiency

(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.

43

Graph 4.4

Reading Comprehension Exercises Score in the USG for the Limited English Proficiency (LEP) Students

0102030405060708090

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

STUDENTS

SCO

RE

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:

44

Graph 4.5

Comparison of Reading Comprehension Exercises Score Percentage between the HEP (TMG) Students and the HEP (USG) Students

0

2

4

6

8

10

12

14

10 20 30 40 50 60 70 80 90 100

SCORE

STUD

ENTS

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.

45

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

0

2

4

6

8

10

12

14

10 20 30 40 50 60 70 80 90 100

SCORE

STU

DE

NT

S

TMGUSG

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.

46

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.

HEP (TMG)

HEP (USG)

No. of

Students Overall

percentage No. of

Students Overall

percentage 60 4 26.7 - - 70 7 46.6 1 6.7 80 3 20.0 4 26.7 90 1 6.7 7 46.6

100 - 0 3 20.0 Total 15 100 15 100

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.

47

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)

LEP (USG)

No. of

Students Overall

percentage of the 15 students

No. of Students

Overall percentage of the

15 students 20 4 26.7 - - 30 7 46.6 - - 40 4 26.7 - - 50 - - 3 20.0 60 - - 10 66.7 70 - - 2 13.3

Total 15 100 15 100

48

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


49

Table 4.6

Statistic Tabulation of Correct Answers in Reading Comprehension Exercises obtained by Students of TMG and USG

Groups / Percentage

Question No.

1 2 3 4a 4b 4c 4d 5 6a 6b TMG (LEP) 9 7 4 6 3 7 5 1 1 2

% 60.00 46.67 26.67 40.00 20.00 46.67 33.33 6.67 6.67 13.33 USG

(LEP) 13 13 8 13 10 12 10 4 4 2

% 86.67 86.67 53.33 86.67 66.67 80.00 66.67 26.67 26.67 13.33 TMG (HEP) 13 13 11 14 11 10 10 10 8 6

% 86.67 86.67 73.33 93.33 73.33 66.67 66.67 66.67 53.33 40.00 USG

(HEP) 14 13 14 14 13 13 14 13 12 12

% 93.33 86.67 93.33 93.33 86.67 86.67 93.33 86.67 80.00 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.

50

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

51

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

52

USG obtained correct answers whereas for question 6b, 12 or 80% of the HEP

students in USG obtained correct answers.

53

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

54

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

55

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).

56

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.’

57

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.

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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.

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

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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.

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Krashen, Stephen D. (1988) Second Language Acquisition and Second Language Learning. Prentice-Hall International,

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Lems, K. (1996, March). Music across the ESL curriculum. Paper presented at the annual meeting of the TESOL, San Francisco, CA.

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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.

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Saricoban, A. & Metin, E. (October 2000). Songs, Verse and Games for Teaching Grammar. The Internet TESL Journal. http://iteslj.org/Techniques/Saricoban-Songs.html

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64

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 singer’s 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 : Form 1 Ihsan Topic : Self Motivation Time : 7.30 – 8.10 a.m. Goal : 1. To enable students to read, understand and analyse the text. 2. To develop students’ ability to read and respond to the text. Learning Outcomes : 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.

Stage Content Aids

Introduction (5”)

• Teacher calls a few students and asks them about their ambitions and how they are going to achieve them.

Presentation – 1

(5”)

• Teacher distributes the lyric of the song ‘I Believe I

Can Fly’ to the students and asks them to read silently.

Handouts

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

Presentation – 2

(15”)

• 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.

Handouts

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

Presentation – 3

(12”)

• Teacher distributes the comprehension questions to

the students. • Teacher instructs the students to answer them

individually.

Handouts

(Comprehension Exercise)

Closure (3”)

• Teacher calls a few students to read their comprehension answers to the class. .

Students’ answers

scripts

70

APPENDIX 4

LESSON PLAN FOR THE USING SONG GROUP (USG)

71

Lesson Plan for the Using Song Group (USG)

Class : Form 1 Ikram Topic : Self Motivation Time : 8. 40 – 9.20 a.m. Goal : 1. To enable students to read, understand and analyse the text. 2. To develop students’ ability to read and respond to the text. Learning Outcomes : 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.

Stage Content Aids

Introduction (5”)

• Teacher calls a few students and asks them about their ambitions and how they are going to achieve them.

Presentation – 1

(5”)

• Teacher distributes the lyric of the song ‘I Believe I

Can Fly’ to the students and asks them to read silently.

Handouts

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

Presentation – 2

(15”)

• 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.

Handouts

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

Tape recording of the song ‘I Believe I Can

Fly’)

Presentation – 3

(12”)

• Teacher distributes the comprehension questions to

the students. • Teacher instructs the students to answer them

individually.

Handouts

(Comprehension Exercise)

Closure (3”)

• Teacher calls a few students to read their comprehension answers to the class.

Students’ answers

scripts

Documents

Reading by Song