Luận văn thạc sĩ VNU ULIS using simple english songs to promote confidence and motivation toward learning english for pupils at a primary school

INTRODUCTION

Rationale

In today’s global world, the importance of English cannot be denied and ignored since English is the most common language spoken everywhere With the help of developing technology, English has been playing a major role in many sectors including medicine, engineering, and education, in my opinion, is the most important arena where English is needed Particularly, as a developing country, Vietnam needs to make use of this world wide spoken language in order to improve its international power In many public school’s teachers cannot rely on good resources for teaching and it is a barrier that in most cases does not let students learn English in an interactive and pleasant way For this reason, searching for better methodologies to instruct this subject and helping students enhance their English is important One of the major weaknesses of my students is the lack of confidence to talk On the other hand, students do not acquire a second language the same way that they acquire their first language They do not have a real interaction with that language in their day-to-day lives or the possibility to practice it outside of the classroom and that makes the acquisition even more difficult Using simple English songs seems to be one of the useful solutions to promote confidence and motivation toward learning English for pupils at Phuong Canh Primary School, Nam Tu Liem District in Hanoi, Vietnam The students often find problem with learning English when they speak, read, listen and write to English.

Aims and objectives of the study

This study is aimed at implementing songs as a resource to develop communicative abilities properly in a foreign language, providing students with the opportunity to talk with confidence and giving teachers the chance to teach English in a fun way In order to achieve the aim, the thesis is expected to fulfill the following objectives:

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 was to investigate whether using simple English songs in the language classroom increased primary students’ language acquisition, affected their motivation when using the language and promoted their confidence of the target language The research was conducted at Phuong Canh Primary School which is located in Nam Tu Liem District in Hanoi In total one hundred and thirty-one primary participants participated in the study

All of the students are in the third grade They were from three classes, named as Class A, Class B and Class C The research instruments include a Pre-test, a Post-test, a questionnaire, classroom observations and field notes employed to provide the relevant information.

Significance of the study

The findings of the study contribute to the development of existing theories about effects of using songs in teaching foreign languages Through listening to and performing songs, students are introduced to grammar, diction, idioms and dialects that increase comprehension and widen their understanding of how English is used Using songs in teaching English, especially as a second language to non-native speakers, is a great way to create a friendly, comfortable atmosphere for students to learn

The result of this study affirmed once more that music underlies language acquisition Music can be used to stimulate language acquisition

All elements of music can be exploited to elicit ideas in writing The context, lyrics and rhythm furnished in the songs can stimulate learners’ imagination

These factors are recommended due to the fact writing itself is an act of imagination Using songs in the classroom has both linguistic and cognitive value for strengthening English language acquisition So, the use of songs in the language classrooms can help to strengthen the language acquisition of the primary children

Additionally, oral language is an interactive and social process, and music is a natural way for children to journey rich language in a pleasurable way Music has always been a way for young students to remember stories and research about the world around them Using songs as a stimulus can impact one's thoughts and make information easier to remember Music also creates an environment that is conducive to learning Songs can supply the students with a motivational, exciting environment and can also make the primary students feel confident when using the language

Practically, the findings may provide useful guidelines for the teachers in Phuong Canh Primary School in developing English materials as well as better improving English teaching and learning quality The results of the study might lead to measures in solving the students’ language learning problem as revealed in their response, which may assist these students to achieve an adequate level of English.

Research method

To achieve the objectives, this study used both qualitative and quantitative methods Qualitative research is particularly concerned in how things arise and principally in the perspectives of the subjects of a study (Fraenkel & Wallen, 2009: 435) So, qualitative research helps to collect the information that comes from the viewpoint of the subject of a study that was analyzed to come to the conclusion

Quantitative research helped the researcher gather data in a numerical form which can be put into categories, or in rank order, or measured in units of measurement This type of data can be used to construct graphs and tables of raw data

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 organized into five chapters Chapter I deals with the Introduction This includes Background, Aim and objectives of the study, Research questions, Scope of the study, Significance of the study, Research method and 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

Oxford Learner’s Pocket Dictionary stated that songs are short pieces of music with words that you sing Songs are works of art which can be enjoyed by anyone Songs are musical compositions Songs contain vocal parts that are performed with the human voice and generally features words (lyrics), common accompanied by other musical instruments

The songs for children contain simple vocabulary Sometimes about objects around, so it makes students familiar English word Songs also can be used to teach English grammar, such as article By using song students can enjoy the lesson, because song is considered as a bridge of pleasure learning

It can help students to enjoy the material and easy to memorize the material

Applying songs in English language learning is not a new idea; writers have long been arguing for use of song lyrics in a context for both their value as exponents of linguistic features and for the motivational interest they produce in language students (Bartle: 1962, Richards: 1969, Jolly: 1975)

Songs can include lots of repetition and might provide enjoyable opportunities to work on pronunciation They could integrate well with different classroom activities such as stories, games, dance, etc But they can also combine with some paper-based activities, such as picture, color, or number dictation The use of songs can generate strong motivation to participate in classroom activities Songs also give a chance to develop automaticity which is the main cognitive reason for using songs in the classroom (Schlepp 2001) Singing songs could have useful effects no longer on the students’ enjoyment however additionally on their motivation, and it can consequently be a fun way to channel their desires to move around and make a noise Besides, it may be useful for varying the pace and power stages of the class and it can be used at any point in the class either to calm down or to stimulate the children It also permits the teacher a whole class grouping, apart from the regular one Even those who are not ready to sing can join in with certain actions

As a matter of fact, affective reasons are connected with Krashen’s Affective Filter Hypothesis In short, it gives an explanation why some learners learn and others do not The crucial thing is that students need to develop a positive attitude towards learning (Eken 1996: 46) Krashen (1982:

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: 46) enumerates eight reasons for the use of songs in a language classroom Firstly, a song can be used to present a topic, new vocabulary or a language point Then, it can additionally be used as a practice of lexis Beyond question, songs can be used as a material for extensive and intensive listening Some instructors can also use them to focus on common learner mistakes in a more indirect way Not to say that songs are a perfect source for stimulating discussions about feelings and attitudes Learners may talk over with another in pairs or in small groups what happened in the song and then share their opinions with the rest of students Additionally, songs may set up a relaxed classroom environment and make contribution to fun and range in language teaching Finally, songs can be said to encourage the use of creativeness and creativity at some stage 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 provide an achievable challenge for all levels of learner in mixed ability classes, by letting some students just show their understanding by doing the actions while others can sing along or even improvise their own words

 Songs can be used at whatever stage

 They allow for lots of repetition of the language without kids getting bored (as long as you add variations) Variations to keep it interesting include doing the song louder and quieter, slower and faster

2.1.2 Using songs in foreign language acquisition

Language learning requires complex cognitive skills Song lyrics encourage and increase cognitive learning by integrating multiple dimensions that will engage students of varying abilities Students retain more knowledge when reinforced through songs and the integration of lyrics and language By blending education and entertainment, approaches to learning are evolved and reinforced Music infused throughout learning creates authentic interactions that are connected, flexible and often collaborative Additionally, enjoyment and entertainment are realized as students incorporate music and song into language acquisition

Using songs in the classroom has both linguistic and cognitive value for strengthening English language acquisition The four major language acquisition skills that are targeted include grammar, vocabulary, pronunciation and listening, however learning a language to a high degree requires communicative competence as well (Baker, T (2013) The relationship of theory to the constructs of language acquisition requires challenging and interesting tasks that will pique the interest of the learner and lead to retention of knowledge Much has been written regarding English language learner pedagogy and strategies for cognitive learning, but whatever best practices are employed, they need to be based on realistic expectations and hold the interest of the students For example, idioms or idiomatic expressions, which are words or phrases that have a hidden and figurative meaning conventionally understood by native speakers, can be taught through songs and humor Karaoke can be used effectively with students and the subtitles reinforce the language learning Singing feels much less threatening to many who are learning a new language Catchy tunes that resonate with students of all ages are beneficial in promoting lasting learning For years, people have tuned in to music on the radio featuring popular current songs that shape cultures and worldviews Simultaneously, they are strengthening and reinforcing language skills through extensive and intensive listening

2.1.3 Advantages of using songs in teaching and learning language

According to Richards & Rodgers (2008) songs can be used for a number of purposes such as: to increase motivation and interest, to aid acquisition of language in context, to improve listening skills and even pronunciation through singing In other words, songs can be considered a valuable pedagogical tool

According to McDermott and Hauser (2005: 29), music may be found everywhere Namely, we can hear it almost everywhere: while listening to the radio, when watching television and on different family occasions, such as birthday parties, wedding ceremonies, at a funeral, in restaurants, shops, cars, and even in the streets The repetition used in the song’s lyrics can help learners remember vocabulary easily (Griffee 1992) It is much easier to learn vocabulary in the context of the songs Moreover, lyrics in songs have theme lines, or story behind which enable learners to learn language in a meaningful context “Also, songs offer rich background and social and historical context to language learning” (Griffee 1992: ix) Furthermore, music raises language awareness Advanced learners are encouraged to identify the language pattern and the errors when they are exposed to lyrics which are grammatically incorrect or inappropriate

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

We cannot deny that, as human beings, we have a special ear for music If we try teaching alphabets to a child, for example, we will realize that the child picks them up faster and hence will memorize them better if we sing them out for them Songs are a form of language that uses tones and rhythm and they are also the media of universal language for everybody

Language and music are known to have similar communicative modes

According to Peacock, “they are aurally and orally transmitted, they both contain phonetic, syntactic and semantic components and they develop early in life as social interactive media” (Peacock 1997: 51) Another important reason is that songs make up a powerful means of teaching English at all ages We can use songs as a classroom activity in order to enrich our students’ vocabulary or to improve their grammar and the different English accents Teaching songs in Primary Education to the students may be beneficial for them both inside and outside the school It also provides an excellent opportunity to increase the skills of students in the area of foreign language through the follow-up activities of writing, reading, or practicing the skills taught in class

To apply songs in the classroom, the teacher should also plan application sequence of the songs In applying songs, the writer offers two procedures suggested by Ur and Wright and Haycraft

(1) The procedure suggested by Ur and Wright (1993: 77-78) as follows:

 Preparation: select a tape recording of a song so that you can sing it

Prepare an overhead transparency (or a poster/ hand out) of the words of the song

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

Cook (2000) defined motivation as the most important factor among age, personality and motivation which affect the Second Language Acquisition chiefly It is also defined as "the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect" (Keller, 1983) Specifically, for language learning motivation can be understood as learners’ orientation with regard to the goal of learning a second language Ellis (1994) considers motivation as the exertion which learners contribute into learning a language learner as a result of their need or desire to learn it It would be argued that the nature of motivation has the relationship with such elements as cognition, feelings and emotions, and environment Moreover, it will help delve deeper into the grounds of motivation research Light brown and Spade (1993) define motivation in second language acquisition as "a complex phenomenon which can be defined in terms of two factors: learners’ communicative needs and their attitude towards the second language community" They assert that learners will be motivated to acquire understanding in community when they recognize the need to speak the second language in order to communicate or to fulfill professional ambitions This is what Gardner and Lambert (1972) defined as integrative motivation and instrumental motivation Specifically, integrative motivation is the desire to participate in the activities of the target language community and develop in their language (Gardner, 2001) And instrumental motivation means the desire to acquire a foreign language to find out employment or improve their self-cultivation or improve the social status (Dửrnyei, 2001; Gardner & Lambert, 1972)

Yet, we do not really know what motivation is or whether it actually exists neither One of the leading researchers in language learning motivation, Dửrnyei (2001) claims that motivation is an abstract, hypothetical concept that we use to explain why people think and behave as they do Moreover, whether tasks can be carried out successfully or not also affects students’ level of motivation and capacities to succeed in learning the target language

If the students are not motivated well, it would be a challenging task for the teacher Because of that, to motivate students efficiently is the most recurrent and essential concerns of teachers

Motivation is a complex subject in the field of educational psychology There are various theories that aim to explain the nature of motivation Woolfolk et al (2008) define motivation as “an internal state that arouses, directs and maintains behavior” (p 438) Such a state is possibly reached when the listener of the music becomes interested in the context of the lyrics and takes a deep look into it, which often requires learning the language features such as words, a possible variety of their definitions and pronunciation, idioms, and grammar

Motivation is also regarded as “a key component of a model of language learning” (Spolsky, 2000: 158) Gardner and Lambert (1972) introduced the notions of integrative and instrumental motivation In the context of language learning, integrative motivation refers to the desire to learn a language to integrate successfully into the target language community, whereas instrumental motivation refers to the learner's desire to learn a language for utilitarian purposes (such as employment or travel)

Another way of understanding motivation is the one that Maslow gives in his book Motivation and personality (1997) Maslow affirms that there is a hierarchy of needs that must be satisfied from bottom to top in order to do some other activities To reach the top, all the other needs have to be fulfilled, otherwise the motivation will be placed on satisfying those related to breathing, food, sleep, security of body, family, friendship, self-esteem, confidence and the like Keeping this idea of the pyramid in mind given by Maslow, students must satisfy all those previous needs and just then, they will be incentivized to do some other activities related, for example, to the English class at school Taking both ways of understanding motivation showed that encouraging students is a difficult task that teachers must accomplish during class

2.2.3 Roles of motivation in language learning

Motivation is one of the most used words by teachers all over the country However, why do we need motivated students in our classroom?

According to Penny Ur (1991), the characteristics of this kind of students are:

● 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

All these characteristics allow the teacher to reach his/her objective: to teach a class in which people involved can experience knowledge from each other as a way to grow up together

Dửrnyei (1990) introduced another aspect related to the role of motivation in second language acquisition: motivation is concerned with the level or success or failure a learner experiences when learning a language depending on his/her motivation This aspect is also related to language achievement since if the learner is motivated he/she is going to succeed that is the same to say that if the learner is motivated when learning a language, he/she will achieve proficiency in that language

Actually, Dửrnyei (1990) and Masgoret and Gardner (2003) say the same but with different words: motivation is responsible for success and failure in learning a second language, therefore motivation is responsible for language achievement

In conclusion, motivation is the key for achieving language proficiency once learning a second or a foreign language Though there are different factors which may contribute likewise, motivation is the most relevant and determinant since as some researchers (e.g Masgoret and Gardner 2003 and Dửrnyei 1990) prove, the motivation variable is the one that correlates higher with language action The tremendous influence that motivation has in language action is one of the explanations why researchers pay most attention to developing psychological feature tasks and methods that may help to motivate learners, making them eager to find out a language

2.2.4 Strategies for motivating students in the classroom

Although motivation is absolutely important in learning all school subjects, it plays a huge role in learning a foreign language Dorneyi (2007:

727-728) points out that learning a language is a long-term process and learners are in charge of their learning at length The students need to support their efforts for a long time, very often against numerous failures and difficulties

Dornyei (1994: 273-284) proposed the strategies for motivating students’ language learning This set of strategies is very useful for teachers who are seeking to apply the motivational techniques to develop students’ learning performance in the classroom They are: firstly, to develop students' self-efficacy; secondly to decrease students’ anxiety; thirdly to promote motivation-enhancing attributions; fourthly to encourage students to set attainable sub-goals; and finally to increase the attractiveness of course content

Fundamentally, songs touch the lives of learners, and are connected with their various interests and everyday experiences Almost all the songs used in this study are related to the simple topic of daily routine The children could easily practice these songs outside class Songs may be a really motivating and unique teaching tool Experiencing with cartoons, television, computer games and music seems to be highly motivating Accordingly, more time and concentration on music in English classroom would surely increase learners’ motivation as classroom tasks would reflect on their knowledge, their music and their language acquisition they already receive from the songs (Baoan 2008).

Confidence

Basically, confidence is a psychological and social phenomenon in which an individual evaluates his/her competence and own self according to some values, which may result in different emotional states, and which becomes developmentally stable but is still open to variation depending on personal circumstances

Norton et al (2008) stated that "Confidence as an issue of second language learning has been basically investigated as an influential variable with a social psychological approach in the general contexts of investigations into second language learners’ attitudes and achievements" cited in Al Khotaba (2012: 533) Pae, (2008) stated that "Another causal factor that directly explains the variances associated with language learning achievement is confidence” As for language, confidence is fundamental to communication, and an important catalyst to the whole process and the enjoyment at every step As regards human beings, it transcends and includes the way we communicate, perceive others, and are perceived by them

Confidence is the most tangible expression of who we are

2.3.2 The Importance of students’ confidence in language learning

In language learning, students’ confidence is one of the factors to improve their learning (Kelly and Watson, 1986: 4) Dornyei (2001) suggested the ways to promote students’ confidence were through providing experience of success, encouraging the learners and reducing anxiety

Gander (2006, pp 13-14) argued that many individuals appear most satisfied and successful when they have gained at least the independent or fluent levels of proficiency, where they feel confident in their work

Keller has developed a model that specifies four kinds of strategy (as cited in Aik & Tway, 2006: 31) This is called the ARCS model (Attention, Relevance, Confidence and Satisfaction) and was summarized and discussed by Small (as cited in Aik & Tway, 2006: 31)

Saetan (1991: 8) identified self-confident learners as likely to rely on selective monitoring or none whereas others tend to rely on use of the monitor It means students who are self-confident learners tend to choose ways to self-check their learning whereas others require someone to check their understanding of language learning

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 one of the main factors to drive or to inspire students to reach their goals In this project, based on the above theories researcher used simple English songs to promote students’ confidence in language learning and made them brave enough to keep going in activities whenever they met some tough situations If teachers are always aware and reflect on their teaching and try to promote students to achieve their task, students’ language learning repertoires and confidence will be gradually increased.

Summary

In conclusion, in this chapter the researcher conceptualized the discussion of issues and aspects concerning the topic of the study It was concerned with the roles of songs in foreign language classroom, definition of motivation and confidence, roles of motivation and confidence in language learning The researcher also affirmed the theories from several experts.

METHODOLOGY

Restatement of the objectives and research questions

The study was designed so as to look at the importance of songs in teaching English to young learners – students who are in grade 3 The reason why the researcher used music in this project was to motivate and promote students’ confidence in learning a new language Zacharias (2006: 35) also used music to motivate students to confidence and to open up their minds

Songs are a wonderful source of materials for the English classroom and can be used to improve communicative competence (Wrenshall, 2002: 43)

Moreover, Walker (2006: 19) argued that: “The use of songs in the classroom is a very powerful technique: vocabulary, grammar, listening, speaking discussion – songs offer a world of language practice.”

In alignment with this research design, the data assortment procedure consists of a pre-test and post-test, interview questions, classroom observations and field notes Totally different instruments were employed in order to spot the students’ language acquisition, motivation and confidence

These instruments were later taken each quantitatively and qualitatively

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

In this study, the researcher used classroom action research Classroom action research is one of the methods used in doing a study by having activities in the classroom This type of study is usually used to revise a method or a curriculum in order to make it better Action research is the process of systematic collection and analysis of data in order to make changes and improvement or solve problems (Wallace, 1998: 1 and Coles & Quirke, 2001:14)

Action research, as seen by Nunan (1992: 17), is “a form of research which is becoming increasingly significant in language education” It can help a researcher fill the gap from theory to practice (McNiff, Lomax & Whithead, 1996:13; and Zuber-Skerritt, 1992:16) Action research is widely used in language teaching but also as an approach for external innovators who seek to have educational change (Warrican, 2006: 1-14) Nunan (1991: 62) said that the classroom could become a laboratory for experimenting with, contesting, and evaluating the materials and classroom tasks in a teacher’s own context and situation

All participants worked together to achieve similar goals and also to improve themselves As Watson (cited in Wadsworth, 1991: 31) said, “If you’ve come to help me, you’re wasting your time But if you’ve come because your liberation is bound up with mine, then let us work together.”

Warrican (2006: 11) said “The more collaboration involved, the more committed the participants are likely to be” Action research provides teachers with the opportunity to gain knowledge and skill in research methods and their application and to become more aware of the options and possibilities for change (Beverly, 1993: 2)

Brown (2005: 397) suggested that teachers will learn most effectively and change behavior in circumstances where there is personal engagement in identifying a practical concern as the focus of the research, designing the study, taking action, collecting evidence, formulating conclusions and feeding these back to practice

Though all the research designs have their own purpose and advantage, in this study, the research design of action research is to combine the research function with the teacher growth in such qualities as objectivity, skill in research processes, habits of thinking, ability to work harmoniously with others, and professional spirit It means that the researcher could use her own thinking or her own way in conducting the research to define the impact of using English songs on third-grade students of Phuong Canh Primanry School with respect to their motivation, language acquisition and confidence.

Research procedures

The researcher planned six steps of action research in doing the action The treatment was designed to promote students’ confidence and motivation in learning English The step began from selecting a focus until continuing or modifying In order to be clear, the thesis adopted Glanz’s model of action research (2003), including the six steps below:

 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

The second step was collecting data The writer collected the data on 7 September 2017 The data collection was done by giving a pre-test to the students It was done through a test and followed by 131 students The writer asked the students to complete a test Its content includes vocabularies and structures taken from the songs used in the research The objective of this test was used to define the students’ achievement in learning English before they took 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 was taking action The action activities were the process of teaching and learning English by using songs The activities lasted twenty weeks On each period, the writer used different songs (Table 3.2)

The writer implemented the songs in teaching description text through spoken cycle Here are the activities during the teaching-learning process:

Firstly, the writer played the song and the students listened to the song Then, the writer asked some questions about the song played The writer and the students discussed the content of the song The writer played the song once again while the students listened attentively to the song and to the word pronunciation of the lyric The students sang the song together with the music accompaniment The researcher gave the students the transcripts of the songs Before the class ended, the writer asked the students to look at the transcripts and sing once again

The fifth step was reflection To know the effects of the songs on the students’ English learning, the writer gave a post-test and questionnaire The material and the way of taking the test were same as those on pretest The writer conducted a post-test on 19 January 2018 The objective of the post-test was used to find out whether the students made improvement on English acquisition or not after using songs as authentic material in teaching English as a foreign language The questionnaire was used to know the student’s reflection toward learning English by using songs

The last step was the continuation / modification After conducting a post-test and giving questionnaire, the writer made the analysis As the writer only took one action research cycle, it means that the study was complete.

The setting of the study

The study was conducted at Phuong Canh Primary School, Nam Tu Liem District in Hanoi, Vietnam where English has been chosen as one of compulsory subjects for all students from grade 3 to 5 In the English curriculum, the learning activities involve listening, speaking, reading and writing The four skills are taught cohesively The students often find problem with learning English when they speak, read, listen and write to English It might be caused by some both positive and negative elements Learning English is very complex since there are many factors that determine the success or failure of learners in language learning There are two kinds of factors, which affect someone in learning English: internal and external factors come from the learners themselves, such as motivation, interest, aptitude, and intelligence, while external factors come from outside of the learners, such as the situation and condition of the environment, learning materials, and the teacher’s ability in handling the English teaching and learning program Therefore, the teachers should have several special tricks to motivate their students to learning English The learners need a way of teaching that is enjoyable and practical so that finally they can integrate themselves into English, for example singing English songs can get the students integrated to English It is assumed that they can contribute many things to improve student’s capabilities, especially in their skill elements, such as vocabulary enrichment, listening and speaking Singing English songs is believed to have direct influence on English as a foreign language This thesis tried to find out whether songs could improve achievement in learning English and motivate students’ confidence.

Participants of the study

The participants of the study were 131 students who are in grade three at Phuong Canh Primary School The gender distributions of the participants are sixty-nine males and sixty-two females Overall the male participants were more than the female participants, 52.6% (69) of the participants were male and 47.4% (62) were female Almost all of the students had no contact with English outside the classroom, only 7% of the learners admitted to take part regularly in extra lessons organized by private language centers The participants consisted of three classes who are in grade 3 at Phuong Canh Primary School in school year 2017-2018

Research Instruments

In doing this study, the researcher selected ten songs which were used as the supplemental materials to their English textbook, the instructional time was intermittent The songs were chosen according to the level (elementary) and interests of the students All of the songs were linked to the content of the lessons in students’ textbook Table 3.2 is the summary of the songs used in the classroom The table provides information on the target vocabulary and the language structure

The purpose of selecting these songs was to develop the learner’s visual, kinesthetic, musical, linguistic intelligences and interpersonal intelligence In addition, the aim of the songs was to develop the learner’s motor skills through listening, interacting and using Total Physical Response, Barker (1999) Using the selection of songs would also make the classroom environment for the children safe and happy so they would communicate and learn, considering Krashen (1985) Monitor model keeping the filter low in order for the students to feel motivated, relaxed and enthusiastic to learn

The confidence in learning English will be raised through the songs as they will discover how emotions, weather and greeting are expressed in the target language Through interacting with the songs the participants will also appreciate and value the English culture They will also learn the gestures and facial expressions that are in the target language which may differ from Vietnamese culture Therefore, through the songs the structures of daily language use will be encountered and the songs will prepare the participants for the language that they will encounter in their daily life (Schlepp, 2001)

Song A: Hello! Super Simple 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

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 consisted of five questions, in each section was provided in order for the children to identify the students’ achievement in language acquisition The pre-test was given before the treatment and the post-test was given after the treatment finished Each student had to complete the test individually The researcher gathered all the tests and marked one by one Based on the score of each student, the researcher could evaluate students’ competence in listening, reading and writing skills

Questionnaire is a number of written questions used to get information from respondents (Arikunto, 1998: 128) In constructing the questionnaire, the writer used a closed questionnaire It means that the participants answered the questions by choosing one of the options given by the researcher In this study, the writer used the questionnaire to get additional information about

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

I + like + action verbs the students’ reflection toward the learning activities by using songs The questionnaire consisted of 16 items (Appendix A), designed to analyze if students became more confident and motivated after learning English through songs and whether the songs could help students improve their skills All of the questions were divided into two categories One was related to the variable of “learning motivation”, the other involved in “language acquisition” Except for Item 15, the others were designed in positive statements Participants indicated the extent to which they felt every item was true for them on a 4-point scale The classification system was “strongly agree (SA)” to be scored 4 points, “agree (A)” 3 points, “disagree (DA)” 2 points, and “strongly disagree (SD)” 1 point

3.6.4 Classroom Observations and Field Notes

The last instrument of data collection used in the present study was classroom observations and field notes Marshall and Rossman (1989) define observation as "the systematic description of events, behaviors, and artifacts in the social setting chosen for study" (p.79) Observations enable the researcher to describe existing situations using the five senses, providing a

"written photograph" of the situation under study (Erlandson, Harris, Skipper,

& Allen, 1993) Deminck and Sobo (1998) describe participant observation as the primary method used by anthropologists doing fieldwork Fieldwork involves "active looking, improving memory, informal interviewing, writing detailed field notes, and perhaps most importantly, patience" (DeWalt &

DeWalt, 2002: vii) Schensul and LeCompte (1999:91) define participant observation as "the process of learning through exposure to or involvement in the day-to-day or routine activities of participants in the researcher setting"

The field notes in this study were used to know the activities during the teaching-learning process, such as how the teacher carried out the material and the students’ response In using field notes, the writer systematically kept notes of the classroom, for example;

 Students’ participation: In this study, the writer analyzed the students’ participation in the teaching-learning activities by using songs, whether they followed all the activities or perhaps they only followed some of the activities

 Students’ interest and motivation: In doing this study, the writer took notes of the students’ interest and motivation in learning English by using songs If the students enjoyed the activities and liked the songs given, the writer concluded that the students were interested and motivated in learning English by using songs

 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

In this study, as previously mentioned, the data was collected by Pre- test, Post-test, questionnaire and observation The data in pre-test was taken to know the students’ competence before treatment Observation was done to know the students’ attitude (qualitative data) during the research Meanwhile, quantitative data was taken from the students’ score in pre-test, post-test and questionnaire In actions, the data was collected to know students’ development during treatment Then, post-test was taken to know students’ achievement after giving the treatment The result of questionnaire helped the researcher to define effects of songs on increasing students’ confidence They were the show in the next chapter.

Method of Data Analysis

The Statistical Package for Social Sciences (SPSS 20.0) was used to analyze the data Firstly, the reliability was checked for the questionnaire to see if it has good reliability Then the pre-test and post-test, mean and standard deviation were implemented The questionnaire was analyzed through descriptive statistics, which were stated by Syakur (1995:85) that there are nine possible methods that can be used in research One of them is descriptive method This kind of method is used to describe what actually happens in a certain situation or condition It provides the analysis of certain facts, for instance, the analysis of test result The researcher chose this method because it represented the effectiveness of songs used to promote confidence and motivation toward learning English for students at Phuong Canh Primary School.

Summary

In this chapter, the researcher presented in detail the process of this study The research was conducted at Phuong Canh Primary School, located in Nam Tu Liem District, Hanoi In total one hundred and thirty-one participants of grade three took part in the research The instruments used in the research were a Pre-Test, a Post-Test, a questionnaire, classroom observations and field notes to provide the relevant information The Pre-test and Post-test (Appendix B) consisted of six questions in the examination The questionnaire (Appendix A) consisted of sixteen items Once the data had been collected, the Statistical Package for Social Sciences (SPSS 20.0) was used for analyzing the data.

DATA ANALYSIS AND DISCUSSION

Analysis of the Pre-test

The pre-test was conducted on Thursday, 7 September 2017 and followed by 131 students Class A was conducted first, Class B second, and Class C was the last class to be tested The method used to gather the data for this study is achievement test And the method of data analysis is by describing students’ competence through its results of the test Based on those data, later the writer identified the students’ achievement before they got treatment

The test includes five questions of three skills They were listening, reading and writing Each question consisted of vocabularies and structures used in the songs and students’ textbook In the pre-test, the students’ result was as follows:

Table 4.1: The score of the Pre-test

From the table above, it is known that the students’ mean score was 5.81 It means that the students’ ability in English is low Most of them got moderate score Some students even got failure

During pre-test, the researcher also observed students’ attitude in answering the question They enjoyed the test given but they were still confused when doing the tasks required in the test

From the observation and researcher’s experience, it was revealed that students lack the confidence in learning English Some students could complete the task well but they were still anxious about their ability As a result, the students needed the treatment of suitable song activity in order to get the higher score.

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 reason of choosing these songs was based on the criteria of song selection; the song was popular enough with the students, it had clear and understandable lyric, and it was suitable level difficulty

The plan lasted for twenty weeks, (see Table 4.2) All the songs were used as the supplemental materials to their English textbook Each new song was introduced at the end of one lesson The songs were repeated in the following weeks

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

Because the action was done for a quite long time, the researcher observed the students’ attitude to give the best procedure On some other occasions, the researcher used the procedure suggested by Hay craft (1983:

93) Specifically, the researcher played the tape as many times as necessary and asked questions She got the class to use line by following the tape The researcher divided class into teams, each singing a line The students replied to the tape as often as necessary The researcher found out which was the best team then asked the team to make a model once again The others listened, then tried to follow until the song was familiar The competition with other teams increased students’ motivation and confidence in the class

To know the extent of the students’ achievement in the cycle, the researcher did an evaluation by giving the students the post-test Again the sequence was the same as the pre-test Class A was conducted first, Class B second, and Class C was the last class to be tested The researcher of the study set a positive environment within the classroom before conducting the test in order to make the students feel at ease The result of the test is shown in the table below

Table 4.3: The score of the Post-test

It was a good result; the means score got 8.44 and no student failed in this test A lot of students also got very good score Based on the result of the post-test, the next cycle would not be done because there was a significant difference between the score of students’ achievement in pre-test and post-test

Table 4.4: Pre-test and post-test scores

Pre-test (M=5.81, SD= 2.04) and the Post-Test (M=8.44, SD=1.38) here was an increase of scores As a result, it can be concluded that the scores of the pre-test and post-test was significant, which can be interpreted that there was a significant mean difference in the achievement of the pre-test and post-test (Table 4.1 & 4.3) That is strong evidence to confirm that the teaching intervention improved the marks It improved the marks, on an average of 2.63

Therefore, the use of songs within the language classroom for learners has achieved its aim; the participants acquired the target vocabulary and the target language structures through the teaching intervention It also demonstrated that the use of songs influences language acquisition.

The Analysis of the Questionnaires

The collected information was analyzed through SPSS 20.0 so as to investigate if the students were responsive after completing the questionnaire

Item 15 was designed because of the opposite statement of Item 14 This meant there have been 14 items (Items 1-13 and 16) within the form divided into 2 teams Seven items (1, 2, 6, 7, 8, 9, and 16) were related to the variable of “learning motivation”, whereas the opposite seven items (3, 4, 5, 10, 11,

12, and 13) were known as the results of learning process which the researcher was supposedly the product of “language acquisition”

Table 4.5 shows the mean scores of the items regarding students’ language acquisition The mean scores higher than 3 points meant that students are in agreement with the statements As for the variable of language acquisition, the best mean score was Item 4 (M = 3.23) that meant that students thought that learning English songs was useful to their English learning Then, the second highest mean score was Item 5 (M = 3.09), proving that students might expect to study English higher through the enjoyment of English songs

On the contrary, the lowest mean score of the variable regarding language acquisition was Item 13 (M = 2.49), pointing out that students failed to feel that their writing ability has improved when learning English songs

This result was as a result of the teacher failing to emphasize this ability The major purpose of using simple English songs was just to create an enjoyable learning environment to motivate students to learn English interestingly

Table 4.5: The mean scores of the items about language acquisition

As for students’ acquisition of learning English through singing popular songs, this study also found out the difference between male and female students (see Table 4.6) The study showed that the mean score of male students (M = 22.72) was higher than that of their counterpart (M 18.32) and the t-value showed significant difference (p < 001) This result indicated that the male students more agreed that their English had improved after learning English popular songs

Table 4.6: T- test of gender difference in language acquisition

This study also investigated teaching materials itself According to Table 4.7, the majority of students agreed (M = 2.90) that learning English popular songs was easier than the contents of their textbooks Among them, male students agreed that the songs were easier, while female students’ responses were approaching “agree” The result of this question was probably because the chosen songs had many visual words in them and they have been taught these high frequency words from third grade In Peacock’s study, students said that authentic materials were hard to comprehend and difficult

Therefore, the result was a little surprising and stood in direct contrast to what Peacock (1997) claimed

Table 4.7: Gender difference about Item 15

Table 4.8 presents the mean score of the items concerning learners learning motivation The mean scores higher than 3 points meant that students were in agreement with the statements As for the variable of learning motivation, Item 6 was the best one (M = 3.27), showing that students were motivated by learning English songs and that they needed to boost their listening ability It can be assumed from the result that this was due to the fact that some pronunciations of the words were laborious to be discerned within the song It would be quite hard for students to listen to every word or phrase clearly The second highest was Item two (M = 3.26), indicating that students were very fascinated through studying English songs

On the opposite hand, the bottom mean score of the variable regarding learning motivation was Item 9 (M = 2.72), showing that students did not want to enhance their writing ability by singing English songs The result was understandable because the teacher failed to emphasize the writing skills

That is, the most important purpose of using English songs was to form a pleasant learning atmosphere to encourage students to be instructed English interestingly

Table 4.8: The mean scores of the items about learning motivation

In terms of students’ learning motivation, this study found that there was a gender difference According to Table 4.9, male students (M = 23.72) had a higher average mean score than female students (M 69) The t- value shows that there was a significant difference between male and female students That was to say, male students were more motivated than female students after this learning activity

Table 4.9: T- test of gender difference in learning motivation

In the light of these findings, since creative teaching by using English songs could increase students’ learning motivation, it might be worthwhile to adopt this intrinsically more interesting material to make effective teaching and learning Moreover, simple English songs could be used to practice the four skills - listening, speaking, reading and writing - together Since students were interested in lyrics and enjoying singing them, they might be eager to talk about the songs or learn to read the words and sentences of the lyrics

Most important of all, intrinsic motivation can be a contributing factor to creative work That is, students could be encouraged to generate mental fantasies or to create their own work after the appreciation of the song.

Analysis of the Classroom observation and field notes findings

This section will firstly discuss the findings for the documented field notes regarding the features of the classrooms and will continue with the background information of the children and then will discuss the classroom observations documented during the English language lessons, and the observations from the pre-test, post-test, and from the questionnaire

The researcher of this study has been working full time at Phuong Canh Primary School for three years as an English language teacher The lesson for all three classes A, B and C was conducted after the students adapted to their new environment Classroom rules were explained and once the students adapted and understood how they should follow the rules and behave the lessons and the instruments were undertaken

During the pre-test, the researcher also observed students’ attitude in answering the question They enjoyed the test given but they were still confused in the listening task Similar to reading and writing tasks, the students’ anxiety was obviously shown

During the action, the researcher observed the students’ activity when they were learning Their attitude gradually changed week by week

In the first two weeks, the researcher found the students enjoyed the material given But the other students were still confused to follow the activity, and they were talking with their neighbor Although the teacher asked the students to give the comment or make questions about the lesson, only a few of them handed up But when the song finished, the students from the three classes asked the teacher if they could listen and dance to the song once more It meant that the students wanted to discover more information from the song given The researcher was able to confirm that after listening to the songs, the students were able to follow the action and keep up to the song

After each week of the treatment process, the researcher found that the number of students who expressed their own opinion increased The students at that time answered with confidence and motivation As they were provided with the opportunity of revision and repetition through the lessons, the target language was acquired and it was possible for the students to recall the vocabulary and the language structures when asked A lot of silent students even performed higher after they interacted with their friends throughout listening and performing arts of the songs The atmosphere of the class in the lesson was motivating

After the seventh week, when the teacher asked the students some questions about themselves, they answered confidently and fluently

Therefore, the researcher affirmed once again that using songs in teaching improved students’ confidence In the last weeks, when the students were familiar with the learning process, the songs were played for the students without the video, the students had to remember the songs and when the lyrics began the students listened and with enthusiasm followed the actions of the song and they did not need any help from the teacher The atmosphere in the class was extremely great The students took the initiative in all the tasks

During the post-test the similarity procedure like the pre-test was used, evidence was provided for the students on what was requested from them and therefore the majority followed through The students achieved far better within the post-test, they answered quickly to the queries and as they answered accurately they appeared pleased with themselves In the post-test the students showed that they were more excited than in the pre-test It meant that using songs in each lesson made catalytic effect to help students reduce their stress and anxiety

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?

Based on the analysis presented above, the descriptive statistical results of the pre-test and post-test revealed that the participants had a mean of 5.81 for the Pre-test and a mean of 8.44 for the Post-test, meaning that the participants received a low score on the pre-test which was expected as they had not practiced about listening, reading and writing skills enough to complete the test before The mean increased once the students had been practiced all skills through the aid of the songs, the post-test identified the increase as 8.44 Therefore, the results indicate that when songs are used within the language classroom, it can have a significant effect on the participants as they achieved a higher score on the post-test Through the results of this study it can be identified that when songs are used within the classroom it can promote language acquisition, as the participants within this study achieved a high score for the post-test As a result, it can be confirmed that the lessons which integrated the songs into the lesson achieved the target language acquisition for the participants

4.5.2 To what extent do songs affect students’ motivation when learning English?

As shown in Table 4.7, the majority of students agreed (M = 2.90) that learning simple English songs was easier than the contents of their textbooks

Based on the above-mentioned results, the study concluded that most of the students enjoyed and appreciated learning English through singing simple English songs The more important findings were that they were motivated to learn English, and that they wanted to enhance their abilities As for gender differences, female students tended to be more motivated and performed better in English learning

4.5.3 Does the use of songs promote confidence toward learning English for students?

The results of the classroom observation and the field note findings also revealed that the majority of the participant’s perceptions on learning the English language were positive and they loved to learn English The classroom observation results also revealed that when songs were used for the learning of English, the participants enjoyed the learning process and felt comfortable and confident when they had to use the language in the classroom; they found the songs to be motivating and fun and enjoyed participating to the in class activities In a nutshell, the results of the classroom observation clearly indicated that the use of songs promotes confidence toward learning English for students.

Summary

This chapter has displayed a detailed analysis of the data collected from the questionnaire, pre-test, post-test and classroom observation and the field note finding In addition, the discussion of the findings with the regard to the three research questions has been also mentioned

After conducted this study the researcher concluded that the use of songs in the teaching-learning process have some benefit for the students The students not only practiced listening and speaking skills but also improved their language acquisition with authentic materials Most of the students were interested in learning English by using songs It seemed that they feel more relaxed instead of being threatened with the theory Their motivation in learning English increased and they expected that this kind of program would be given regularly and continuously Learning English in a comfortable and unpressured environment also promoted students’ confidence.

CONCLUSION

Conclusion

In this study, to obtain more knowledge about the educational system and language teaching theories, the teacher applied theories to her teaching, particularly promoting students’ confidence and motivation by using simple English songs

The effects of this study affirm that using songs in English classroom created a highly positive attitude for all of the participants Their anxiousness levels were lessened and the participants felt confident when producing the language Moreover, students’ competences in English were improved

The findings of this study also confirm that the students loved the songs that had been chosen for this study and the majority preferred to listen to the English songs rather than their native language ones The majority also showed that they loved listening to English songs at home; therefore, they persevered to bring the English language outside of the classroom

Added to this, the members of the study developed their linguistic and musical intelligence through the language classroom with the resource of the songs which were used for language acquisition They also had the opportunity to improve visually and kinesthetically, due to gaining knowledge of the authentic materials but also through visual aid and through interacting with the songs via movement and dance Interpersonal intelligence was developed through interacting with their classmates via dancing together to the songs

Finally, it can be proven that the results of this study show a significant improvement in the students’ four skills in gaining knowledge of English; therefore, it can be established that when songs are used and chosen according to the learners’ interest, level and taught in a significant manner with additional and relevant activities within the language classroom, it can produce a wonderful and motivational environment for language learning.

Limitations

The participants of the study were one age group (8 year-old), so it would be difficult to generalize the results for all young learners In addition, as the researcher only carried out the study for her students, it would be better to conduct an investigation with the teachers to add more validity to the study

Due to the scope of the study and the limit of time, the research was only based on confidence and motivation factors of students in learning English through songs Consequently, the coming research should focus on finding out the other elements to increase the benefits of teaching and learning of English language in general

In addition to this, the participants of the study were situated at Phuong Canh Primary School Therefore, the study cannot be generalized for all learners It would be necessary to further investigate sample size and the diversity of the participants It is believed that the broad population or participants would provide more precise finding.

Suggestions for further studies 48 REFERENCES I APPENDICES VI Appendix A: Questionnaire VI Appendix B: VIIQuestionnaire (Vietnamese Translation) VII Appendix C: Pre-test & Post-test IX Appendix D: The Sample of lesson plan XI Appendix E: Sample of Student’s Pre-test XV Appendix F: Sample of Student’s Post-test XVII Appendix G: Sample of Student’s questionnaire XIX Appendix H: Checklist for teacher’s observation XX Appendix I: Song lyrics

Due to the limitations of the research, there exist undiscovered sub- areas which provide a ground for further studies Firstly, the study is in form of an action research, which cannot control effects from factors participants’ improvement With a view to get more valid data, another study in form of an experimental research should be of interest Secondly, there should be some research on a large number of participants with different characteristics will help to find out more reliable and interesting data

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Examples and reflections London, Kogan Page

1 I want to learn English through English songs

2 I am very interested in learning English songs

3 I can learn the vocabulary and sentences in the lyrics

4 English songs are helpful for English learning

5 I get to learn foreign culture better through the English songs

6 I want to enhance my English “listening” ability through the English songs

7 I want to enhance my English “speaking” ability through the English songs

8 I want to enhance my English “reading” ability through the English songs

9 I want to enhance my English “writing” ability through the English songs

10 I feel that my English “listening” ability has improved through the English songs

11 I feel that my English “speaking” ability has improved through the English songs

12 I feel that my English “reading” ability has improved through the appreciation of English songs

13 I feel that my English “writing” ability has improved through the English songs

14 I feel that learning English songs is more difficult than learning from the textbook

15 I feel that learning English songs is easier than learning from the textbook

16 I want to spend more time learning English songs

Note SA= Strong agree; A = Agree; D = Disagree; SD= Strong disagree

PHIẾU ĐIỀU TRA ĐÁNH GIÁ

Con hãy đọc kỹ các câu hỏi khảo sát sau đó đánh dấu vào các ô 4**** 3***, 2** và 1* theo mức độ yêu thích của các con với từng câu hỏi nhé!

STT Ý kiến Mức độ yêu thích

1 Con muốn học tiếng Anh qua các bài hát tiếng Anh

2 Con rất thích học các bài hát tiếng Anh

3 Con có thể học thuộc các từ mới và câu qua lời bài hát tiếng Anh

4 Các bài hát tiếng Anh rất có ích trong việc học tiếng Anh

5 Con muốn biết thêm về văn hoá nước ngoài qua các bài hát tiếng Anh

6 Con muốn “nghe” giỏi hơn bằng việc học tiếng Anh qua các bài hát

7 Con muốn “nói” giỏi hơn bằng việc học tiếng Anh qua các bài hát

8 Con muốn “đọc” giỏi hơn bằng việc học tiếng Anh qua các bài hát

9 Con muốn “viết” giỏi hơn bằng việc học tiếng Anh qua các bài hát

10 Con có thể “nghe” tốt hơn nhờ các bài hát tiếng Anh

11 Con có thể “nói” tốt hơn nhờ các bài hát tiếng Anh

12 Con có thể “đọc” tốt hơn nhờ các bài hát tiếng Anh

13 Con có thể “viết” tốt hơn nhờ các bài hát tiếng Anh

14 Con thấy học tiếng Anh qua các bài hát khó hơn học ở trong sách

15 Con thấy học tiếng Anh qua các bài hát dễ hơn học ở trong sách

16 Con muốn được học tiếng Anh qua các bài hát nhiều hơn nữa

Con đã hoàn thành phần đánh giá của mình rồi! Cảm ơn con nhé!

Appendix C: Pre-test & Post-test Question 1: Listen and draw the line There is an example

Question 2: Look and write True (T) or False (F):

4 She’s skating in the park

Question 3: Read and color (1pt)

There are two animals in the zoo They are happy The elephant is gray and brown The lion is orange and yellow Let’s color them!

3 What colour is your school bag?

4 What do you do at break time?

5 How old are you? a I’m nine years old b I play chess c My name is Nga d It’s black e Yes, you can

Question 5: Answer the questions about you

Appendix D The Sample of lesson plan

Period 3: UNIT 1: HELLO - Lesson 2: Part 1- 2-3

- By the end of this lesson, Students will be able to greet and respond to greeting

- Develop Ss speaking and listening skills

- Sentence Partners: How are you? - I’m fine

- Vocabulary: bye, goodbye, Thanks, And you? How

1 Teacher’s: student’s and teacher’s book, pictures, cassette, puppets

- Checking for the students' attendance

- Ask Ss to greet to each other

Time Teacher’s actions Students’ actions

I Warm up : Playing the song “Hello”

Hello! Hello! Hello, how are you? (Repeat) I'm good! I'm great! I'm wonderful! (Repeat) Hello! Hello! Hello, how are you? (Repeat) I'm tired I'm hungry I'm not so good

(Repeat) Hello! Hello! Hello, how are you?

- Ask Ss to be quite and listen to the song

- Ask Ss to stand up and sing along as much as possible

- Ask Ss : “ What did you hear?”

- Give some suggestions when Ss can not answer

- Show the word of the song

Thanks= thank you And you

- Sentence Partners: How are you? - I’m fine

- Explain the meaning of the word through the body language If Ss can not understand, T will explain in Vietnamese

Look at the screen and sing along

Listen and repeat Read in

- T asks Ss to listen carefully

- Have Ss to look at the book at page 8

- Set the scene: we are going to review phrases saying hello and bye

- Have Ss listen to the recording as they read the lines in the speech bubbles

- Play the recording again for Ss to repeat the lines in the speech bubbles two times

- Divide the class into two groups One repeat Mai’s part and the other repeat Nam’ part

- Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation

- Have Ss look at the pictures on page 8

- Elicit the characters in the pictures and their names - Ask Ss to guess and complete the speech bubbles

- T models/ allocates the parts of characters Mai and Nam to Ss

- Ask them to act out the dialogue1 Repeat the step with some other pairs for pictures individual/pairs/gr oup

Point to the pictures and practise

- Have Ss practice acting out the dialogue in pairs, using the pictures

- Monitor the activity and offer held

Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary

- Call on some pairs to perform the task at the front of the class The others observe and give comments

- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation

- Show picture and give task

- Have Ps work in pair to greet and respond to greeting

- Display in class, others comment Listen and correct

- Ask Ss look at the screen and sing along the song “Hello” with the lyric

- Practice to sing the song “ hello” Do exercises in workbook, learn by heart the new words

Play role and speak out

Work in pair practice talking:

Do exercises in the workbook

Appendix E Sample of Student’s Pre-test

Appendix F Sample of Student’s Post-test

Appendix G Sample of Student’s questionnaire

Appendix H Checklist for teacher’s observation

CHECKLIST FOR TEACHER'S OBSERVATION - CLASS:……

Periods Date of teaching Speaking participation

Hello! Hello! Hello, how are you? (Repeat) I'm good! I'm great! I'm wonderful! (Repeat) Hello! Hello! Hello, how are you? (Repeat) I'm tired I'm hungry I'm not so good (Repeat) Hello! Hello! Hello, how are you?

Lyrics for Song B: What is your name?

Hello, hello, what’s your name?

Hello, hello, what’s your name?

My name is Blossom Nice to meet you!

Hello, hello, what’s your name?

Hello, hello, what’s your name?

My name is Broccoli Nice to meet you!

Hello, hello, what’s your name?

Hello, hello, what’s your name?

My name is Kernel Nice to meet you!

Lyrics for Song C: How old are you?

Hello, hello! How old are you?

Hello, hello! How old are you?

I’m one, I’m one, I’m one Hello, hello! How old are you?

Hello, hello! How old are you?

I’m two, I’m two, I’m two Hello, hello! How old are you?

Hello, hello! How old are you?

Hello, hello! How old are you?

Hello, hello! How old are you?

I’m four, I’m four, I’m four Hello, hello! How old are you?

Hello, hello! How old are you?

I’m five, I’m five, I’m five Hello, hello! How old are you?

Hello, hello! How old are you?

Lyrics for Song D: How old is he?

How old are you? How old are you?

I’m five, I’m five years old How cute! How cute! Yeah! Yeah!

How old is he? How old is he?

He’s fifteen, He’s fifteen years old How smart! How smart! Yeah! Yeah!

How old is she? How old is she?

She’s twenty, She’s twenty years old How wonderful! How wonderful! Yeah! Yeah!

Lyrics for Song E: Fast and slow

Lyrics for Song F: Stand up, sit down!

Stand up stand up, sit down sit down
 Stand up stand up, turn around turn around
 Sit down sit down, stand up stand up


Turn around turn around turn around 
 
 Put one hand up, put one hand down
 Put two hands up, put two hands down
 Sit down sit down, stand up stand up
 Turn around turn around turn around
 
 Jump jump jump
 Hop hop hop


Run run run
Stop stop stop!


Sit down sit down, stand up stand up
 Turn around turn around turn around

Lyrics for Song G: Big, big, big

Big, big, big Little, little, little

Long, long, long Short, short, short

Clean, Clean Dirty, dirty, dirty

An elephant is big, big, big, big

An ant is little, little, little, little

A cat is clean, clean, clean, clean

Big, big, big Little, little, little

Long, long, long Short, short, short

Lyrics for Song H: School song

This is my table, this is my chair This is my bag, I take it everywhere Sit down, stand up,

One, two, three School, School, School For you and me,

This is my pencil, this is my pen

I use my school things again and again

Sit down, stand up, One, two, three School, School, School For you and me,

This is the window this is the door This is the ceiling this is the floor Sit down, stand up,

One, two, three School, School, School For you and me

Pick up your pencil, pencil, pencil Write your name, write your name Put your pencil down

Touch your book Time's up!

Touch your bag Time's up!

Pick up your pencil, pencil, pencil Write your name, write your name Put your pencil down

Touch your eraser Time's up!

Touch your ruler Time's up!

Pick up your pencil, pencil, pencil Write your name, write your name Put your pencil down

Touch your paper Time's up!

Touch your glue Time's up!

Pick up your pencil, pencil, pencil Write your name, write your name Put your pencil down

Lyrics for Song I: The balloon song

Do you like balloons? I do

This is my blue balloon

This is my blue balloon

Up it goes, pull it down

Up it goes, pull it down

This is my blue balloon

Pop-pa pa-pop pop

This is my green balloon

This is my green balloon

Up it goes, pull it down

Up it goes, pull it down

This is my green balloon

Pop-pa pa-pop pop

This is my black balloon

This is my black balloon

Up it goes, pull it down

Up it goes, pull it down

This is my green balloon

Pop-pa pa-pop pop

This is my pink balloon

This is my pink balloon

Up it goes, pull it down

Up it goes, pull it down

This is my green balloon

Pop-pa pa-pop pop

This is my red balloon

This is my red balloon

Up it goes, pull it down

Up it goes, pull it down

This is my green balloon

Pop-pa pa-pop pop.