luận văn developing listening skills through songs in teaching english a case study at tran van on high school

BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE THU DAU MOT UNIVERSITY NGUYEN HOAI THANGDEVELOPING LISTENING SKILLS THROUGH SONGS IN TEACHING ENGLISH: A CASE STUDY AT TRAN VAN ON HIGH SCHOOL MA

INTRODUCTION

Background to the study

Learning a new language promotes understanding among individuals from various countries and backgrounds, as well as aids in the preservation of linguistic and cultural variety Many experts claim that bilingualism has become vitally important as the world shifts to a global paradigm in which communities, economics, and cultures are merging and linking in ways that were not before imaginable As a result, learning several languages has become essential in order to avoid falling behind

Critical economic and political transformations have occurred all across the world in the last 30 years As a result, global relationships have reached new heights, eradicating physical and geographical boundaries (Spolsky, 2009; Zakaria, 2011) These developments have also influenced language education policies and practices, since multilingualism has become a global phenomenon With the advent of globalization, the English language has continued to flourish as a second or third language in many regions of the world

English is a universal language that is used in almost all countries and is a foreign language that is used as the language of instruction for international communication Educational and linguistic policy decisions made outside of the learning and teaching institutions of nursery, pre-primary, and primary school have a substantial impact on the framework circumstances controlling early foreign language learning The amount of money set aside for language acquisition is heavily influenced by the country’s political, economic, cultural, and sociological character, as well as its international connections and level of participation in regional and global networks (Ammon, 2003)

Listening is the most essential language skill and a component of communication since it allows us to communicate our thoughts with others According to Brown (2001), “Listening is the major component in language learning and teaching because in the classroom learners do more listening than speaking.” It means that listening is an important thing in daily life

Although students are aware that listening comprehension is difficult to master, they frequently disregard it In the area of education, this becomes a problem, particularly for students The ability to comprehend the meaning of what is heard is known as listening abilities Students will be able to comprehend or reply to what has been asked or said through the listening process Without successfully listening to messages that are readily misconstrued, all effective communication would fail

The appropriate learning approach for an English teacher is essential Learning and teaching using songs is one of the effective learning media Creative instructors may also utilize songs to teach English through songs Hidayat (2013) expresses that songs give a break from the textbook and workbook For them, it is fresh and exciting Songs may also boost your mood and increase your brain's cognitive capabilities, particularly your memory Campbell (2003) explains that music can help a child’s academic abilities, emotional expression, and social connection to family, society, and culture Furthermore, the teacher benefits from using songs in teaching and learning activities Through songs, students are also content since they are learning something new

In the context of learning English as a Foreign Language (EFL) in Vietnam, we often wonder why the majority of undergraduate students are unable to listen to English precisely, particularly in real-life settings with international speakers Before enrolling in a university or college, the majority of Vietnamese undergraduate students have studied English for about 7-10 years

At present, many students in Vietnam generally and Tran Van On High school in particular study English as a requirement Therefore, they mainly concentrate on grammar, writing and reading which do not cover the full of the English language skills Students’ level is not equal, so they are not able to learn effectively They lack of confidence when listening English Consequently, there are some problems about English listening of students

Songs will inspire students to pay attention while also improving their listening abilities Students will listen attentively and cheerfully since they are

3 hearing something familiar from their daily lives As an example (Miller, 2002), Dennis Bricault, a professor at North Park College in Chicago, Illinois, and William Bickerdike, a professor at the British Council in Riyadh, Saudi Arabia, both recommended utilizing songs to help teach listening in the classroom Their goal is to make it interesting for students to listen in class Despite the fact that the song levels are long and the singer’s speaking ability varies, students may still enjoy the songs they are familiar with

Furthermore, the instructor benefits from employing songs in teaching and learning activities Through songs, the instructor can teach students about vocabulary, language, culture, social habits, and other topics Students are also pleased since they are learning something new Students should not always listen to their teacher's voice, which may be limited or even uninteresting

From the background, the writer is interested in researching songs as media to teach a listening skill By title “Developing listening skills through songs in teaching English: A case study at Tran Van On high school”.

Aim(s) of the study

The main purpose of this study was to explore ways of enhancing the listening skills of eleventh-grade EFL students at Tran Van On high school To achieve this aim, the study employed non-traditional teaching materials such as songs to test their effects on students

Besides, this study indicated using songs in teaching and learning in EFL classrooms affected the students’ motivation for learning English effectively by using qualitative and quantitative methods.

Significance of the study

Through this research, the writer hopes this research can be beneficial theoretically and practically

The findings of this study can be utilized as a model for other researchers working on the similar issue of teaching listening skills through songs

* For the teachers: The writer believes that this study will inspire teachers to apply songs in teaching English, particularly when teaching listening

* For the students: Students can improve their listening skills by songs and determine learning strategies properly.

Scope of the study

Based on the identification above, the writer focused on the use of pop songs to mastery listening skills This study was primarily focused on the US-

UK songs of the 2010s The writer aimed to indicate the characteristics, and qualities of songs used in L2 classroom for their listening development

This research was designed to have a thorough knowledge of using songs in teaching English for the 11 th graders at Tran Van On High school to develop their listening skill in the academic year 2021/2022.

Definitions of key terms

- Second language (L2): a language learned by a person after his or her native language, especially as a resident of an area where it is in general use (Dictionary.com, 2018)

- English as a Foreign Language (EFL): “is the term used to describe the study of English by non-native speakers in countries where English is not the dominant language” (Nordquist, Richard, 2020)

- Listening: “is the active process of receiving and responding to spoken (and sometimes unspoken) messages.” (Nordquist, Richard, 2019)

- Listening skill: “is key to receiving messages effectively It is a combination of hearing what another person says and psychological involvement with the person who is talking” (Vishwanath Bite, 2013)

- Music: The science or art of ordering tones or sounds in succession, in combination, and in temporal relationships to produce a composition having unity and continuity (Merriam-Webster, 2015)

- Language Acquisition: To learn a language without studying it, just by hearing and/or reading and then using it This is the way we all learn our first

5 language (University of Cambridge ESOL Examinations, Teaching knowledge Glossary)

This chapter takes the overview context and the reasons why the writer conducted this study The chapter discussed the background of the study and the problems of students’ skill in listening as well as the effectiveness of using songs in teaching and learning English This chapter includes the background to the study, the aims of the study, the significance of the study, the scope of the study and the definitions of key terms

LITERATURE REVIEW

Listening Skill

2.1.1 The general concept of listening

In a resources book or on the internet, there are several listening definitions Listening, in Howatt and Dakin’s study (1974), is the ability to recognize and comprehend what others are saying It’s a procedure that entails comprehending the speaker’s accent or pronunciation, as well as the speaker’s grammar and vocabulary In language instruction, the phrase “listening” refers to a multi-step process that allows us to comprehend spoken language In Ronald Carter’s view (2001), listening entails not just identifying sounds but also comprehending their meaning Students must also understand the role of the sentence when it is used in real-life communication

Listening is a receptive skill Mukmiatun (2009) believes that listening is a mental activity that is difficult to define since it is undetectable Listeners must be able to differentiate between sounds, comprehend language and grammatical structures, and interpret this information both in the immediate and wider socio- cultural setting of the speech

Listening is defined by Fransiska Ika (2003) as the process through which spoken language is translated to meaning in the mind He says that listening includes three steps:

- Hearing: A physiological process that comprises auditory acuity (hearing capacity) and auditory perception (the capacity to distinguish between sounds, mix sounds, and remember sound sequences)

- Listening: Focusing, being aware, and picking clues from the environment are all examples of perceptual acts

- Auding: Getting meaning from what is heard, linking sounds to something previously understood, organizing, envisioning, and enjoying are all acts of comprehension that begin with hearing and listening

Diaz-Rico (2002) says that listening is a significance activity that may be divided into three categories depending on the goal:

- The first form of listening is hearing to repeat, in which students hold listening exercises in order to be able to repeat the words heard during practice, with the emphasis on accurate pronunciation

- The second form of listening is listening to comprehend, which aims to develop and practice students' understanding The most common method for this sort of listening is to offer students a listening material and ask them to answer questions in order to complete a task based on the information provided in the listening material

- Listening to communicate is the third form of listening; this activity focuses on improving students' communication skills and their capacity to speak effectively and meaningfully This is accomplished by the integration of all language abilities and the development of the skills of anticipating inquiries, comprehending questions, taking notes, and practicing pronunciation

Rost (2011) claims there are six forms of listening that students must be aware of The six forms of listening are as follows:

- Intensive: The student concentrates intently on what is being stated

- Selective: The learner tries to extract important information and create or use it in a meaningful way During the task, the teacher will intervene and provide comments

- Interactive: In collaborative assignments, the learner engages orally with others to acquire knowledge or negotiate solutions Teacher feedback on the interaction’s form and outcome

- Extensive: The learner hears lengthier excerpts and completes meaning- oriented activities Teacher-directed training on comprehension methods; teacher- provided global feedback

- Responsive: The learner looks for opportunities to reply and express her own thoughts and views A learner's production is pushed by the teacher

- Autonomous: The learner chooses its own extracts and tasks, keeps track of his or her progress, and determines his or her own patterns of engagement with others On a learning route, the teacher provides global feedback

The foundation for improving various skills in foreign language acquisition is good listening comprehension It is, however, the most difficult of all linguistic skills for a beginner to acquire When listening to a native speaker, a foreign language student may struggle to grasp or record his or her words (Shen, 2009) Thanasoulas (2002) explains most adult foreign language learners have an accent that stems in part from phonological and phonetic variances between their first and second languages Misunderstandings occur as a result of poor pronunciation Listening should be the primary focus of foreign language instruction A student should listen first, much like a real kid, who initially learns to listen to his or her parents before attempting to talk Reading and writing can follow

Keihaniyan (2013) states that listening requires complicated interpretative processes in face-to-face interactions To identify the meaning of a communication, a sophisticated network of environmental circumstances interacts When processing meaning, filling in gaps and synthesizing what is heard with existing knowledge are important When communicating in a foreign language, this multifaceted processing becomes more difficult The many cognitive and external contextual elements that impact reception, interpretation, and response creation are impossible to account for in theoretical models that aim to reflect the intricate structure of the listening process To summarize, remembering a complicated action such as listening into a single concept has proven challenging

However, all models that have been proposed have one basic assumption: listening is more than just a receptive act; various physiological and cognitive processes are engaged at the same time

Instead of asking questions, teachers increasingly promote active dialogues with others This process of mutual meaning negotiation between speakers stimulates the cognitive and sociocognitive processes required for language development

2.1.4 Importance of listening skills in language learning and teaching

Learning requires good listening abilities In reality, language acquisition occurs mostly via hearing, and students who are good listeners are also good learners Cameron (2001) claims that listening is the receptive use of language, and as the purpose is to make sense of speech, the attention is on meaning rather than language Sevik (2012) says that listening is how spoken language becomes input for students As a result, it is the initial step of learning a new language This occurs in the classroom via listening to the teacher, real materials, or other students It is the process of deciphering signals from many sources

The first stage of first and second language learning is listening Sharpe (2001) believes that improving children’s speaking and listening abilities is at the foundation of good learning As a result, teachers who teach English as a foreign language must prioritize the development of children’s listening abilities and provide them with the finest listening tactics Linse (2005) thinks that training listening skills is equally essential for the development of other language abilities Teachers, on the other hand, must be mindful that any type of listening comprehension exercise must be effectively directed and have specific goals Teachers must determine how much processing occurs outside of the classroom as a result of the listening activity Therefore, it seems logical to give

“listen and do” tasks to complement oral instructions and to provide an auditory skimming task to accompany real content The trick is to make the assignment as relevant to the content as feasible, while keeping real-world processing requirements in mind

2.1.5 The principles of teaching listening

Listening strategies are methods or activities that directly contribute to understanding The way the listener analyzes the input may be used to classify listening methods When a teacher wishes to teach the listening skill, there are several principles that must be addressed Nunan (2003) offered the following principles:

- Students should be exposed to a variety of information processing systems: The bottom-up and top-down processing systems are the two types of information processing systems Bottom-up processing begins with linguistic components such as words, syntax, and so on Top-down processing, on the other hand, begins with the student’s background knowledge, which might take the shape of a content schema (generic information based on past learning and life experience) or a textual schema The most efficient method to assist is to combine these two ways Through a pre-listening brainstorming, students are taught English especially in Listening The top-down and bottom-up processes will collaborate to produce a more integrated approach to data processing

- Students should be exposed to a variety of listening situations: Students will be able to concentrate their attention on the listening materials dependent on the goal of the hearing if they are exposed to various forms of listening Nunan (2003) described two forms of listening The first is particular listening, in which students must listen to a text and then strive to find specific information within it The second sort of hearing is global listening, in which students attempt to extract more basic information from a source, such as the order of events, the primary concept, and other major data

- Teacher should teach a wide range of activities: Setting up the listening exercises assignment might be as difficult as selecting the material The listening assignment activities should take into account the students' condition Given the nature of the majority of listening activities, it is unlikely that they would necessitate excessive output For example, if a newcomer listens a narrative and is required to write a summary of it, the assignment may be difficult simply because

Songs

2.2.1 Definition of music and song

It is difficult to define a single definition for this phrase since the notion of

“music” is very subjective and can vary from location to place, from time to time, and even from person to person depending on their mood Music, as defined by San Martin (2013), is “the structuring of sound and silence into forms that contain culturally given meaning”, and “music is everything one listens to with the aim of listening to music”

Dictionary.com (2018) has seven entries for the term music One of the entries says, “music is an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color” The concept stresses music’s role in describing emotions, identifying four basic characteristics that define it Music, according to another definition, is “the tones or sounds employed, occurring in a single line (melody) or multiple lines (harmony), and sounded or to be sounded by one or more voices or instruments, or both” (Dictionary.com, 2018)

It is obvious from the above definitions that music shapes emotions It alters perceptions and moves sentiments Songs, in particular, serve this job well since the lyrics give music meaning This is incredibly pertinent and advantageous to language acquisition In reality, a song may be an excellent language package, combining culture, vocabulary, listening, grammar, and a variety of other language abilities in only a few syllables It can also give a casual lesson and serve as the foundation for many more classes

Before teaching the song, the teacher must be familiar with its aspects, which include melody, rhythm, harmony, and lyrics Shofiyah (2015) declares that the song contains three elements:

Melody is defined as beautiful music, tunefulness, and the arranging of notes in a musically expressive sequence In music, a melody is a sequence of linear occurrences or a succession that occur sequentially rather than simultaneously, as in a chord This sequence, however, must include some form of variation and be recognized as a single thing known as melody The three primary components of melody are duration, pitch, and quality (timbre, texture, and loudness) The melody is made up of one or more musical phrases or motifs that are frequently repeated in various versions throughout a song or work

Rhythm, which derives from the Greek words for "any regular recurring motion, symmetry," is a "movement distinguished by the controlled succession of strong and weak parts, or of opposed or contrasting situations." Simply put, rhythm is the timing of musical sounds and silences While rhythm is most frequently associated with sounds like music and spoken language, it may also apply to visual display as “timed movement across space.”

Lyrics are merely the words of a song; the lyric of songtext serves not only as a complement to the song but also as an integral part of the musical elements that form the topic, character, and goal of the song

2.2.3 Importance of songs in teaching and learning foreign language

Music and songs not only help to increase and reinforce vocabulary, understanding, listening, speaking, and writing skills, but they also improve the whole learning experience Songs, as aural stimuli, increase brain activity and inventiveness in addition to linguistic differences Learning English through music and songs requires students to play complicated interactive roles that drive them

14 to participate and learn Action research backs up the link between language and song, as well as songs’ proclivity to actively involve learners in interesting activities and exploration (Booth & West, 2015)

Music studies are beneficial to language learners Music, Harmer (2000) says, is a great stimulant for student involvement since it speaks directly to the student’s emotions while allowing the brain to examine it In the Art Education Partnership’s study (2011), music influences young students’ capacity to acquire important skills in academic disciplines and may have an impact on future learning processes It sharpens attention and prepares students for success According to the paper, “musical instruction increases the part of the brain responsible for verbal memory, recall, and retention of spoken words, serving as a foundation for remembering information in all academic courses”

The emotional component of music makes language acquisition fun for both children and adults (Sundqvist, 2009) Sundqvist (2009) explores the effect of music listening on English learning in a web-based learning environment The findings indicated that regular listening to a song boosts motivation to study English and has a beneficial influence on learning outcomes

Motivation is essential for learning a foreign language As the views of Woolfolk, Hughes, and Walkup's (2008) definition of motivation as “an internal state that arouses, guides, and maintains action,” such a state may be attained when a music listener becomes engaged in the meaning of the lyrics and digs deep into the song If the music is in a foreign language, the student should be familiar with key terms, meanings, pronunciation, idioms, and grammar (Batluk, 2015)

Foreign language students sometimes complain about tedious English lessons Adding songs and music to class is an excellent way to make English courses more vibrant and encouraging There is much empirical data that supports the use of songs in the English language classroom An increasing corpus of studies also confirms that music may be used to teach other languages (Schon, Boyer, Moreno, Besson, Peretz, and Kolinsky, 2008)

There are further reasons why teachers use songs in the classroom Ghanbari and Hashemian (2014) claims that “singing is undoubtedly one of the activities that produces the most passion and is a pleasant and exciting approach to foreign people's culture” Foreign language learners may feel more proficient singing along to a song than speaking a foreign language, which boosts their confidence Songs may also be used to introduce informal language and diverse dialects Furthermore, most learners will be intrigued to understand the lyrics, thus consistent practice may enhance prediction and comprehension abilities

Townsend (2011) explores there are four types of values: intrinsic value, which is defined as "enjoyment experienced while performing a task," attainment value, which is defined as performance progress, utility value, which defines potential benefits in other tasks, and cost belief, which considers possible loss of effort or time while performing the task Thus, believing in these values influences motivation and desire to study and comprehend a song's meaning Furthermore, emotions experienced before, during, and after the work have an important influence in motivation Anxiety, loss of interest in the subject, and decreased motivation can all be caused by negative emotions, and vice versa (Batluk, 2015)

2.2.5 The criteria for selecting songs in language teaching

Jensen (2000) claims that some teachers lack basic musical understanding, and teacher-training programs do not include anything about how to use music in language education Miller (2002) states the limitation of utilizing songs is the inability to slow down the tempo of the song when a linguistically difficult portion is playing, or to speed it up when specific parts are repeated Some teachers think they are unable to sing However, using a song in class for this purpose does not necessitate any prior understanding of the subject

Griffee (1992) identifies four factors to consider when selecting a song for use in the classroom:

- Setting in the classroom (number, age, and interests of students; lesson hours)

- Teacher’s age, musical interests, and intention to utilize the song in class

- Classroom facilities (lesson plan flexibility, classroom equipment)

- Musical composition (lesson plan and equipment such as the volume, sources of music, board, etc.)

The benefits of using music and songs in Foreign Language

Degrave (2019) explains music may help in foreign language acquisition in a variety of ways, including particular linguistic abilities (such as vocabulary, listening skills, or pronunciation) as well as more general characteristics such as motivation or attention

Several elements have been identified as influencing language acquisition, including motivation, anxiety, personality, and so on Many of these elements may be influenced by music, which in turn influences foreign language acquisition

Firstly, one non-linguistic benefit of employing music in the classroom involves learning styles (Mora, 2000) People have various intelligences and learn in various ways The teacher should diversify exercises in this setting to develop the different intelligences The musical intelligence may be addressed through the use of songs

Second, listening to music can help with foreign language anxieties A sensation of uneasiness or apprehension when studying a foreign language has been related to poor foreign language performance Dolean (2016) investigates the effect of music on foreign language anxiety He concluded that teaching through songs reduced foreign language anxiety, particularly in students with high levels of anxiety Engh (2013a) says “music decreases affective barriers and contributes in making students more calm, making them more responsive to language acquisition.”

Third, using music in the classroom can boost motivation Because

“genuine materials are a motivational force for learners” (Gilmore, 2007), music, which is an authentic activity, and songs that employ authentic texts and language of native speakers, can contribute to the motivating component (Mishan, 2005)

Fourth, music can help maintain attention Wolfe and Noguchi (2009) discovered that participants in their study were more attentive, focused, and engaged when listening to a musical tale vs a spoken story

Finally, using music and songs in L2 teaching techniques gives cultural

19 information of the target language: setting, vocalist, musical style, and so on are culturally rich resources for language learning

Another benefit of employing songs in the English classroom is that they include linguistic information such as vocabulary, pronunciation, and grammatical rules As a result, students gain new knowledge just by listening to music

De Groot (2006) investigates the impact of background music on word recall Following L1-L2 word pairings, several vocabulary recall tests are administered When compared to the silence condition, recall ratings for the musical condition are greater

Legg (2009) studies the effect of song on text recall by having students participate in an active production in which they had to either rehearse and perform a musical rendition of a poem or answer questions and play memory games The results reveal that students in the musical condition perform better on a translation assignment than students in the non-musical condition

Schoepp (2001) states there is a substantial link between rhythm and speech Students are exposed to the rhythms of the language when music and songs are employed in the classroom Furthermore, popular songs contain several examples of colloquial speech In certain songs, for example, the '-ing' ending is commonly shortened from the full '- ing' to merely a 'n' sound This is the natural and daily language of songs, as opposed to the artificial language found in many course books, and it is an excellent method to infuse living into the classroom

Songs may be utilized for both the presentation and practice phases of grammar courses In a casual classroom setting, they may foster long and deep listening as well as inspire creativity and use of imagination When choosing a song, the instructor should consider the learners’ age, interests, and the language utilized in the song It is also important to allow learners to participate in the music

20 choosing process to increase learner commitment Similarly, Martin (2000b) claims that, in terms of children's grammatical development, there is ample evidence that, from the outset, infants can acquire and replicate big 'chunks' of language in the shape of songs and other routines, even if they cannot understand and control them

2.3.3 Other advantages and disadvantages of music and songs in EFL

Not only are songs enticing to children, but they are also engaging to teachers Songs are self-contained recordings, texts, and videos that may be used in a classroom setting Furthermore, the supply is nearly endless, and there is a diverse choice of titles and genres to pick from In fact, learning a foreign language through music may be viewed as an informal way of teaching known as

“edutainment” Edutainment includes applications such as games, visual materials, and music The concept primarily grabs learners' attention, maintains their emotional involvement, and keeps them engaged in the course This is why using music in the classroom is engaging and delightful, as well as beneficial to learning (Okan, 2003)

Although songs offer numerous benefits for learning English as a second language, there are some issues concerning their use In Murphey’s views (1992), playing music loudly may disrupt nearby classrooms Another issue he mentions is that some students might become overly enthused and lose sight of discipline Another difficulty is that students’ musical choices differ, which can lead to conflicts More importantly, many songs contain a quick speed or colloquial language that may confound or be difficult to grasp for students They go on to say that certain songs deal with forbidden subjects like violence and misogyny, and that these songs may confuse or humiliate the students.

Previous study

There have been many researches on the using of songs in teaching and learning English

In Mustafa Sevik’s study (2011), Teacher views about using songs in teaching English to young learners, the major goal of this study was to investigate

21 the perspectives of Turkish state primary school EFL instructors on songs and their use in teaching English to young learners A questionnaire was used to collect the opinions of English language instructors (n = 52), and the findings showed that Turkish EFL teachers had strong convictions about the pedagogical worth of songs and the usefulness of employing songs in teaching EFL to young learners

The study by Vera, Beatriz Becerra & Luna, Beatriz Becerra (2013) with the title “Teaching English Through Music: A Proposal of Multimodal Learning

Activities for Primary School Children” explored the use of music and songs in the teaching of English as a second language to primary school children in Spain Results showed that music enhances linguistic intelligence when multiple ways of learning were practiced in the classroom Students’ communicative competence and learning autonomy were improved as they were provided with strategies and techniques to continue learning out of school

Veronika Jerabkova (2016) conducted the study with the title “Using Songs in English Language Teaching at Lower Secondary Schools” in the Czech

Republic also proved that songs could be a very suitable tool in language learning and could be very useful in language acquisition Moreover, the researcher pointed out the enjoyment appreciated by most of the students and the motivation they got, which was simply much more effective than the motivation ordinary exercises in their textbooks could offer

The research of the journal was from (Manal Hisham Al-Smadi, 2020) “The

Effect of Using Songs on Young English Learners’ Motivation in Jordan” The purpose of this article was to look at the usefulness of utilizing songs to motivate young students in Jordan The participants were divided into two groups from a Jerash private school Their motivation was explored both with and without the usage of music A T-test analysis of the data suggested that employing songs in English education for young learners was considerably helpful in increasing their enthusiasm to learn the language

In Ngoc’s study (2021), A Study on Improving Listening Comprehension for Students at Ho Chi Minh University of Food Indusrty, the goal of this study

22 was to look at the efficacy and perspectives of students at Ho Chi Minh University of Food Industry on enhancing their listening comprehension skills through English songs (n = 120) There was little doubt that hearing was crucial to students, and they regarded listening as both vital and challenging According to the research findings, students typically believed that music might help them learn This was seen in the reactions of participants The students believed that every component of the music might be used to improve their listening skills In other words, listening to English music had the added benefit of improving listening comprehension

The use of songs as a listening learning medium was a common theme in the five prior studies and the author’s study The application of the song in various locations, the methodology, and the age of the students were the differences Most studies concentrated on primary and secondary school There were few studies of using songs to enhance listening skills for students at high school Therefore, the goal of the study was to determine whether or not there are substantial differences in students’ listening abilities at high school when utilizing songs.

Conceptual framework

The conceptual framework was expressed in the following diagram:

An experimental research Using songs in teaching and learning in English PROCESS

Students’ achievement in listening and enhancing their motivation

INPUT : refers to the students’ prior knowledge about listening competence

PROCESS : to improve all of the students, there is a method of research was applied in this study The writer used songs in teaching and learning in English lessons

OUTPUT : refers to the improving of students’ listening skill, they can listen English effectively and enhance their motivation

This chapter illustrates the theory of listening skill, songs and the benefits of using music and songs in Foreign Language Acquisition This chapter emphasized the significance, purpose, and advantages of utilizing songs in the EFL classroom It summarizes the empirical research studies that applied songs to improve students’ performance Furthermore, music has been discovered to be extremely important in foreign language acquisition since it reduces emotional barriers and enhances learning The next chapter will describe the research methodology

METHODOLOGY

Research design

The writer conducted experimental research in this study In this study, both quantitative and qualitative methods of data collection were utilized The writer wishes to discover data and the results of a test administered by the writer to assess students’ listening ability As quoted by Arikunto (2013), an experimental study is one of the valuable approaches to evaluate the cause and effect study, in which the writer develops songs for the students who will be tested to answer the listening skill test The writer utilized two groups in this study (control group and experimental group) and used pre-test and post-test to determine the test findings

This study employed descriptive statistical analysis to find out the improvement of students’ ability in listening skill The goal of the study was to compare the scores of students before and after they were taught using songs.

Research questions and Hypotheses

1 How could the usage of songs in teaching English for students at Tran Van On High school enhance their listening skill?

2 How will the usage of songs in teaching English in EFL classrooms affect the students’ motivation for learning English?

In answer to the preceding questions, the following theories were developed:

1 Participants in experimental group and control group will have similar listening skills pre-test results

2 Participants in experimental group will do better on the post-test than on the pre-test

3 Participants in experimental group will increase their motivation in learning English through songs.

Setting and sample data

This study was done at Tran Van On High school, which is located in December 22 nd street, Hoa Lan 2 town, Thuan Giao ward, Thuan An city, Binh Duong province It was established in 2003 with only 7 classes and 330 students Academic year 2021-2022, it had 1500 students with 40 classes (13 ones in twelve grade, 11 ones in eleventh and 16 ones in tenth grade) There are 10 groups of subjects in Tran Van On High school English groups consists of 10 teachers (9 females and 1 male)

Most students at Tran Van On High school come from migrant worker families Their parents always work at factories in industrial park, who rarely care about their study Especially, learning English can be considered as the difficult and time-consuming thing because most students do not have many opportunities for practicing They mostly focus on grammar, writing, or reading, which do not cover the totality of English language abilities Because students’ levels are not equal, they are unable to learn successfully They are anxious when listening to English As a result, there are certain issues with students’ English listening

This research was carried out over the period of five months during the second semester of the 2021-2022 academic year (from 17th January to 31st May) Both groups of participants took part in 20 lessons In present curriculum, English will be taught in 4 periods (3 compulsory periods and 1 optional period) per week The research lasted 20 weeks in total and was taken place in the optional lesson Each English lesson at the participants’ school was 45 minutes long, but because the school used a block schedule, the lessons were often merged into a 90-minute block Furthermore, English classes were held twice a week

In order to address the hypothesis, 80 students from two classes of eleventh grade at Tran Van On High School were chosen as the research sample Students’ level is the same and have difficulties in listening skill Purposive sampling was used to choose two classes for this study Each class has forty students Prior to the experiment, all of the participants stated that they had been studying English for at least 8 years Furthermore, pre-test and post-test were given to both classes The experimental group received various treatments over the course of five months

The writer used songs to enhance students’ listening skill This study was primarily focused on the US-UK songs of the 2010s Almost songs used in the study were pop songs Pop songs are both current and traditional tunes The song was written with the primary purpose of pleasing the audience and achieving economic success in mind Using pop songs in listening learning made it easier for teachers to teach the material Students gained language learning characteristics such as vocabulary, structure, pronunciation, intonation, tone, rhymth and pace by listening to pop music As a result, the songs taught students about culture, history, and society (Appendix A)

The goal of this element was to evaluate students’ English-language backgrounds, prior knowledge and experiences, musical backgrounds, challenges in learning English, preferred learning forms and techniques, and perceived value of English both now and in the future

Rebecca Flores (2018) explains that “A questionnaire is a research tool featuring a series of questions used to collect useful information from respondents These instruments include either written or oral questions and comprise an interview-style format Questionnaires may be qualitative or quantitative and can

27 be conducted online, by phone, on paper or face-to-face, and questions don’t necessarily have to be administered with a researcher present”

A questionnaire created by the researcher to investigate the difficulties that students face when listening to music

The test was designed to assess student completion In this study instrument, the author applied a listening test The writer employed the pre-test and post-test or before and after treatment for the test To assess the students’ knowledge of listening comprehension, a PET-based listening exam was applied

It consisted of 25 questions items that were sent to students as a pilot test Both groups were given the tests The pre-test was administered to assess students’ comprehension of listening, and the post-test was given to the experiment group following treatment It sought to determine whether or not this therapy influenced students’ comprehension of listening

According to Cohen, et al (2011), the interview questions were organized sequentially from general to more specialized, and this structure was determined by the following factors: the aims of the interviews; the nature of the subject matter; the mix of factual, opinionative, and attitudinal feedback; the participants’ level of education; the specificity and depth anticipated of feedback; an evaluation of the participants’ motivational level; and the amount of the researcher’s own insight int

3.3.4.5 The procedure of the study

The writer utilized two groups in this study (control group and experimental group) and used pre-test and post-test to determine the test findings Songs were delivered to the experimental class as a treatment before to administering the post- test Furthermore, the control class was taught using traditional techniques, whereas the writer taught listening by explaining through a PET-based test and speaking in front of the class Following that, data from the experimental and control groups were compared and examined to determine their relevance The

28 data was examined using the T-test procedure to calculate the means score of two groups so that the efficacy of song utilization could be determined.

Collection Data

In this study, both quantitative and qualitative methods of data collection were utilized The following data collection instruments were employed: an English-language background survey, tests, interview and questionnaires

This survey included twenty probing and prompting questions (Dowling & Brown, 2010) It also included multiple-choice and open-ended questions to which students were required to reply The results of this survey were used to develop the experimental component of this study (Appendix B)

The test is the instrument used to assess the students’ progress at each stage of the research Brown (2001) defines a test as “a means of testing a person’s skill, knowledge, or performance in a certain subject”

Tests were given before and after treatment In this test, the writer used two tests as follows:

Before conducting teaching experiments, a pre-test was administered to gather data on students’ knowledge The goal of administering a pre-test to students was to determine their capacity to learn to listen before the teacher taught them how to listen through songs (Appendix C)

To measure students’ absorption of the content being studied, a post-test was administered following the implementation of the technique in the teaching and learning process This test was provided to assess student comprehension following the conclusion of instruction The outcomes of this exam were compared to the outcomes of the pre-test (Appendix D)

The goal of the student interviews was to gather feedback on measuring students’ language levels, testing research hypotheses, and gathering student feedback on the usage of songs in the EFL classroom (Cohen, et al., 2011)

The interviews were held at Tran Van On high school on May 20, 2022, at an agreed-upon time (8:00 a.m.), among twenty individuals from the experimental group, all of whom were chosen at random after parental agreement was secured Prior to the interview, the students’ English teacher discussed the subject and organization of the interview so that all students would be prepared if chosen

The interview consisted of five questions The interview was expected to run between ten and fifteen minutes, however the time varied based on the length of their answers (Appendix F)

Hopkins (2008) states that “Questionnaires that ask specific questions about aspects of the classroom, curriculum or teaching method are a quick and simple way of obtaining broad and rich information from students”

This questionnaire was distributed to students in order to measure their motivation and excitement for studying English It included the scaled response mode This type of response is structured by means of a series of gradations requiring participants to record their responses to a given statement by selecting from a number of alternatives such as “strongly agree,” “agree,” “neither agree nor disagree,” “disagree,” and “strongly disagree.” (Appendix B)

The writer employed this questionnaire to collect data and understand what students thought about the usage of songs in English learning The writer applied his own questionnaire items to collect data It had a list of available alternatives or replies from which responders had to select one It was made up of eight questions The questionnaire provided the writer with all of the information he required The

30 author employed a questionnaire to learn about the students’ perspectives on acquiring listening skills through music (Appendix E)

Data Analysis

The statistical technique was utilized by the writer to assess data gained through experimental instruction To evaluate the data, the author employed the mean, t-test, standard deviation and percentage The Statistical Package for the Social Sciences (SPSS® Version 20.0 for Windows) was used to analyze the data The data were initially sorted and quantitatively examined using means and standard deviations As previously mentioned, data is classified into two categories: quantitative and qualitative The mean ratings for EFL students’ attitudes towards gamified English learning activities are as follows:

The data should be evaluated in the following manner:

The mean is used to calculate the average score of students, experimental groups, and control groups

𝑥 =Σ𝑥 𝑁 Which: x: mean Σ𝑥: sum of the score N: number of students

The standard deviation is derived by dividing the deviated square

As quoted by Sujarweni (2019), the Paired sample the T-test is a parametric difference test on two paired data that compares whether or not there are differences between two groups in pairs, and the data originates from the same topic The score tables of control and experimental group was displayed in

Percentage is calculated by taking the frequency in the category divided by the total number of participants and multiplying by 100%.

Ethical considerations

During the study period, the following ethical criteria were implemented:

- This thesis was carried out honestly, no copy from other thesis or relevant papers The theories and documents were extracted correctly and fully

- Students’ dignity and well-being were always respected

- The research data was kept anonymous throughout the study, and the researcher gained permission from the students to use their true names in the research report

This chapter summarized the design and methodology components of the present study, including its context, sample selection, data collection methods and instruments, and participants The following chapter presents an analysis of the collected data

RESULTS AND DISCUSSION

Analysis of data

4.1.1 The students’ feedback on questionnaires

The first data collection approach was an English-language background survey for students The goal of this component was to look into several aspects of the participants (80 students), such as their English-language backgrounds, prior knowledge and experiences, musical backgrounds, difficulties in learning English, preferred learning forms and methods, and perceptions of the importance of English now and in the future It contained 20 questions Some of the most essential survey questions and replies are summarized here, and the others are included in this research (Appendix B)

The question “How long have you been studying English?” was used to assess students’ learning histories The majority of students (64 students/80%) said that they had been learning English for eight years, with eight students (10%) having studied for five to seven years and eight students (10%) others

When asked about the most challenging language skills (listening, reading, writing, and speaking), the majority of students (36 students/45%) said listening was the most difficult, while 19 students (23,8%) said speaking, 18 students (22,5%) said writing, and 7 students (8,8%) said reading The responses to this claim are displayed in the following figure:

Figure 4.1.1 The most difficult language skills

When asked which learning technique they favored for learning English, the majority (28 students/35%) selected songs or movies (22 students/27,5%) According to the table below, 19 students (23,8%) who chose instructional games and 11 (13,8%) others

Another pronunciation survey question asked students which components of pronunciation they found difficult, such as vowels, consonants, specific words, dialects, or others A substantial number of students (25 students/31,3%) had difficulties pronouncing specific words, whereas eighteen students (22,5%)

34 reported trouble with dialects Six students (7,5%) brought up consonants, followed by sixteen other students (20%) and fifteen students (18,8%) who offered vowels These results can be viewed below:

Figure 4.1.3 Aspects of pronunciation that having difficulty

Other survey questions focused on students’ musical tastes The first question in this respect analyzed students’ musical genre preferences, which included pop, rock, rap, classic, country/folk, and others Pop music was favored by the majority of students (57 students/71,3%), while rock was preferred by nine students (11,3%) Country/folk was the least chosen genre (2 students/2,5%), whereas classic was picked by four students (5%) The following chart displays more information about students’ musical preferences:

Figure 4.1.4 Favorite kind of music

Finally, in the English-language background survey, another series of questions examined the students’ English language-learning habits, expectations, and preferences In response to the first of these, which asked if students believed it was necessary for them to study English, an overwhelming majority (79 students/98,8%) said “yes”, with only one (1,3%) saying “no” For those who said

“yes”, a follow-up question was asked about their future plans for utilizing English, whether in personal life, work-related activities, learning, traveling, or other areas The following chart depicts the results:

Figure 4.1.5 Importance of learning English

As previously stated, the majority of students (39 students/48,8%) anticipated to use English for work purposes, while twenty-four students (30%) expected to use it in their personal life and another eight (10%) expected to use it for travel Six students (7,5%) are required to utilize English for educational purposes, whereas three students (3,8%) use it for other purposes When asked how often they now use the English language (daily, weekly, or monthly), a fairly equal proportion of students reported doing so either weekly (36 students/45%) or daily (23 students/28,7%), while 21 students (26,3%) reported doing so on a monthly basis In terms of learning preferences (alone, with a partner, or in a group), the majority of (42 students/52,5%) students liked working in a group, while twenty

Personal life Work Studying Travelling Others

36 students (25%) preferred working with a partner and eighteen (22,5%) preferred working alone

The next process was a pre-motivational questionnaire The motivation questionnaire was given to students prior to the experimental (lesson) component After comparing the answers of the experimental and control groups, it was concluded that there were no statistically significant differences between the two groups

I like learning the English language

I like the English language class

I like speaking in English class

I like listening in English class

I like writing in English class

I like reading in English class

I like participating and doing activities in English class

I like learning alone in the English class

I like learning in a group with my classmates

I do my home- work regularly

I like learning English by using songs

I like learning English by normal methods

I always look forward to the English classes

I wish we had more English classes

My English classes is very important to me

English classes will help me in my life

Learning a foreign language is an advantage for me

Table 4.1.1.1 Medians for pre-motivation questionnaire between control and experimental group

From Table 4.2.1.1, the control and experimental group had the same results The median of the question “I like the English language class.” was 3.00

37 in both groups, which means most students did not like English language class much The question “I like listening in English class.”, the medians of control and experimental group were 3.00 and 2.50 It can be said that the majority of students were not interested in learning listening skill The mean of the question “I do my home-work regularly.” was 3.00 As a result, they did not want to do their homework as they felt boring

The question “I like learning the English language” was used to assess students’ interest in English class In both group (n= 80), the majority of students (32 students/40%) said “Neither”, with twenty students (25%) said “Disagree”, nineteen students (23,8%) said “Strongly disagree”, four students (5%) said

“Agree” and five students (6,5%) said “Strongly agree” The following chart depicts the results:

Figure 4.1.6 Students liked learning English language

A number of students (38 students/47,5%) said “Strongly agree” when asked whether they liked learning English by songs or not, thirteen students (16,3%) chose “Agree”, twenty-five students (31,3%) thought “Neither”, three students (3,8%) stated “Strongly disagree” and only one student (1,3%) chose

“Disagree” The responses to this claim are displayed in the following figure:

Disagree Neither Agree Strongly agree

Figure 4.1.7 Students liked learning English by songs 4.1.2 Test results

A pre-test was utilized in this study by the researcher This evaluation was given to both the control and test groups prior to the experimental (lesson) component Its purpose was to assess students’ learning challenges in hearing, spelling, and memorizing The following chart depicts the results:

Disagree Neither Agree Strongly agree

Figure 4.2.2.1 above displays the distribution of the total pre-test scores The mean for the control group was 5.20, with a standard deviation of 1.436 On the other hand, the mean for the experimental group was 5.15, with a standard deviation of 1.511 There were no statistically significant differences between the scores of the two groups

In the result of pre-test, the researcher collected the score of both groups

Discussion of Findings

The researcher conducted research at Tran Van On High School for this study This study’s subjects were eleventh-grade students The aim of this part is to clarify and discuss the answers to the two research questions and three hypotheses given in the chapter 3 The answer to the first research question is described as follows

Disagree Neither Agree Strongly agree

4.2.1 Research question 1: How could the usage of songs in teaching English for students at Tran Van On High school enhance their listening skill?

4.2.1.1 Comparison of pre- and post-test in the control group

The researcher conducted a pre- and post-test English to assess students’ level in control group They were taught by traditional methods in 20 weeks The researcher utilized SPSS 20 to evaluate the data after collecting it in various ways The chart following describes the result of pre- and post-test of control group:

Figure 4.2.1 Pre- and post-test total of control group

Figure 4.3.1.1 above displays the distribution of the total pre- and post-test scores The mean for pre-test was 5.20, with a standard deviation of 1.436 On the other hand, the mean for post-test was 5.10, with a standard deviation of 1.549 There were no statistically significant differences between the scores of the two tests It can be said that the control group had no improvement in learning listening skill by traditional methods The scores of pre- and post-test was the same

Through the pre- and post-test, the researcher gathered the students’ score in control group In both pre- and post-test, the minimum and the maximum were

2 and 8, the mode was 5 The following table shows the statistics of pre- and post- test in control group:

Table 4.2.1.1 The statistics of pre- and post-test in control group

Valid Frequency Percent Frequency Percent

Table 4.2.1.2 The frequency of pre- and post-test in control group

The frequency of pre- and post-test in control group is fully described in Table 4.3.1.2 In pre-test, there was only one student (2,5%) got 2, whereas there were two students (5%) got 2 for post-test Most students had 5 (10 students/25% for pre-test and 13 students/32,5% for post-test) It can be concluded that there was no change in students’ level in control group with traditional method

4.2.1.2 Comparison of pre- and post-test in the experiment group

In the experimental group, it shown that there is a difference in students’ listening ability before and after they were taught songs After utilizing songs in English class in experimental group, they had better results on the post-test The mean for the pre-test total for the experimental group is 5.15±1.511 and for the post-test total is 6.10±1.317 And the results showed that the average post-test score was greater than the pre-test score (Ma 5.15 < Mb 6.10), as evidenced by the mean score, which increased by 0.95 points The following chart displays more information about post-test total:

Figure 4.2.2 Pre-test and post-test total of experimental group

As previous stated, there were statistically significant differences between the scores of the two tests in experimental group The following table shows more information about statistics of the scores:

Table 4.2.1.3 The statistics of pre- and post-test in experimental group

Table 4.3.1.3 shows the statistics of pre- and post-test in experimental group

In both tests, the mode was 6 However, there were statistically significant differences between two tests In pre-test, the minimum was 1 and the maximum was 8 The minimum and the maximum were 3 and 9 for the post-test

After using songs in teaching and learning English, the frequency of the score were changed in both tests There was one student (2,5%) and two students (5%) who got 1 and 2 in pre-test No student received 1 point or 2 points in post-

49 test Most students had 6 points (13 students/32,5% in pre-test and 15 students/37,5% in post-test) The number of students had 8 points increasing from two students (5) in pre-test to four students (10%) in post-test There was only one student received 9 points in post-test It can be said that students’ level increased through using songs in teaching and learning English The below table gives a detailed description ofthe frequency of pre- and post-test in experimental group:

Valid Frequency Percent Frequency Percent

Table 4.2.1.4 The frequency of pre- and post-test in experimental group

4.2.1.3 Post-test comparison of the experimental and control group

Based on the data acquired during the empirical portion of this study, it can be concluded that teaching through songs is one of the most effective methods of leveraging real language content to improve learners’ listening comprehension while improving their motivation Deciphering the data reveals the general findings of the experimental class in enhancing listening via the pre-test and post- test that were implemented

As previously stated, students who participated in the study was experimental group and control group had similar listening skills pre-test results The mean for the pre-test total for the experimental group was 5.15±1.511 and for the control group was 5.20±1.436 The students’ level of two group was the same Although they had been learning English for at least 8 years, the majority of students had low scores in pre-test The following chart depicts the results:

Most students (45%) stated that listening was the most difficult skill in learning English They had just focused on grammar or reading for the examinations at school They gradually missed listening strategies for pre-test

The initial test results revealed the experimental class before therapy, with an average score of 5.15 Following the pre-test, the researcher carried out a treatment procedure in the experimental class utilizing word equations The mean outcome of the post-test study was 6.10 The following chart describes the results of pre- and post-test total of the control and experimental group:

Figure 4.2.4 Comparison of pre- and post-test totals

The results indicated that both groups had comparable post-test results since the mean of the post-test total for the experimental group is 6.10±1.317 and 5.10±1.549 for the control group The result of the experimental group is higher than the control group

Furthermore, this data analysis on the paired sample test reveals statistically significant differences in students’ listening skills improvement before and after employing songs The T-test data computation in this study reveals that the P-value (Sig) is 0.005, which is less than 0.05 or (0.005 < 0.05) The null hypothesis (H2) Paired t-test is rejected, whereas the alternative hypothesis (H1) is accepted This demonstrates that there are considerable variations in listening abilities before and after utilizing music It may be stated that learning to use music is useful for developing listening abilities

4.2.2 Research question 2: How will the usage of songs in teaching English in EFL classrooms affect the students’ motivation for learning English?

To responds the question, the researcher compared the pre- and post- motivational questionnaires in experimental group is based upon the medians Some of the most essential questions and replies are summarized here, and the others are included in the appendices The table below displays more information about the results:

I like learning the English language

I like listening in English class

I do my home- work regularly

I like learning English by using songs Pre-motivational questionnaire 3.00 2.50 3.00 4.00

Table 4.2.2.1 Medians for pre- and post-motivational questionnaire in experimental group

In pre-motivational questionnaire, when asked about students’ interest in learning English language, most students (12 students/30%) said “Strongly disagree” and “Disagree”, seventeen students (42,5%) chose “Neither” and eleven

CONCLUSION

Conclusion

Listening is regarded as one of the most difficult abilities to teach and acquire in English Listening is a linguistic skill It necessitates a desire to understand another person, a polite and welcoming attitude, and a willingness to open one’s mind to see things from another’s point of view

The majority of high school students still struggle with hearing, have vocabulary or unfamiliar word issues, and are unable to differentiate the main aspects in listening activities As a consequence, songs are a wonderful way to improve listening abilities Furthermore, songs can help students relax and have fun while teaching natural language Songs make listening more interesting and enjoyable

As second language teachers, we strive to provide students with the knowledge and abilities necessary to interpret real communication Music may provide students a competitive advantage in the real world After all, a song is a tale set to music; hence, there are examples of real speech that is slower, rhythmic, and repetitive - a great instrument for impressing onto the individual learning experience

The researcher must emphasize that music is not given here as a panacea, replacing all other methods as the only effective teaching tool It should, nevertheless, be regarded as a significant teaching approach and an appropriate instrument for classroom education As a result, music and song may not only be entertaining, but may also give countless benefits to students

In this study, the researcher conducted the empirical study by employing songs in teaching and learning English at Tran Van On High School The results of the study as follows:

+ The difference in listening skills before using songs in experimental and control group was no significant The mean for the control group was 5.20, with a standard deviation of 1.436 On the other hand, the mean for the experimental group was 5.15, with a standard deviation of 1.511 After utilizing songs, the control group’s mean was 5.10, with a standard deviation of 1.549 The experimental group’s mean was 6.10, with a standard deviation of 1.317 There were statistically significant differences between the two groups scores When comparing the result of pre and post-test of experimental group, the mean of post- test was higher than of pre-test The results showed that the average post-test score was greater than the pre-test score (Ma 5.15 < Mb 6.10), as evidenced by the mean score, which increased by 0.95 points It is shown that utilizing songs to teach and learn is an excellent way to improve listening abilities

+ The significant difference occurred before and after utilizing songs, and the T-test results reveal a significant value (2 tailed) of 0.005, which is less than 0.05 (0.005 < 0.05) It demonstrates that the T-test is at the rejection of the null hypothesis (H2), and so the alternative hypothesis (H1) is accepted, indicating that the null hypothesis presented by the researcher is a substantial difference and is accepted

+ Based on the medians, the researcher compared the pre- and post- motivational questionnaires in the experimental group After comparing the experimental and control groups’ responses, it was determined that there were statistically significant differences between the two phases The post-motivational questionnaire findings outperform the pre-motivational questionnaire results It may be stated that using songs in teaching and studying English boosted students’ motivation

The media of teaching and learning, in this example songs, not only assist the teacher in teaching listening but also provide an engaging manner for students

60 to fulfill their learning objectives The media has played an important role in ensuring that learners fully comprehend the lesson The content of the songs might be one of the determining variables in the enhancement of the students' listening abilities The usage of songs should also take into account the needs of the students in order to assist them learn and accomplish their learning objectives The capacity of the instructor to pick educational material will also impact the usage of songs in enhancing students’ listening ability.

Suggestions

In this study, the researcher would like to provide the following suggestions for consideration:

According to answers on the English-language background survey, students gave varying replies about their preferred learning style Twenty-eight people picked music, twenty-two people liked movies, nineteen people chose educational games, and eleven people preferred a mix of songs, educational games and movies Mestre (2006) said, in general, that “there is no one favored learning method that works for all students or for any particular ethnic or cultural group” As a result, the lesson component of this study targeted the diverse learning styles represented in the class in order to boost students’ motivation and accomplishment To achieve this goal, the researcher used a variety of teaching methods while using songs as learning resources For example, some songs were played as the lyrics were presented on a screen at the same time, while others were played while students saw their respective music videos on YouTube

Multiple educational research has shown that students’ impressions of the classroom environment have a major influence on their learning and motivation

In this study, the classroom atmosphere was extremely positive Students’ competitive spirit during group work and their enthusiasm when engaging in activities and presenting their answers demonstrated this Furthermore, throughout activities, the spirit of collaboration and support for learners of all levels and skills guaranteed that all students had a feeling of belonging in the class and within their teams Another evidence to the excellent classroom environment was the learners’

61 satisfaction while listening to music, as well as their repeated comments to classmates and instructors about how much they were looking forward to the project’s sessions So, teacher should concentrate on making excellent classroom’s atmosphere to pay students’ attention.

Limitation of the study

This study has several limitations, including location, sample size, a shortage of music resources with simple, appealing songs, and a lack of higher level language learners

It seems sense to do research on more advanced students as they have previously been exposed to the fundamental grammatical structures Students are less likely to find unfamiliar patterns in song lyrics if they have a greater level of proficiency Students’ attempts would be reduced if they understood the song's meaning more thoroughly As a result, they are more emotionally engaged with the song's subject matter since they are more intent on the context It seems to reason that the more intense and uninterrupted the concentrate on the song, the greater the results in memory learning.

Recommendation for further study

This study’s sample included eighty 11th-grade EFL students from Tran Van On High School The students were separated into two groups of forty students each: experimental and control The goal of this sample size was to derive enough statistical inferences regarding the characteristics of adolescent EFL learners This study should be duplicated with a bigger sample size, more than one language course level, a variable for personality assessments, and a pre-test entrance exam

The integrative approach is the most commonly used in teaching listening skills Teachers who use this strategy prefer to test the outputs of the listening process rather than the process itself, as explained in this paper's issue statement and listening skills chapter As a result, future research should concentrate not just on learning outcomes but also on the many types of listening, listening tasks, mental processes involved, and listening strategies and tactics (Grimm, Meyer, &

Volkmann, 2015) Instead of focusing exclusively on the outcomes, this knowledge would offer instructors with the necessary approaches for teaching listening skills

Amber Bloomfield et at, (2010), What makes listening difficult? Factors affecting second language listening comprehension University of Maryland Center for Advanced Study of Language

Ammon, U (2003) On the social forces that determine what is standard in a language and on conditions of successful implementation Sociolinguistica

Arikuntoro, S (2013) Research Procedures A Practical Approach Jakarta:

Art Education Partnership (2011) Music Matters: How Music Education Helps

Students Learn, Achieve, and Succeed Washington DC: Namm

Batluk, L (2015) Does Listening to English Songs Motivate Students to Expand their Extramural English? A Case Study of Swedish Upper-Secondary School Students’ Perceptions of Possible Impact of Listening to Vocal Music on their Extramural English Diss Linnaeus University

Booth, D & West, J (2015) English Language Learning through Music and Song

Lyrics - The Performance of a Lifetime International Conference, the Future of Education

Brown, Douglas (2001) Teaching by Principle: An Interactive Approach to

Language Pedagogy 2 nd Ed (A Person Education Company: Longman) Brown, H.D (2001) Teaching by principles: An interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents & Pearson Logman

Burdynskaya, S.P (2018) Methodological aspects of realization of masters’ program for psychologists on the pattern of English classes World of Science Pedagogy and psychology

Cameron, L (2001) Teaching Languages to Young Learners Cambridge:

Campbell, D (2003) The Mozart Effect for Parents: Unlocking the Potential of

64 your child Penguing Publisher, New York

Cohen, L., Manion, L., & Morrison, K (2011) Research Methods in Education

7 th ed London & New York: Routledge

Council of Europe (2001) Common European Framework of Reference for Lan- guages: Learning, Teaching, Assessment Cambridge: Cambridge Univer- sity Press

De Groot, A M B (2006) Effects of Stimulus Characteristics and Background

Music on Foreign Language Vocabulary Learning and Forgetting

Degrave, P (2019) Music in the Foreign Language Classroom: How and Why?

Journal of Language Teaching and Research

Diaz-Rico, L., & Weed, K (2002) The cross cultural, language, and academic development handbook Boston: Allyn & Bacon

Dictionary.com, https://www.dictionary.com Last access: 08.05.2022

Dolean, D D (2016) The effects of teaching songs during foreign language classes on students’ foreign language anxiety Language Teaching Research

Dowling, P & Brown, A (2010) Doing Research/Reading Research: Re- interrogating Education London et al.: Routledge

Engh, D (2013a) Effective use of music in language-learning: A needs analysis

Fransiska Ika, P (2003) Improving Students English Pronunciation by Using Jazz

Chants and Songs to the Fifth Year Students at SD Xavenus 6 Palembang

Faculty of Teacher Training and Education, Sriwijaya University

Ghanbari, F., & Hashemian, M (2014) “The Effects of English Songs on Young

Learners’ Listening Comprehension and Pronunciation.” International Journal of Language Learning and Applied Linguistics World

Gilmore, A (2007) Authentic materials and authenticity in foreign language learning Language Teaching

Griffee, D T (1992) Songs in Action Language Teaching Methodology Trow- bridge: Prentice Hall International

Grimm, N., Meyer, M & Volkmann, L (2015) Teaching English Tubingen: Narr Harmer, J (2000) The Practice of English language teaching London: Longman Hidayat, Apin (2013) The Use of Songs in Teaching Students' Listening Ability

Journal of English and Education

Hopkins, David (2008) A teacher’s guide to classroom research Open University

Howatt, A & Dakin, J (1974) Language laboratory materials In J.P.B Allen,

S.P.B Allen & S.P Corder (Eds) New York, USA: McGraw-Hill

Jensen, Eric P (2000) Music With the Brain in Mind Corwin Press Inc

Keihaniyan, M (2013) “Multimedia and Listening Skills” International Journal of Advanced Research

Krashen, S (1994) The Pleasure Hypothesis Georgetown University Round

Table on Languages and Linguistics Washington DC: Georgetown

Legg, R (2009) Using Music to Accelerate Language Learning: An Experimental

Linse, C T (2005) Practical English Language Teaching: Young Learners New

Manal Hisham Al-Smadi (2020) The Effect of Using Songs on Young English

Learners’ Motivation in Jordan International Journal of Emerging Technologies in Learning (iJET)

Martin C (2000b) Modern foreign languages at primary school: A three pronged approach The Language Learning Journal

Mayra Alejandra Camacho Ardila (2013) Exploring factors affecting listening skills and their implications for the development of the communicative competence: A case study Open Writing Door Journal Vol 10 University of Pamplona

Merriam-webster.com, https://www.merriam-webster.com/dictionary/music Last access: 03.05.2022

Mestre, L (2006) “Accommodating Diverse Learning Styles in an Online

Environment.” Reference & User Services Quarterly

Miller, Lindysa (2002) New Ways in Teaching listening (Virginian: TESOEL,

Mishan, F (2005) Designing authenticity into language learning materials

Mizener, Charlotte P (2008) Enhancing Language Skills Through Music

General Music Today The National Association for Music Education

Mora, C F (2000) Foreign language acquisition and melody singing ELT

Mukminatun, Siti (2009) Empowering the Students through Listening Diaries to

Motivate Students to Improve their Listening Ability Yogyakarta State University

Murphey, T (1992) Music & Songs Oxford: Oxford University Press

Mustafa Sevik (2011) Teacher views about using songs in teaching English to young learners Educational Research and Review Vol 6(21)

Ngoc, P T B (2021) A Study on Improving Listening Comprehension for

Students at Ho Chi Minh University of Food Indusrty OSF Preprints Nordquist, Richard (2019) The Definition of Listening and How to Do It Well

ThoughtCo, Aug 26, 2020, thoughtco.com/listening-communication-term-

Nordquist, Richard (2020) English as a Foreign Language (EFL) ThoughtCo,

Aug 27, 2020, thoughtco.com/english-as-a-foreign-language-efl-1690597 Nunan, David (2003) Practical English Language Teaching New York

Okan, Z (2003) “Edutainment: Is Learning at Risk?” British Journal of

Rebecca Flores (2018) What Is a Questionnaire and How Is It Used in Research? https://luc.id/knowledgehub/what-is-a-questionnaire/ Last access 18.06.2022

Ronald Carter-David Nunan (2001) The Cambridge Guide to Teaching

Rost, M (2011) Teaching and Researching Listening Endiburgh Gate: Pearson

San Martin, C A (2013) The Effects of Songs in Foreign Language Classroom on Vocabulary Retention and Motivation MA thesis Public University of Navarre

Schoepp, K (2001) “Reasons for Using Songs in the ESL/EFL Classroom.” The

Schon, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R (2008)

“Songs as an Aid for Language Acquisition Brief Article” Cognition Sevik, M (2012) “Teaching Listening Skills to Young Learners through “Listen and Do” Songs.” English teaching forum https://americanenglish.state.gov/files/ae/resource_files/50_3_3_sevik pdf Last access: 04.05.2022

Sharpe, K (2001) Modern Foreign Languages in the Primary School: The What,

Why and How of Early MFL Teaching London: Kogan Page

Shen, C (2009) Using English Songs: An Enjoyable and Effective Approach to

ELT English Language Teaching, English Language Teaching

Shofiyah, Shofiyah (2015) The use of children songs to improve students' listening skills (a classroom action research at seventh grade of MTs Nahdlatus Syubban Sayung Demak in the academic year of 2014/2015)

MA thesis Walisongo State Islamic University

Spolsky, B (2009) Language Management Cambridge: Cambridge University

Steven Brown (2006) Teaching listening Cambridge University Press

Sujarweni, V (2019) SPSS for research Yogyakarta: Penerbit Baru

Sundqvist, P (2009) Extramural English matters: Out-of-School English and Its

Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary Diss

Thanasoulas, D (2002) Motivation and Motivating in the Foreign Language

Classroom The Internet TESL Journal

Townsend, M (2011) “Motivation, Learning and Instruction.” Rubie-Davies,

Christine M (ed.), Educational Psychology: Concepts, Research and Challenges London & New York, NY: Routledge

University of Cambridge ESOL Examinations (2005) Teaching knowledge testglossary Retrieved from University of Cambridge ESOL Examinations website:http://www.cambridgeesol.org/assets/pdf/tkt_glossary.pdf

Vera, B B & Luna, R M (2013) Teaching English Through Music: A Proposal of Multimodal Learning Activities for Primary School Childern Encuentro

Veronika Jerabkova (2016) Using Songs in English Language Teaching at Lower

Secondary Schools MA Thesis, University of Soutgh Bohemia, 127p

Vishwanath Bite (2013), Listening: An Important Skill and Its Various Aspects

(The Criterion : An International Journal in English)

Wolfe, D E., & Noguchi, L K (2009) The use of music with young children to improve sustained attention during a vigilance task in the presence of auditory distractions Journal of Music Therapy

Woolfolk, A., Hughes, M., & Walkup, V (2008) Psychology in Education Essex:

Zakaria, F (2011) The Post-American World: Release 2.0 New York, NY: W

APPENDIX A LIST OF SONGS USED IN THE STUDY

No Name of the song Sing/Group Contents can be used

1 La la la Naughty boy Pronunciation

2 Timber Pitbull ft Kesha Comparison

3 Love yourself Justin Bieber Tenses

4 See you again Wiz Khalifa ft

5 Maps Maroon 5 Vocabulary, tenses, expressions, adjective…

6 What makes you beautiful One Direction Wish-clause, tenses

7 Let Her Go Passenger Inversion, pronunciation

9 Roar Katy Perry Tenses, pronunciation

10 Rolling in the Deep Adele Gerund, vocabulary

When you spit your venom, keep it shut I hate it

When you hiss and preach

About your new messiah 'cause your theories catch fire

I can't find your silver lining

But when you read your speech, it's tiring

I'm covering my ears like a kid

When your words mean nothing, I go la la la

I'm turning up the volume when you speak

'Cause if my heart can't stop it

I find a way to block it, I go

La la, la la la la la na na na na na

La la na na, la la la la la na na na na na

I find a way to block it, I go

La la na na, la la la la la na na na na na

La la na na, la la la la la na na na na na

If our love is running out of time

I won't count the hours, rather be a coward

I'm gonna drown you out before I lose my mind

I can't find your silver lining

But when you read your speech, it's tiring Enough is enough

I'm covering my ears like a kid

When your words mean nothing, I go la la la I'm turning up the volume when you speak 'Cause if my heart can't stop it

I find a way to block it, I go

La la, la la la la la na na na na na

La la na na, la la la la la na na na na na

It's going down, I'm yelling timber

You better move, you better dance

Let's make a night, you won't remember I'll be the one, you won't forget

The bigger they are, the harder they fall This biggity boy's a diggity dog

I have 'em like Miley Cyrus, clothes off Twerking in their bras and thongs, timber Face down, booty up, timber

That's the way we like the what, timber I'm slicker than an oil spill

She says she won't, but I bet she will, timber Swing your partner round and round

End of the night, it's going down

One more shot, another round

End of the night, it's going down

Swing your partner round and round

End of the night, it's going down

One more shot, another round

End of the night, it's going down

It's going down, I'm yelling timber

You better move, you better dance

Let's make a night, you won't remember I'll be the one, you won't forget

It's going down, I'm yelling timber

You better move, you better dance

Let's make a night, you won't remember I'll be the one, you won't forget

Look up in the sky, it's a bird, it's a plane

Nah, it's just me, ain't a damn thing changed

Live in hotels, swing on plane

Blessed to say, money ain't a thing

Club jumping like Lebron, now, Voli

Order me another round, homie

We about to climb, wild, 'cause it's about to go down

Swing your partner round and round

End of the night, it's going down

One more shot, another round

End of the night, it's going down

Swing your partner round and round

End of the night, it's going down

One more shot, another round

End of the night, it's going down

It's going down, I'm yelling timber

You better move, you better dance

Let's make a night, you won't remember

I'll be the one, you won't forget

It's going down, I'm yelling timber

You better move, you better dance

Let's make a night, you won't remember

I'll be the one, you won't forget

For all the times that you rained on my parade

And all the clubs you get in using my name

You think you broke my heart, oh girl, for goodness sake

You think I'm crying on my own, well I ain't

And I didn't wanna write a song

'Cause I didn't want anyone thinking I still care

I don't, but you still hit my phone up

And baby, I'll be movin' on

And I think you should be somethin'

I don't wanna hold back, maybe you should know that

My mama don't like you and she likes everyone

And I never like to admit that I was wrong

And I've been so caught up in my job, didn't see what's going on But now I know, I'm better sleeping on my own

'Cause if you like the way you look that much

Oh baby, you should go and love yourself

And if you think that I'm still holdin' on to somethin'

You should go and love yourself

But when you told me that you hated my friends

The only problem was with you and not them

And every time you told me my opinion was wrong

And tried to make me forget where I came from

And I didn't wanna write a song

'Cause I didn't want anyone thinking I still care

I don't, but you still hit my phone up

And baby, I'll be movin' on

And I think you should be somethin'

I don't wanna hold back, maybe you should know that

My mama don't like you and she likes everyone

And I never like to admit that I was wrong

And I've been so caught up in my job, didn't see what's going on But now I know, I'm better sleeping on my own

'Cause if you like the way you look that much

Oh baby, you should go and love yourself

And if you think that I'm still holdin' on to somethin'

You should go and love yourself

For all the times that you made me feel small

I fell in love, now I feel nothin' at all

I never felt so low and I was vulnerable

Was I a fool to let you break down my walls?

'Cause if you like the way you look that much

Oh baby, you should go and love yourself

And if you think that I'm still holdin' on to somethin'

You should go and love yourself

'Cause if you like the way you look that much

Oh baby, you should go and love yourself (yeah)

And if you think (you think) that I'm (that I'm)

Still holdin' on to somethin' (holdin' on, no)

You should go and love yourself

It's been a long day without you, my friend

And I'll tell you all about it when I see you again

We've come a long way from where we began

Oh, I'll tell you all about it when I see you again

All the planes we flew, good things we been through

That I'd be standing right here talking to you

'Bout another path, I know we loved to hit the road and laugh

But something told me that it wouldn't last

Had to switch up, look at things different, see the bigger picture Those were the days, hard work forever pays

Now I see you in a better place (see you in a better place)

How can we not talk about family when family's all that we got? Everything I went through, you were standing there by my side And now you gon' be with me for the last ride

It's been a long day without you, my friend

And I'll tell you all about it when I see you again (I'll see you again) We've come a long way (yeah, we came a long way)

From where we began (you know we started)

Oh, I'll tell you all about it when I see you again (I'll tell you)

First, you both go out your way and the vibe is feeling strong

And what's small turned to a friendship, a friendship turned to a bond And that bond will never be broken, the love will never get lost (The love will never get lost)

And when brotherhood come first, then the line will never be crossed Established it on our own when that line had to be drawn

And that line is what we reached, so remember me when I'm gone (Remember me when I'm gone)

How can we not talk about family when family's all that we got? Everything I went through you were standing there by my side

And now you gon' be with me for the last ride

So let the light guide your way, yeah

Hold every memory as you go

And every road you take

Will always lead you home, home

It's been a long day without you, my friend

And I'll tell you all about it when I see you again

We've come a long way from where we began

Oh, I'll tell you all about it when I see you again

When I see you again (yeah, uh)

See you again (yeah, yeah, yeah)

I miss the taste of a sweeter life

I'm changing all of the stations

I like to think that we had it all

We drew a map to a better place

But on that road, I took a fall

Oh baby, why did you run away?

I was there for you in your darkest times

I was there for you in your darkest night

But I wonder, where were you?

When I was at my worst down on my knees

And you said you had my back

So I wonder, where were you?

When all the roads you took came back to me

So I'm following the map that leads to you

The map that leads to you

The map that leads to you

Following, following, following to you

The map that leads to you

The map that leads to you

I hear your voice in my sleep at night

'Cause something strange has come over me

Now, I can't get over you

No, I just can't get over you

You're insecure, don't know what for

You're turning heads when you walk through the do-o-or Don't need make-up to cover up

Being the way that you are is enou-ou-ough

Everyone else in the room can see it

Everyone else, but you, ooh

Baby, you light up my world like nobody else

The way that you flip your hair gets me overwhelmed But when you smile at the ground, it ain't hard to tell You don't know, oh-oh

You don't know you're beautiful

If only you saw what I can see

You'll understand why I want you so desperately

Right now I'm lookin' at you, and I can't believe

You don't know, oh-oh

You don't know you're beautiful, oh-oh

That's what makes you beautiful

So c-come on, you got it wrong

To prove I'm right, I put it in a song

I don't know why you're being shy

And turn away when I look into your eye-eye-eyes Everyone else in the room can see it

Everyone else, but you, ooh

Well, you only need the light when it's burning low Only miss the sun when it starts to snow

Only know you love her when you let her go

Only know you've been high when you're feeling low Only hate the road when you're missing home

Only know you love her when you let her go

And you let her go

Staring at the bottom of your glass

Hoping one day you'll make a dream last

But dreams come slow, and they go so fast

You see her when you close your eyes

Maybe one day, you'll understand why

Everything you touch surely dies

But you only need the light when it's burning low Only miss the sun when it starts to snow

Only know you love her when you let her go

Only know you've been high when you're feeling low Only hate the road when you're missing home

Only know you love her when you let her go

Staring at the ceiling in the dark

Same old empty feeling in your heart

'Cause love comes slow, and it goes so fast

Well, you see her when you fall asleep

But never to touch and never to keep

'Cause you loved her too much, and you dived too deep Well, you only need the light when it's burning low [Repeat Chorus]

I need your loving, loving I need it now

When I'm without you, I'm something weak

You got me begging, begging, I'm on my knees

I don't wanna be needing your loveI just wanna be deep in your love And it's killing me when you're away

Ooh, baby'Cause I really don't care where you are

I just wanna be there where you are

And I gotta get one little taste

Won't you come and put it down on me?

Yeah, you show me good loving, make it alright

Need a little sweetness in my life

Won't you come and put it down on me?

Babe, my broken pieces, you pick them up

Don't leave me hanging, hanging, come give me some

When I'm without you, I'm so insecure

You are the one thing, one thing I'm living for

I used to bite my tongue and hold my breath

Scared to rock the boat and make a mess

So I sat quietly, agreed politely

I guess that I forgot I had a choice

I let you push me past the breaking point

I stood for nothing, so I fell for everything

You held me down, but I got up (hey)

Already brushing off the dust

You hear my voice, you hear that sound

Like thunder, gonna shake the ground

You held me down, but I got up (hey)

Get ready 'cause I've had enough

I see it all, I see it now

I got the eye of the tiger, a fighter

'Cause I am a champion, and you're gonna hear me roar

'Cause I am a champion, and you're gonna hear me roar Oh-oh-oh-oh-oh

Oh-oh-oh-oh-oh

Oh-oh-oh-oh-oh

You're gonna hear me roar

Stinging like a bee, I earned my stripes

I went from zero, to my own hero

You held me down, but I got up (hey)

Already brushing off the dust

You hear my voice, you hear that sound

Like thunder, gonna shake the ground

You held me down, but I got up (hey)

Get ready 'cause I've had enough

I see it all, I see it now

I got the eye of the tiger, a fighter

'Cause I am a champion, and you're gonna hear me roar Louder, louder than a lion

'Cause I am a champion, and you're gonna hear me roar [Repeat Chorus]

There's a fire starting in my heart

Reaching a fever pitch, it's bringing me out the dark Finally I can see you crystal clear

Go 'head and sell me out and I'll lay your ship bare See how I'll leave with every piece of you

Don't underestimate the things that I will do

There's a fire starting in my heart

Reaching a fever pitch and it's bringing me out the dark The scars of your love remind me of us

They keep me thinking that we almost had it all

The scars of your love they leave me breathless

We could've had it all (you're gonna wish you)

Rolling in the deep (tears are gonna fall)

You had my heart inside (you're gonna wish you)

Of your hands (never had met me)

And you played it (tears are gonna fall)

To the beat (rolling in the deep)

Baby, I have no story to be told

But I've heard one on you, now I'm gonna make your head burn Think of me in the depths of your despair

Make a home down there, as mine sure won't be shared

The scars of your love (never had met me)

Remind me of us (tears are gonna fall)

They keep me thinking (rolling in the deep)

That we almost had it all (you're gonna wish you)

The scars of your love (never had met me)

They leave me breathless (tears are gonna fall)

I can't help feeling (rolling in the deep)

We could've had it all (you're gonna wish you)

Rolling in the deep (tears are gonna fall)

APPENDIX B ENGLISH-LANGUAGE BACKGROUND SURVEY

Please fill in the following form with information about yourself This information will be seen only by the researcher and will have no bearing on your grade Your name will only be used for matching purposes, your response is completely confidential

PART 1: PERSONAL INFORMATION AND EXPERIENCES

1 How long have you been studying English?

2 Where could you mostly hear spoken English when you started learning it?

3 Was it spoken by a native speaker or not?

4 Which skill of the English language is the hardest for you?

5 Which learning manner is your favorite when learning the English language?

6 When watching a music video or a movie which is originally in English, do you prefer watching it with subtitles?

7 What do you think has the biggest influence on your English pronunciation?

8 What do you find difficult about English pronunciation?

9 Are you aware of some mistakes you make?

10 Can you name a few of them? Is there/are there a word/words you always pronounce wrong?

11 What is your favorite kind of music?

12 Who is your favorite singer or band? Name a few

13 Have you ever played a musical instrument?

14 What is the name of the instrument?

16 Is your pronunciation in English important to you?

17 Do you use your English ?

18 Where do you expect to use your English Language in the future?

19 Is it important to you to learn English?

 Alone  With a partner  In a group

Strongly agree Agree Neither Disagree Strongly disagree

Attitude towards learning the English language

I like learning the English language

I like the English language class

Preferences of the four language skills

I like speaking in English class

I like listening in English class

I like writing in English class

I like reading in English class

Participation in the English language class

I like participating and doing activities in English class

I like learning alone in the English class

I like learning in a group with my classmates

I like learning English by using songs

I like learning English by educational games

Importance of the English language

I always look forward to the English classes

I wish we had more English classes

My English classes is very important to me

English classes will help me in my life

Learning a foreign language is an advantage for me

Thank you very much for your cooperation

1 How long have you been studying English?

2 Where could you mostly hear spoken English when you started learning it?

Movies, teacher, TV, Youtube, Friends,…

3 Was it spoken by a native speaker or not?

4 Which skill of the English language is the hardest for you?

5 Which learning method is your favorite when learning the English language?

Educational games Songs Movies Others

6 When watching a music video or a movie which is originally in English, do you prefer watching it with subtitles?

7 What do you think has the biggest influence on your English pronunciation?

8 What do you find difficult about English pronunciation?

9 Are you aware of some mistakes you make?

10 Can you name a few of them? Is there/are there a word/words you always pronounce wrong? signature, penguin, don't, time, comfortable, rough, Island, vehicle, glove, purchase, chaos/ chaotic, object, raise/rise, massage, bronchi, time, pizza, beef steak, …

11 What is your favorite kind of music?

12 Who is your favorite singer or band? Name a few

Harry Styles, Justin Bieber, Noo Phước Thịnh, BTS, Táo, Taylor Swift, Shawn Mendes, Sia, Aimer, Erik, Đức Phúc, Đen Vâu, Hayd, EXO, BlackPink, Taylor Wift, The Weekend, Adele, Selena Gomez, NCT, …

13 Have you ever played a musical instrument?

14 What is the name of the instrument? Guitar, piano, ukulele

16 Is your pronunciation in English important to you?

17 Do you use your English ?

18 Where do you expect to use your English Language in the future?

19 Is it important to you to learn English?

Alone With a partner In a group

Strongly disagree Disagree Neither Agree Strongly agree

Attitude towards learning the English language

I like learning the English language 2 5 3 7.5 22 55 5 12.5 8 20

I like the English language class 3 7.5 7 17.5 13 32.5 9 22.5 8 20

Preferences of the four language skills

I like speaking in English class 1 2.5 5 12.5 9 22.5 9 22.5 16 40

I like listening in English class 6 15 12 30 11 27.5 10 25 1 2.5

I like reading in English class 5 12.5 6 15 12 30 10 25 7 17.5

I like writing in English class 6 15 9 22.5 11 27.5 7 17.5 7 17.5

Participation in the English language class

I like participating and doing activities in English class 3 7.5 3 7.5 11 27.5 10 25 13 32.5

I like learning alone in the

I like learning in a group with my classmates 2 5 6 15 13 32.5 7 17.5 12 30

I like learning English by using songs 1 2.5 0 0 14 35 8 20 17 42.5

I like learning English by educational games 0 0 2 5 9 22.5 9 22.5 20 50

Importance of the English language

I always look forward to the

I wish we had more English classes 11 27.5 8 20 11 27.5 7 17.5 3 7.5

My English classes is very important to me 2 5 3 7.5 12 30 14 35 9 22.5 English classes will help me in my life 0 0 1 2.5 10 25 13 32.5 16 40

Learning a foreign language is an advantage for me 2 5 5 12.5 7 17.5 7 17.5 19 47.5

Strongly disagree Disagree Neither Agree Strongly agree

Attitude towards learning the English language

I like learning the English language 10 25 2 5 17 42.5 10 25 1 2.5

I like the English language class 3 7.5 3 7.5 23 57.5 6 15 5 12.5

Preferences of the four language skills

I like speaking in English class 2 5 2 5 15 37.5 7 17.5 14 35

I like listening in English class 6 15 14 35 12 30 3 7.5 5 12.5

I like reading in English class 3 7.5 3 7.5 19 47.5 9 22.5 6 15

I like writing in English class 4 10 7 17.5 21 52.5 4 10 4 10

Participation in the English language class

I like participating and doing activities in English class 2 5 6 15 8 20 5 12.5 19 47.5

I like learning alone in the

I like learning in a group with my classmates 3 7.5 8 20 9 22.5 11 27.5 9 22.5

I like learning English by using songs 2 5 1 2.5 10 25 12 30 15 37.8

I like learning English by normal methods 3 7.5 6 15 8 20 5 12.5 18 45

Importance of the English language

I always look forward to the

I wish we had more English classes 7 17.5 2 5 20 50 5 12.5 6 15

My English classes is very important to me 2 5 3 7.5 15 37.5 7 17.5 13 32.5 English classes will help me in my life 1 2.5 3 7.5 10 25 7 17.5 19 47.5

Learning a foreign language is an advantage for me 4 10 4 10 4 10 17 42.5 11 27.5

There are seven questions in this part

For each question there are three pictures and a short recording

For each question, choose the correct answer A, B or C

Example: Where is the girl’s hat?

1 Which dish did Mark cook in the competition?

2 Where is the girl's book now?

3 Who lives with Josh in his house?

4 What will the girl take with her on holiday?

5 What time will the train to Manchester leave?

6 Where will the friends meet?

7 Which sport will the boy do soon at the centre?

You will hear an interview with a singer called Nick Parker who plays in a band called Krispy with his sister Mel

For each question, choose the correct answer A, B or C

8 When Nick and Mel were younger, _

A they studied music at school

B their father took them to live concerts

C their mother encouraged them to play music

9 When Nick and Mel started writing music together, they _

A disagreed about the style they should have

B didn't want to be the same as other bands

C were influenced by different kinds of music

10 The band Krispy was started after _

A Nick began studying at music school

B two other musicians heard Nick and Mel playing

C Nick and Mel advertised for the band members

11 In the band’s first year together, _

A concert audiences liked their music

C their national tour was very successful

12 What does Nick say about life in the band today?

A The older members look after him and Mel

B He’s pleased to have the chance to travel

C There’s no opportunity for them to relax together

13 What disappointment has the band had?

A They haven’t yet had a number one single

B Their first album sold under a million copies

C A health problem delayed their album recording

You will hear a man called Ben, from a young people’s organization, telling a youth group about a course they can do on Saturdays

For each question, fill in the missing information in the numbered space

Look at the six sentences for this part

You will hear a boy called Thomas and a girl called Ruby talking about a poster for their school sports day

Decide if each sentence is correct or incorrect

If it is correct, choose the letter A for YES If it is not correct, choose the letter B for NO

20 Ruby realises that the first design of the poster may need improving A B

Name of Ben’s organisation: (14) Aim of course: Discovering (15) Closest course location for this group: (16) Length of course: (17) weeks

Examples of activities we will do:

21 Thomas thinks the poster should be bigger than last year’s A B

22 Ruby and Thomas agree that the poster should be in colour A B

23 Ruby thinks the photograph should be in the middle of the poster A B

24 Thomas suggests they use the same photograph as last year A B

25 Ruby thinks every word on the poster should be the same size A B

There are seven questions in this part

For each question there are three pictures and a short recording

For each question, choose the correct answer A, B or C

Example: Where is the girl’s hat?

1 What can’t the woman find?

2 What is the weather forecast for tomorrow?

3 What did the boy buy?

4 Which present has the girl bought her mother?

5 Which TV programme will they watch together?

6 What time is the swimming lesson today?

7 Which subject does the boy like best?

You will hear an interview with a teenager called Simon about going to an indoor climbing centre that has a climbing wall

For each question, choose the correct answer A, B or C

8 Simon’s mum decided to take him to the climbing centre because _

A she had enjoyed going there

B her friend had recommended it

C Simon had been there with his' school

9 Before he went to the centre, Simon was _

A worried about going climbing there

B interested in seeing the climbing wall

C disappointed to hear it was all indoors

10 Simon says that at the centre there were _

A lots of people when it opened

B many different types of people

C no other people his age

11 What did Simon think about the climbing wall?

A He thought it looked very high

B He was afraid he might fall

C He found the foot holes helpful

12 Why was Simon unhappy with his first climb?

A He was slower than everyone else

B He found it hurt his arms

C He didn’t get to the top

13 What does Simon feel he learnt from climbing at the centre?

A A how to improve his fitness

B B to think before he does something

C the best way to work with other people

You will hear a girl called Hannah talking about her family’s champion horse called Griffon

For each question, fill in the missing information in the numbered space

Look at the six sentences for this part

You will hear a conversation between a boy called Jamie and a girl called Miranda about sharing a bedroom with a brother or sister

Decide if each sentence is correct or incorrect

If it is correct, choose the letter A for YES If it is not correct, choose the letter B for NO

20 Miranda accepts what her sister’s side of the room looks like A B

The international horse show will be held in die month of (14) ………… , just after Hannahs birthday

The family will navel from Poland to the horse show in (15) ………… The person who will ride Griffon round the ring in the international show is I Hannah’s (16) …………

I wo weeks ago Griffon won some (17) ………… as a prize

Hannah s ambition is to work as a (18) …………

When Griffon wins a competition- he is given some (19) ………… by the family

21 Jamie complains that his brother refuses to share his electronic equipment A B

22 Miranda is annoyed about some things that her sister tells their mother A B

23 Miranda was surprised that she felt lonely when her sister was away A B

24 Despite sharing a bedroom, Jamie finds he can still easily do his homework A B

25 Jamie and Miranda can both share problems with their brother or sister A B

Strongly disagree Disagree Neither Agree Strongly agree

I like listening in English class 2 5 5 12.5 4 10 9 22.5 20 50

I enjoy the music class more than the usual

I think that the songs helped me learn many things

I was more comfortable to speak English in discussing songs than in other classroom activities

I found myself in humming, whistling, or singing some of the songs after the class

I think the occurrence was involuntary 2 5 3 7.5 13 32.5 10 25 12 30

I preferred learning language through music and songs to complement a textbook

I like listening to English songs in my leisure time 0 0 3 7.5 7 17.5 10 25 20 50

I think the music classes are more useful than the regular English class

APPENDIX F INTERVIEW QUESTIONS FOR STUDENTS

1 After applying the project, did you notice any development in your listening skills or any other skills in your English language? How?

2 Do you prefer learning with the curriculum or with songs? Why?

3 Was it only fun for you to learn with songs or did you learn something out of it? Why? What are these things?

4 Do you now, after the project, feel more motivated to learn the English language? Why?

5 Was the project useful for you? What did you learn from it?

THE SCORE TABLES OF THE CONTROL AND EXPERIMENTAL GROUP

No Control group Experimental group

Pre-test Post-test Pre-test Post-test

APPENDIX H LESSON PLAN FOR CONTROL GROUP

The 6 th period Date of preparing:

LESSON 6 HOW ARE WE DIFFERENT?

I AIMS/OBJECTIVES OF THE LESSON

By the end of the lesson, students will be able to:

- Understand the formal and informal forms of writing

- Understand differences in opinions and preferences, and related conflicts between teenagers and parents

- Express their opinions and advice on how to solve the problems between them

- Understand more about the conflicts between parents and teenage and they may know the way to avoid them

- Talk about the happiest/saddest memory

- Teacher: laptop, speakers, handout, projector

- Students: textbook, workbook, pen, pencil…

Aim: Prepare Ss for listening

* Content: tell the different between 2 pictures

* Products: ss look at the pictures and say the differences between 2 pictures

- Ask Ss to look at the photos of the two teenagers, and think about what problems they may have

- Tell them to focus on hobbies (Photo a) and fashion (Photo b) and elicit Ss' opinions

- Have Ss talk about what the parents of these teenagers might complain about

+ Playing computer games too much + Having uncommon hairstyles, clothes…

Today we are going to listen to Tom and Linda discussing their conflicts with their parents

Lead Ss into new lesson

* Aim: introduce some vocabulary related to the topic to the students

* Products: understand some words and phrases related to the lessons

- skinny(adj) 'skini/ # fat (picture)

- flashy (adj) /'flổʃi/ → flashy clothes -elegant (adj) /'eligənt/

- forbid/fə'bid/ = ban= prohibit

- show the pictures and words

- ask students to guess the meanings

- ask ss to make sentences with the words

- ask ss to listen and read the words aloud

You are going to listen to Tom and Linda discussing their conflicts with their parents

What do you think they will mention?

* Aim: This activity focuses on listening for general ideas

* Content: You are going to listen to Tom and

Linda discussing their conflicts with their parents What do you think they will mention?

* Products: Give their predictions of what they are going to mention

Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents

Ask Ss to circle what they think the speakers will mention in their conversation

* Aim: This activity focuses on new vocabulary items

* Content: Match the words in the box with the appropriate definitions

* Products: get used to some new words in the listening text

- Tells Ss to match the words with their definitions These words will be heard in the conversation

- Has Ss compare their answers Checks their answers

Listen to the conversation Decide if the following sentences are true (T) or false (F)

* Aim: This activity focuses on listening for specific information

* Content: Decide if the following sentences are true (T) or false (F)

* Products: understand the conversation and have the correct answers

- Play the recording and let Ss do the exercise

- Let Ss listen to the recording, do the task then compare the answer with their partner

- Elicit Ss’ answers and give them the correct ones

- Check Ss' answers If many Ss in the class have incorrect answers, play the recording again, stop at the place where Ss can get the correct answers

Listen to the conversation again and choose the best answer A, B, or C

* Aim: This activity focuses on listening for specific information

* Content: Listen to the conversation again and choose the best answer A, B, or C

* Products: understand the conversation and have the correct answers

-Tell Ss that they are going to listen to the conversation again, and do a multiple choice exercise

-Remind Ss to try to ignore any distractors that

103 may appear in the recording, and listen for specific information

Ss: Listen and check their answers with a partner

Aim: Talk about your opinions about the computer games

5 mins * Aim: This activity focuses on some of the ideas from the listening conversation

* Content: Ask and answer the following questions

* Products: give their own answers to the questions

•Have Ss work in pairs to ask and answer the questions

•Encourage them to share their experiences with their partner who is expected to give advice or express opinions

1 No, they don't They think that my clothes are colorful and not suitable for a student

2 I think that computer games help me to relax after hard work but my parents disagree They think that computer games are totally harmful

2 mins - Ask Ss to consolidate the main contents

+ What have you learnt today?

+ What can you do now?

- Summarize the main points of the lesson

1 min - Prepare for the next lesson T Ss

LESSON PLAN FOR EXPERIMENTAL GROUP

The 6 th period Date of preparing:

I AIMS/OBJECTIVES OF THE LESSON

By the end of the lesson, students will be able to:

- Understand the formal and informal forms of writing

- Learn new vocabulary and expressions like “Down on my knees, you had my back, I was at my worst, I took a fall etc.”

- Understand the adjectives forms “better, worst, sweeter, darkest.”

- Talk about the happiest/saddest memory

- Teacher: laptop, speakers, handout, projector

Aim: Prepare Ss for listening

- T asks Ss some question below:

Do you usually help your friends? When?

Do you like helping people when they are in need?

How does it make you feel when you help them?

How do they feel or say to you after you help them?

Who always stands by you when your sad or tired?

2 “Remember me?” & “The twins” games

- T asks Ss play the games Groups work

- T asks Ss to guess their answers T Ss

105 words Choose the correct words in bold

-T asks students listen to the tape individually to check if their guesses are correct

- T asks Ss to check their answers with a partner

- T asks Ss to write their answers on white board

- Possibly play the recording again

* The contents of the songs:

I (1) miss/mess the taste of a (2) sweeter/sweater life

I (3) the conversation I’m searching for a (4) soul/song tonight I’m (5) all of the stations

I (6) like/light to think that we (7) have/had it all

We (8) a map to a better/bitter place But on that (9) road/roll I took a (10) phone/fall

Oh baby why (11) you (12) away?

I (13) walk/was there (14) four/for you

In your (18) hardest/darkest nights

- Give instructions “Listen and unscramble the words in brackets.”

- T asks Ss to guess their answers

-T asks students listen to the tape individually to check if their guesses are correct

- T asks Ss to check their answers with a partner

- T asks Ss to write their answers on white board

- Possibly play the recording again

* The contents of the songs:

But I (1) (oewnrd) where were you?

When I was at my (2) (roswt) Down on my (3) (esenk) And you said you had my (4) (kabc)

So I wonder (5) (hewre) were you?

When all the (6) (rdsoa) you took came back to me

- Give instructions “Fill in the gaps with a verb then define the tenses.”

- T asks Ss to guess their answers

-T asks students listen to the tape individually to check if their guesses are correct

- T asks Ss to check their answers with a partner

- T asks Ss to write their answers on white board

- Possibly play the recording again

* The contents of the songs:

So I’m (1) the map that (2) to you

The map that (3) to you Ain’t nothing I (4) do The map that (5) to you (6) , , to you

- Give instructions “Put the verses in the right order”

- T asks Ss to guess their answers

- T asks students listen to the tape individually to check if their guesses are correct

- T asks Ss to check their answers with a partner

- T asks Ss to write their answers on white board

- Possibly play the recording again

* The contents of the songs:

( ) Hard to resist temptation ( ) No, I just can’t get over you ( ) ‘Cause something strange has come over me ( ) I hear your voice in my sleep at night

( ) And now I can’t get over you

(1) I hear your voice in my sleep at night (2) Hard to resist temptation

(3) 'Cause something strange has come over me (4) Now, I can't get over you

(5) No, I just can't get over you

Aim: Talk about the happiest or saddest memory How can you enjoy/overcome it?

5 mins - T asks Ss to read the question and work in groups of four

- Calls some groups to act out their conversations in front of the class

- Gives comments on Ss’ performances

2 mins - Ask Ss to consolidate the main contents

+ What have you learnt today?

+ What can you do now?

- Summarize the main points of the lesson

1 min - Prepare for the next lesson T Ss