Statement of the Problem
English is a global language essential for international communication across various fields, including politics, economics, social interactions, and education Its significance has led to English being taught to students from elementary school onward, enabling learners to express their thoughts and engage effectively in diverse situations.
Teaching young learners differs significantly from teaching adults, as children have unique learning styles that prioritize play and enjoyment According to Yuliana (2003), the educational approach must align with children's natural inclinations Larsen-Freeman (2000) further emphasizes that young learners can acquire a foreign language more effectively when specific conditions are met.
Mastering vocabulary is essential for learners as it forms the foundation of the four language skills: listening, reading, writing, and speaking A strong vocabulary is crucial for learning English effectively; without it, students face significant challenges In Elementary School, building vocabulary is the first step in English language acquisition, as a limited vocabulary can hinder children's ability to master the language Therefore, prioritizing vocabulary in English language teaching and learning is vital for student success.
Teaching vocabulary to elementary school children presents unique challenges, as their learning needs differ significantly from those of adults Effective vocabulary instruction requires specialized techniques tailored to young learners' characteristics According to Brown (2001), these techniques encompass a variety of exercises and activities designed to achieve specific lesson objectives Incorporating effective teaching techniques is crucial for facilitating vocabulary mastery and enhancing students' enjoyment of the material Popular methods for teaching vocabulary in elementary schools include games, songs, memorization, and dictation Notably, using songs as a teaching technique is particularly beneficial, as children generally find music engaging and enjoyable.
A study by Purwoharto (2002) investigated vocabulary teaching techniques for fourth-grade students at MIN I Malang, Indonesia, aiming to identify the methods employed by the teacher and determine the most effective technique Utilizing a descriptive qualitative research design, the findings revealed that the teacher implemented two main techniques: guessing pictures and singing songs Among these, students showed a greater interest in singing songs, as it allowed them to express their individuality and engage enthusiastically in the learning process.
Since 2010, English has been taught to third-grade students in Vietnam, leading to various challenges in language instruction that warrant further research Key areas of focus include teaching methods, material selection, and the integration of modern equipment and techniques Studies have been conducted to identify effective strategies for teaching English to primary school children, highlighting the ongoing evolution of language education in Vietnam.
A study conducted in 2007 highlighted the effectiveness of using games as a teaching technique for English language instruction among primary school children While 90% of teachers acknowledged the benefits of games in language teaching, they expressed concerns about the lack of resources, such as instructional books on game-based teaching methods As a result, many educators resorted to using a limited selection of games repeatedly, reflecting a need for better support and materials in this area.
This research highlights the challenges of teaching techniques at the primary level, emphasizing the importance of effective vocabulary instruction to enhance students' English achievement The researcher aims to investigate the use of songs as a method for teaching English vocabulary to primary school children at Dien Bien Primary School in Thanh Hoa province This approach is chosen based on the belief that songs are a valuable tool for vocabulary acquisition, significantly benefiting the learning and teaching process, particularly for young English learners.
Aims of the Study
This research aims to enhance teachers' awareness of using songs as an effective technique for teaching vocabulary, ultimately fostering greater student interest in language learning By integrating songs into the curriculum, the study seeks to improve the overall effectiveness of English teaching and learning processes at Dien Bien Primary School.
Objectives of the Study
This study aims to evaluate the effectiveness of using songs as a tool for teaching vocabulary to elementary students, while also examining the learners' responses to this instructional technique The primary research questions focus on the impact of musical engagement on vocabulary acquisition and the overall reception of this method by young learners.
1 How effective is the use of songs in teaching vocabulary to elementary students?
2 How are the learners‟ responses toward the technique?
Scope of the Study
The research focused specifically on third-grade students at Dien Bien Elementary School, without the intention of addressing all issues faced by Vietnamese learners of English.
1.5 The Significance of the Study
This study aims to provide valuable insights for elementary level teachers, offering guidelines to enhance language teaching, particularly in vocabulary acquisition It encourages educators to improve their teaching performance and effectively utilize songs as a beneficial technique for vocabulary instruction.
This study aims to enhance the researcher's understanding of effective vocabulary teaching techniques, while also providing valuable insights for other researchers focused on mastering language components, particularly vocabulary.
This chapter provides a literature review that underpins the theoretical framework of the study It explores key references, including the characteristics of young learners, effective methods for teaching English to this age group, the importance of vocabulary, strategies for vocabulary instruction, various vocabulary teaching techniques, and the role of songs in enhancing vocabulary acquisition.
Young learners thrive when educators actively facilitate their learning by considering their individual learning styles According to Piaget (1967, as cited in McCloskey, 2002), children progress through distinct developmental stages, which should inform teaching practices for optimal engagement and understanding.
1 Sensor-Motor Stage (from 0 – 2 years) in which children seemed to learn through physical interaction with the world around them
2 Pre-operational stage (from 2 - 7 years) when children need concrete situations to process ideas
3 Concrete Operational Stage (from 7 - 11 years) in which children begin to conceptualize and do some abstract problem solving, though they still learn best by doing
4 Formal Operational Stage (from 11-15) in which children are able to use abstract thinking
Third-grade students in elementary school are in the concrete operational stage of cognitive development, where they learn through tangible actions, objects, and properties To enhance their understanding, teachers should utilize a variety of objects and visual aids, taking advantage of the school environment and surroundings This hands-on approach allows students to grasp lessons naturally by observing and engaging with the material presented by their teachers.
Harmer (2007, p.82) summarizes young learners‟ characteristics into several points as follow:
First, children have their own culture and learning preference It means that the instruction should be child friendly Therefore, they will find the instructions easy
Children learn effectively through physical activities and hands-on experiences, as these methods enable them to internalize the language they are acquiring Engaging in active learning not only enhances their understanding but also reinforces their language skills.
Third, children have relatively attention and short concentration span; unless the activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so
Children naturally learn through active exploration of their environment, which allows them to accumulate knowledge and experiences This process helps them construct an understanding of how things work, including the development of language as both a system and a tool for communication.
Children learn most effectively when their education is meaningful, engaging, and practical This relevance is achieved when they can connect new information to their own needs and personal experiences.
Sixth, non- verbal language is important because children will indeed attend very sensitively to the teachers‟ facial features, gestures, and touches
Children frequently acquire knowledge indirectly, absorbing information from their surroundings instead of concentrating solely on specific subjects being taught This holistic approach to learning enables them to integrate various concepts and ideas from their environment.
Effective strategies for teaching children should align with their unique characteristics to facilitate optimal language learning A fundamental principle for teaching English to young learners is to make the process enjoyable and natural.
2.2 Teaching English to Young Learners
Childhood is often regarded as a golden period for language acquisition, as children are naturally receptive to learning new languages Teaching English to young learners is complex and requires tailored approaches based on varying student levels Unlike adult learners, young children need more focused attention during the learning process According to Larsen-Freeman (2000), children can learn a foreign language more effectively when certain conditions are met, highlighting the importance of context in teaching English to young learners.
Teaching English to young learners requires teachers to effectively manage children and keep them engaged while possessing a solid understanding of the language and its teaching methods According to Piaget (cited in Cameron, 2001), children are active learners who thrive when they engage in hands-on activities and construct their own understanding of concepts (Mooney, 2000) This perspective emphasizes that children do not merely absorb knowledge from teachers but actively interact with it during the learning process.
Cameron (2001) suggests that children exhibit greater enthusiasm and liveliness in their learning compared to adults, often engaging in activities even without fully understanding them In the context of learning English as a foreign language, it is essential for children to interact with the language through play, experimentation, and feedback Therefore, teaching materials must be tailored to meet children's needs in mastering English effectively.
Learning a foreign language should be enjoyable and organic for young learners, as a stress-free environment is crucial for their success It is widely recognized that traditional language learning can induce anxiety, so creating a supportive atmosphere is essential Rather than focusing solely on language forms, using commands can effectively help children understand meanings This approach fosters a sense of freedom, alleviating self-consciousness and reducing stress during the learning process.
LITERATURE REVIEW
Characteristics of Young Learners
Young learners achieve optimal understanding when educators actively facilitate their learning and tailor teaching practices to their individual learning styles According to Piaget (1967, as cited in McCloskey, 2002), children progress through distinct developmental stages.
1 Sensor-Motor Stage (from 0 – 2 years) in which children seemed to learn through physical interaction with the world around them
2 Pre-operational stage (from 2 - 7 years) when children need concrete situations to process ideas
3 Concrete Operational Stage (from 7 - 11 years) in which children begin to conceptualize and do some abstract problem solving, though they still learn best by doing
4 Formal Operational Stage (from 11-15) in which children are able to use abstract thinking
Third-grade students in elementary school are in the concrete operational stage of cognitive development, where they learn through tangible actions, objects, and properties To enhance their learning experience, teachers should utilize a variety of objects and visuals, effectively incorporating the school environment and surroundings This hands-on approach allows students to grasp lessons intuitively by observing and engaging with the material, facilitating natural learning.
Harmer (2007, p.82) summarizes young learners‟ characteristics into several points as follow:
First, children have their own culture and learning preference It means that the instruction should be child friendly Therefore, they will find the instructions easy
Children acquire knowledge effectively through physical activities, engaging in hands-on experiences that promote learning by doing This approach is believed to enhance their ability to internalize the language they are studying.
Third, children have relatively attention and short concentration span; unless the activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so
Children naturally learn through active exploration of their environment, which allows them to accumulate knowledge and experiences This exploration helps them construct an understanding of how things work, including the development of language as a system and tool for communication.
Children thrive in learning environments where the material is meaningful, engaging, and practical They are more likely to connect with concepts that resonate with their personal experiences and address their needs.
Sixth, non- verbal language is important because children will indeed attend very sensitively to the teachers‟ facial features, gestures, and touches
Children frequently acquire knowledge indirectly, absorbing information from their environment rather than concentrating solely on the specific subject matter being taught This holistic approach to learning allows them to understand and integrate concepts from various sources around them.
Effective strategies for teaching children should align with their unique characteristics to optimize language learning A key principle for teaching English to young learners is to create a fun and natural learning environment.
Teaching English to Young Learners
Childhood is often regarded as the golden period for language acquisition, as children are naturally inclined to accept and learn new languages Teaching English to young learners is complex and requires a tailored approach, as different student levels necessitate varied teaching methods According to Larsen-Freeman (2000), young learners can learn a foreign language more effectively when certain conditions are met, highlighting the need for focused attention in their education compared to adult learners.
Teaching English to young learners requires teachers to effectively manage children and maintain their focus, alongside a solid understanding of the language and teaching methodologies According to Piaget (cited in Cameron, 2001), children are active learners who thrive when they engage in hands-on activities that foster their own understanding (Mooney, 2000) He emphasizes that children do not merely absorb knowledge from their teachers; instead, they actively interact with and manipulate the information presented to them.
Cameron (2001) suggests that children exhibit greater enthusiasm and liveliness in learning compared to adults, often engaging in activities even without fully understanding the reasons behind them In the context of learning English as a foreign language, it is essential for children to play with the language—experimenting, testing, receiving feedback, and retrying Therefore, teaching materials must align with children's needs to effectively support their mastery of English.
Learning should be an enjoyable and natural experience for young learners, as a stress-free environment is essential for successful foreign language acquisition It is widely recognized that traditional language learning settings can induce anxiety, which hinders progress Instead of focusing solely on language forms, using commands can effectively help children understand meanings, thereby alleviating self-consciousness and reducing stress during the learning process.
Language acquisition should prioritize auditory input over written symbols, emphasizing listening and speaking as learners create meaningful expressions related to tangible objects and personal experiences Once young learners can produce sounds in the target language and comprehend spoken language, they can transition to reading written symbols This progression begins after children develop listening skills to understand others and speaking skills to express themselves.
Young learners are particularly responsive to tactile and sensory experiences, making it essential to incorporate physical objects in language teaching By engaging their senses—touch, listening, smelling, and even tasting—students can better connect linguistic signs to the realities they perceive, enhancing their understanding and retention of language.
To enhance understanding, meaning should be conveyed through tangible objects or experiential presentations Instead of correcting language learners' mistakes through translation, teachers should demonstrate concepts visually or practically to clarify and reinforce comprehension.
Teaching should begin with students' existing knowledge to foster meaningful associations, particularly in language learning By connecting new material to what children already understand, educators can enhance awareness and comprehension, ensuring that students are actively engaged rather than passively repeating information This association process is vital for effective learning, and language teachers should build upon prior knowledge, gradually introducing new language segments to facilitate deeper understanding and retention.
Vocabulary
Vocabulary is the fundamental building block of language, serving as a crucial tool for accessing background knowledge, expressing ideas, and learning new concepts Without a robust vocabulary, individuals struggle to communicate effectively and articulate their thoughts in both spoken and written forms.
According to Nunan (1983, p.125), acquiring a sufficient vocabulary is crucial for effective foreign language communication Without a broad vocabulary, learners struggle to use structural and functional words, hindering their ability to communicate clearly and understandably.
According to Hocket (Celce-Murcia and McIntosh, 1978), vocabulary acquisition is the simplest component of learning a second language and often does not necessitate formal classroom instruction Hornby (1995) further emphasizes the importance of vocabulary in language learning, highlighting its foundational role in effective communication.
Vocabulary refers to a collection of words utilized in a specific language, often accompanied by their definitions and translations According to Hatch and Brown (1995), vocabulary encompasses both a set of words relevant to a particular language and the unique words that individual speakers may use.
However, vocabulary itself is more complex than these definitions above Lehr, Osborn, and Hiebert as cited in Mardiana (2008) explain two kinds of vocabulary description as follow:
First, words come in two forms: oral and print
1 Oral vocabulary includes those words that we recognize and use in listening and speaking
2 Print vocabulary includes the words that we recognize and use in reading and writing
Second, word knowledge also comes from in two forms, receptive and productive
3 Receptive vocabulary includes words that we recognize when we hear or see them It is the ability to comprehend passive vocabulary that is used in reading and listening contexts
4 Productive vocabulary includes words that we recognize when we speak or write
Cameron (2001) emphasizes that understanding words involves grasping both their "form" and "meaning." The "form" refers to the pronunciation, spelling, and grammatical variations of a word In contrast, "meaning" encompasses the conceptual content of a word and its relationships with other words, particularly in various language contexts Cameron categorizes words into two groups based on their usage in sentence construction: content words, which possess inherent lexical meaning even when isolated, and function words, which serve grammatical purposes.
„function words‟ act as complementary that carry grammatical meaning.
Teaching Vocabulary
Vocabulary is one of important aspects in teaching language, as stated by Edward in his book:
“Vocabulary is one of the important factors in all language teaching, student must continually be learning words as they learn structure and as they practice sound system”
Vocabulary plays a crucial role in helping students grasp language structures, serving as a foundational tool rather than the primary focus of learning It is essential to recognize that teaching vocabulary is equally important as teaching grammar and sentence structure Effective vocabulary instruction enhances students' ability to recognize and comprehend new, previously unfamiliar words, thereby enriching their overall language skills.
Effective vocabulary teaching goes beyond merely introducing new words; it requires educators to be well-versed in various techniques Teachers must choose the most suitable method based on specific conditions to enhance student comprehension of the material.
Wallace (1982, p.207) explains that teaching vocabulary should consider these following factors:
1) Aims The aim of teaching vocabulary is to make the teacher easy to formulate the materials, which will be taught to the students
2) Quantity The teacher has to decide the number of vocabulary items to be learned The learners will get confuse or discouraged if they get many new words Therefore, the teacher should select new words, which can easy to understand by the learners
In teaching vocabulary, the teacher has to choose the words really needed by the students in communication
4) Frequent exposure and repetition The teacher should give much practice on repetition so that the students master the target words well They also give opportunity to the students to use words in writing or speaking
In teaching vocabulary, the teacher should present target words in such a way that the meaning of the target words are perfectly clear and unambiguous
6) Situation and presentation The teachers tell the students that they have to use the words appropriately The use of words depends on the situation in which they are used and depends on the person to whom they are speaking
Mary Slattery and Jane Willis (2003) propose effective strategies for teaching foreign languages to learners They emphasize the importance of making English learning enjoyable and fun, encouraging students to participate without fear of making mistakes Utilizing gestures, actions, and visuals enhances comprehension, while frequent conversation in English about observable topics is crucial Engaging students through games, songs, and rhymes fosters a lively learning environment Storytelling in English, complemented by pictures and varied voices, captivates learners' attention It's also important to acknowledge the use of their mother tongue, responding in English and occasionally rephrasing their expressions Consistent recycling of new vocabulary, alongside the introduction of unfamiliar words, aids retention Finally, planning lessons with a mix of quiet and active activities keeps learners engaged and motivated.
Vocabulary Teaching Techniques
According to Brown (2001), teaching techniques encompass a range of exercises and activities designed to achieve lesson objectives in the language classroom The effectiveness of these techniques significantly influences student achievement, especially in vocabulary acquisition English teachers must employ diverse methods to help students understand, use, and comprehend new words For young learners, techniques should not only facilitate the grasping of new vocabulary but also introduce variety to prevent disengagement in the classroom Therefore, it is essential that the techniques used for young learners are both simple and engaging.
Thornbury (2002) gives some ways to teach vocabulary to the students who are learning foreign language The common techniques are as follows:
Young learner teachers often utilize a popular technique of creating personalized flashcards from various sources like magazines and calendars These flashcards typically feature engaging images of food, clothing, and home interiors, which facilitate interactive practice activities among students For instance, a collection of pictures depicting different types of food can effectively introduce vocabulary such as bread, rice, and fish This method is particularly effective for teaching young learners.
Translation has long been the primary method for conveying the meaning of words, offering a direct pathway to understanding It serves as an effective tool for monolingual groups, particularly in illustrating the risks of false cognates and clarifying abstract concepts For instance, the English term "enthusiastic" translates to "hăng hái, nhiệt tình" in Vietnamese, demonstrating the utility of translation in bridging language barriers.
Experts in language teaching agree that games are an effective method for vocabulary acquisition, particularly for young learners By incorporating games, teachers can create diverse contexts that encourage students to communicate, share information, and express their opinions Lee (1995) highlights several key benefits of using games, such as providing a refreshing break from traditional classroom routines, enhancing motivation and challenge, promoting active learning, and facilitating practice across various language skills Consequently, games not only make language learning enjoyable and entertaining but also allow for incidental practice of the language.
Incorporating songs into English classes can significantly enhance the learning experience by breaking the routine and engaging students Songs not only reinforce previously learned language patterns but also introduce new material effectively According to Orlova (1997), songs encourage learners to speak English, particularly in non-English environments, serving as a catalyst for communication Additionally, when accompanied by visuals and actions, songs facilitate easier recognition of words and meanings Furthermore, they foster a positive emotional connection to language learning, making them an ideal tool for young learners who typically enjoy singing.
RESEARCH METHODOLOGY
A Brief Introduction to Context of Teaching and Learning English at Dien Bien Primary School
English education at the primary level has been actively implemented in schools across major cities for over a decade, following the "Teaching and Learning of Foreign Languages in the National Education System" project initiated by Decision No 1400/QD-TTg on September 30, 2008 This initiative aims to enhance foreign language proficiency among young learners from 2010 to 2020.
Dien Bien Primary School, located in Thanh Hoa city, Thanh Hoa province, has been incorporating English language instruction since 2010 Offered as an optional subject starting from grade 3, students receive two periods of English per week, utilizing the "Let’s Learn English" series (Books 1, 2, and 3) published by The Educational Publishing House and SNP Panpac Publishing House, Singapore Despite its implementation for only two years, the school faces challenges in English teaching and learning, including a lack of equipment and teaching aids, which has led teachers to primarily rely on the textbook.
Research Design
Research design, as defined by Ary (2002, p.426), is the strategic plan that guides researchers in understanding a specific group or phenomenon in its natural environment This study employs a qualitative descriptive research approach aimed at naturally addressing questions related to the current status of the subject matter Specifically, it focuses on the teaching techniques utilized by teachers for English vocabulary instruction in the third grade at Dien Bien Primary School.
Subjects
The study focuses on 102 third-grade students, aged 8, from three classes at Dien Bien Primary School during the second semester of the 2011-2012 academic year All participants are beginner learners of English.
Research Instruments
In this study, the researcher used some research instruments to collect the data Those were observation and questionnaires
Observation serves as the fundamental technique for gathering data in qualitative research, focusing on providing a comprehensive description of behaviors within their natural context rather than quantifying their occurrence It is categorized into participant and non-participant observation, with this study employing participant observation This approach allows the researcher to gain deeper insights into classroom activities and share experiences directly with the participants.
The study aimed to evaluate the effectiveness of using songs for teaching vocabulary to elementary students, focusing on several key aspects It explored how songs attract learners' attention to vocabulary learning, enhance their comprehension of teacher instructions, boost students' mood during lessons, and improve the overall classroom atmosphere.
Field notes were used to observe the situation of the class during each lesson Three components that were observed are
(1) The situation of the class
If there were a lot of students enthusiastically raising their hands when the teacher asked them, she might conclude that they gave much attention to the vocabulary learning through songs
(2) The participation of the students
If the students did what the teacher requested, she would conclude that they were motivated to learn
The researcher observed and documented the pronunciation errors made by students Progress was indicated if students could sing the assigned song clearly or pronounce vocabulary correctly without assistance by the end of each lesson.
According to Ary (2002, p.414), questionnaires are the primary tool for data collection in surveys, making it crucial for these instruments to be both valid and reliable To enhance usability, questionnaires should be designed to be visually appealing and easy for respondents to read and answer, while also facilitating straightforward coding and scoring for researchers Questionnaires can be categorized into two main types: structured (closed) questionnaires and unstructured (open) questionnaires.
In this study, the researcher utilized a structured questionnaire to facilitate data collection from third-grade students, ensuring ease of understanding and analysis To enhance comprehension, the questionnaire was translated into Vietnamese This approach aimed to gather information pertinent to the research question: "How do learners respond to the technique?"
Data Collection Procedures
The procedures of collecting data in this study involves two main phase as follows
1 The researcher observed the classes to see how the vocabulary teaching technique was applied in the class The researcher had 8 classroom observations in total, in which there 4 lessons the teacher used CD, 4 lessons the teacher used video to introduce songs
2 After conducting classroom observations, the researcher distributed the questionnaire to the third grade students to know their responses toward the technique used by the teacher The questionnaire was administered after classroom observations Before the questionnaire was delivered the researcher took time to explained the purpose of the questionnaire and answer any questions made by the respondents into Vietnamese The respondents were also encouraged to ask if there was anything in the questionnaire they did not understand.
DATA ANALYSIS
Analysis of Data from Observation
Between February and April 2012, the writer conducted eight detailed classroom observations, which included extensive note-taking and informal discussions with teachers These observations provided valuable insights into the classroom dynamics and significantly contributed to the research findings.
4.1.1 The Situation of the class
During the initial observation of the lesson, a mix of nervousness and enthusiasm was evident among the students upon the writer's arrival The teacher reassured them to relax and enjoy the learning experience The students showed great excitement when the writer announced the play of a tape or video, particularly enjoying the animated songs Their laughter filled the room as they engaged with the amusing cartoon characters featured in the video.
During the lessons, students actively participated by raising their hands and responding eagerly to the teacher's questions and character prompts from the video To engage those less attentive, the teacher occasionally called on them to answer, fostering their interest At the end of the lesson, many students expressed a desire to sing in the next class, with some excitedly exclaiming, "Yeah, song again!" This enthusiasm indicates that the students were highly engaged with the teaching techniques used.
4.1.2 The Participation of the students
Students showed great enthusiasm for songs, eagerly participating by raising their hands and engaging in activities Their laughter and comments, such as “yeah, it’s really funny,” indicated their enjoyment while singing and performing actions They quickly wrote and memorized the lyrics, driven by their excitement Additionally, students enjoyed collaborating with their partners in pair work, demonstrating their motivation to be active participants in the learning process.
4.1.3 The Pronunciation of the Students
In the teaching and learning process, the teacher focused on pronunciation, identifying a common mistake among students: the omission of the ending sound "s." This issue arises because Vietnamese speakers typically do not pronounce ending sounds Additionally, some students confused sounds, such as mispronouncing /p/ as /b/ in words like "pet" and "bird," or /ʃ/ as /s/ in "ship." To address these challenges, the teacher frequently repeated the words to reinforce correct pronunciation.
The students demonstrated significant improvement in their pronunciation throughout the project Initially, many students frequently omitted the ending sound /s/, but after two to three lessons, there was a noticeable decrease in this error By the end of two months, only two or three students occasionally made this mistake, indicating a marked enhancement in their pronunciation skills.
Students actively participated in song-related activities, displaying enthusiasm as they sang joyfully Their eagerness was evident when they often requested, "Teacher, can we sing one more time?" This engagement indicates positive progress in their learning experience.
From the analysis of classroom observations, the writer comes to the following conclusion:
1 The writer and the teachers think that the use of song could attract the students‟ attention to learning activity; it could be seen from eight times observation that all of students liked songs
2 The writer found out that the students looked more active to ask and answer the questions or join in activities with songs
3 According to the observations the writer and the teacher could see that students kept their interest during the whole lesson They always focused on the lesson The students were not boring at all
4 It is true that the atmosphere in teaching and learning getting more active by using songs It could be seen from all lessons that almost all of the students were eager to ask and answer questions or take part in activities.
CONCLUSION AND SUGGESTIONS
Conclusion
Vocabulary plays a crucial role in language teaching and learning, as students must consistently acquire new words alongside understanding grammar and pronunciation However, many students often lack interest and motivation in this aspect of language learning To address this challenge, the writer employs songs as an effective teaching technique, which offers numerous benefits to students.
Based on the research, the writer conclude that
1 The use of songs makes the vocabulary learning more enjoyable and interesting because they can memory the meaning of the words by singing the song with action and without asking another person or looking them up in the dictionary Moreover, songs allow learners to repeat and to memorize chunks of language because repetition helps learners remember words
2 The use of songs makes the class more active and alive
3 The use of songs could attract the students curiosity in learning new vocabulary
Research indicates that incorporating songs into language learning significantly enhances vocabulary mastery, with learners expressing highly positive responses to this approach Consequently, educators are encouraged to integrate this technique into their regular teaching practices.
Suggestions
This study offers valuable suggestions aimed at enhancing teacher creativity in English vocabulary instruction, providing practical recommendations for English teachers and researchers alike.
Incorporating songs into vocabulary instruction is essential and should be consistently recommended for English teachers, particularly when teaching children aged 7 to 10, as it significantly boosts their motivation to learn English Additionally, educators are encouraged to implement diverse teaching techniques to create engaging and dynamic classroom environments.
This study was conducted in a single elementary school, limiting the generalizability of the findings to other institutions Future research is recommended to explore the effectiveness of various teaching techniques employed by different educators in diverse educational environments.
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Song used in the lesson: Counting song
The teacher asked students to look at the new words in the textbook and read after her They read the numbers three times
2) Core stage Activity 1: Listen and sing
The teacher distributed copies of the song to each student and provided an explanation of the lyrics in Vietnamese After playing the CD for the class, she encouraged them to listen attentively The class then sang along with the teacher's performance twice, with each segment indicated by hand signals.
The whole class stood up, sang the song and performed as teacher‟s instruction Then, each side of the class sang the song one time
The teacher wrote the number on the board in random and asked them to read Then, they wrote down the new words
Song used in the lesson: Ten little numbers (video)
The teacher engaged her students by asking them to follow along as she read aloud She played a video, pausing at each number to allow the students to read along Afterward, the students practiced reading the numbers again from memory, without the aid of the video.
2) Core stage Activity 1: Listen and sing
The teacher gave each student a copy of the song She played the video, asked them to listen Then, the class sang the song following the video two times
The class was divided in group of ten and numbered from 1 to 10 Each group made a line The teacher explained the rule for them in Vietnamese:
Participants step forward when they hear their assigned numbers (1, 2, or 3), while those who don't must exit the line The activity is repeated twice, and the group with the most members remaining at the end of the song is declared the winner.
The teacher checked their understanding by asking them to count from
1 to 10 in each line Then, they wrote the vocabulary in their notebook
Song used in the lesson: Counting song
The teacher asked students to look at the new word in the textbook and read after her They read the numbers three times
2) Core stage Activity 1: Listen and sing
The teacher provided each student with a copy of the song and translated the lyrics into Vietnamese After playing the CD for the class, she encouraged them to listen closely The students then sang the song together twice.
The class was divided into groups of ten, each numbered from 1 to 10, forming a circle The teacher explained the game rules in Vietnamese: "When you hear your number, step forward and say it; then, step back the next time." After each round, the teacher renumbered the students, and they repeated the activity three times.
The teacher signaled the number by hand and asked the class to read After that, she instructed them to write the new word
Vocabulary: the weather (cloudy, sunny, windy, rainy)
Song used in the lesson: The weather song (video)
The teacher engaged her students by asking them to read along with her as she played a video, pausing at each word for emphasis To enhance understanding, she demonstrated actions corresponding to each word Subsequently, she encouraged the class to stand up, read aloud, and mimic her actions, fostering an interactive learning environment.
2) Core stage Activity 1: Listen and sing
The class sang the song following the video one time Next, they stood up, sang and acted as teacher‟s instruction
The class was divided in two sides Each side sang each sentence of the song in turn They sang two times and changed their turn
The teacher played the video again, stopped at each word and asked to check their understanding
Vocabulary: the weather (cloudy, sunny, windy, rainy)
Song used in the lesson: How‟s the weather
The teacher drew 4 simple pictures of the weather on the board, asked learners to read after her two times
2) Core stage Activity 1: Listen and sing
The teacher engaged the class by directing their attention to the board and playing a CD She illustrated the lesson by singing while pointing to pictures, encouraging students to respond by singing the answers In the following session, the students were able to sing the song independently, demonstrating their understanding and retention of the material.
The class was divided in two sides Each side sang each sentence of the song in turn They sang two times and changed their turn
She pointed to the pictures and asked “How‟s the weather?” She called some students to give their answers
Vocabulary: the weather (cloudy, sunny, windy, rainy)
Song used in the lesson: How‟s the weather
The teacher introduced new vocabulary from the textbook by demonstrating actions for each word Students then repeated the words and performed the actions alongside her, engaging in this exercise three times to reinforce their learning.
2) Core stage Activity 1: Listen and sing
The teacher played the CD, sang and acted as model for learners Next, she requested them to stand up, sing and perform following her three times
The class was organized into groups of five, where students practiced by singing questions and answers Each member had the opportunity to take their turn After five minutes of practice, the teacher selected several groups to perform their songs in front of the class.
The teacher gave the action for each new word, asked the class to ask and answer in pairs
Vocabulary: pets (a dog, a cat, a bird, a fish)
Song used in the lesson: The pets song (video)
The teacher instructed her students to follow along as she read aloud She played a video, pausing after each word to allow them to read Afterward, the students practiced reading the words again without the video assistance.
2) Core stage Activity 1: Listen and sing
The teacher played the video, asked them to listen Then, the class sang the song following the video two times
The learners were organized into groups of five, with four students assigned names of pets while one student sang a song The other group members acted out the pet behaviors and made corresponding sounds as demonstrated in the video They had the opportunity to switch roles throughout the activity.
The teacher made the sound of the pets and asked learners to guess
Vocabulary: pets (a dog, a cat, a bird, a fish)
Song used in the lesson: The pets song (video)
The teacher drew 4 simple pictures of the pets on the board, asked learners to read after her two times
2) Core stage Activity 1: Listen and sing
The class sang the song following the video one time Next, they stood up, sang and acted as teacher‟s instruction
The teacher organized the class into groups of four, assigning each member the name of a pet Each group formed a circle and sat down as the teacher replayed the video When they heard their assigned pet name, they stood up, acted out the pet's behavior, and mimicked the corresponding sound from the video.
The teacher pointed to the picture and called some students to read the word and act as in the video
Please, tick ( ) on the appropriate responses (Hãy dánh dấu vào ô mà con cho là thích hợp)
1 Do you like learning English vocabulary through songs?
Con có thích học từ vựng qua các bài hát không
2 Do you like joining in activities with songs?
Con có thích tham gia các hoạt động khi học các bài hát không?
3 Could songs help you in learning vocabulary?
Việc sử dụng bài hát có giúp con trong việc học từ vựng không?
4 Do you like the teacher to use songs in English lessons regularly
Con có thích cô giáo sử dụng bài hát trong giờ học tiếng Anh thường xuyên không?
1 Ten little numbers (Unit 8, Let’s learn book 1)
One little, two little, three little numbers Four little, five little, six little numbers Seven little, eight little, nine little numbers Ten little numbers
One Two Three Three little numbers
Four Five Six Six little number Seven
2 Counting song (Unit 8, Let’s learn book 1)
One, two, three Four, five, six Seven, eight, nine, ten Ten, nine, eight
Seven, six Five, four, three, two, one
Counting is so much fun Counting up and then Counting back down to one Now let‟s count again
3 The weather song ( Unit 10, Let’s learn book 1)
It‟s sunny It‟s cloudy It‟s windy It‟s rainy How‟ the weather?
No, no How‟s the weather?
No, no How‟s the weather
Yes, yes It‟s sunny today Let‟s go out and play
It‟s sunny How‟s the weather?
It‟s sunny It‟s sunny today.