INTRODUCTION
Rationale
In today's global landscape, the significance of English is undeniable, as it is the most widely spoken language across various sectors, including medicine, engineering, and education For developing countries like Vietnam, leveraging English is crucial for enhancing international standing However, many public schools face challenges due to inadequate teaching resources, hindering students' ability to learn English interactively This underscores the need for effective teaching methodologies to boost students' English proficiency A notable challenge is the lack of confidence among students when speaking, compounded by the limited opportunities for real-life language interaction outside the classroom One effective solution to foster confidence and motivation in learning English at Phuong Canh Primary School in Nam Tu Liem District, Hanoi, is the use of simple English songs, which can help address difficulties in speaking, reading, listening, and writing in English.
Aims and objectives of the study
This study focuses on using songs as a tool to enhance communicative skills in a foreign language, empowering students to speak with confidence while allowing teachers to deliver engaging English lessons To achieve this goal, the thesis aims to meet specific objectives that support effective language learning through music.
Investigating the extent to which songs influence language acquisition;
Exploring the extent to which songs affect students’ motivation when learning English;
Examining whether the use of songs in the English language classroom promotes confidence for students.
Research Questions
For the above objectives, the following research questions are addressed:
1 To what extent does the use of songs influence language acquisition?
2 To what extent do songs affect students’ motivation when learning English?
3 Does the use of songs promote confidence toward learning English for students?
Scope of the study
The study aimed to determine the impact of using simple English songs in the language classroom on primary students' language acquisition, motivation, and confidence Conducted at Phuong Canh Primary School in Nam Tu Liem District, Hanoi, the research involved 131 third-grade students from three classes: Class A, Class B, and Class C Various research instruments were utilized, including a Pre-test, a Post-test, a questionnaire, classroom observations, and field notes, to gather relevant data for the study.
Significance of the study
The study highlights the positive impact of using songs in foreign language instruction, particularly in teaching English as a second language to non-native speakers By listening to and performing songs, students gain exposure to grammar, vocabulary, idioms, and dialects, which enhances their comprehension and broadens their understanding of English usage Incorporating songs into the learning process fosters a friendly and comfortable environment, making language acquisition more enjoyable and effective.
This study reinforces the idea that music plays a crucial role in language acquisition, as it can effectively stimulate this process By leveraging elements such as context, lyrics, and rhythm in songs, educators can inspire creativity and imagination in writing Since writing is fundamentally an imaginative act, incorporating songs into the classroom offers significant linguistic and cognitive benefits Thus, utilizing music in language instruction can enhance English language acquisition for primary school children.
Oral language is inherently interactive and social, and music serves as a natural, enjoyable medium for children to explore rich language It has long been a tool for young learners to remember stories and gain insights about their surroundings Utilizing songs as a stimulus enhances cognitive engagement, making information more memorable Furthermore, music fosters a supportive learning environment, providing motivation and excitement while boosting primary students' confidence in language use.
The findings from this study offer valuable insights for teachers at Phuong Canh Primary School in enhancing English language materials and improving the overall quality of English teaching and learning By addressing the language learning challenges identified by students, the results may help implement effective strategies that enable students to reach a satisfactory level of English proficiency.
Research method
This study employed a combination of qualitative and quantitative methods to achieve its objectives Qualitative research focuses on understanding phenomena from the perspectives of the subjects involved (Fraenkel & Wallen, 2009: 435) By gathering insights from the viewpoints of participants, qualitative research provides valuable information that is analyzed to draw meaningful conclusions.
Quantitative research enables researchers to collect data in numerical formats that can be categorized, ranked, or measured in specific units This numerical data is essential for creating graphs and tables that represent raw data effectively.
The data was collected via a pre-test and post-test, interview questions, a questionnaire and through classroom observations and field notes.
Structure of the thesis
The study is structured into five chapters, beginning with Chapter I, which provides the Introduction This chapter encompasses the Background, Aim and Objectives of the study, Research Questions, Scope, Significance, Research Method, and the overall Structure of the study.
Chapter II includes review of the literature related to songs in the classroom, motivation, confidence in language learning and theories about action research
Chapter III presents objectives of the study, research design, procedures of action research, context and participants of the study, research instruments, data collection and method of data analysis
Chapter IV presents data analysis which includes analysis of pre-test, post-test, analysis of the action process, the analysis of the questionnaire and analysis of the classroom observation and field note, followed by discussion
Chapter V is the conclusion and limitation of the study.
LITERATURE REVIEW
Songs in learning language
According to the Oxford Learner’s Pocket Dictionary, songs are defined as short musical pieces with lyrics that are sung, making them a form of art accessible to all These musical compositions typically include vocal elements performed by the human voice, often accompanied by various musical instruments.
Children's songs feature simple vocabulary and often focus on everyday objects, helping students become familiar with English words Additionally, these songs can effectively teach English grammar, such as the use of articles By incorporating music into lessons, students can enjoy the learning process, as songs serve as a joyful bridge to education.
It can help students to enjoy the material and easy to memorize the material
Using songs in English language learning has been advocated for many years, as researchers highlight their effectiveness in illustrating linguistic features and enhancing student motivation (Bartle, 1962; Richards, 1969; Jolly, 1975).
Incorporating songs into the classroom can enhance pronunciation skills through enjoyable repetition and can be seamlessly integrated with various activities like storytelling, games, and dance Additionally, songs can complement paper-based tasks such as dictation of pictures, colors, or numbers The motivational boost provided by music encourages student participation and fosters automaticity, a key cognitive benefit of using songs in education (Schlepp, 2001) Beyond enjoyment, singing can effectively channel students' energy, making it a dynamic tool for adjusting class pace and intensity Songs can be utilized at any point to either calm or energize the classroom, allowing for whole-class engagement, even from those hesitant to sing, through accompanying actions.
Affective reasons play a significant role in Krashen’s Affective Filter Hypothesis, which explains the disparities in language acquisition among learners A key factor for successful learning is the development of a positive attitude towards the learning process (Eken 1996: 46) According to Krashen (1982), fostering a supportive emotional environment is essential for effective language learning.
45) has it that: “for effective learning the affective filter must be weak A weak affective filter means that a positive attitude to learning is present.” Hence teachers’ task is to provide a positive atmosphere favorable for learning In this aspect music and songs may be one of the methods for obtaining weak affective filter (Eken 1996: 46)
Eken (1996) highlights eight key reasons for incorporating songs into language classrooms Firstly, songs can effectively introduce new topics, vocabulary, or language points They serve as valuable tools for practicing lexis and provide materials for both extensive and intensive listening exercises Additionally, instructors can use songs to address common learner mistakes in a subtle manner Songs also facilitate engaging discussions about feelings and attitudes, allowing learners to share their insights in pairs or small groups Furthermore, they help create a relaxed classroom atmosphere, contributing to an enjoyable and diverse language learning experience Ultimately, songs encourage creativity and innovation in foreign language training.
And there are some reasons using songs in teaching English as a foreign language for young learners in the classroom; they are:
Songs are memorable, and so enable students to remember the language
Students can be great fun And the biggest factor that makes them fun is using songs because using songs gave big motivation for students especially young learners
Songs offer an effective way to engage learners of varying abilities in mixed ability classes They allow some students to demonstrate their understanding through actions, while others can participate by singing along or even creating their own lyrics.
Songs can be used at whatever stage
Incorporating variations in language activities helps maintain children's interest while allowing for ample repetition By adjusting the volume, speed, and tempo of songs, educators can create an engaging learning environment that keeps kids excited and attentive.
2.1.2 Using songs in foreign language acquisition
Language learning is a complex cognitive process that can be significantly enhanced through the use of song lyrics, which integrate multiple dimensions to engage students of varying abilities and promote deeper knowledge retention By combining education and entertainment, music-infused learning approaches can evolve and reinforce language acquisition, fostering authentic, connected, and collaborative interactions Incorporating song lyrics into language learning not only increases cognitive learning but also boosts student enjoyment and engagement, ultimately leading to more effective and memorable language acquisition experiences.
Incorporating songs into the classroom significantly enhances English language acquisition by targeting essential skills such as grammar, vocabulary, pronunciation, and listening, while also fostering communicative competence (Baker, T 2013) Engaging and challenging tasks are vital for maintaining student interest and ensuring knowledge retention Effective strategies for teaching English language learners must align with realistic expectations and captivate students, with idiomatic expressions being an excellent example taught through music and humor Utilizing karaoke in lessons, along with subtitles, creates a less intimidating environment for language learners, while catchy tunes resonate with students of all ages, promoting long-lasting learning Moreover, listening to popular songs not only enriches cultural understanding but also reinforces language skills through extensive and intensive listening.
2.1.3 Advantages of using songs in teaching and learning language
Richards & Rodgers (2008) highlight that songs serve multiple educational purposes, including enhancing motivation and engagement, facilitating language acquisition in context, and improving listening skills and pronunciation through singing Consequently, songs are regarded as a valuable pedagogical tool in language learning.
Music is ubiquitous, permeating our daily lives through radio, television, family gatherings, and various public spaces (McDermott & Hauser, 2005) The repetitive nature of song lyrics aids vocabulary retention, making it easier for learners to acquire new words within the context of music (Griffee, 1992) Additionally, songs often convey themes and narratives that provide meaningful contexts for language learning They also offer rich social and historical backgrounds, enhancing the overall learning experience (Griffee, 1992) Moreover, exposure to song lyrics helps advanced learners recognize language patterns and identify grammatical errors, fostering greater language awareness.
In generally, songs are beneficial for various reasons in English classes; Griffee (1988) identified the following reasons:
Songs and music lower anxiety If they are introduced in the early years of language learning, songs and music tends to create enjoyable, anxiety-free environment
Songs are useful for teaching vocabulary
Songs serve as an excellent listening material
Songs can be used as supplemental texts in the end of the lesson, on special occasions or as an additional component for vocabulary development
Songs and music can be used to support grammar presentation, practice and revision
Songs and music bring various cultures into the classroom
2.1.4 Strategies with songs and music on language acquisition
Humans have a unique affinity for music, which enhances learning, especially in children For instance, teaching the alphabet through song helps children memorize the letters more effectively Songs utilize tones and rhythms, serving as a universal medium of communication Both language and music share similar modes of expression, highlighting their interconnectedness in conveying meaning.
Songs are a powerful tool for teaching English across all age groups, as they are transmitted aurally and orally, containing phonetic, syntactic, and semantic elements that develop early in life as social interactive media (Peacock 1997: 51) Incorporating songs into classroom activities can enhance students' vocabulary, grammar, and understanding of various English accents In Primary Education, teaching songs not only benefits students academically but also enriches their language skills through follow-up activities like writing, reading, and practicing the concepts learned in class.
Motivation
Motivation is one among the foremost necessary factors that influence language learners’ success or failure in learning the language
There are many different definitions of motivation, especially in language learning
Motivation plays a crucial role in Second Language Acquisition (SLA), as highlighted by Cook (2000), who identifies it as a key factor alongside age and personality Keller (1983) describes motivation as the decisions individuals make regarding their experiences and the effort they invest in achieving their goals In the context of language learning, motivation reflects learners' goals for acquiring a second language Ellis (1994) emphasizes that motivation encompasses the effort learners put into language acquisition driven by their needs or desires The interplay of motivation with cognitive, emotional, and environmental factors is essential for understanding its complexities Lightbrown and Spada (1993) further elaborate that motivation in SLA is influenced by learners' communicative needs and their attitudes toward the target language community Gardner and Lambert (1972) categorize motivation into integrative and instrumental types, where integrative motivation involves the desire to engage with the target language community, while instrumental motivation pertains to learning a language for professional advancement or personal growth (Dörnyei, 2001; Gardner & Lambert, 1972).
Motivation in language learning remains an abstract and hypothetical concept, as noted by leading researcher Dürnyei (2001), who suggests it helps explain individuals' thoughts and behaviors Additionally, the ability to successfully complete tasks significantly influences students' motivation levels and their capacity to achieve success in acquiring a target language.
Motivating students effectively is a crucial challenge for teachers, as a lack of motivation can hinder the learning process.
Motivation plays a crucial role in educational psychology, with various theories attempting to elucidate its nature According to Woolfolk et al (2008), motivation is defined as "an internal state that arouses, directs and maintains behavior" (p 438) This state can be achieved when individuals engage with music, developing an interest in the lyrics' context This engagement often necessitates learning language features, including vocabulary, definitions, pronunciation, idioms, and grammar.
Motivation plays a crucial role in language learning, as highlighted by Spolsky (2000) Gardner and Lambert (1972) identified two types of motivation: integrative and instrumental Integrative motivation is the drive to learn a language in order to connect with and become part of the target language community In contrast, instrumental motivation focuses on learning a language for practical reasons, such as enhancing job prospects or facilitating travel.
Maslow's hierarchy of needs, as outlined in his book "Motivation and Personality" (1997), illustrates that individuals must satisfy basic needs—such as breathing, food, sleep, and security—before they can pursue higher-level activities For students, fulfilling these foundational needs is essential for motivating them to engage in academic tasks, such as participating in English class This understanding highlights the challenges teachers face in encouraging student motivation, as they must first ensure that students' basic needs are met to facilitate their learning and involvement in classroom activities.
2.2.3 Roles of motivation in language learning
Motivated students are essential in the classroom as they actively engage in learning and demonstrate a desire to succeed According to Penny Ur (1991), these students exhibit characteristics such as enthusiasm for tasks, persistence in overcoming challenges, and a willingness to participate in discussions Fostering motivation not only enhances individual student performance but also creates a dynamic and interactive learning environment that benefits the entire class.
● Positive task orientation: the student is able to take challenges and trust on his/her success
● Ego-involvement: success is important in order to promote a good image of himself/herself
● Need for achievement: merely to overcome problems and complete his/her goal
● High aspirations: the student wants to stand out from the rest
● Goal orientation: student knows the importance of learning and will do whatever is in his/her hands to achieve it
● Perseverance: setbacks are not a reason to stop doing what he/she is doing
● Tolerance of ambiguity: the student will not feel frustrated if he or she does not understand at first; the knowledge will come eventually
These qualities enable the teacher to create a collaborative classroom environment where participants can share knowledge and learn from one another, fostering mutual growth.
Dürnyei (1990) highlights the critical role of motivation in second language acquisition, emphasizing that a learner's success or failure in mastering a language is closely tied to their motivation levels High motivation not only fosters a positive learning experience but also significantly enhances language achievement, leading to greater proficiency in the target language.
According to Dürnyei (1990) and Masgoret and Gardner (2003), motivation plays a crucial role in determining success or failure in second language acquisition, ultimately influencing language achievement.
In conclusion, motivation plays a crucial role in achieving language proficiency when learning a second or foreign language While various factors contribute to language learning, motivation stands out as the most significant determinant Research by Masgoret and Gardner (2003) and Dürnyei (1990) highlights the strong correlation between motivation and language learning outcomes This profound impact of motivation on language acquisition explains why researchers focus on developing psychological strategies and methods to enhance learner motivation, fostering a desire to engage with the language.
2.2.4 Strategies for motivating students in the classroom
Motivation is crucial for mastering all school subjects, but it is especially vital in learning a foreign language According to Dorneyi (2007: 727-728), language acquisition is a long-term endeavor where learners must take responsibility for their progress Students must persist in their efforts over an extended period, often facing various challenges and setbacks.
Dornyei (1994) outlined effective strategies for enhancing student motivation in language learning, which are invaluable for educators aiming to boost classroom performance Key strategies include fostering students' self-efficacy, reducing anxiety, promoting motivation-enhancing attributions, encouraging the establishment of achievable sub-goals, and enhancing the appeal of course content Implementing these techniques can significantly improve students' engagement and success in language acquisition.
Songs play a crucial role in engaging learners by connecting with their interests and daily experiences, particularly those related to routines The study highlights that children can easily practice these songs outside the classroom, making them a motivating and effective teaching tool Incorporating elements like cartoons, television, computer games, and music significantly enhances motivation Thus, dedicating more time to music in English classrooms can boost learners' motivation, as it reinforces their existing knowledge and aids in language acquisition through familiar songs.
Confidence
Confidence is a psychological and social phenomenon where individuals assess their competence and self-worth based on certain values This evaluation can lead to various emotional states and, while it can become developmentally stable, it remains susceptible to change based on personal circumstances.
Confidence plays a crucial role in second language learning, influencing learners' attitudes and achievements (Norton et al., 2008; Al Khotaba, 2012) According to Pae (2008), confidence directly affects language learning success It is essential for effective communication and enhances the overall learning experience Furthermore, confidence shapes how we interact with others and influences our self-perception, making it a vital aspect of our identity.
2.3.2 The Importance of students’ confidence in language learning
In language learning, students' confidence significantly enhances their ability to learn effectively (Kelly and Watson, 1986) Dornyei (2001) emphasizes that fostering this confidence can be achieved by creating opportunities for success, offering encouragement, and alleviating anxiety.
According to Gander (2006), individuals tend to experience greater satisfaction and success in their work when they achieve independent or fluent levels of proficiency, which fosters a sense of confidence in their abilities.
Keller's ARCS model identifies four key strategies for enhancing motivation: Attention, Relevance, Confidence, and Satisfaction This framework, discussed by Small, emphasizes the importance of engaging learners effectively to foster a positive educational experience (Aik & Tway, 2006: 31).
According to Saetan (1991: 8), self-confident learners often engage in selective monitoring or may not monitor their learning at all, while other students typically depend on external validation to assess their understanding of language This suggests that self-confident learners prefer to independently evaluate their progress, whereas less confident learners seek assistance in checking their comprehension.
Sjoberg (2006: 53) saw that less confident learners, or shy members may initially be gently encouraged to participate by the facilitator and introduced to a few of the other more confident members
Students' confidence in language learning is crucial for motivating them to achieve their goals This project utilized simple English songs to enhance students' confidence and encourage perseverance in challenging situations When teachers remain mindful of their teaching practices and actively support students in their tasks, it leads to a gradual improvement in both their language skills and self-assurance.
Summary
In this chapter, the researcher explored the significance of songs in foreign language classrooms, defining key concepts such as motivation and confidence, and examining their roles in language learning Additionally, the researcher supported these findings with theories from various experts in the field.
METHODOLOGY
Restatement of the objectives and research questions
The study highlights the significance of using songs in teaching English to third-grade learners, aiming to enhance motivation and build students' confidence in acquiring a new language Research by Zacharias (2006) supports this approach, indicating that music can inspire confidence and broaden students' perspectives Additionally, songs serve as valuable resources in the English classroom, effectively improving communicative competence, as noted by Wrenshall (2002) Walker (2006) further emphasizes that songs are a powerful educational tool, offering extensive opportunities for practicing vocabulary, grammar, listening, and speaking skills.
The research design incorporates a comprehensive data collection process that includes pre-tests, post-tests, interview questions, classroom observations, and field notes Various instruments were utilized to assess students' language acquisition, motivation, and confidence levels The collected data was analyzed using both quantitative and qualitative methods.
As stated in Chapter 1, the instruments were employed in order to collect the data to satisfactorily answer the three following research questions:
1 To what extent does the use of songs influence language acquisition?
2 To what extent do songs affect students’ motivation when learning English?
3 Does the use of songs promote confidence toward learning English for students?
Research design
This study employed classroom action research, a method that involves engaging in activities within the classroom to enhance teaching practices Typically utilized to refine instructional methods or curricula, action research entails the systematic collection and analysis of data aimed at implementing improvements and addressing challenges (Wallace, 1998; Coles & Quirke, 2001).
Action research is increasingly important in language education, as noted by Nunan (1992: 17), and serves as a bridge between theory and practice (McNiff, Lomax & Whithead, 1996: 13; Zuber-Skerritt, 1992: 16) This approach is not only prevalent in language teaching but also beneficial for external innovators aiming for educational change (Warrican, 2006: 1-14) Nunan (1991: 62) emphasizes that classrooms can function as laboratories for teachers to experiment with and evaluate materials and tasks tailored to their specific contexts.
Collaboration among participants is essential for achieving shared goals and personal growth As Watson (cited in Wadsworth, 1991) emphasizes, true partnership arises when individuals recognize their interconnectedness in the pursuit of liberation Warrican (2006) notes that increased collaboration fosters greater commitment among participants Action research empowers teachers to enhance their research skills and awareness of transformative possibilities (Beverly, 1993).
According to Brown (2005), teachers learn most effectively and alter their behavior when they are personally engaged in the research process This includes identifying practical concerns, designing the study, implementing actions, gathering evidence, drawing conclusions, and applying these insights back into their practice.
This study employs action research to enhance teacher growth and objectivity while examining the impact of English songs on third-grade students at Phuong Canh Primary School The research aims to improve skills in research processes, foster collaborative work habits, and cultivate a professional spirit By utilizing her own insights, the researcher seeks to assess how English songs influence students' motivation, language acquisition, and confidence.
Research procedures
The researcher implemented a six-step action research plan aimed at enhancing students' confidence and motivation in learning English This process, based on Glanz’s model of action research (2003), commenced with selecting a focus and concluded with the decision to continue or modify the approach.
Step 3: Analyze and Interpret data
Based on the model above, here are the implemented plans of the research:
The first step was selecting a focus The focus of this study was students who are in grade three at Phuong Canh Primary School in Hanoi
On September 7, 2017, the writer conducted data collection by administering a pre-test to 131 students This test assessed students' knowledge of vocabulary and structures derived from the songs used in the research The primary objective was to evaluate the students' English language proficiency prior to their participation in the program.
The third step was analyzing and interpreting the data After doing the analysis, the writer interpreted the result of the analysis by describing the problems encountered by the students
The fourth step involved taking action through a twenty-week process of teaching and learning English using songs Each period featured different songs, as outlined in Table 3.2 The writer utilized these songs to teach descriptive texts through a spoken cycle, engaging students in various activities throughout the teaching-learning process.
The writer began the lesson by playing a song for the students, prompting a discussion about its content through targeted questions After a second listening session focused on word pronunciation, the students joined in singing the song with musical accompaniment To enhance their learning experience, the writer provided transcripts of the lyrics, allowing the students to review and sing along once more before the class concluded.
The fifth step involved reflection to assess the impact of songs on students' English learning A post-test and questionnaire were administered, mirroring the pretest in both material and format Conducted on January 19, 2018, the post-test aimed to determine any improvements in English acquisition after incorporating songs as authentic teaching materials Additionally, the questionnaire gathered students' reflections on their experiences learning English through songs.
The final phase involved the continuation and modification of the research process Following a post-test and the distribution of a questionnaire, the analysis was conducted Since only one action research cycle was implemented, the study is considered complete.
The setting of the study
The study at Phuong Canh Primary School in Hanoi, Vietnam, examined the challenges faced by students in learning English, a compulsory subject for grades 3 to 5 The curriculum emphasizes cohesive development of listening, speaking, reading, and writing skills Students often struggle with these skills due to various internal factors, such as motivation and aptitude, and external factors, including the learning environment and teacher effectiveness To enhance student engagement and improve language proficiency, teachers are encouraged to adopt enjoyable and practical teaching methods, such as incorporating English songs into lessons This approach is believed to enrich vocabulary and boost listening and speaking skills, ultimately fostering greater confidence and achievement in learning English as a foreign language.
Participants of the study
The study involved 131 third-grade students from Phuong Canh Primary School, comprising 69 males (52.6%) and 62 females (47.4%) Most participants reported minimal exposure to English outside the classroom, with only 7% regularly attending extra lessons at private language centers The study focused on three classes from the 2017-2018 academic year.
Research Instruments
In this study, the researcher selected ten songs as supplementary materials for an English textbook, ensuring that the instructional time was intermittent The songs were specifically chosen to align with the elementary level and interests of the students, and each song was connected to the lesson content in the textbook A summary of the songs used in the classroom, including information on target vocabulary and language structure, is provided in Table 3.2.
The selected songs aim to enhance learners' visual, kinesthetic, musical, linguistic, and interpersonal intelligences while also improving their motor skills through listening and interaction, as supported by Barker (1999) This musical approach fosters a safe and joyful classroom environment, encouraging effective communication and learning By applying Krashen's (1985) Monitor Model, the strategy ensures a low affective filter, allowing students to feel motivated, relaxed, and enthusiastic about their educational experience.
Learning English through songs enhances confidence by helping learners understand expressions related to emotions, weather, and greetings in the target language This interactive approach not only fosters an appreciation for English culture but also teaches the gestures and facial expressions that may differ from Vietnamese culture As participants engage with the songs, they encounter daily language structures, effectively preparing them for real-life language use (Schlepp, 2001).
Songs Feelings songs, songs for children, how are you?
Song B: If you’re happy, happy clap your hands
Song C: How old are you? (KB starter)
Song D: How old is he? (Let’s sing along)
How old are you? How old is she? How old is he? I am …years old She is … years old
Song E: Stand up! Sit down!
Song F: Fast and slow (Actions song – fun kids English)
Action verbs May I + action verbs
3.6.2 Pre-test and Post-test
The Pre-Test and Post-Test included five questions designed to assess children's language acquisition achievements The pre-test was administered prior to the treatment, while the post-test was conducted afterward Each student completed the tests individually, allowing the researcher to collect and grade them systematically By analyzing the scores, the researcher evaluated the students' competencies in listening, reading, and writing skills.
A questionnaire is a set of written questions designed to gather information from respondents (Arikunto, 1998: 128) For this study, a closed questionnaire was utilized, allowing participants to select answers from predefined options provided by the researcher This approach was employed to obtain supplementary information relevant to the research objectives.
Song G: Big, big, big! Animals and
An elephant is big An ant is little
Song H: The balloon song Colors and prepositions
This is my + adjective +noun
Song I: What do you do every day? Action verbs and nouns
Song K: What do you like to do? Action verbs and animals
The study aimed to assess students' reflections on learning activities through songs, utilizing a questionnaire with 16 items (see Appendix A) This questionnaire evaluated whether students felt more confident and motivated after learning English via songs, as well as the impact of songs on their language skills The questions were categorized into two areas: "learning motivation" and "language acquisition." With the exception of Item 15, all items were framed as positive statements Participants rated their agreement on a 4-point scale ranging from "strongly agree (SA)" worth 4 points to "strongly disagree (SD)" worth 1 point.
3.6.4 Classroom Observations and Field Notes
The final method of data collection in this study involved classroom observations and field notes According to Marshall and Rossman (1989), observation is defined as "the systematic description of events, behaviors, and artifacts in the social setting chosen for study" (p.79) This approach allows researchers to accurately describe current situations through the use of their five senses, enriching the overall understanding of the context being studied.
"written photograph" of the situation under study (Erlandson, Harris, Skipper,
Participant observation is a key method employed by anthropologists during fieldwork, emphasizing active engagement and detailed documentation According to Deminck and Sobo (1998), this approach involves techniques such as informal interviewing and meticulous field notes, requiring significant patience (DeWalt & DeWalt, 2002) Schensul and LeCompte (1999) further define participant observation as the process of gaining knowledge through direct involvement in the everyday activities of the research participants.
In this study, field notes were utilized to observe the teaching-learning process, focusing on the teacher's delivery of material and the students' responses The writer systematically documented classroom activities to provide a comprehensive understanding of the educational dynamics.
This study examines students' participation in teaching and learning activities through the use of songs, assessing whether they engaged with all activities or only some of them.
In this study, the author observed students' interest and motivation in learning English through the use of songs The findings indicated that when students enjoyed the activities and appreciated the selected songs, it reflected their heightened interest and motivation in learning English with this engaging method.
Students’ improvement in all language skills: Before and after the writer presented the songs, she took some notes about the students’ ability in English language acquisition.
Data collection
This study utilized a comprehensive data collection approach, including pre-tests, post-tests, questionnaires, and observations, to assess student competence and attitudes The pre-test established baseline student performance prior to treatment, while observations provided qualitative insights into student attitudes throughout the research Quantitative data was gathered from the scores of pre-tests, post-tests, and questionnaires to evaluate student development during the intervention The post-test measured student achievement following the treatment, and the questionnaire results were instrumental in determining the impact of songs on enhancing student confidence Detailed findings will be presented in the subsequent chapter.
Method of Data Analysis
The data analysis was conducted using the Statistical Package for Social Sciences (SPSS 20.0), starting with a reliability check of the questionnaire to ensure its robustness Following this, pre-test and post-test evaluations, along with mean and standard deviation calculations, were performed Descriptive statistics, as outlined by Syakur (1995:85), were employed, specifically the descriptive method, which effectively illustrates actual occurrences in a given context This approach facilitated the analysis of test results, allowing the researcher to assess the effectiveness of songs in enhancing confidence and motivation in English learning among students at Phuong Canh Primary School.
Summary
This chapter outlines the detailed methodology of the study conducted at Phuong Canh Primary School in Nam Tu Liem District, Hanoi, involving 131 third-grade participants The research utilized various instruments, including a Pre-Test and Post-Test with six examination questions, a questionnaire comprising sixteen items, classroom observations, and field notes to gather relevant data After data collection, the analysis was performed using the Statistical Package for Social Sciences (SPSS 20.0).
DATA ANALYSIS AND DISCUSSION
Analysis of the Pre-test
On September 7, 2017, a pre-test was administered to 131 students, with Class A tested first, followed by Class B, and Class C last The study utilized an achievement test to gather data, and the analysis focused on describing students’ competencies based on their test results This data allowed the writer to assess the students’ achievements prior to any treatment.
The test comprised five questions assessing three key skills: listening, reading, and writing Each question incorporated vocabulary and structures found in the songs and students' textbooks The pre-test results revealed the students' performance levels in these areas.
Table 4.1: The score of the Pre-test
The average score of the students was 5.81, indicating a low level of English proficiency While many achieved moderate scores, there were also instances of students failing to meet the minimum requirements.
In the pre-test phase, the researcher noted that students displayed a positive attitude towards the assessment, finding enjoyment in the test However, they experienced confusion while attempting to complete the required tasks.
Research indicates that many students struggle with confidence in learning English, often feeling anxious about their abilities despite successfully completing tasks To address this issue, implementing engaging song activities can help boost their confidence and improve their overall scores.
Analysis of the Action Process
The data from pre-test was taken to arrange a plan in the cycle After identifying the problems in pre-test, the ten songs were chosen for the material
The selection of these songs was guided by specific criteria: they needed to be popular among students, feature clear and understandable lyrics, and possess an appropriate level of difficulty.
The twenty-week plan incorporated songs as supplemental materials alongside the English textbook Each new song was introduced at the conclusion of a lesson and was revisited in subsequent weeks to reinforce learning.
Table 4.2: The syllabus of action
Time line Content of the text book
Week 1+2 Hello Hello! I’m… Hi, hello, how, fine…
Week 3+4 What is your name?
Proper name, you, your, name…
Week 5+6 This is Tony This is… This, that… How old are you?
Week 7+8 How old are you?
Week 9 +10 Are they you friends?
This is … Proper name, they, friend,,
Stand up! Stand up! May
That is… School, classroom, big, small
Red, blue… The balloon song Week
What do you do at break time?
What do you do at break time?
What do you like to do?
In doing the action, as stated in Chapter 2, the researcher used the procedure of applying songs suggested by Ur and Wright:
Preparation: giving a tape recording of a song so that students can sing it; Preparing an overhead transparency (or a poster/ hand out) of the words of the song
Procedure: first, playing the song on a tape; second, showing the words of the song; third, asking the students to follow the words; fourth, singing it again
The researcher observed students' attitudes over an extended period to determine the most effective procedure Additionally, on various occasions, the researcher implemented the method recommended by Haycraft (1983).
The researcher enhanced student engagement by repeatedly playing a tape and encouraging the class to follow along by singing in teams Each team took turns singing a line, responding to the tape as needed This interactive approach allowed the researcher to identify the best team, which then created a model for others to follow As the remaining students listened and practiced, they became more familiar with the song The competitive element among teams significantly boosted students' motivation and confidence in the classroom.
To assess students' achievements in the cycle, the researcher administered a post-test following the same sequence as the pre-test, starting with Class A, followed by Class B, and concluding with Class C Prior to the test, the researcher fostered a positive classroom environment to help students feel comfortable The results of the test are presented in the table below.
Table 4.3: The score of the Post-test
The test yielded a satisfactory outcome, with a mean score of 8.44 and a 100% pass rate, indicating a notable improvement in students' performance Furthermore, a significant number of students achieved exceptionally high scores Notably, the substantial difference in scores between the pre-test and post-test results signifies a successful intervention, thereby rendering the next cycle unnecessary.
Table 4.4: Pre-test and post-test scores
The results of the study showed a significant increase in scores from the pre-test (M=5.81, SD=2.04) to the post-test (M=8.44, SD=1.38), indicating a mean difference of 2.63 This strong evidence confirms that the teaching intervention effectively improved students' marks The use of songs in the language classroom successfully achieved its objective, as participants acquired the target vocabulary and language structures, demonstrating that songs positively influence language acquisition.
The Analysis of the Questionnaires
The data collected was analyzed using SPSS 20.0 to assess student responsiveness after completing the questionnaire Item 15 was created as a counter-statement to Item 14, resulting in a total of 14 items categorized into two groups Seven items (1, 2, 6, 7, 8, 9, and 16) focused on "learning motivation," while the opposing seven items (3, 4, 5, 10, 11) addressed different aspects of the study.
12, and 13) were known as the results of learning process which the researcher was supposedly the product of “language acquisition”
Table 4.5 presents the mean scores reflecting students' perspectives on language acquisition Scores above 3 indicate a general agreement among students with the statements Notably, Item 4 received the highest mean score of 3.23, suggesting that students find learning English songs beneficial for their English studies Following closely, Item 5 achieved a mean score of 3.09, indicating that students anticipate enhancing their English skills through the enjoyment of English songs.
The study revealed that students reported a low mean score of 2.49 for Item 13, indicating a lack of perceived improvement in their writing skills through the use of English songs This outcome suggests that the teacher did not adequately emphasize the development of writing abilities The primary goal of incorporating simple English songs was to foster an enjoyable learning atmosphere, aimed at motivating students to engage with the English language in a fun and interesting way.
Table 4.5: The mean scores of the items about language acquisition
A study examining the impact of learning English through popular songs revealed a notable difference in acquisition between male and female students The findings indicated that male students had a higher mean score (M = 22.72) compared to female students (M = 18.32), with a significant t-value (p < 001) This suggests that male students were more likely to believe that their English skills improved as a result of this method.
Table 4.6: T- test of gender difference in language acquisition
The study examined teaching materials, revealing that most students (M = 2.90) found learning English through popular songs easier than their textbooks Male students strongly agreed, while female students were more neutral This preference may stem from the songs containing many visual words that students have been familiar with since third grade Interestingly, this finding contrasts with Peacock's (1997) assertion that authentic materials are often hard to comprehend.
Table 4.7: Gender difference about Item 15
Table 4.8 illustrates the average scores related to learners' motivation, with scores above 3 indicating student agreement Notably, Item 6 received the highest mean score of 3.27, suggesting that students find motivation in learning English songs, which also highlights their desire to enhance their listening skills This may stem from the challenge of discerning certain pronunciations within the songs Additionally, Item 2 followed closely with a mean score of 3.26, reflecting students' strong interest in studying English songs.
The lowest mean score for learning motivation was observed in Item 9 (M = 2.72), indicating that students were not motivated to improve their writing skills through English songs This outcome can be attributed to the teacher's lack of emphasis on writing skills Ultimately, the primary goal of incorporating English songs was to create an enjoyable learning environment that encourages students to engage with the language in an interesting way.
Table 4.8: The mean scores of the items about learning motivation
The study revealed a notable gender difference in students' learning motivation, with male students exhibiting a higher average mean score (M = 23.72) compared to female students (M = 22.69) The significant t-value indicates that male students were more motivated than their female counterparts following the learning activity.
Table 4.9: T- test of gender difference in learning motivation
Creative teaching through English songs can significantly enhance students' learning motivation, making it a valuable tool for effective education Simple English songs facilitate the practice of listening, speaking, reading, and writing skills, as students often find the lyrics engaging and enjoy singing This interest can lead to discussions about the songs and encourage reading the lyrics Importantly, fostering intrinsic motivation can inspire students to generate their own creative ideas and works after appreciating the music.
Analysis of the Classroom observation and field notes findings
This section will outline the findings from documented field notes on classroom features, provide background information about the children, and present observations from English language lessons, including insights from pre-tests, post-tests, and questionnaires.
The researcher has been a full-time English language teacher at Phuong Canh Primary School for three years Lessons for classes A, B, and C were conducted after students acclimated to their new environment Once the classroom rules were explained and understood, the students successfully engaged in lessons and utilized the learning instruments provided.
In the pre-test phase, the researcher noted that while students found the test enjoyable, they experienced confusion during the listening task This anxiety was evident in both their reading and writing tasks as well.
During the action, the researcher observed the students’ activity when they were learning Their attitude gradually changed week by week
In the initial two weeks of the study, the researcher observed that while some students enjoyed the material, others struggled to engage and often conversed with their peers Despite the teacher's encouragement for questions and comments, only a few students participated However, interest peaked when, after the song concluded, students from all three classes expressed a desire to listen and dance to it again, indicating their eagerness to learn more The researcher concluded that listening to the songs enhanced the students' ability to follow the actions and stay in sync with the music.
After each week of treatment, the researcher observed an increase in the number of students confidently expressing their opinions With opportunities for revision and repetition, students effectively acquired the target language, allowing them to recall vocabulary and language structures Silent students also showed improvement after engaging with peers through listening and performing arts related to songs Overall, the class atmosphere was highly motivating, fostering student interaction and participation.
By the seventh week, students confidently answered questions about themselves, demonstrating improved self-assurance attributed to the use of songs in teaching As the weeks progressed, students became familiar with the learning process, engaging with the songs played without video support They enthusiastically followed the actions and recalled the lyrics independently, fostering a vibrant classroom atmosphere where they took the initiative in all tasks.
The post-test revealed significant improvements in student performance compared to the pre-test, with students demonstrating quicker and more accurate responses This boost in confidence was accompanied by a noticeable increase in excitement during the post-test The use of songs in each lesson played a crucial role in alleviating stress and anxiety, enhancing the overall learning experience for the students.
Based on the analysis of classroom observation, the researcher confirms once again that using simple English songs could promote her students’ confidence.
Discussion
4.5.1 To what extent does the use of songs influence language acquisition?
The analysis of the pre-test and post-test results showed that participants had a mean score of 5.81 in the pre-test, indicating a low level of proficiency in listening, reading, and writing skills prior to practice After integrating songs into the lessons, the post-test mean score rose significantly to 8.44, demonstrating the positive impact of songs on language acquisition This study confirms that using songs in the classroom effectively enhances participants' language skills, leading to improved test scores and successful language learning outcomes.
4.5.2 To what extent do songs affect students’ motivation when learning English?
The study revealed that most students (M = 2.90) found learning simple English songs easier than their textbook content, indicating a preference for this method Additionally, students expressed enjoyment in learning English through music, which significantly motivated them to improve their language skills Notably, female students demonstrated higher motivation levels and better performance in English learning compared to their male counterparts.
4.5.3 Does the use of songs promote confidence toward learning English for students?
Classroom observations and field notes indicated that most participants had a positive perception of learning English and enjoyed the process The use of songs in the classroom significantly enhanced their learning experience, making them feel comfortable and confident when using the language Participants found the songs motivating and fun, which encouraged their active participation in class activities Overall, the findings suggest that incorporating songs into English learning promotes student confidence and engagement.
Summary
This chapter presents a comprehensive analysis of data gathered from questionnaires, pre-tests, post-tests, classroom observations, and field notes Furthermore, it discusses the findings in relation to the three research questions posed.
The study concluded that incorporating songs into the teaching-learning process offers significant benefits for students, enhancing their listening and speaking skills while improving language acquisition through authentic materials Most students expressed a strong interest in learning English through songs, feeling more relaxed and less intimidated by theoretical approaches This method increased their motivation to learn, with many hoping for the regular and continuous implementation of such programs Additionally, learning in a comfortable and pressure-free environment fostered greater confidence among students.