RIZAL TECHNOLOGICAL UNIVERSITY PASIG

THE IMPACT OF MUSIC VIDEO IN LEARNING SECOND LANGUAGE

A Thesis Presented to the Faculty of the College of Education

Rizal Technological University, Pasig City

In Partial Fulfillment of the Requirements for the

Degree of College of Education

PAUL ANGELO BORJA

NORMAN CRUZAT

MAYGEILIN DAGOY

APPLE DE JUAN

MICHAELA SALAVER

ARNIE JOYCE TROPA

PCED-02-101P

December 2019
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the problem and its background which consists of

Introduction, Theoretical Framework, Conceptual Framework, Research Paradigm,

Statement of the Problem, Scope and Delimitation, Significance of the study and

Definition of terms.

Introduction

As a child we learn to understand or speak our first language by listening to

what others say again and again even if initially we don’t understand it fully. In

kindergarten, we don’t learn any language rules and still we get to recite poems and

through it we get to learn how various words are spoken and how they are combined

to form sentences. Through the poem itself we get to extract out how words are

composed together and the grammar of the language. It is a helpful technique and

can be extended to music to learn a second language. There is a lot of evidence

suggesting that musical training affects the neural encoding of speech and networks

function required for ordinary speech communication

Music also motivates us to keep learning a language by introducing us to the

culture where the language is spoken. If the genre of music interests us then we

may keep hearing it and involuntarily learn the language details like grammar.
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
Studies have shown that using music engages the students more towards

learning a new language than the usual classroom methods.It has been shown that

same brain resources are shared while processing music and language. Making

even stronger claim, Brown et al.,(2006) showed that same functional brain areas

are used in generating linguistic and melodic phrases which indicates cognitive

parallelism between music and language.The work by Kraus et al.(2010)tells about

how musical skills affects language skills. It states that, music tones the brain for

auditory fitness just like physical exercise impacts the body fitness. It states that

enhanced functional plasticity reflects experience in playing music and doesn’t just

reflect the innate differences between musicians and non-musicians. It shows that

continued in tense musical training brings structural changes in the primary auditory

and primary motor areas. It shows that auditory skills of musicians do percolate to

other domains, such as language, speech, emotion and auditory processing,so

auditory skills enhanced by musical training help in these domains as well.The future

can be in understanding the plastic changes with time that are induced by music

training which will allow us to explore the extent and limits of plasticity in the brain.

For many people whose first language is not English or they did not learn English as

a second language in school like in some European countries for instance Belgium

and Moldova (Ottilie, 2010; Xmarabout, 2010), their first exposure to English may

probably be through popular songs. Lynch (2005) points out in his article that

language teachers should use songs as part of their English language teaching.

Among the reasons given are that songs contain natural language, are easily
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
obtainable, and are natural and fun. He also states that a variety of new vocabulary

can be introduced as well as cultural aspects and even different types of English

accents. Songs can be selected to suit the needs and interests of students. The

lyrics of songs can be used in relating to situations of the world around the students.

Overall, he concludes that songs can offer an enjoyable speaking, listening,

vocabulary and language practice. In addition, Orlova (2003) notes that for the last

two decades, the English as a Foreign Language (EFL) methodology has been

actively considering the possibility of using music and songs in class. Based on her

10-year experience of incorporating songs in the language teaching, she claims the

use of songs in language classes puts students at ease, makes them more attentive

and can increase their desire to learn a language. Music offers a versatile way to

look at the language and can be used to reinforce and improve speaking, listening

comprehension, vocabulary and phrasing. This is supported by Beare (2010) in his

article on using music for the ESL (English as a Second Language) classroom. He

reports that using music in the beginning of a lesson is a great way to introduce new

vocabularies to students and get them thinking in the right direction, meaning that

they will know what the lesson will be about

Generally, speaking, music and language have intrinsic features in common,

such as pitch, volume, stress tone, rhythm and pauses. Another shared feature of

language and music is that we learn both of them through exposure. No language

can be acquired without oral or written input (or visual input, in the case of sign

language), and in a similar fashion we acquire our notion of music from what we
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
hear around us - which is why music from other cultures often sounds odd to us

when it differs significantly from the patterns of sounds and rhythms to which we

have grown accustomed. Different animals have various kinds of cries and songs to

communicate with each other. Similarly human beings use their language and/or

music to express their thoughts and feelings to their fellowmen. We can hardly

imagine a culture without music. Thus, music is an essential part of any culture

which is highly recognized as an indispensable component of human existence. As

special short musical compositions, songs are also rooted in culture. They are

regarded as rich sources of information about human values, beliefs, customs,

relations, ethics, and cultural differences. Cognitive scientists, therapists, musicians,

singers and teachers can easily support the relationship between music and

language. Music is considered as a strong candidate for making language learning

classroom an optimum learning environment in which learners can increase their

vocabulary, enhance their listening, speaking, reading, and writing skills, and

develop cultural knowledge. Educators have found several features in songs which

allow second language learners to manage their learning effectively. For instance,

songs contain conversational language, short words and many personal pronouns

which are spoken at a slower rate with various repetitions allowing them to be

processed easily, efficiently and amusingly. These factors make songs as

magnificent tools for learning vocabulary or for fortifying words already learned. This

paper looks briefly at research and examines the importance of music and songs in
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
second/foreign language learning, especially in the realm of word study and offers

strategies for using music video in acquiring second language.

Songs have been a part of our lives for as long as we can remember.

Guglielmino (1986, cited in Schoepp, 2001) mentioned adults sing at religious

services, bars, in the shower and listen to songs on the car radio. Songs have

become an essential part of our language experience and if used in coordination

with a language lesson, they can be of great value. Fortunately, with the expanding

prevalence of the internet and specifically the World Wide Web into both the

classrooms and lives of students, access to music and lyrics has been made easier.

This study focuses on the impact of using music video in YouTube to acquire second

language of the students. Almost everyone loves music. It is part of our language

and life from birth onwards. As babies, we hear lullabies. As young children, we play,

sing and dance to a myriad of nursery rhymes. As adolescents, we are consumed by

the beat of famous music artists throughout the world in our daily lives. Music

permeates television, movies, theatre and even the news. When we exercise, work,

play, worship, etc., music is there to support or change every mood and emotion. A

likable tune is played, hummed or sung, at times in our heads, as we go about our

everyday lives. So, why not include music and songs in language learning as well?

Accordingly, this paper would be a great favor to show the Impact of using music

videos in acquiring second language in the secondary school.

Later, we will refer to the factors that influence learning a second language.

We know there are many theories that try to explain the mechanisms by which
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
learning another language, but according Murado and Bouso (2010) there are a

number of factors which greatly influence this learning and they have special

importance in our research, because each of these factors have great influence on

the stage in which we focus, education child and adult.

Learning a foreign language is an enriching element in the acquisition of a

foreign language. The cultural needs of today and the social changes that have

occurred have led to file a correlation between the First Language with grammatical

in the acquisition of a Second Language (Tagalog/ English).

In the educational system of the country, especially in the area of language is

observed that there is a correlation between the first language with grammatical rule

in the acquisition of a second language (Tagalog / English), considering that the first

impact of manner or another on the second; Hence the importance of studying it.

Although we acquire the First Language from birth; we find it a little difficult to master

the grammar of it and if we are also learning another Second Language; because we

do not give adequate use allowing students take advantage of this great resource;

making the same having a low development of listening and pronunciation skills, that

is why the importance of not only get a good infrastructure, but also preparing their

teachers to know better utilize resources that provide educational centers of

teaching other languages.

Also the lack of practice of listening and watching means that there is little

compression of the topics discussed in the classroom, precluding a good

understanding of both our L1 and L2; because this causes students cannot develop
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
all the skills you have together leads to a correlation between L1 with grammatical

rule in L2 acquisition (Tagalog/English).

Another cause was determined that the lack of technique by teachers who

have come to use traditionalism when delivering their classes, leading students in a

disinterest in the development of learning to listen and watch. It is noteworthy that

the traditional teaching is in the past, because they should change the methodology

and thus have better results.

Theoretical Framework

This study is anchored to an age-related theory by Kenny et al, 2004 that

favors positive over negative stimuli in cognitive processing. In contrast to the view

that there is a categorical divide between pre and post critical period L2 learners, a

more gradient view of age effects in L2 takes into account a number of factors. Adult

and child learners rather than showing categorical distinctions in the process of

acquisition – share a number of patterns in L2. An obvious shift in cognitive functions

of the maturing individual includes a reduction of implicit learning and an increase in

explicit learning with age, but this shift cannot singularly explain age effects.

Contrasting adult and child in second language under the same circumstances

reveals both similarities and differences in path and ultimate achievement. It

examines similarities and differences between native speakers and L2 learners in

terms of their grammatical proficiency.

 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
Successful students reach far beyond their potentials due to internal and

external forces that move them to behave the way they do. Since the researcher

would like to determine the impact of music video in learning second language, it is

within this theory that this study is being anchored and conceptualized.

Conceptual Framework

The researcher wants to reveal and investigate the impact of music video in

learning second language. The researcher will use Age- related affects theory by

Kenny et al ( 2004) in formulating research question these are the (1) Would L1

grammatical proficiency level (Tagalog) correlate with the grammatical proficiency

level (English) in watching music video? (2) How could increase the grammatical

knowledge of the mother tongue in relation to the acquisition of a second language

through music video?

Age related affects by Kenny et al, 2004 coined the term “positivity effect” to

describe mounting evidence that older adults show a relative preference for positive

over negative information in attention and memory (Charles et al., 2003; Mather and

Carstensen, 2003; Mikels et al., 2005). “Effect” was chosen over “bias” when the

term was coined because age differences are as frequently driven by a preference

for negative material in the young as they are driven by a preference for positive

material in the old. The positivity effect concerns the relative difference between

older and younger people in attention to and memory for positive as opposed

to negative material, which means the grammatical proficiency of the child and adult
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
may vary according to the maturation and critical period where there brain

developed to acquire new language.

The positivity effect was initially identified by investigating postulates of SST,

a life-span theory of motivation (Carstensen, 1993, 2006; Carstensen et al., 1999).

According to SST, a core constellation of goals operates throughout adulthood,

including basic goals associated with attachment and control as well as goals

associated with instrumental needs and emotional gratification. The key postulate of

SST is that the relative importance of goals within this constellation changes as a

function of future time horizons. Because chronological age is inversely associated

with actual and perceived time left in life, systematic age differences emerge in

preferred goals. Importantly, according to SST, age differences in goal hierarchies

reflect perceived future time more than time since birth (viz., chronological age).

When the future is perceived as long and nebulous, as it typically is in youth, future-

oriented goals related to gathering information and expanding horizons are

prioritized over emotional gratification. When time horizons are constrained present-

oriented goals related to emotional satisfaction and meaning are prioritized over

goals associated with long-term rewards.

Through watching music video researcher will reveal the relation of

grammatical proficiency in mother tongue by means of observation to the children

while watching music video, with that researcher will ask question regarding to what

the children viewed. The purpose of this research is to determine and give
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
information on how music video, become tool in acquiring and learning second

language in a digital classroom.

Research Paradigm

The study made use of the System Approach by Coombs which includes input,

process and output. Along with these are identical boxes and the arrow connecting

it. Figure 1 presents the paradigm that summarizes the flow of the study.

The input box contains the two research questions (1) The grammatical

proficiency level (Tagalog) correlate with the grammatical proficiency level ( English)

in watching music video.(2)The increase of grammatical knowledge of the mother

tongue in relation to the acquisition of a second language through music video.

The process box shows the stage by the researcher in preparation of the

research proposal, i.e. gathering of references and the observation.

Last box in the framework is the output which is the impact of music video in

learning second language.

The study, use the age related theory by Kenny et al, 2004 in formulating the

research question to reveal the impact of music video in learning second language

of the pupils in Bagong Pag – asa Elementary school. The research question is

based on the grammatical proficiency of the pupils in L1 to L2 in their young age or

the critical period of acquiring the second language.

 RIZAL TECHNOLOGICAL UNIVERSITY PASIG

Input Process Output

•The
grammatical
proficiency level
( Tagalog)
correlate with
the grammatical
proficiency level
( English) in
watching music
video. •Gathering of •Impact of music
references videos in learning
•The increase of •Observation second language
grammatical
knowledge of
the mother
tongue in
relation to the
acquisition of a
second
language
through music
video.

FEEDBACK

Figure 1.
Conceptual Model on the Impact of Music Video in Learning Second Language
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG

Statement of the Problem

To accumulate the relevant evidence, the following research question are

formulated:

1. Would L1 grammatical proficiency level (Tagalog) correlate with the

grammatical proficiency level (English) in watching music video?

2. How could increase the grammatical knowledge of the mother tongue in

relation to the acquisition of a second language through music video.

3.

Scope and Delimitation of the study

The study aim to determine the impact of music video in learning second

language in Bagong Pag-asa Elementary school during the school year 2019-2020.

The researcher will observe the respondents while watching music video to

determine the impact of music video in acquiring second language. This study limits

the coverage on the grade four pupils, fifty pupils will be the respondents.

Observational research design is applied in the study.

Significance of the study

The present study will be beneficial to the following:

 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
Children. This study will help them know the major impact of music videos

in acquiring second language. Clearly, it is beneficial in terms of the words and

language that these music videos contains and with that children gain or taste a

glimpse of what's coming on their way. The results would give the end beneficiaries

of this study challenges to strive more as they are the future of the nation.

Curriculum Planners. The results of this study would help the planners of

curriculum to devise a program for pupil development in learning second language.

School Administrator. They will be given baseline data on the status in

learning second language that will help in formulating plans for the pupils and the

school in general.

Teachers. This time teachers will also give more opportunity to extort or put

music videos that containing with language that is connected to second language in

their activities so that there is one or more instances that a child is seeing a glimpse

of the upcoming words and languages.

Future Researcher. Those who are conducting studies along this line would

be guided throughout the conduct of their study because contents of this

investigation would contribute in their research for answer on the impact of music

videos in learning second language.

Definition of Terms

For common understanding of the terms used, conceptually defined:

 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
Acquiring language First language acquisition refers to the way

children learn their native language. Second language acquisition refers to

the learning of another language or languages besides the native language.

Impact of music video is the music videos give the perception of the

song, and a lot of people like to see what artists are coming up with for their

song rhythm, idea of the song, etc. Also, it shows the song artist a lot of

support, instead of going to a lyric video all the time or a copyrighted video.

Language learning is broadly defined as developing the ability to

communicate in the second / foreign language, and in this context includes:

Language learning for specialists.

Mother tongue is defined as the first language that a person learns

and the language used in that person's home country.

Music video a videotaped performance of a recorded popular song,

usually accompanied by dancing and visual images interpreting the lyrics.

Native language is the most cases, the term native language refers to

the language that a person acquires in early childhood because it is spoken in

the family and/or it is the language of the region where the child lives. A

person who has more than one native language is regarded as bilingual or

multilingual.

Second language a person's second language, or L2, is a language

that is not the native language of the speaker, but is learned later.
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
Video is the recording, reproducing, or broadcasting of moving visual

images. A recording of moving visual images made digitally or on videotape.

References

Aniruddh D Patel. Why would musical training benefit the neural encoding of

speech? The opera hypothesis. The relationship between music and language, page

195, 2011.

Diego Aguirre, Daisy Bustinza, and Mijail Garvich. Influence of songs in primary

school students’ motivation for learn

Ingrid del Carmen Mu˜noz P´erez. Songs as a tool to develop listening and speaking

skills at a beginners’ level. 2013.

Huyen Nguyen Thi Thanh. A study of using english songs as a type of

supplementary material in teaching listening for first-year non-major students of

english at phuong dong university. ULIS, 2010.

Roszainora Setia, Rozlan Abdul Rahim, Gopala Krishnan Sekharan Nair, Norhayati

Husin, Elangkeeran Sabapathy, Razita Mohamad, Shahidatul Maslina Mat So’od,

Nurul Izatee Md Yusoff, Razifa Mohd Razlan, Nur Amalia Abd Jalil, et al. English
 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
songs as means of aiding students’ proficiency development. Asian Social Science,

8(7):270, 2012.

Neil T Millington. Using songs effectively to teach english to young

learners.Language Education in Asia, 2(1):134–141, 2011.

Barska, K. (2006). Using songs to teach vocabularry to EFL students.

http://www.acgrenboble.fr/reaso/article.php3?id_article=58 (June 1, 2011)

Beare, K. (2010) Music in the ESL classroom.

http://esl.about.com/od/esleflteachingtechnique/a/brainmusic.html (May 25, 2011)

Dowse, C. (2009). Teaching: How to use YouTube to teach. http://cd-

2006.blogspot.com/2009/05/teaching-how-to-useyoutube-to-teach.html (August 2,

2011)

Kelsey, T. (2010.) Social networking spaces. New York: Apress.

http://dx.doi.org/10.1007/978-1-4302-2597-3 [5] Lo, R. S. M. & H.F.C. Li (1998).

Songs enhance learner involvement. English teaching forum. 36.3, 8-11.

Lynch, L. M. (2005). 9 reasons why you should use songs to teach English as a

foreign language. http://ezinearticles.com/?9- Reasons-Why-You-Should-Use-

Songs-to-Teach-English-as-a-Foreign-Language&id=104988 (July 28, 2011)

 RIZAL TECHNOLOGICAL UNIVERSITY PASIG
Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge:

Cambridge University Press. [8] Orlova, N. F. (2003). Helping prospective EFL

teachers learn how to use songs in conversation classroom. The internet TESL

journal, 9.3. http://iteslj.org/Techniques/Orlova-Songs.html (August 1, 2011)

Ottilie (2010) Is English compulsory course in your country? [Msg49] Message

posted to http://forum.wordreference.com/showthread.php?t=1196978&page=3 (July

24, 2011)

Yke Schotanus. The musical foregrounding hypothesis: How music influences the

perception of sung language. 2015.