The impact of english songs on the english vocabulary retention of students grade 6 at nguyen tri phuong junior high school in hue

TABLE OF CONTENTS Contents Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS LIST OF FIGURES AND TABLES ABBREVIATIONS ABSTRACT Chapter I - INTRODUCTION 10 1.1 Rationale 10 1.2 Aims of the study 14 1.3 Research questions 14 1.4 Scope of the study 14 1.5 Significance of the study 14 1.6 Organization of the study 15 Chapter II - LITERATURE REVIEW 16 2.1 Introduction 16 2.2 Songs and the use of songs 16 2.2.1 Definitions of “song” 16 2.2.2 A brief history of the use of songs in language teaching and learning 17 2.2.3 The advantages and limitations of using songs in language teaching and learning 18 2.2.3.1 Advantages of songs 18 2.2.3.2 Limitations of songs 23 2.2.4 The role of songs in the foreign language classroom 25 2.2.5 Songs and vocabulary 26 2.2.6 Vocabulary and vocabulary retention 28 2.2.6.1 What is vocabulary? 28 2.2.6.2 How are vocabulary retained? 30 2.2.6.3 Features to make learning and retaining a word difficult 33 2.3 Memory 34 2.3.1 Studies on human memory 34 2.3.2 Sensory Information Storage 35 2.3.3 Short-term memory 36 2.3.4 Long-term memory 36 2.3.5 Information processing model 37 2.3.6 Forgetting 39 2.4 An overview of grade curriculum 39 2.4.1 Objectives 40 2.4.2 Themes in grade textbook 40 2.5 Previous studies related to the research 40 2.5.1 Related studies abroad 41 2.5.2 Related studies in Vietnam 42 2.6 Conclusion 44 CHAPTER III - RESEARCH METHODOLOGY 45 3.1 Introduction 45 3.2 Research approach 45 3.3 Research design 46 3.4 Participants 46 3.5 Instruments 47 3.5.1 Questionnaires 47 3.5.2 Achievement tests 48 3.5.3 Interviews 50 3.5.4 Treatment 51 3.6 Procedures 51 3.7 Summary 53 Chapter IV- FINDINGS AND DISCUSSION 54 4.1 Questionnaires 54 4.1.1 The comparison of students‟ vocabulary learning and retention between the control group and experimental group …… 55 4.1.1.1 Before the intervention 55 4.1.1.2 After the intervention 56 4.1.2 The comparison of students‟ vocabulary learning and retention in each group 58 4.1.2.1 In the control group 58 4.1.2.2 In the experimental group 59 4.1.3 Students‟ perceptions of the use of English songs in vocabulary learning 61 4.1.3.1 Before the intervention 62 4.1.3.2 After the intervention 62 4.1.4 Students‟ perceptions of the use of English songs in vocabulary learning inside each group 64 4.1.4.1 In the control group 64 4.1.4.2 In the experimental group 65 4.1.5 Opinions of the students about English songs considered as one of the best methods of vocabulary learning 66 4.1.6 Students‟ preference towards the frequent use of English songs in learning vocabulary 67 4.1.7 Students‟ perceptions of the use of English songs for vocabulary remembering enhancement 68 4.1.7.1 Before the intervention 69 4.1.7.2 After the intervention 70 4.1.8 Students‟ perceptions of the use of English songs for vocabulary remembering enhancement inside each group 71 4.1.8.1 In the control group 72 4.1.8.2 In the experimental group 72 4.1.9 Further internalization of students on enhancing vocabulary retention through English songs 74 4.2 Vocabulary tests 75 4.2.1 Students‟ ability of vocabulary retention between two groups 76 4.2.1.1 Before the intervention 77 4.2.1.2 After the intervention 77 4.2.2 Students‟ ability of vocabulary retention inside each group 78 4.2.2.1 In the control group 79 4.2.2.2 In the experimental group 80 4.2.3 Correlation between the Pre-test and Post- test in the experimental group 82 4.3 Interviews 83 4.4 Summary 87 Chapter V - CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH 88 5.1 Summary of the key findings 88 5.1.1 Realities of grade students‟ self-learning and remembering vocabulary at NTP Junior High School 88 5.1.2 Perceptions of the students on using English songs for remembering vocabulary 89 5.1.3 Effectiveness of English songs in enhancing the retention of these words over time 89 5.2 Contributions of the study 90 5.3 Implications of the study 90 5.3.1 For teachers 90 5.3.2 For learners 92 5.3.3 For the textbook designers and administrators 92 5.4 Limitations of the study 93 5.5 Recommendations for further studies 94 REFERENCES 95 APPENDICES LIST OF FIGURES AND TABLES Figure 2.1: Brain functions…………………………… …………………………….19 Figure 2.2: Model explaining some steps involved in LTM and STM……… …… 38 Figure 4.1: Reality of participants‟ learning and remembering vocabulary………… 60 Figure 4.2: The change of the participants‟ perceptions of the use of English songs for vocabulary learning in each group before and after the intervention……… ……….65 Figure 4.3: Participants‟ preference to the frequent use of English songs in learning vocabulary……………………… …………………………………… ……………67 Figure 4.4: Perceptions of participants of the use of English songs for enhancing vocabulary retention…………………………………………………… ……………73 Figure 4.5: Perceptions of participants on longer vocabulary retention through English songs than other methods…………………………………………………………… 74 Figure 4.6: Vocabulary performance…………………………………………….……81 Table 2.1: Objectives of the textbook Tieng Anh published by MOET……….… 40 Table 3.1: Clusters of questions………………………………………………… ….48 Table 3.2: Procedure of the research……………………………………………….…51 Table 4.1: Learners‟ reality of learning and remembering vocabulary…………….…55 Table 4.2: Learners‟ reality of learning and remembering vocabulary…………….…55 Table 4.3: Learners‟ reality of learning and remembering vocabulary after the intervention……………………………………………………………………………56 Table 4.4: Learners‟ reality of learning and remembering vocabulary after the intervention (Independent Samples Test)………………………………………… …57 Table 4.5: Control group‟s reality of learning and remembering vocabulary (Before & after the questionnaire)…………………………………………………………….….58 Table 4.6: Control group‟s reality of learning and remembering vocabulary…… ….58 Table 4.7: Experimental group‟s reality of learning and remembering vocabulary.….59 Table 4.8: Experimental group‟s reality of learning and remembering vocabulary….59 Table 4.9: Perceptions of participants in the control and experimental groups of the use of English songs in learning vocabulary before and after the intervention………….61 Table 4.10: Perceptions of participants in control and experimental groups of the use of English songs for vocabulary learning before the intervention……………………62 Table 4.11: Perceptions of participants in control group and experimental one of the use of English songs for vocabulary learning after the intervention …………………63 Table 4.12: Perceptions of participants in each group before and after the intervention of the use of English songs for vocabulary learning…………………………… ….64 Table 4.13: Perceptions of participants in control group before and after the intervention……………………………………………………………………………64 Table 4.14: Perceptions of participants in experimental group of the use of English songs for vocabulary learning before and after the intervention…… ….………….65 Table 4.15: Opinions of participants about the use of English songs as one of the best techniques of vocabulary learning… ….………….…… ….…………66 Table 4.16: Perceptions of participants in two groups of the use of English songs for enhancing retention of vocabulary before and after the intervention….………… …68 Table 4.17: Perceptions of participants in two groups of the use of English songs for enhancing retention of vocabulary before the intervention………… ………………69 Table 4.18: Perceptions of participants in the two groups of the use of English songs for enhancing retention of vocabulary after the intervention……… ………………70 Table 4.19: Perceptions of participants in each group of the use of English songs for enhancing vocabulary retention before and after the intervention……………………71 Table 4.20: Perceptions of participants in the control group of the use of English songs for enhancing vocabulary retention before and after the intervention ……… …….72 Table 4.21: Perceptions of participants in the experimental group of the use of English songs for enhancing vocabulary retention before and after the intervention …… 72 Table 4.22: The result of vocabulary tests of groups before and after the intervention……………………………………………………………………………76 Table 4.23: Participants‟ ability to remember vocabulary before the intervention… 77 Table 4.24: Participants‟ ability of remembering vocabulary after the intervention…77 Table 4.25: Participants‟ ability to remember vocabulary after the intervention…… 78 Table 4.26: Control group‟s achievement of vocabulary tests before and after the intervention……………………………………………………………………………79 Table 4.27: Control group‟s achievement of vocabulary tests before and after the intervention……………………………………………………………………………79 Table 4.28: Experimental group‟s achievement of vocabulary tests before and after the intervention ………………………… ………………………………………………80 Table 4.29: Experimental group‟s achievement of vocabulary tests before and after the intervention……………………………………………………………… ………….80 Table 4.30: Correlation of experimental group‟s mark levels……………………….82 Table 4.31: Gained score of participants chosen to be interviewed……………… 83 Table 5.1: Summary of the results ……………………………………………………89 ABBREVIATIONS α: Alpha CD: Compact Disc EFL: English foreign language ELT: English language teaching ESL: English second language L2: Second Language LTM: Long-term memory M: Mean MCQs: Multiple Choice Questions MI: Multiple Intelligences MOET: Ministry of Education and Training MSs: Mnemonic Strategies NTP: Nguyen Tri Phuong SIS: Sensory Information Storage SPSS: The statistical Package for the Social Science STM: Short-term memory ABSTRACT This study examined the effectiveness of the use of English songs in helping grade students‟ retention of vocabulary at Nguyen Tri Phuong Junior High School in Hue City It also addressed the issues of students‟ perceptions of the use of English songs for learning vocabulary and the reality of learning and remembering vocabulary through English songs Quantitative and qualitative methods were applied to the data analysis, processed with SPSS software (Version 19) The study followed a two-group design 70 grade students at Nguyen Tri Phuong Junior High School were involved in the study 35 students in the experimental group were supplied with the use of English songs during 10 weeks while the rest in the control group had no treatment The instruments used to collect data were a pre and post questionnaire on the perceptions of the use of English songs and on the reality of learning and remembering vocabulary, a pre and post-test on vocabulary, and five questions for interview to examine the effects of English songs on the students The data were analyzed by the two main tests: Descriptive statistics and Independent-sample T tests The findings revealed that the reality of learning and remembering vocabulary through English songs and the students‟ perceptions of the use of English songs in learning vocabulary were raised Additionally, their ability of vocabulary retention increased remarkably Based on the findings of the study, suggestions were made to help learners as well as teachers to apply English songs in teaching and learning vocabulary in more effective ways CHAPTER I INTRODUCTION This chapter refers to (1) the rationale, (2) aims the study, (3) research questions, (4) scope of the study, (5) significance of the study, and (6) organization of the study 1.1 Rationale Words are the basic unit of language form Without a sufficient vocabulary, one cannot communicate effectively or express his full ideas Having a limited vocabulary is also a barrier that prevents students from learning a foreign language If learners not know how to expand and retain their vocabulary, they gradually lose interest in learning Many students consider retaining vocabulary a tedious job They try to study lists of words, with their spelling, pronunciation, meaning, synonyms, etc only to realize a few hours later that their results are hardly satisfactory They start blaming their poor memories They say they are discouraged by the number of words in English and their complex usage They come to rely on incidental learning, finding intentional studying boring and inefficient Some authors say that learning words is a task which cannot possibly be intrinsically motivating (Spaulding, 1992) Teachers, however, keep looking for ways to substitute rote repetition with more effective techniques and to make learning vocabulary easier and more pleasant They develop various mnemonic strategies employing action, drawing and fantasy, and music Clearly, there is no doubt that vocabulary plays a vital role in the use of language Therefore, many types of approaches, techniques, and practices have been introduced into the field to teach vocabulary (Hatch & Brown, 1995) It is the importance of vocabulary in learning English that a considerable sum of vocabulary helps learners to express their ideas and feelings effectively Having a good range of vocabulary can help learners comprehend texts confidently, participate actively in daily communication, speak fluently and become proficient in writing Thus, the learners‟ vocabulary needs to be developed and expanded Though teaching vocabulary is regarded as a main job at lower and upper secondary schools in Vietnam, most students are found to have difficulty in remembering the words or phrases they 10 “The teacher ought to give us more lessons with songs and help us practice singing these songs Moreover, we should be given more favorite songs related to the lessons in order for us to listen to at home.” Finally, the last question was given to ask about the participants‟ achievement All the interviewees agreed that their ability of remembering vocabulary was remarkably increased Especially, most of them could improve their pronunciation and listening skill They also agreed that they had a relaxing feeling when learning vocabulary through songs, so they could retain the words longer and would choose songs as the main way of learning vocabulary Additionally, they could learn a variety of words related to the lessons Student was quite shy to share his opinions: “After I have learnt vocabulary through English songs, my vocabulary has much increased in quantity My pronunciation and ability to recognize the words when other people speak has also increased Especially, I can expand my vocabulary because English songs consist of many kinds of words beyond the lessons I am more and more interested in learning vocabulary through English songs and intend to use it as the main way of learning English vocabulary.” Student 1‟s ideas supported Salcedo‟s findings (2002, p 17) that “there is a wide variety of vocabulary found in musical texts” 4.4 Summary Through the questionnaires and interviews, the research had at deeper look at participants‟ perceptions of learning vocabulary through English songs as well as difficulties the participants had during the treatment These interviews were also a good opportunity for participants to contribute their suggestions to the teacher in the hope of better application in the next school year In addition, they showed positive viewpoints to learning vocabulary through English songs in terms of effectiveness and excitement Besides, the data collected from the interviews were found similar to that of the questionnaires, which proved that English songs had positive impacts on students‟ English vocabulary retention 87 CHAPTER V CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH This chapter presents a summary of key findings of the study Next, contributions of the study are presented Then, implications based on the findings are suggested Finally, pedagogical limitations of the study, and recommendations and directions for further research in terms of using songs to teach vocabulary are all mentioned in this chapter In order to get findings for this study, research instruments as questionnaires, interviews and tests were resorted to SPSS software was used during the study with some main jobs as evaluating the reliability of questionnaires and tests, running Descriptive Statistic function for each item in the questionnaire, running Independent Sample T-Test and Paired Sample T Test to compare mean scores of the participants between and in the two groups 5.1 Summary of the key findings 5.1.1 Realities of grade students’ self-learning and remembering vocabulary at NTP Junior High School It is found that most of the participants had difficulties in learning and remembering vocabulary They manifested that their techniques of learning and remembering vocabulary were ineffective, so they could not retain the words for a long time and found really difficult to learn and use vocabulary Especially, many of them had troubles in recognizing the words when they were spoken to They had not got a proper technique of learning words However, after the intervention, there was a statistical significance between the two groups in terms of the reality of learning and remembering vocabulary The post level of the experimental group (M experimental = 3.6371) was higher than that of the control group (M control = 3.1943) The difference of mean score showed a positive improvement of the learners in experimental group in learning and remembering vocabulary Besides, the mean score of experimental group 88 after the intervention was much higher than that before the intervention (M-pre=3.0514 and M-post = 3.6371), which revealed the reality of less difficulty in learning and remembering vocabulary of the learners using song strategy than those who did not 5.1.2 Perceptions of the students on using English songs for remembering vocabulary The results of the study indicated that most of the learners were well aware of the power of using English songs in enhancing learning and retaining vocabulary The learners‟ perceptions of the use of songs in two groups was above average (M-control =3.4171 and M-experimental = 4.3657 in total of 5) In fact, the results from pre- and post-questionnaires showed significant improvement in learners‟ perceptions of the use of English songs for remembering vocabulary Especially, after the intervention, the experimental group‟s perceptions of the use of songs in remembering vocabulary were remarkably increased The mean score of the post perceptions of the song use of the experimental group (M-post = 4.3657) was much higher than that of the preperceptions (M-pre = 3.6343), hereby confirming the value of using songs in learning and retaining vocabulary and reflecting the wider acceptance in perceptions, interests, mood enhancement and tastes of learners more accurately 5.1.3 Effectiveness of English songs in enhancing the retention of these words over time Table 5.1: Summary of the results Group Perceptions on the use of English songs Ability of vocabulary retention Control The same Increased Experimental Increased Increased Remarks Gained a little in vocabulary test, much lesser than those in the experimental group Gained much more in vocabulary test than those in the control group The results from the pre-test and post-test on vocabulary demonstrate that the ability of remembering vocabulary of the participants has been significantly improved Along with the positive change of the awareness of the song use, this result of vocabulary tests indicate the roles of the use of English songs in helping them 89 remember words, which was found to be the learners‟ difficulties before the intervention 5.2 Contributions of the study This research can help learners how to improve the ability of remembering vocabulary which is served for many objectives such as taking tests, writing, listening or communicating In addition, it may attract teachers‟ attention of using English songs to help students remembering vocabulary and introducing them to students 5.3 Implications of the study Implications for teachers and students in using English songs to improve the vocabulary retention are given as follows: 5.3.1 For teachers Firstly, EFL teachers should raise their awareness of making a habit of using English songs in teaching English They should think that all they is for their students and for their professional development, not for good class observation or anything else It is their students that are their fair judges Teaching for a long time does not mean that teachers‟ methodology is more and more perfect if teachers not keep an eye on their teaching methodology and try to improve it day by day Secondly, they should be aware of tendency of era and adjust their teaching methods in the best way Teachers should increasingly utilize musical authentic materials like English songs in vocabulary lessons However, songs used in lessons will be effective when the songs are put under a careful selection The suitability of a song will have positive impacts on students‟ vocabulary retention Namely: - Songs have clear, understandable and short enough lyrics - Words in the songs must be clearly sung in standard spoken English by solo singers so that they become clearer and easier for learners to catch up with Plus, teachers should avoid using songs that are sung too fast to pace the words, the songs in which the music drowns the singer‟s voice or even the songs that are difficult to understand 90 The reasons are that such songs will not only confuse your students but also destroy the positive benefits of songs in learning vocabulary - Songs should have repetitive lyrics or a chorus to help students catch the words more easily - Songs must carry some sort of message, or at the least, provide a context However, the emotional and conceptual content of a song should be appropriate to the age and maturity of the learners For instance, children‟s songs or some easy folk songs are suitable for school students The foul language must not be played or used in classroom - Songs should be common, popular and familiar with the learners If the songs are new ones, they should be presented slowly so that the learners easily absorb and understand In general, teachers can benefit much and create a friendly learning environment from the songs selected properly and adopted carefully Thirdly, teachers are often considered a good model for students Therefore, teachers need to study more and more For example, if teachers pronounce the words incorrectly, a large number of students will have wrong pronunciation like their teachers Besides, teachers should not only teach students what to learn but also how to learn Next, teachers should exploit the song lyrics differently so that students not feel bored when they eat the same thing day after day For example: - Circle the words they hear - Fill in the blanks - Copy down the words they hear - Express their feelings about the songs - Write a letter to the composer or the person in the songs - Sing a song individually or in chorus - Give comments on the songs 91 - Make sentences or story using the words they hear - Make a simple song using the words they hear - Make questions and answers based on the content of the songs Finally, whether in small or large scale, doing experimental study is indeed an effective tool for professional development 5.3.2 For students Students should be aware of self-study They can listen to lyrics of songs in English at school, self-study at home, everywhere and at any time All can help them get hold of vocabulary or even empower them in reading, listening and writing skills naturally Secondly, students can visit websites of English songs on the Internet which are worthy of a bookmark because it is easy to use and includes a variety of songs Besides, students should not have such a passion for songs that they forget their duty of studying It is necessary to keep in mind the conception: learn to play, and play to learn Thirdly, students can use songs to learn vocabulary as well as all other aspects of foreign languages such as grammar, speaking, listening, reading and writing because there is mutual relation among them Students can listen to the songs and sing along them When students are familiar to the sounds, they can rewrite the lyrics, change words of songs or invent new lyrics for the melody Next, students should choose simple, interesting songs sung by native speakers and willingly sing along a song in a foreign language even if they not fully understand the meaning of the words Last but not least, students should share difficulties in learning with teachers and friends and sing their favorite songs in chorus whenever they are free together 5.3.3 For textbook designers and administrators Firstly, schools should hold workshops about “how to exploit songs in teaching and learning English effectively in general and vocabulary in particular” or English singing contests 92 Secondly, school facilities need to be equipped adequately and easily used If possible, a language laboratory is also very necessary hereby solving the problem so called “noise”, the neighboring classes will not be disturbed by the sound of music Next, the textbook designers should pay attention to the supply of supplementary song books and discs correspondent with the themes and topics in the textbook Finally, school libraries should have enough song books, or CDs so that teachers and students can borrow them easily 5.4 Limitations of the study During the treatment time of academic year 2011-2012, the research was conducted with caution and in favorable conditions; however, there were still some unavoidable limitations Firstly, due to the limitation of the time, the research only lasted for 12 weeks, and the duration of the intervention was limited in units A short period time more or less affected the findings of the research Therefore, if the time of study had been longer, there would have been better results Secondly, because of the constraint on implementation time, the research was conducted on a small scale The participants in the research accounted for a small quantity - only 70 participants (35 students for experiment, 35 students for control group) Such a figure of the participants apparently was rather difficult to achieve an exact result absolutely More participants would make the research more reliable Furthermore, the scope of research on the impact of English songs on students‟ vocabulary retention should be extended The study needs conducting on more students in Hue City or other cities in Vietnam Thirdly, there were not many interesting, easy, simple songs so that they were suitable to the content of the topics in the textbook, teenage psychology and theoretical rules of Vietnamese people This caused a lot of obstacles for the researcher during the intervention Next, the researcher does not have a good singing voice; therefore, sometimes he was not confident in helping students practice singing the songs As a result, the 93 effects gained were not as good as expected In addition, the classrooms where the intervention happened were not well sound-proof Consequently, the “noise” of the songs had negative impacts on the neighboring ones, which partially affected the results of the study Finally, the main part of the test is in type of multiple choice questions Some students were lucky to make the correct answer which affected the reliability of the result However, the adoption of both qualitative and quantitative method and SPSS software could have limited the risk of this limitation 5.5 Recommendations for further studies This study aims to give an insight into the impact of English songs on the grade students‟ English vocabulary retention at NTP Junior High School This research has come up many questions in need of further investigations Based on the scope and the limitations of the study, the researcher would like to give some suggestions for further research - Research should be done in a larger population at different levels and in a longer period to gain so that more reliable, valuable and convincing data will be achieved - 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