Skkn using english songs to help students at nong cong 1 upper secondary school improve their grammar knowledge

TABLE OF CONTENTS LIST OF TABLES CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Methodology 1.5 Scope of the study CHAPTER LITERATURE REVIEW 2.1 Definition of grammar 2.2 Songs in grammar teaching 2.2.1 Benefits of songs 2.2.2 Songs in grammar teaching 2.2.3 activities that can be done with song CHAPTER METHODOLOGY 3.1 Research questions 12 3.2 Participants 12 3.3 Materials 12 3.3.1 The general English test 12 3.3.2 The pre -treatment grammar test 15 3.3.3 The post-treatment grammar test 15 3.4 Procedure 15 CHAPTER FINDINGS AND DISCUSSION 4.1 Results 18 4.1.1 Results from the general English test 18 skkn 4.1.2 Results from the pre-treatment and post-treatment grammar test 19 4.2 Discussion 21 CHAPTER CONCLUSION 5.1 Summary of the main findings 22 5.2 Limitations 23 skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge CHAPTER 1: INTRODUCTION 1.1 Rationale It can’t be denied that English is an international language which is spoken in many countries both as a native and a second or a foreign language And clearly, English is learned everywhere because people have found out that knowledge of English is a passport for better career, better pay, advanced knowledge, and for communication with the entire world.With English becoming the lingua franca of the global community in major professional fields such as science, technology, commerce, and education, there is an increasing demand for effective teaching and learning of English in many world contexts Effective English language skills are seen as vital for the workforce of countries which seek to participate actively in the global economy and want to have access to the information that forms the basis of social, educational, and economic development Even on the individual level, a good command of the English language has a major role in elevating an individuals’ socio-economic status and thus is key to success and prosperity In Vietnam, English teaching aims at mastering four basic skills of language, which include listening, speaking, reading, and writing skills Nowadays, based on our newest curriculum that is launched by the Ministry of Education and Training, the students are expected to master those four skills in order to be able to use English communicatively However, its aim will not be successfully achieved if the language teaching does not consider the language components such as grammatical structure, vocabulary, spelling, and pronunciation Therefore, grammar needs to be mastered by the students since it is the basic rule of language Based on information obtained from various English teachers, it was found that many students still had difficulties in mastering grammar Simple past tense, for instance, is important as the basic rule for the students to make and use sentences to communicate in daily life Based on the information given by the English teacher, some students even skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge could not use the subject-verb agreement and usage; it was known that the ability of the students in using Past simple tense was low It seemed that the most significant reason of this was the teacher grammar teaching method influenced the students’ motivation in learning From the observation, the researcher found that the English teachers tended to teach the grammar deductively The teacher taught grammar by giving a note on the whiteboard, gave some examples, and then asked the students to take a note After that the students were only given limited time to some exercises As a result, it is inevitable for students’ learning motivation to be decreased since there were no interesting or attractive activities involved in their learning process Stimulated by the inner urge of providing readers with deeper insight into this method, I would like to carry on this study entitled “Using English songs to help students at Nong Cong No.1 secondary school improve grammar knowledge.” Hopefully, the results will serve as a useful source of reference for those who are concerned teaching and learning writing 1.2 Aims of study This paper endeavors to demonstrate the value of English songs English grammar teaching 1.3 Research questions This study was designed to answer three research questions: Will listening to English songs facilitate EFL high school students' retention of the grammatical items they learn in class? To what extent English songs help EFL high school students extend their grammar knowledge? 1.4 Methodology This main methodology used in this method was experimental First, students’ English levels are evaluated via a standardized test Then, they will experience the skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge learning process in which English songs are applied for teaching English grammar Finally, another test will be conducted to assess the influence of this method A computer program is designed for synthesizing and analyzing collected data During the process of researching, the author also consults with the professor for useful guidance, corrections, and comments The method of assessment will be based on correct sentences of multiple choice test (on total 100 score scale) in basic tenses of English: present simple tense, present continuous tense, past simple tense, past continuous tense, present perfect tense, future simple tense, etc The test also includes some external items from school curriculum such as idioms and phrasal verbs 1.5 Scope of study Due to the time allotment, experience, and source limitations, I offer no ambition to cover the problem in a large number of populations I wish to confine myself to studying the 10th grade students in Nong cong no.1 secondary school, Thanh Hoa province skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge CHAPTER 2: LITERATURE REVIEW 2.1 Definition of grammar So what is grammar? A question people rarely ever ask themselves when they speak their native language However, when it comes to learning a second language, it’s the first thing learners are introduced to When people contemplate this question, the first answer that comes to their minds is a set of rules that govern a language However, there is more to grammar than that Grammar is a system composed of many interconnected components that ensure accuracy and meaning It is the art of writing and speaking a language correctly Grammar differs from one language to another and from one person to another Nonnative English speakers may presume that the English language has less complicated grammar in comparison to French or Spanish and that grammar, as a concept, to a Spanish speaker, may not be the same to a German or a Japanese speaker According to the CEFR standard (Common European Framework of Reference for Languages), there are six levels of English grammar that language learner will have to gain, which are A1, A2, B1, B2, C1, C2 First and foremost, in A1 level, learners can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type They can introduce themselves to others as well as ask and answer questions about personal details such as where they live, people they know and things they have Besides, they also can interact in a simple way provided the other person talks slowly and clearly and is prepared to help For A2 level, learners are expected to understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc Can deal with most situations likely to arise whilst travelling in an area where the language is spoken They skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Results 4.1.1 Results of general English test After the general English test was conducted, the data was gathered as follow: Table 4.1 Scores on the general English test for all participants: Group A (the control group), Group B (the experimental group) GROUP A Partici- Score pants (on scale GROUP B Participants of 100) Score Partici- Score Partici- Score (on scale Pants (on scale pants (on scale of 100) of 100) of 100) A10 100 A9 75 B3 90 B7 50 A16 90 A 24 100 B5 40 B8 90 A12 80 A5 20 B9 80 B23 25 A7 70 A23 65 B25 70 B18 60 A25 70 A21 60 B2 80 B16 65 A1 60 A8 90 B21 40 B15 60 A11 60 A6 60 B17 65 B6 40 A20 60 A2 50 B11 90 B10 85 A19 60 A17 20 B4 40 B24 25 A26 55 A18 75 B12 60 B26 60 A28 55 A22 40 B28 50 B27 10 17 skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge A3 45 A14 80 B1 45 B20 40 A13 45 A15 40 B19 75 B22 30 A4 40 A27 25 B14 60 B13 45 In Table 4.1, all participants’ scores of the control group and the experimental one were arranged from the highest on the left to the lowest on the right As shown in the table, all the participants could be divided into groups The first group called group A got the highest scores which ranked from 60 to 100, the student A10 and A24 with score 100 The second group (group B) had lower scores from 60 to 90 Some of students from the control group (A5, A27 and A17) got the lowest score with 20, 25 and 20 probably due to their background knowledge Similarly, some students from the experimental group (B27, B24 and B23) with 10, 25 and 25 respectively 4.1.2 Results from pre-treatment and post-treatment grammar test 4.1.2.1 Results from pre-treatment test After conducting the pre-treatment test, the author gathered the essential data as follow: Table 4.2 Scores on the pre-treatment test for all participants: Group A (the control group), Group B (the experimental group) Partici- Score pants A9 (on Partici- Score pants (on Partici- Score pants (on Partici- Score pants (on scale of scale of scale of scale of 100) 100) 100) 100) 94 A8 32 B6 18 skkn 88 B8 18 Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge A14 72 A21 24 B12 68 B18 18 A 11 56 A5 28 B13 48 B7 22 A 10 40 A23 22 B1 50 B16 24 A 13 36 A 24 22 B25 34 B2 24 A 20 38 A 25 40 B11 30 B5 30 A3 44 A 12 24 B20 32 B10 30 A6 60 A 15 36 B22 40 B15 60 A7 30 A1 16 B3 60 B19 16 A4 30 A22 24 B9 90 B24 16 A19 43 A2 22 B14 82 B23 18 A 17 62 A18 22 B17 30 B4 22 A16 88 A27 32 B21 34 B26 20 A26 63 A28 24 B27 24 B28 24 In table 4.2, each participant’s data are presented in two columns, the first of which indicates their codes; the second shows the number of scores that they got in the pre-test The highest scores among students were 88, 90, 94 (B6, B9, A9) and the lowest scores was 16, 18, 22 (B10, B24, A18 …) 4.1.2.2 Results of the post-treatment test After conducting the post-treatment test, the author gathered essential date as follow: 19 skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Table 4.3 Scores on the post-treatment test for all participants: Group A (the control group), Group B (the experimental group) Partici- Score pants (on Partici- Score pants (on Partici- Score pants (on Partici- Score pants (on scale of scale of scale of scale of 100) 100) 100) 100) A9 94 A8 32 B6 96 B8 70 A14 72 A21 44 B12 70 B18 32 A 11 56 A5 23 B13 88 B7 62 A 10 74 A23 32 B1 88 B16 60 A 13 34 A 24 32 B25 66 B2 72 A 20 66 A 25 20 B11 50 B5 23 A3 78 A 12 24 B20 64 B10 24 A6 56 A 15 30 B22 38 B15 64 A7 60 A1 36 B3 82 B19 24 A4 40 A22 24 B9 40 B24 46 A19 32 A2 28 B14 30 B23 22 A 17 32 A18 28 B17 38 B4 68 A16 38 A27 22 B21 36 B26 44 A26 36 A28 44 B27 34 B28 20 20 skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge In table 4.3, data of students are also presented in two columns In particular, the first one indicates their code; the second one shows the scores that they gained in the posttest In general, it is clear that group B made better improvement than group A The number of students from group B got 60 and higher scores is outweigh those from group A (8 students compared to 13 students) Meanwhile, the number of students who got lower than 29 scores from group A is by far larger than those from group B (12 students compared to students) 4.2 Discussions From the research results, it can be seen that as an integral part of our language experience, song can be of great value to foreign language teaching In addition, this idea of teaching is also agreed and supported by various researches abroad on songs as an authentic teaching resource in language teaching Being a combination of music and language, songs have innumerable virtues that deserve our attention Their richness in culture and themes, their idiomatic and poetic expressions, their therapeutic functions and so on makes them an impeccable tool for language teaching 21 skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge CHAPTER 5: CONCLUSION 5.1 Summary of the main findings The results of the study are in line with expectations: EFL high schools can make progress in their grammar Both the number of average scores in both pre-test and posttest proves that the method of teaching grammar through English songs yields various benefits on students’ grammar competence Students’ gains in their average scores in the tests suggest that teaching grammar with the usage of English songs can be more effective than the traditional form-focused grammar teaching This can be attributed to the benefits of learning authentic language through music ,and of associating language learning with learners’ life experience As most students had been into the US UK music nowadays, using these songs increased involvement raised their interest in participating in the grammar activities, which may have attracted more of their noticing on grammatical forms and functions The repetition of the target grammatical items during the activities may also have enhanced the salience of language features and therefore contributed to the internalization of these grammatical forms From the research, it is evident that material is one of the most crucial factors that affected the research results As materials which were popular songs were chosen for the grammar class, it appealed to students more Students might not show great interest to the lesson if they were made to learn grammar from old or monotonous songs From that, they might not produce such a good results in the research The results of the research suggest that using songs in grammar class are in general welcomed by Vietnamese EFL learners who enjoy English materials out of class Student B, who was a boy and not good at English, did not favour the use of these materials The 22 skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge reason for his attitude may be that he felt less confident and more hopeless with a new method of teaching and learning In summary, the results of this study provide empirical support to the approach to teaching grammar in English songs proposed by a large number of researchers In other words, learning English grammar through English songs is workable 5.2 Limitations It is undeniable that the research still has some limitations With a small group of participants, the results may not be very representative of EFL learners in general The tests were conducted with only fifty six students from a high school in Thanh Hoa province Their results may not have provided a full picture of overall opinions of EFL learners in Vietnam or in other contexts Besides, there was no delayed post-treatment test to examine the retention of the participants’ gains Therefore, we suggest that further research should recruit more L2 learners with different educational backgrounds and language proficiency levels, and also test if effects of the method would still retain in a longer period of time Such extension of the current study will guarantee a more representative research result In addition, this research only evaluated the ability of students in terms of grammar competence (ability to recognize and understand grammar items), which means that their capacity to use grammar in practical context is not tested Hence, in further study, there would be a test in similar research to evaluate the applicability of students in terms of grammar knowledge However, the researcher hopes that the study will be a valuable reference and useful to the teachers and the students at Nong Cong No.1 upper secondary school as well as others who are interested in the problem 23 skkn Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge Skkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledgeSkkn.using.english.songs.to.help.students.at.nong.cong.1.upper.secondary.school.improve.their.grammar.knowledge