using songs to reinforce the learning of subject

USING SONGS TO REINFORCE THE LEARNING OF
SUBJECT-VERB AGREEMENT
SHAZWANI BINTI ABD RAHMAN
UNIVERSITI TEKNOLOGI MALAYSIA
USING SONGS TO REINFORCE THE LEARNING OF
SUBJECT-VERB AGREEMENT
SHAZWANI BINTI ABD RAHMAN
A report submitted in partial fulfillment of the
requirements for the award of the degree of
Bachelor of Science with Education (TESL)
Faculty of Education
Universiti Teknologi Malaysia
April 2008
iii
Thank you so much
Mak & Abah
Kak long & Abg Long
Abijul
Amirul
Aiman
Aydan
8 Charmed Ones
Even if you don’t get this very often
I mean it every time it’s said
iv
ACKNOWLEDGEMENT
Praise to God, Allah the Almighty who has blessed and given me strength and
ability to complete this study. It was indeed a challenge for me, mentally and
emotionally. Therefore, I would like to take this opportunity to thank my supervisor, Mr
Affendi bin Hashim, Faculty of Human Resource Development and Management,
Universiti Teknologi Malaysia, for his insight and encouragement in completing this
study. It is an honor to work with him.
I wish to extend my sincere thanks to the principal, En Othman bin Ahmad and
the deputy principal, En Maskor bin Suparlan of Sekolah Kebangsaan Sri Pulai. I am
also grateful to the teachers of Sekolah Kebangsaan Sri Pulai especially Cik Nazimatun,
Puan Latifah, and Puan Salina. I thank the children for participating in this study and
giving me all the more reasons to become an educator. I am indeed appreciative of the
assistance provided. Last but not least, I would like to thank En. Fidhlah and En. Rosli
from Jabatan Multimedia, Fakulti Pendidikan for their assistance.
I would also like to thank my parents, Mek Zum Mohamed and Abd Rahman
Ismail for their never-ending support and love. To my sister, Wahida, brothers, Farizul
and Amirul, brother-in-law, Azman, thank you for all the help they have given me. Not
to forget, to the two cutest things in the world, Aiman and Aydan for making my life
brighter than the sunshine.
Finally, to my dearest friends, thanks a bunch. I would not get this stage of life
with ease without moral and emotional support from them. They have made my journey
a fun one. You deserve your name to be mentioned here – Ana, Aida, Nad, Awe, Jaja,
Pka, and Anim.
v
ABSTRACT
Malaysian students have always faced difficulty in understanding subject-verb
agreement (SVA). The reason for this to happen is because of interference from
students’ first language (L1). However, explicit teaching of this grammar point may
increase students’ level of anxiety. Therefore, teachers need to camouflage the teaching
by including fun elements in the lesson. Thus, this study aims to investigate the
effectiveness of using songs in enhancing the understanding of SVA. The study adopted
quasi-experimental design. Thirty-seven primary five pupils from Sekolah Kebangsaan
Sri Pulai were involved. They were divided into two groups, the experimental group and
the control group. The experimental group went through the song-based tasks in three
different sessions while the control group resumed normal lesson. The instruments used
in collecting data were pre-test, post-test, observation of the treatments from a recorded
tape, and students’ reflection sheet. Data were analyzed qualitatively and quantitatively.
The findings showed that song-based activities are useful tools to reinforce the learning
of SVA and provide an enjoyable classroom atmosphere. Hence, it is highly
recommended that language teachers incorporate songs in grammar lesson.
vi
ABSTRAK
Pelajar-pelajar di Malaysia sering mengalami masalah dalam memahami
“subject-verb agreement” (SVA). Ini berlaku kerana terdapat gangguan daripada bahasa
pertama mereka. Tujuan utama kajian ini adalah untuk membantu para pelajar
memahami peraturan-peraturan dalam SVA. Walau bagaimanapun, pengajaran
tatabahasa secara eksplisit mungkin akan meningkatkan tahap kebimbangan pelajar.
Jadi, guru perlulah memasukkan elemen-elemen yang menyeronokkan dalam
pengajaran. Oleh yang demikian, kajian ini ingin menyiasat keberkesanan penggunaan
lagu dalam membantu pemahaman SVA. Kajian ini menggunakan rekabentuk “quasiexperimental”. Tiga puluh tujuh pelajar tahun lima dari Sekolah Kebangsaan Sri Pulai
yang terlibat dibahagikan kepada dua kumpulan iaitu kumpulan eksperimental dan
kumpulan kawalan. Kumpulan eksperimental menjalani pembelajaran menggunakan
aktiviti berdasarkan lagu dalam tiga sesi yang berlainan. Manakala kumpulan kawalan
meneruskan pembelajaran seperti biasa. Alat-alat yang digunakan untuk mengumpul
data ialah “pre-test”, “post-test”, pemerhatian rawatan dari pita rakaman, dan refleksi
pembelajaran dari para pelajar. Analisis data dilakukan dengan cara kuantitatif dan
kualitatif. Hasil kajian menunjukkan bahawa aktiviti berdasarkan lagu dapat
memberikan faedah dalam menolong pelajar memahami SVA dan menyediakan suasana
pembelajaran yang menyeronokkan. Maka, adalah digalakkan untuk para guru bahasa
bagi menggunakan aktiviti-aktiviti berdasarkan lagu dalam pengajaran tatabahasa.
TABLE OF CONTENT
CHAPTER
TITLE
PAGE
DECLARATION OF STATUS OF THESIS
SUPERVISOR’S DECLARATION
1
TITLE PAGE
i
RESEARCHER’S DECLARATION
ii
DEDICATION
iii
ACKNOWLEDGEMENTS
iv
ABSTRACT
v
ABSTRAK
vi
TABLE OF CONTENTS
vii
LIST OF TABLES
xi
LIST OF FIGURES
xii
LIST OF ABBREVIATIONS
xiii
LIST OF APPENDICES
xiv
INTRODUCTION
1.1
Introduction
1
1.2
Background of the Study
3
1.3
Statement of the Problem
5
1.4
Purpose of the study
6
1.5
Objectives of the study
7
viii
2
1.6
Research Questions
7
1.7
Significance of the study
7
1.8
Scope of the study
9
1.9
Definition of Key Terms
9
LITERATURE REVIEW
2.1
Introduction
11
2.2
Kurikulum Bersepadu Sekolah Rendah
(KBSR)
11
2.2.1 English Language Syllabus for
Primary School
12
2.2.2 KBSR Approach to Teaching Grammar13
2.3
2.2.1 Place of Songs in KBSR
14
What is grammar?
15
2.3.1 Subject-Verb Agreement (SVA)
16
2.3.2 The Rule of SVA
17
2.3.2.1
2.4
Simple Present Tense
Problems in Learning SVA
17
19
2.4.1 Interference from the Learners’
Own Language
2.4.2 Lack of Motivation
2.5
Songs
20
20
21
2.5.1
Past Researches on the Use of Songs 21
2.5.2
Advantages of Using Songs in English
Language Learning
23
2.5.2 The Concerns of Teachers
25
2.5.3
26
Using Songs to Teach Grammar
ix
2.5.4
2.6
3
4
Guidelines in Choosing Songs
28
Theoretical Framework
30
2.6.1
30
The Input Hypothesis
2.6.2 The Affective Filter Hypothesis
31
2.6.2
31
Adolescent Motherese
RESEARCH METHODOLOGY
3.1
Introduction
33
3.2
Research Design
33
3.3
Research Procedure
36
3.3.2 Pre-Test and Post-Test
38
3.3.3 Observation
39
3.3.4
39
Students’ Reflection
3.4
Respondents of the Study
40
3.5
The Pilot Test
40
3.6
The Treatments
41
3.7
Data Analysis
42
3.7.1 Pre-Test and Post-Test
42
3.7.2 Observation
42
3.7.3 Students’ reflection
43
FINDINGS AND DISCUSSION
4.1
Introduction
44
4.2
Results of pre-test
45
4.3
Comparison of pre-test and post-test
46
4.3.1
46
The experimental group
x
4.4
4.5
5
4.3.2
The control group
49
4.3.3
The experimental and control groups 50
Implementation of the treatment
53
4.4.1
53
Researcher’s observation
4.4.2 Students’ reflection
55
Discussion
56
CONCLUSION AND RECOMMENDATION
5.1
Introduction
58
5.2
Summary of the research
58
5.3
Conclusion
59
5.4
Limitation of the study
59
5.5
Recommendations and suggestions
60
5.6
Future research
61
REFERENCES
63
APPENDICES A-O
68-106
xi
LIST OF TABLES
TABLE NO.
TITLE
PAGE
1.1
Comparison between verbs used in Malay and English
5
2.1
Description of person in English
17
2.2
Three different forms of verb-to-be in simple present tense 18
2.3
‘s’ inflection on singular and plural verb for third person
Subject
2.4
18
‘s’ inflection on singular and plural verb for first and second
person subject
19
4.1
Pre-test result of both experimental and control group
45
4.2
Individual participant scores and percentage increase for
the experimental group
4.3
Individual participant scores and percentage increase for
the control group
4.4
47
49
Comparison between the experimental and control
groups’ performance
51
xii
LIST OF FIGURES
FIGURE NO.
3.1
TITLE
PAGE
Threefold classification questions derived
from Trochim (2006)
34
3.2
Summary of the research design adopted
36
3.3
Framework of data collection
37
xiii
LIST OF ABBREVIATIONS
MILE
-
Malaysian International Language Exhibition
NST
-
News Straits Times
SVA
-
Subject-verb agreement
L1
-
first language
MOE
-
Ministry of Education
KBSR
-
Kurikulum Bersepadu Sekolah Rendah
CV
-
Coefficient of variation
RD
-
Regression-Discontinuity
SPSS
-
Statistical Package for Social Sciences
xiv
LIST OF APPENDICES
APPENDIX
A
TITLE
PAGE
Letter of approval from Bahagian Perancangan dan
Penyelidikan Dasar Pendidikan Kementerian
Pelajaran Malaysia
B
68
Letter of approval from Sektor Pengurusan Sekolah,
Jabatan Pelajaran Johor
69
C
Sample of pre-test
70
D
Sample of post-test
76
E
Sample of students’ reflection sheet
82
F
Sample of pilot test
83
G
Sample of songs lyric used: You’re everywhere
by Michelle Branch
H
Sample of songs lyric used: Complicated
by Avril Lavigne
I
91
Sample of songs lyric used: Jenny by
The Click Five
J
89
93
Sample of songs lyric used: Skater boy by
Avril Lavigne
95
xv
K
Sample of songs lyric used: She has no time
by Keane
L
97
Sample of songs lyric used: That’s my goal
by Shayne Ward
98
M
Reflection analysis
100
N
Example of students’ reflection sheet
102
O
Example of personal comments
106
CHAPTER 1
INTRODUCTION
1.1
Introduction
Nowadays, the level of effort put up by Malaysians to improve their English is
surprisingly intense. Everybody wants to get a good grasp of this language since the
need to master it is no longer considered as an extra bonus but rather as a necessity. It is
because, English is considered as a gateway to a sea of knowledge. If one wants to
improve oneself, he or she needs to be able to use English decently. Prof Dr Mahani
Zainal Abidin says in her keynote address at the 5th Asia-TEFL International Conference
2007 and the first Malaysian International Language Exhibition (MILE):
“English could help Asia sharpen its competitive edge, increase economic
growth as well as assist Asian businesses to be globally competitive.”
(The Star, June 9, 2007)
To achieve this target, the Ministry of Education (MOE) has introduced the use
of English as a medium of instruction in teaching Mathematics and Science subjects at
both primary and secondary schools. Apart from that, literature has been brought into
our school syllabus to enhance pupils’ acquisition of English. These undertakings prove
that MOE too is aware of the need to improve the level of English acquisition among
Malaysians.
2
Besides that, private corporation such as the News Straits Times Press has
launched a program called School Sponsorship Program where individual or
organization can sponsor a school with newspapers for the students to read and for
teachers to use as a classroom activity. The program has been declared as successful to
improve the students‟ English proficiency as study shows that those who read the News
Straits Times (NST) between 20 and 30 minutes a day score better grades in their
English language examination than those who do not (NST, June 19, 2005).
With all sorts of programs run by both MOE and private sectors, the level of
English proficiency in Malaysia is still not up to a satisfactory level. Former Higher
Education Ministry, Datuk Mustapa Mohamed, said that:
“We need to raise the standard of English language among our young people
… if we want to compete effectively in the global market.
… most of our students do not have a strong foundation in English
grammar. Without knowing when to use past or present tense, how can our
students be proficient in English?”
(The Star, Jan 21, 2007)
A strong foundation in English should be established as early as possible. It is
vital especially for the teachers to make sure that the students have already understood
all the necessary grammar points and language skills to be covered in the syllabus before
moving on to secondary school.
There are many strategies that students can adopt in understanding grammar
points. One of them is by listening to English songs. Songs lyrics should be treated the
same as any other texts. Therefore, grammar activities done with the help of a text can
also be used with songs lyrics. By using songs to teach grammar, the teacher has
3
nothing to lose but to add variety to the lesson, increase students‟ motivation and extend
students‟ attention span.
1.2
Background of the Study
Learners of English always sigh at the sight of grammar. For most of them,
learning grammar is regarded as intricate and impossible to master. They have the
perception that only native speakers of English are able to do so. Students who lack
motivation to use English will feel unconfident in writing and speaking. Another reason
students feel unmotivated to practice English is because they are afraid of being laughed
at due to their incapability to string words accordingly.
The rules of language, governing the way in which words are put together to
convey meaning in different context (Nesamalar Chitravelu, et. al., 2005) is what
defined grammar. Forming an ungrammatical utterance or sentence is what most
learners of English as a second language fear most.
In teaching grammar, there are various types of strategies that can be
implemented by the teacher. Teachers have varied sources to help them in choosing
strategies that would benefit the students most. Teachers should bear in mind that
strategies employed by them should highlight suggested sentence patterns in context and
in a meaningful way so that they can be used both in speech and in writing (Sukatan
Pelajaran Bahasa Inggeris KBSR, 2001).
Hence, teachers should be able to find the techniques and activities that can
fulfill the above criteria and at the same time be able to engage students in the activities
and materials designed for them as well as motivate the learners.
4
Teachers are bound to time-constraint in designing effective activities and
materials to be used during the teaching and learning processes. Therefore, teacher
should use those materials that are already available around them rather than developing
one themselves. These materials are always considered as authentic materials as they
are materials readily-available which is not written for teaching purposes, but for a reallife communicative purposes (Winnie, 1995). The use of authentic materials, either
written or spoken, provides learners with a sense of „reality‟ (Nunan, 1989). Examples
of authentic materials are video clips, recording of authentic interactions, extracts from
television, radio, newspapers, signs, maps and charts, photographs and pictures,
timetables and schedules, and songs.
Songs have always been the background of our lives. We listen to songs
everyday. Therefore, songs become highly memorable. We have all experienced the
„song-stuck-in-my-head‟ phenomenon. It seems that songs lodge in both our short- and
long-term memory so they are relatively an easy way to remember quite a long chunk of
language (Davanellos, 1999). As a teacher, we should not take this behavioral
phenomenon for granted (Cook, 2000). Nonetheless, most of the teachers fail to realize
and make use of this situation. It is a waste since songs can be used as a powerful
medium for grammar teaching and learning of English.
The learning of grammar through songs has been discussed by Spaventa (1980)
in his article „Music, Music, Music‟. He proposed that the use of songs is good for
reviewing grammar points. According to him, after presenting and practicing an English
grammar point, a song which contains the grammar point can be a very effective method
of revising the point. However, Saricoban and Metin (2000) suggested that songs should
not only be used to revise grammar points but to use it in all phases of teaching
grammar. According to them, songs may be used for both the presentation and the
practice of the grammar lesson.
5
1.3
Statement of the Problem
To be able to produce a quality product of English either in speaking or writing,
one needs to have a clear understanding of English grammar. It is important for us to
produce grammatically correct sentences and utterances for others to comprehend the
intended message. Ungrammatical sentences may convey contrasting idea as oppose to
the original piece of information.
Understanding the subject-verb-agreement (SVA) in learning English grammar is
essential. Students are often confused with the rules of SVA. It is because Malay
language does not use the same rules where it is not required for the verb to agree with
the subject in a sentence. Interference of students‟ first language (L1) causes learners
confusion. Consider these sentences:
Table 1.1 : Comparison between verb used in Malay and English
Examples of Malay Sentences
Examples of English Sentences
Zila suka membaca novel.
Zila loves to read novels.
Kami suka melancong ke luar negara.
We love travelling to overseas.
Table 1 shows that the subjects in the sentences written in Malay do not
influence the verb, whereas, the subjects in the sentences that are written in English do.
For example, the verbs used in both Malay sentences are „suka‟ regardless of the number
of subjects involved. The sentences are then translated into English. However, the form
of the verb in each of the sentence is not the same in English. In the first sentence, the
root verb „love‟ has changed into „loves‟ while in the second sentence, the verb retained
its form as „love‟. It is because in English, the verb used should agree with its subject
whereas, in Malay, it does not.
6
Learning grammar is undoubtedly complicated and at times difficult. Drilling
for the same sentence patterns can be exhausting and later will kill the motivation of the
students. Besides, this method is not parallel to Kurikulum Bersepadu Sekolah Rendah
(KBSR) syllabus that requires sentence patterns to be taught in context and in a
meaningful way. By using songs, teachers can introduce grammar points to students in a
more conducive environment in order to attract students‟ attention and develop their
interest towards learning grammar.
1.4
Purpose of the Study
In Malaysia, many of the students encounter problems in forming grammatical
sentences and utterances. Poor grammar can be seen even in newspapers and websites.
Below is an example of an ungrammatical sentence found on the number plates at a front
and back of the new Proton Saga car at a showroom in Taman SEA in Petaling Jaya as
published in The Star dated January 25, 2008.
“A New SAGA Begin”
Despite a total of eleven years spent under national school system learning
English, it has to yet shown its effect in helping students to master the language. People
are still making mistakes regarding SVA rules.
Therefore, this study is conducted to investigate the usefulness of songs in
strengthening the understanding of SVA. It also gives students the platform to see the
use of SVA in a real context. Apart from that, this research allows students to practice
the correct rules of SVA. It is hoped that this research can provide students with a fun
and enjoyable atmosphere and at the same time increase students‟ motivation while
learning grammar.
7
1.5
Objectives of the Study
The objectives of this research are to:
1. investigate the effectiveness of using songs to reinforce the learning of SVA.
2. find out how students feel towards learning grammar through songs.
1.6
Research Questions
It is hoped that this study will provide the answers to the following questions:
1. What impact does songs has on the learning of SVA?
2. How do the students feel after learning grammar using songs?
1.7
Significance of the Study
This study is carried out with the purpose of exploring new strategies to teach
SVA. It is hoped that the results of this study can assure teachers to use songs to
reinforce students‟ understanding of SVA as a variation to the existing methods in
teaching grammar. Hopefully, this would help in facilitating students to understand
English grammar better.
Furthermore, this study would be the starting point for teachers to make use of
songs to teach other grammar points, skills and vocabulary since the use of songs are
inexhaustible. This initiative would surely brings a positive environment to the
classroom, strengthen students-teacher relationship, increase students‟ motivation, and
the most importantly change students attitude towards learning English.
8
In addition, based on the findings, it will be a good move if teachers start to
notice students‟ preferences of music and songs. Teacher can conduct a simple survey
asking for their favorite artists and songs and use it in the lesson. This will surely brings
an impact towards the teaching as teachers use the songs that are close to the students‟
hearts.
With the findings gathered from this research, teachers should take serious action
and start to include variations in their teaching. A committee of English teachers in each
school should start searching and collecting suitable songs lyrics to be used in language
classroom to address speaking, reading, writing, and listening skills as well as grammar
points and vocabulary. Teachers can set up a resource bank whereby all English
teachers are entitled to borrow the materials when needed. This step will surely lessen
teachers‟ burden as they will not have to do it on their own.
Moreover, it is hoped that the findings of this study would initiate MOE to
provide schools with commercially-produced educational songs. This will encourage
teachers to use songs in classroom and lessen their burden. It is because, to find a
suitable song to be used in any language lesson is very difficult. Teachers have to
consider a lot of aspects and analyze the songs in detail before utilizing it in order to
achieve the desired result.
Finally, it is hoped that all teacher training institutions would consider the
findings of this study to design a subject that can expose teacher trainees on how to
exploit songs in English classroom.
9
1.8
Scope of the Study
This study involved students in primary five from Sekolah Kebangsaan Sri Pulai.
One class from primary five was chosen based on recommendation by the school. This
research employed quantitative and qualitative research specifically quasi-experimental
since the researcher lack of time and resources to randomize the assignment of subject
and might interfere with on-going classrooms as well as the organization of classes.
Data were collected from a set of pre-test and post-test questions answered by the
experimental and control groups, observation done by the researcher, and structured
reflection by students who have undergone treatment sessions.
1.9
Definition of Key Terms
This section discusses the definition of key terms used in this research based on
its limitation.
1.9.1
Subject-Verb-Agreement (SVA)
This research focuses on the rules of SVA covered in KBSR for primary five.
This means that this research focuses on the singular and plural subjects excluding
collective nouns, determiners, infinitives, and, gerunds as the subject in a sentence. The
focus of the verb would be in present tense and on three types of verbs, namely main
verb, verb-to-be and verb-have.
10
1.9.2
Effectiveness
To measure the effectiveness of using songs to reinforce the understanding of
SVA, the researcher has adopted a quasi-experimental research whereby the pre- and
post-test scores of the control and experimental group were tabulated and differentiated.
This is to measure any improvement made by the participants after being involved in 3
different sessions of treatments. The mean, standard deviation, and coefficient of
variation (CV) of both groups were compared to identify any significant improvement. If
there is one, the researcher assumes that by using songs, participants understand SVA
rules and thus is an effective strategy to be used by teachers in teaching SVA.