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
60
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
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
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
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
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
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
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.
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).
The following table 4.2 presents the results of the analysis of data:
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
t df Significant (2 tailed)
Mean Difference
95% Confidence Integral of the
Difference Lower Upper
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).
The following table 4.3 presents the results of the analysis of data:
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
t df Significant (2 tailed)
Mean Difference
95% Confidence Integral of the
Difference Lower Upper
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
The following table 4.4 presents the results of the analysis of data:
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
The following table 4.5 presents the results of the analysis of data:
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
The following table 4.6 presents the results of the analysis of data:
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
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.
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.
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Graham, C. 1993 Grammar chants: More Jazz Chants. OUP
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Hill, D.A. (1999). Traditional folk songs in class. MET, 8/2:28-33
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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 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