Faculty of Education and Languages Open University Malaysia




I hereby declare that the work in this thesis is my own except for quotations and summaries which have been duly acknowledged.

Date ___________________

___________________ Samra¶ Basimah Abd.Kadir 710425135282002



I would like to thank all the people who have enabled me to complete this study in one way or another. I am greatly indebted to my supervisor, Tuan Haji Nazeri bin Mohd Amin, senior Lecturer, Jabatan Bahasa Bahasa, Institut Pendidikan Guru Malaysia Kampus Dato¶ Razali Ismail, Kuala Terengganu, who has kindly and patiently guided me throughout the process of the study. His insights, advice, support, encouragement and approachability have made the process of the study not only precious but also a meaningful one. I would like to show my appreciation to all those who have helped me greatly in data collection. There are too many names to mention here but in particular I would like to thank Tuan Haji Abdul Rahman bin Mohd Zain, the Headmaster of SK Kesom (SKK), Kuala Terengganu for all the indispensable support; my colleagues and friends: Surina, Asmalaili, Suzliyati, Afzan, Kamisah, Salmah and Rohani and my astonishing Year 5 Ibnu Sina and 5 Ibnu Khaldun. I would also like to thank all my OUM lecturers for teaching me in all the courses that I have taken. I am grateful to my beloved husband; Azmi Abdullah, my

beloved children; Ahmad Irfan Zulhilmi, Ahmad Wafiy Basri, Aeisya Nurhannan and Qaseh, my parents and mother in law for their love and support which have enabled me to meet all the challenges and occasionally to turn what I perceive as impossible into a possible one.


ABSTRACT This study is to investigate the effectiveness of using music and song in the teaching of vocabulary to the young students compared to the traditional method. A total of 40 respondents from Year 5 classes from a sub-urban primary school have participated. The experimental group received teaching vocabulary using song, while the control group received traditional method. Quantitative data were gathered in this study using an instrument of pre-test and post-test questions. Data analysis was done using SPSS version 9.0 programs. It was found that all respondents showed an average performance in the pre-test before the treatment. However, after the treatment done, the respondents from the experimental group which were given song as the alternative instruction failed to show a good result. The result of the traditional group, done in natural way of teaching which known as teacher-centered was better. This means, the use of song could not give any extra solution in helping students to acquire the vocabulary. This study showed that the use of song is only as effective as the traditional method. Despite on this, the improvement can be seen from the result of acquiring noun but not in verbs. In conclusion, this study had proven that teaching vocabulary using song to the young students is not helping the students¶ achievement in acquiring the vocabulary, but it can be used as the supplement to the traditional method in order to motivate and make the students enjoy in English classroom.


Khususnya. tahap pencapaian responden untuk penggunaan kata nama menunjukkan keputusan lebih baik berbanding penggunaan kata kerja. Sasaran kajian terdiri daripada 40 orang responden Tahun 2 di sebuah sekolah rendah di pinggir bandar. Meskipun begitu. objektif kajian ini bertujuan untuk melihat kolerasi antara pembelajaran perbendaharaan kata nama am dan kata kerja dengan penggunaan lagu dengan kaedah tradisional. Tahap pencapaian kumpulan kajian adalah sama atau lebih rendah berbanding dengan kumpulan kawalan. Responden kumpulan kajian telah melalui proses pembelajaran menggunakan lagu manakala kumpulan kawalan hanya diberi kepada pengajaran tradisional. Data kuantitatif telah dikutip dengan menggunakan instrumen soalan pra dan pos ujian. Walaubagaimanapun. dapatan kajian ini membuktikan bahawa penggunaan lagu dalam pengajaran kata nama dan kata kerja adalah tidak mempengaruhi pencapaian pelajar tetapi penggunaan lagu boleh dijadikan nilai tambah dalam menyokong pengajaran traditional. selepas intervensi kajian. Pencapaian kumpulan kawalan yang menjalankan kaedah pengajaran traditional yang dikenali sebagai kaedah berpusatkan guru menunjukkan keputusan yang lebih baik. Ini bermakna penggunaan lagu dalam pengajaran tidak membantu secara multak dalam penguasaan pembendaharaan kata. Penganalisaan data dibuat dengan menggunakan program SPSS Versi 9. menyuntik motivasi dan menyediakan keseronokan belajar ketika pembelajaran Bahasa Inggeris. v .ABSTRAK Kajian ini dilakukan untuk mengukur sejauh mana keberkesanan pengajaran perbendaharaan kata menggunakan muzik dan lagu dibandingkan dengan pengajaran menggunakan kaedah tradisional.0. tahap penguasaan responden kumpulan kajian dalam pembelajaran perbendaharaan kata menggunakan lagu telah gagal mencapai keberkesanan yang lebih baik. Secara kesimpulannya.

5 Objective of the research 1.1 Introduction 1.5.3 Statement of the Problems 1.Table of Contents TITLE Title Page Declaration Acknowledgement Abstract Abstrak Table of Contents List of Tables List of Appendixes List of Abbreviations PAGE i ii iii iv v vi-viii ix x xi Chapter 1 INTRODUCTION 1.1 The objectives of the research 1 1 3 4 7 8 8 vi .2 Background of the Research 1.4 Purpose of the Study 1.

6 Significance of the Research 1.6 Music or song related to the multiple intelligence in learning ESL 2.7 Limitations of the Research 1.2 Research Design 3.5 Acquiring vocabulary in ESL through song and music use 2.1 Introduction 2.4 The connection between music.1.5 Data Collection Procedures 3.2 The research questions 1.7 Summary 13 13 14 15 21 24 26 27 Chapter 3 RESEARCH METHODOLOGY 3.5.8 Definitions of Terms 9 9 10 11 Chapter 2 LITERATURE REVIEW 2.4.2 The Benefits of English use in teaching language 2.3 Population and Sample 3.6 Summary 28 28 28 32 33 33 34 35 vii .1 Pre-test and Post-test 3.3 Music as a pedagogical source in learning process of ESL 2. the brain and learning 2.4 Research Instrument 3.1 Introduction 3.

1 Why was there no significant between approaches in teaching vocabulary with using song or alternative instruction versus traditional method? 5.Chapter 4 RESEARCH FINDINGS 4.4 Summary 36 36 36 38 43 Chapter 5 DISCUSSIONS AND IMPLICATIONS 5.4 Conclusions of the Findings 5. 5.3 Research Findings 4.3.5 Implications of the Findings 5.2 Why the effects of using English songs as compared to using traditional method did not vary with different group of words.3.1 Introduction 4.3 Discussions of the Findings 5.7 Summary 44 44 44 46 46 51 53 54 55 55 56-59 60-76 REFERENCES APPENDIXES viii .2 Respondents¶ Profile 4.6 Recommendations for Further Research 5.1 Introduction 5.2 Research Summary 5.

4 4.7 Group Statistics for acquiring verb between both group Independent Sample Test in acquiring verb between both group 42 42 ix .1 4.3 4.2 4.LIST OF TABLES TABLE NO TITLE PAGE 4.5 Research Respondents¶ Profile The Statistics of the both group Independent Sample Test for using song compared with TG Group Statistics for acquiring noun between both group Independent Sample Test in acquiring noun between both group 37 38 40 41 41 4.6 4.

LIST OF APPENDIXES APPENDIX A B C D E TITLE Lesson Plan (Experimental Group) Lesson Plan (Control Group) Vocabulary Target List Pre test and post test questions The worksheet use for the experimental group of study (individual task) PAGE 60 64 67 68 71 F G The song used : entitled ³Insya Allah´ sung by Maher Zain The worksheet use for the experimental group of study (enrichment task) The worksheet use for the control group of study (Individual task) 72 73 H 74 I The teacher¶s script ± use in the lesson of the control group 75 J The collected of the data from pre and post test from Ms Excel view 76 x .

LIST OF ABBREVIATIONS ELT ESL ETR KBSR English Language Teaching English As A Second Language Expected Target Result Kurikulum Bersepadu Sekolah Rendah (Integrated Curriculum for Primary Schools-ICPS) Kementerian Pelajaran Malaysia ( Ministry of Education) First Language Second Language Operational Target Increment Ujian Penilaian Sekolah Rendah (Primary School Evaluation Test) KPM L1 L2 OTI UPSR xi .

Because of this. The students sometimes face some problems in acquiring English as their second language (L 2). Despite all these efforts. Teaching to the young students of the primary school is not an easy job. the results were still not very encouraging. 1 . and µSkim Baucer Tuisyen¶ or µSBT¶ have been introduced. the standard of achievements amongst the young students is still very poor especially in rural primary school and also those from sub-urban primary schools. µEtems¶. Several programs like µExtra English Tuition¶.1 Introduction English language is considered as very important subjects in primary schools as the basement before one student go further to the higher level. Consequently.CHAPTER I INTRODUCTION 1. numerous efforts have been taken by the Ministry of Education (MOE) to overcome it. In East cost like Terengganu. the teacher should be creative and be good model in teaching English for their students.

grammar skills development. they tend to use totally their first language (L1) or mother tongue which all knew in this context of study the students are from a Malay village. Vocabulary is the main point to learn English.As the basic components of the four language skills which are listening. and cultural fluency. reading. Hence. Thus. 1. they need to grab as many as they should have the English words. The aim of this paper is to determine and examine the specific advantages and disadvantages of the use of the songs in the learning area among the young students in an English classroom. vocabulary has to be mastered by the learners. so they mostly 2 . proper use of accents. the use of music to teach the content areas can be a valuable tool in the classroom. music and songs help in all areas of language learning such as vocabulary development. According to Gugliemino (1986). As the young students are in the elementary level. it is hoped that by introducing a strategy like using song in learning vocabulary will help to enhance students¶ achievement in English language acquisition in primary schools. The purpose of this study is to investigate the comparison of students¶ achievement in the learning vocabulary by using songs and without songs. vocabulary should be the first priority in English language teaching and learning. writing and speaking. this paper proposes a research study that will test and determine the effect of the use of songs in the teaching of vocabulary on the young students.2 Background 3of the research: As the students coming from a rural area which come from in this case English language. Thus. So.

Unfortunately. who are the first responsible people in the child¶s life. Yet. They are not interested in learning and speaking properly although they do attend the lesson. most of them feel fearful of the language. parents. most of the students dislike learning English subject especially Malay students. motivation is a need as a main part of the learning and being a big factor in language learning. they choose to use their mother tongue to interact among friends in and out of the classroom. With lack of interest and exposure to the target language which they were not being exposed to a conducive English Language Teaching (ELT) environment where they were given ample opportunities to use the language in and out of the classroom. they always face major difficulties in acquiring English in terms of vocabulary. As for that. They hardly speak out the second language (L2) outside the classroom. This situation will not help them to master L2 as long as they feel fearful of the language. Why do this happen among them? Terengganuan students are naturally reticent when it comes to communicating in ESL. even they really know that it is a compulsory subject that they have to learn so. But for that to happen. Since the teachers will always to find out the solution and trying new approaches and also strategies to make a learning meaningful and practical uses in ESL classroom. with family members in their communities without feeling any regret. should make the first concerted attempt to encourage their child for English use.choose to communicate in¶ Bahasa Melayu¶ with Terengganu accent. this will affect the students¶ English performance in Ujian Penilaian Sekolah Rendah or 3 . and in and out of the school. Instead.

³the English language environment in the three primary schools studied apparently was lacking. the pupils 4 . the importance of English in Malaysia and in the world. (1995. As to explain on his study of these problems that occurred among the most of young learners in primary school. generally. In Malaysia it is declared as the second most important language after Malay language. p.´ Nevertheless. for instance. The policy clearly states that English language is still a strong second language in Malaysia.Primary School Evaluation Test (UPSR) to fulfill the requirement of Kurikulum Bersepadu Sekolah Rendah (KBSR) and beyond it. As portrayed from Dr. The primary English language syllabus. students still face some problems in mastering this second language. declares by Kementerian Pelajaran Malaysia (KPM). Mohd Sofi Ali (2003). The pupils were not being exposed to a conducive English language environment where they were given ample opportunities to use L2 in and out of the classroom and in and out of the school´. having been exposed to the language for a fair number of years.1) ³In keeping with the National Education Policy.3 Statement of the problem: Nowadays. 1. Many students were still facing problems in speaking and writing in English because they neither use English at home nor with friends to communicate each other. needs no further elaboration. English is now a universal language and belongs to everyone. English is taught as a second language in all government-assisted schools in the country at both the primary and secondary levels of schooling.

speaking and listening. is to be actively involved in a global world which uses English as the main means of communication.only tend to use the language within the English hour. The factors of this phenomenon may come from many ways as to be considerate depends to the situation which the learning process take place. therefore they cannot use the language to interact with their children. As he mentioned in the journal. students who have low literacy level in English have a hard time in learning English as a second language (ESL) which is a compulsory subject that they have to master on for the future need. they need to get a strong base as to build up the competence in the second language. Among the young students as primary school students. most of the students in primary school are having 5 . English at home. On the other hand. This means the students or young learners are not using the opportunity to practice and interact amongst them in English. the using of English outside the classroom. a learner is required to master four important skills which are reading. that would mean they only use an hour (for double period) or a single period of half an hour and as only six periods per week for practicing the language if the instruction totally done using the language. was practically non-existent. However. Consequently. As to become a fluent English language user. Those skills are very necessary. writing. seemed to have failed to be used as the most of the parents not understand the language. thus affects their performance at school especially in speaking and writing skill as they have to well perform if to be fluent in the target language as well.

More than that. speaking. Yet.difficulties in trying to make sense of the lesson of the second language (L2) because they do have limited vocabulary. This is very important because children have their own ways in learning something. reading and writing skill. because it appears in every skill of language which are listening. As to help the students in a primary school to communicate using the language. they have certain characteristics and so that they need certain treatment. All know that vocabulary is a vital aspect in language. it will give so many benefits as it will give the confidence and make them influential. Even it is not as easy as a teacher can do in a big size of the classroom. (2009) a consulting counselor at the ministry: 6 . as said by Dr Ee Ah Meng. a teacher has to present them with a bank of vocabulary. Bearing in teachers¶ mind. we must to find out good techniques and extra power to teach them. Having limited vocabulary is a big barrier to ongoing in any language. what is the best approach to be used in teaching vocabulary among the young students? The language teacher suppose to not solely rely on the old technique as so called as chalk and talk method if they want to engage their students. The teachers always think out of what is the big problem among the students to use the language competency. A strong vocabulary will give the students the right words to use at the right time. One could not communicate effectively or to express ideas without a sufficient vocabulary. they will not having difficulties in expressing their idea. Many linguistic beliefs that words are the basic unit of language form.

but also recommended for teaching phonetics. Why should music be suitable to be used in teaching vocabulary? The use of lyrics of the song. In Malaysia we can see mothers sing some special songs to sleep their baby. speaking skills. charts. she had a strongly believed that songs can be used as not only to develop listening and singing. That is way the song is chose to be as a learning tool in this study to see how effective the learning process and to be integrated as a wonderful learning time. she found the topic of teaching vocabulary through music or song are very appealing and become as the most important element of teaching the language. Music is a good solution which could be a teaching tool to make them enjoy the lesson and improve their skills. 7 . grammar. Due to the need of the best approach to be used into a language learning process as stated by Karolina Barska (2006)."Teachers who practice the chalk and talk method ought to use more teaching aids that can stimulate student's interests in learning as well as to assist students in concept formation. lacking the motivation to study and that is why the use of teaching aids. The songs have become an integral part of our language experience. the music and rhythm is an ancient way to teach a target language. it is hoped that by using songs will help to enhance students in vocabulary through applicable activities like singing. discussing on the lyrics and so forth. and if used in coordination with a language lesson they can be great value. and the most important is as a great tool for expending the vocabulary amongst the students." He further said that some students are not so attentive in class. For the reason. From the researches done on this matter of study. slides and pictures should be utilized to interest the students.

2 The research questions for the study are: 1) Is the teaching vocabulary by using English songs more effective than teaching vocabulary by using traditional method? 2) Do the effects of using English songs as compared to using traditional method vary with different group of words? 8 . students will well-motivated in the learning of the language and to improve their competency in ESL.5 Objective of the research The main purpose of this research is to find out whether songs can improve and increase students¶ vocabulary achievement. 1.4 Purpose of the research The purpose of this study was to discover the effectiveness of using songs in the teaching vocabulary on the young students.5. mastering vocabulary is a need to each student who tends to learn and master ESL. 1.Thus. 2) to investigate whether the effect of using English song as compared to using traditional method vary with the different group of words.1 The objectives of this study are: 1) to investigate whether using English song is more effective than teaching vocabulary by traditional method. Therefore. 1.5. 1.

motivation and performance for primary students particularly in Year 5 students on the use of song in teaching vocabulary. The participating school will benefit because the results will be a guideline for the teachers to determine and make a comparison of the use of teaching methods. this could help overcome the problem of students having low English proficiency in primary schools. It is also benefits the participating school. also being able to find ways to improve their teaching strategies. the language teacher as well as the subjects of the study. There is a possibility that the success of those few could be extended to the others in the same circumstances. Therefore. 9 . The teacher also can use the tested strategies in learning to rectify the problems to gain in influence of students¶ ability in learning target language effectively and attentively. It was also hoped that by discovering this relationship.1. this could help to overcome the problem of students having low English language proficiency gains in vocabulary. the students would benefit in terms of English language acquisition. The ideas can be used to increase students¶ awareness and sense of excitement for learning new words and the teachers can find ways to improve their teaching methods. Therefore.6 Significance of the research This research indicates the ways to reinforce the vocabulary learning to determine the attitudes. using multi-task which are based on learners-centered.

The size of the sample is small.7 Limitation of the research The study is limited by different factors and circumstances according to the background of the students¶ prior experience in learning English in a sub-urban school. The amount of time available for conducting the experiment. This is a quantitative research and the instruments used are quiz questions only. Therefore the generalization of the results is also limited by the small scale of the study. Some identified limitations are the following: i. 1. which located in a village area. The respondents were not able to get enough practice in the class. The research is limited to two groups of Year 5 students in one elementary school. thus affecting the reliability of the findings. the following are definitions and explanations of 10 .1. There might be extraneous variables that can invariably affect the findings such as the cultural and educational background of the students. about two slots of teaching and learning activities may too short a time to obtain results that can be generalized for all the students. It is impossible for the researcher to carry out an extensive study in such a short period of time. This situation absolutely affected on the intended objectives for the lesson conducted. iii.8 Definition of terms The terms used in this research may carry a different interpretation in a different context. The lessons are limited to selected vocabulary items. iv. ii. As to avoid any confusion.

either of a whole language. (noun) vocabulary is a sum or stock of words employed. 2. 2) Vocabulary: According to dictionary definitions vocabulary is either: 1. the students are selected from the Year 5 students as the respondents in this study. a dictionary or lexicon. teacher does most of the talking time while the pupils only listen. In order to have same perspective and knowledge. 1) Songs The word µsong¶ is a noun. broke into song. First. or the 3) Young students This term is mainly based on the years spent in the primary school or elementary stages of formal education before the transition to secondary school. In traditional method. (noun) vocabulary is a list or collection of words arranged in alphabetical order and explained. it is a brief composition written or adapted for singing.some of the terms that are used to study on the effective of using songs in the teaching vocabulary on young students. a branch of science. (The source is from: http://www. The second is the act of singing. 11 . a word-book.definitions. 4) Traditional Method Meanwhile traditional method refers to the conventional method teaching. To relate the word song in music area it is carrying two ways in meaning. a single work or author.

Teachers usually rely on texts provided. Most of the time. 12 . pupils are involved in individual work.

CHAPTER II LITERATURE VIEW 2.1 Introduction : In order to explore the nature of second language acquisition and its relation to academic success. This chapter also is to review on the multiple intelligence theory in teaching and learning of a second language.2 The benefits of English use in teaching language. It is currently a common practice to use songs in the classroom to support second language acquisition. Related subtopics include music as a pedagogical source in learning process of ESL. the acquiring vocabulary in ESL through song and music use and how music and the brain function in learning a second language. this chapter provides a review of the literature on the relationship between language and the use of music for learning a second language. The literature abounds with the positive statements regarding the 13 . 2.

Living in the world without sounds is just like living in a grave. The using of music is to create desired moods. Music is a powerful tool for our personal expression within our daily lives. It is also can make us focus on something. Martin. That is why Murphey (1992) believes that probably the most important thing to do with a song in an English classroom is just to have fun because it can ³stimulate very positive associations to the study of a language. Let¶s imagine. dictating a song. Mitchell. integrating songs into project work. or for correction. (Jalongo and Bromley." What is to describe on how the music play a great part in humans¶ life. Pluto once said in his famous quote related to music world. When using songs to teach vocabulary of a foreign language. flight to the imagination. We all know how greatly music affects our feeling and energy levels in everyday life. frustration. 1975). to release the stress.efficacy of music as a vehicle for first and second language acquisition. practicing pronunciation. ³Music gives a soul to the universe. the morning without the chirping of birds. 1984. 1985. the night without the sound of owl. Music also can make us back to the powerful memories. wings to the mind. It also starts with the listening and ends with fluent communication. and correction. the pattern of learning is the same. and stress. cloze. to make us happy. entailing exams. The most appropriate activities are probably writing dialogues using the words of a song. McCarthey. intonation. 14 . and life to everything. to revive and to energize. which otherwise may only be seen as a laborious task. Jolly. using a song for gap-fill. 1983. 1983.

33).According to Medina (1993). need to learn to combine music and movement when teaching language. which can be very beneficial for the method of using songs to teach English vocabulary since it increases the possibility that students will come across the taught material. According to Mora (2000). Mora (2000) stated that at twenty-four weeks. grammar. infants distinguish the typical melody contours of their native language. even before the child is born. and therefore. Music appears to be important in child development. more receptive to learning. routines and patterns are modeled in context. These are but a few of the benefits associated with music use in the second language classroom´ All of the above mentioned arguments indicate that music is a subject of everyday communication and it is something that is ever present in people¶s lives consciously or unconsciously. 15 . students are exposed to ³authentic´ examples of the second language. a baby responds to music by blinking his/her eyes and moving as though dancing like a bear.3 Music as a pedagogical source in learning process of ESL Music is a pedagogical resource for language learning. in such atmosphere. While Loewy (1995) pointed that after birth.p. Through songs. teachers in particular and education in general. ³they are also more attentive than usual. target vocabulary. which allows the fetus to begin the process of learning language in uterus´ (Mora. while yet still unaware of the meaning of words.2000. In addition. For example. 2. frequently revising it. in fetal movement observations ³there is sensory motor response to the phonemes. Furthermore.

inspire and create other positive states of mind. "might lie in a song.The researchers concluded that we find it easier to remember words if they're 16 . She agreed that music is used to elicit specific reactions that energize. the answer to the age old question of learning a language. The simple lyrics and the choice of words actually might be one of the best ways to retain or remember vocabulary and grammar effectively. This is not surprising since the literature abounds with the positive statements regarding the efficacy of music as a vehicle for first and second language acquisition. According to Jalongo and Bromley (1984). focus. most people do realize and intentionally used the powerful effects of sound. According to BPS Research Digest. improve spelling and develop the linguistics skills of reading.. It has been reported by many researches that using this element is very work to help second language learners acquire vocabulary and grammar.Throughout time. As Chris Brewer (1995) wrote in his book Music and Learning. Chris Brewer is a noted authority on the integration of music throughout the curriculum. writing.. Mc Carthey (1985) music is frequently used by teachers to help second language learners acquire a second language. speaking and listening. music greatly affects and enhances our learning and living. She believes that there are so many benefits of music in our daily lives and also the similar benefits of using music to enhance the learning environment. as sighted in the May 2008 edition of PSYCHOLOGIES Magazine.

learners will be more relax and their inhibitions about acquiring a second language are lessened. while they are more relaxed they are also more attentive than usual. Noam 17 . to the teachers to learn and design lessons around any type of music as long as can present the vocabulary need that included in the syllabus of the curriculum. The students are exposed to µauthentic¶ examples of the second language.set to music. They will be more receptive to learning. Furthermore. First. as examples. The target vocabulary. human beings biologically prewired to process and therefore acquire language. be it first or second language. Music is advantageous for still other reasons. partly because it's more emotionally engaging. grammar. routines and patterns are modeled in context by using songs. As suggested by Boldget. Yet. by engaging in a pleasurable experience. According to this perspective. but also because the words are structured in a way that makes it easier for us to 'segment' the information and store it in our memories". Using English into the target language can help teacher to enhance several secondary vocabulary themes appropriate to level. transit vocabulary or business vocabulary. When the students repeating the song their confidence level rises and up their interest in learning.(2000). for most students singing songs and listening to music are enjoyable experiences. shopping vocabulary. The linguistic theoretical orientation (nativism) explained second language in purely biological terms. The experience is so pleasurable that it is not uncommon for students to µpester¶ their teacher so they can sing again and again.

Yet. it is possible to similarly acquire vocabulary. a new or unfamiliar vocabulary is acquired when its significance is made clear to the learner. meaning is critical to the acquisition of second language vocabulary. Furthermore. This knowledge is what allows the learner to structure any language and then acquire it. As in the case of orally-read stories. actions. photos or 18 .Chomsky (1965) is most widely known nativist. familiar vocabulary and syntax contained in the stories provide meaning to less familiar vocabulary. vocabulary is incidentally acquired through stories because of some factors. Second. picture illustrations clarify the meaning of unfamiliar words as stated by Krashen (1989). When second language learners hear ³story songs´ that is. Stephen Krashen (1982) also known as nativist as Chomsky is synonym with Krashen¶s Input Hypotheses. In short. photos and realia. According to his hypotheses. the amount of comprehensible input is proportionate to the amount of vocabulary acquired. story songs which are presented with picture illustrations. Instead. Music use in the second language classroom is consistent with both of Krashen¶s hypotheses. claimed that a learner¶s input from the environment is insufficient to account for the speed with which individuals acquire language. The meaning is conveyed by providing extra linguistic support such as illustrations. The factors also occurred during the process of teaching and learning through song since it is a process of absorbing the vocabulary. First. he posits that humans are born with knowledge which predisposes them to acquire language. stories which have been set to music. This is referred to µcomprehensible input¶ where the linguistic input is made comprehensible to the second language learner.

evokes positive emotions which can lower the ³affective filter´ and bring about language acquisition.gestures provide the necessary extra linguistic support which results in language acquisition. The psychologist. it is a pleasurable experience. Furthermore. Therefore. however it is used in the classroom. Whether learners simply listen to instrumental music. that is his inner feelings and attitude. or simply lacks confidence. can prevent the learner from making total use of the linguistic input from his environment. It is therefore. Furthermore. The first two have been typically valued in 19 . the extent to which linguistic input is received from the environment depends largely upon the learner¶s ³affect´. Negative emotions. language acquisition will be limited. story songs may motivate and captivates the attention of second language learners in ways that oral stories cannot. because of the positive effects which music has upon second language learners. music. unmotivated. in the interest of the second language teachers to provide an environment which evokes positive emotions. Howard Gardner (1999) formulated a list of seven intelligences. According to Krashen¶s second hypothesis. as reported in the literature. if he is anxious. Thus. vocals in the target language. There is another theorist supported the music use in the second language classroom. When the ESL students learn English through song they can finally understand unfamiliar words from the lyrics of the songs as they will automatically adding the words into their bank of vocabulary. singing songs in unison produces a sense of community and increases student confidence in the second language. or sing in unison. His listing was provisional. Music does precisely that. which is known as theµAffective Filter hypothesis¶. functioning much like a filter.

and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43). bodily-kinesthetic (movement). As a result.schools. all humans are born with a propensity to excel in all of these areas. From the studies of this matter. he stated that musical intelligence runs in an almost structural parallel to linguistic intelligence. yet their ability to actualize these is largely dependent upon the influences of culture.spatial. logical. According to Howard Gardner (1998). Gardner concluded that those students who are strongest in this musical intelligence will experience more successful instruction. Using music as a blender for second language learning is consistent with Gardner¶s multiple intelligence theory. It can be used in any number of ways as agreed by many educators and the researchers which to instruct the second language to ESL learners. interpersonal (understanding others) and intrapersonal (understanding self) and naturalist (observing and understanding natural and human-made patterns and systems). motivation level and experiences . logical-mathematical. Furthermore. most individuals tend to excel in only one or two of these areas. Much of the support for the use of music in ESL classroom had been discussed among the psychologist. found that the psychological literature is rich with research on music and rote memorization. Language acquisition and rote memorization represent two distinct types of verbal learning as agreed by Deutch (1972) The psychology literature also indicates that the retentive effects of 20 . the next three are usually associated with the arts. He further stated that among the human being there exist eight distinct intelligences which are musical. linguistic (verbal).

Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. responses to music are easy to be detected in the human body. Glazner. increase blood pressure. Shepard and Ascher.rhythm can be maximized when the targeted verbal information carries meaning. 1976).. 1971. 2.4 The connection between music. stated that words are organized in the human mind in what is called the mental lexicon.e. a rhythmic presentation benefited memorization when the items were both meaningful and meaningless (i. According to Laurence again. 1971. through their research was found that the learning potential can be increased a minimum of five times by using this 60 beats per minute music as Mozart¶s music and baroque music produced their beat pattern. that also can 21 . Stand on the same position. which means that the vocabulary is stored in "highly organized and interconnected fashion³ Music can affect memory system. In several studies. the mind is able to concentrate more easily. As the body becomes relaxed and alert. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate. the impact of rhythm was greatest when the verbal information to be memorized was more meaningful (Weener. The Center of New Discoveries in Learning. Thornbury(2002). Yet. He furthermore explained that music affects the amplitude and frequency of brain waves. the brain and learning By Laurence O¶Donnell (1999). which can be measured by an electro-encephalogram. Furthermore. nonsense syllables). and increase the heart rate. baroque music decreases blood pressure and enhances the ability to learn.

Thus. These music activities are more than less to engage both sides of the brain at the same time. in learning language part as vocabulary. Using his system. It is proven by the history of time where most of the lawyers. Lozanov involved using certain classical music pieces from baroque period which have around a 60 beats per minute pattern. The system used by Dr. The power of music cannot be denied. If we go and ask the children. and philosophers like Plato who tend to be musician and created their own achievement in music field. students could learn up to one half of the vocabulary and phrases for over than 1000 words or phrases in one day. The activities such as playing an instrument or singing would make the brain to be more capable of processing information. to learn language or music? The children would say they like to learn music or singing songs more than to learn about language which is bored to most them. Napoleon is a big name in the French history also known as the enormous power of music. has designed µsuggestopedia¶ which is a science for developing different non-manipulative and non-hypnotic methods for teaching and learning of foreign languages and other subjects for every age-group on the level of reserve (potential. engineers.activate the left and right brain. Dr George Lozanov. it is a very interesting way to get the music into the learning time as used by a renowned Bulgarian psychologist. which do you like. unused) capacities of the brain and mind instruction which a way to teach foreign languages in fraction of the normal learning time. He has proven that foreign languages can be learned with 85 ± 100% efficiency in only thirty days by using baroque pieces. 22 .

all schools are held accountable to ensuring that all students know how to read by third grade (Antunez. no anyone who does not like music.´ 2. students are exposed to ³authentic´ examples of the second language. The experience is so pleasurable that it is not uncommon for students to ³pester´ their teacher so that they can sing again and again. learners are relaxed and their inhibitions about acquiring a second language are lessened. while they are more relaxed. Furthermore. physical and emotional rhythms to attain a state of deep concentration and focus in which large amounts of content information can be processed and learned. As Chris Brewer (1995) once said in his article as ³music stabilizes mental. First. Thus. for most students. Can music makes a primary student be fluent in English learning classroom? Proficiency in the English is continuously being pushed by the government as personified by the No Child Left behind Act. their confidence level rises. Yet.5 Acquiring vocabulary in ESL through song and music use. Through songs. Furthermore. music is advantageous for still other reasons.By Medina (2002) according to educators of second language learners. Also. singing songs and listening to music are enjoyable experiences. and therefore. they are also more attentive than usual. more receptive to learning. In the Reading First program. 2002). It promotes explicit and systematic instruction in: phonemic 23 . by engaging in a pleasurable experience. as students repeatedly sing songs. target vocabulary can be nourishing by using a sort of activities using songs and music in many ways and techniques.

However. She suggests that listening to music.1994) involves the vocabulary learning as well. Antunez. first is music (perception of sound). labelling of words. reading fluency. phonics. Songs can introduce vocabulary. and the third is vision(perception of objects) upon which all experiences of the world are predicted. stresses that music opens new windows of learning and fosters creativity. second is language (communicating through words). the correspondence of the written word to the spoken words. and creating verses. vocabulary development. and discussing song lyrics structure and meaning can be enjoyable and beneficial ESL activities as she stated an example here. including oral reading skills. That is a fact as Cooper (1991) stated in his research that song lyrics are reflections of our culture that facilitate meaningful learning 24 . 2002. the problem with these instructions is that they are not specifically designed to educate the students using English widely as same level as their mother tongue. While according to Polisar.(1994). Interaction of these predispositions builds understanding of the environment. Other researcher like Ray Jackendon (1993) who is a psychologist claims that humans have three basic predispositions. singing songs.(1994) also states that music is a medium that educators can and should incorporate into their classroom.awareness. Same goes with Langfit. 2002). She believes that those are activities to teach children pre-reading and pre-writing skills through the use of songs as text (Langfit. a song writer and children¶s author. some characteristics of language may include the sounds of a word. and reading comprehension strategies" (Kauerz.

Promoting the concept that intelligence is not one entity but that there are many different forms of intelligence. students will find words easier to remember and will become more motivated in class. Two groups of language minority kindergarten children from South Texas were exposed to the program for seven weeks during the academic year 1985. learners are relaxed and their inhibitions about acquiring a second language are lessened. presented his Multiple Intelligence theory based upon many years of research. including singing and picture drawing. the teacher also can motivate students to write their own poems or songs. As proven by Garza (1985) which conducted a study in which fine arts were shown to aid bilingual learners. A self-report instrument consisting of two warm-up items and eighteen scored items were used to measure how much the students learned. The first group (treatment group-TG) participated in additional fine arts activities along with the daily schedule. 2. As he mentioned in this research. which in turn fosters English language skills includes vocabulary learning. according to the ability level of the students. while the second group (control group) received traditional instruction. Several types of fine arts were combined in the work. Through songs. feelings and voices. psychology professor at Harvard University.for students. He further explained that the curriculum contained themes about parts of the body. This stand also was agreed by Currier (1994) he believed that songs are ideal medium for teaching topics related to the ESL classroom experience.6 Music or song related to the multiple intelligence in learning ESL In 1983 Howard Gardner. 25 . By engaging in a pleasurable experience.

logical-mathematical. musical.Gardner has awakened a revolution in learning. intrapersonal. Practical hands-on skill development is coupled with factual knowledge and the ability to apply skills and information in real-life situations and make meaningful contributions to society. Multiple Intelligence teachers strive to broaden students¶ familiarity and skill levels in each area. The Multiple Intelligence teaching model emphasizes education for understanding rather than rote memory or the mimicking of skills. According to Gardner again the development of the musical intelligence can be greatly aided by the use of music throughout the curriculum. 26 . and most recently naturalist. having students hear music throughout the school day as a means of increasing musical intelligence and the methods for using music in the classroom not only enhance the learning process but also contribute to the development of the musical intelligence. the musical intelligence involves developing an ability to respond to musical sound and the ability to use music effectively in one's life. bodily-kinesthetic. Interactions between the music area and the language field enable music to assist students in learning vocabulary and phrases. In addition to learning about musical elements and how to create music. interpersonal. As added by Chris Brewer (1995) . Multiple Intelligence teaching methods recognize eight (though there may be more) forms of intelligence: visual-spatial. music and language help each other in the process of learning to express meaning. Thus. linguistic.

Researches confirmed that approaches to language learning which incorporate opportunities to use all learning modalities are optimal for all children. 27 . music or songs and language help each other in the process of learning to express meaning.2.7 Summary Educators must recognize the forceful ways in which both cultural differences and learning styles impact upon a child's ability to learn and use language. Despite on that. Interactions between the music area and the language area enable music to assist students in learning vocabulary and phrases.

3.1 Introduction The chapter provides a description on the methodology in the research which includes the population and sample.CHAPTER III RESEARCH METHODOLOGY 3.2 Research Design This research design for this study is a comparative group study consisting of a control group and a treatment group. research instruments. procedures of the data collection as well as methods of data analysis are explained. It is an experimental research where students are used in order to investigate whether the use of song affect the students¶ ability in learning new 28 .

The questions were divided into two section. known as µchalk¶ 29 . three days in working the task in acquiring a list of vocabulary (see Appendix C. p. the student were to choose any correct answer. the control group. they were taught using traditional method in instruction to acquire the vocabulary from the part of language item. the control group was given a lesson. The lesson went naturally as most of the teachers practiced to their students. to measure and tested on knowledge and language ability before undergoing the real lesson. the students have to underline the correct form of noun and verb based to the sentence given.60-63).vocabulary.71-73) The next day of the week. nouns and verbs. One class. as drawn from the lesson plan (see Appendix A.68-70). 67) For the first day task. both groups were given a pre-test. they were taught with a lesson which drawn as on the lesson plan. p. composed of twenty students in each group. For the experimental group. A and B.(see Appendix E. The researcher conducted this study as well as taught the two Year 5 classes. The classes were taught for a week. while in section B. each part of vocabulary (noun and verb) was accompanied with music and song. The students answered the multiple choices questions or easy to say as quiz test consists with noun and verb form. (See Appendix D. p. a popular Western singer for the recent time. They were actively to follow all the activities which aimed to make them to acquire the verbs and nouns through the lyric of the song entitled µInsya Allah¶ sung by Maher Zain. Section A. the experimental group was taught selected English vocabulary items through the use of selected music and songs supplementing traditional instruction. Then. F& G. was taught using traditional methods of instruction and another one group.

speaking and writing. The 30 . p. the real lesson was given to them as given to the control group. the students were given a pre-test quiz question as the instrument of this study. The experimental group was taught on the next day (see Appendix B. The selected song was used to support the lesson plans which contained vocabulary for the study. They were taught with a sort of activities such as drilling on the flashcards use. The students need to obtain the correct form between noun and verb.p. On the next day.74 -75). One of the activity done in the classroom for the traditional group is the students were asked to have an enjoy listening to the words spoken by the teacher.and µtalk¶ approach and based to the teacher-centered. The song used entitled ³Insya Allah´ (see Appendix F. The post-test was given to the control group just after the lesson done. words spelling and drilling on the sentence patterns which to forms the words of nouns and verbs. The integrated language skills that the students should be taught are listening. The vocabulary portion contained nouns and verbs. Both tests were identical and focused on vocabulary targeted. The song contained vocabularies that were in the lessons. (See Appendix H & I p. The teacher handled the lesson step by step as drawn in the lesson plan. For this group the lesson was supplemented with music and song. Same goes with the first group of study.64-66). The students were to practice the vocabulary use through the worksheets for individual and group task.72) was chosen from the latest popular song dedicated by Maher Zain. All the activities are very important as to give the suppose input of the target vocabulary amongst them. The objectives of this study were to determine how effective vocabulary is being taught by using English song versus traditional method.

The result were compared and analyzed from different perspectives and conclusion on the effectiveness of this method drawn. the result of students¶ achievement in forming noun and the last one is to analyze on the students¶ achievement in forming verb as to acquire the vocabulary through the language learning. Then. The data will be simplify by using Ms Excel (see. the researcher observed the result of students¶ achievement of the two methods of instruction.vocabulary words selected based on the song used in the lesson. the post-test was given to them after the lesson done. Second. For this study. the data collected from both tests. First. In order to analyze the data. T-test is used as to analyze the data collected from the students. p. In order to evaluate the effectiveness of this method. Appendix J. T-test can be easily pampering the researcher in getting any result and findings in the study by using the SPSS system. This analysis is appropriate to compare the means of two groups. 31 . by using the T-test. and especially appropriate as the analysis for the post test-only two-group randomized experimental design. the students were tested on the vocabulary that they had learned (both group).76) which to analyze on the summation of the value of the correct and wrong answers that done by the students. As given to the control group. pre and post test. the researcher first to mark and check out the students¶ test. The value of one (1) was given to the correct answer and zero (0) was given as the value for the wrong answer. The t-test assesses whether the means of two groups are statistically different from each other.

If the value of the mean scored larger (>) than o. 3. Terengganu. There were three Year Five classes in the chosen school.3 Population and sample Forty students were chosen as the subjects of the study.The indication of the result from the T-test shows the findings of the study as to show whether there is relationship between the uses of song in teaching can effect on vocabulary acquired. Is it significant difference. The total number of the population of Year Five students was 97.05.o5 therefore it is no significant difference of the means of the respective variables for the two groups compared. Kuala Terengganu. 40 out of students from Year 5 Class were chosen as the study group for the research. class 5 Ibnu Khaldun(5IK) and class 5 Ibnu Hajar (5IH)based on their Year Four final exam results as well as monthly Test from Operational Target Increment (OTI) results. 32 . A significant different of the problem is when the value of µp¶ is equal 0. The students of Year 5 were grouped as class 5 Ibnu Sina(5IS).05 or less (<) than 0.05 or less to be considered as significant. There were the Year Five students of Sekolah Kebangsaan Kesom (SKK). We typically accept significance with each t-test of 95% confident on the result. less significant or no significant will bring out the findings of the study by using the T-test. The T-test also used to compare and to test out between the means of two methods used. the score symbol as (sig) or (sig 2 tailed) in the independent sample test has to be 0. Twenty pupils were chosen as the experimental group and twenty more were chosen as control group. Therefore.

The questions were based the lessons and exercises given to them which related to a list of vocabulary. There were twenty objectives questions which divided into two sections.4 Research Instruments For this study. 33 . section A and B. the questions were based on the lessons and exercise on the words (vocabulary) showed on the flash cards and the blackboard. For the control group. A post test was also given to both groups. The level of difficulty of pre and post test was from easy to difficult since most of the target words were new to them. All the questions were based on the students¶ previous knowledge and their own language ability. The post-test was used to measure the learning achievement of the students using song in learning vocabulary. All the test papers were checked for face validity by two English teachers.4. There was pre and post test. All sections need the students to choose answers from the multiple choices. 3. only one kind of instrument was used to collect data in this study. The questions given to the experimental group were based on the lessons and exercise on a song entitled ³ Insya Allah´ by Maher Zain.1 Pre-test and post-test A pre-test was given to the experimental or treatment and control group.3.

3. After every lesson in both classes the students had a post-test. They also had to work out all the activities given in obtaining the target vocabulary. Besides this. The purpose of the tests was to find out whether there were any differences between the marks of pre-test and post-test for each student. The first group is the experimental group. scores obtained from pre-test and post-test from the both groups were also compared in terms of mean scores. They were provided a pre-test before the lessons. However. standard deviation. margins of improvement and decline as well as independent samples T-test in order to find out whether there is any significant difference by using traditional method in the teaching vocabulary in English classroom. The control group also had given a pre-test. The statistic t-test using SPSS that can perform the collected data and show us 34 . The system used for data analysis was the SPSS (a computer program for statistical analysis) version 9. The students from three classes were divided into two groups. The data was coded and edited before being transferred to the computer for data analysis.5 Data Collection Procedure Before the treatment program started. the pupils from three classes were have been selected based on their achievement from the OTI record. The students were given the same task except the song as they were practiced in traditional method of instruction. the lesson was given in traditional instruction. The lesson done to this group was drawn using song sung by Maher Zain entitled µInsya Allah¶ in order to teach the target vocabulary.

the statistical test to determine a p-value that indicates how likely the result of the research findings could have gotten by chance. It is hoped the data obtained from the research. By convention. The result was used to find out whether there are any significant differences between the result of the experimental and control groups. 3.6 Summary This chapter explains the methodology used in the present research such as research design. will be of a great help to the researcher to examine the effect of teaching vocabulary through song among the young learners (year 5) compared to the traditional method which known as µchalk and talk¶ method. research instrument and procedure for data analyses and collection. if there is a less than 5% chance of getting the observed differences by chance. 35 . we reject the null hypothesis and yet a statistically significant difference between the two groups can be seen. population and sample.

4. This distribution of respondents shows that male students 36 .5%) female students.2 Respondents¶ Profile This study involved a total of 40 Year 5 students in s sub-urban primary school. This chapter then presents the results of the data analysis and research findings on: (i) The using song in teaching vocabulary.5%) male students and 19 (47. (ii) The relationship between teaching vocabularies using song with traditional method. consisting of 40 students from a sub-urban primary school. Overall distribution of respondents based on the gender was 21 (52.CHAPTER IV RESEARCH FINDINGS 4.1 Introduction This chapter explains the profile of this study¶s respondents.

1: Research Respondents¶ Profile Gender Experiment Control Male 9 (22. The total number of the population of Year Five students was 40. The result in OTI will show the students¶ achievement towards the Expected Target Result (ETR) in an exam like Ujian Penilaian Sekolah Rendah (UPSR) All the respondents 37 .outnumber female students. shows distribution by gender and class. The sampling design was that of purposive.5%) 8 (20%) Frequency 20 20 There were two classes of Year Five in the chosen school.1. as shown in Table 4. This distribution shows also the class study of the respondents were taken.5%) 12 (30%) Female 11(27. The level of achievement of the students for the two classes is more less the same. They were chosen based on the OTI result from the achievement records in e-pantau system. Distribution of respondents in both experimental and control group. Table 4. The respondents have been chosen in this study selected based on the (OTI) result that shows the students¶ achievement which aimed to a standard target for the students achieve.

57251 There were 40 respondents who completed both the pre-test and post-test.3 Research Findings Research Question 1 Is the teaching vocabulary by using English songs more effective than teaching vocabulary by using traditional method? Table 4. Error Mean .1500 Std. This result is to indicate that teaching vocabulary using song is only as effective as traditional instruction of method.2 above shows the result of the means of the variables from the post-test for the two groups. The quantitative data analysis reveals there is a statistically in Table 4. 4.00 N 20 20 Mean 4. From the table.2: The Statistic of the both group gsong song 1.56615 . A T-test was carried out for the analysis on this collected data.00 2.53190 2.1000 4. the total gain score of the mean for the experimental group was lower than the gain score of traditional group.chosen have more or less the same English proficiency level as well as they grab grade A and B in the OTI 4. 38 . The finding indicated that the traditional group scored higher than the experimental group.56032 Std. Deviation 2.

p>0. Despite the difference of the scores gained by the both groups is not very large in range. Further elaboration on this will be discussed in Chapter 5.15 with the standard deviation 2.56. We can say that the use of song in teaching vocabulary is as effective as the traditional method.062. Table 4.10 with standard deviation 2. 4.The data results in table 4. from the previous researches which accomplished to find out the relationship between the use of song and acquiring the parts of language successfully. The song used in the teaching to the experimental group seems to be ineffective as expected in Chapter 2. the finding indicates that using song in teaching vocabulary is not the only factor to increase the vocabulary learning among the students.53 compared with the control group which practiced traditional instruction in method noted higher score of the means.2 pointed out the means for the experimental group taught with song is only 4.3 below indicated that there was no significant mean difference between the experimental group and control group ( t=0. 39 . df(38).05).

76143 compared to the traditional group only 1. t df Mean Difference Std.995 . Table 4. The finding indicated that the experimental group scored higher than the traditional group.4 below shows the means of the gain score of the post-test for the two groups.939 -.006 .55 with standard deviation 1. The total gain score of the experimental group was higher than the gain score of the traditional group.951 -.61897. Error Difference Upper 1.951 -.05000 .90 with standard deviation was 1.05000 .57997 .3: Independent Samples Test Levene's Test for Equality of Variance s t-test for Equalit y of Means Sig.67997 F song Equal variances assumed Equal variances not assumed Sig.57998 Research Question 2 Do the effects of using English songs as compared to using traditional method vary with different group of words? The distribution of research respondents according to vocabulary from nouns shows the mean of the experimental group was 2. 40 .062 38 .80516 -1. (2tailed ) 95% Confidence Interval of the Difference Lower -1.062 37.Table 4.80516 -.67998 1.

t df Mean Difference Std.65000 .53496 -.76143 1.215.215 37. The total gain score of the experimental group was lower than 41 . p>0. Table 4.73323 The T-test also shows the result on the use of vocabulary from verbs in different result compared the use of nouns.5 Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means Sig. Error Mean . it was indicated that there was no significant mean difference between the experimental group and the control group ( t=1.73297 F Sig.232 .53496 -. Error Difference 1.9000 Std.025 .00 N 20 20 Mean 2.05).00 2.876 1.215 38 .43323 1.6 below shows the means of the gain score of the post-test for the two groups.61897 Std.36201 Meanwhile.Table 4. df(38).65000 . by looking to Table 4.232 . We can say that the use of song in teaching noun is as effective as the traditional method.43297 Upper 1.733 .5 below.39387 . Table 4. (2tailed) 95% Confidence Interval of the Difference Lower noun Equal variances assumed Equal variances not assumed .5500 1.4 Group Statistics noun gnoun 1. Deviation 1.

7 below.70000 . Table 4.51478 -1.6 Group Statistics verb gverb 1.the gain score of the traditional group.00 N 20 20 Mean 1.05.5500 2. (2tailed) Mean Difference Std.88833 Std. it is indicated that there was no significant mean difference between the experimental group and traditional group ( t=1. The value p is more than 0. df(38).31689 1. The finding indicated that the traditional group scored higher than the experimental group.00 2.29447 .360 38 .360.42224 By looking at the Table 4.7 Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Lower verb Equal variances assumed Equal variances not assumed 4.946 . So we can say that the use of song in teaching verb is as effective as the traditional method.34212 F Sig.493 .74212 Upper .34622 42 . p>0. Deviation 1.05).74622 . t df Sig. Error Difference -1.2500 Std. Error Mean .183 -.51478 -1. Table 4.041 -1.360 33.182 -.70000 .

Since both result shows there no significant difference between the use of song in teaching noun and also verb. what we can say is that the use of song in teaching nouns and verbs did not vary and bring any effectiveness in teaching vocabulary compared the use of traditional method of instructions. 4. 43 .4 Summary This chapter has explained research respondents¶ profiles and presented the study¶s findings on the relationship of the effectiveness of using song in teaching vocabulary and traditional method stressed on the nouns and verbs use in the language.

(2) to investigate whether the effect of using song as compared as using traditional method vary with the different group of words (noun and verb). The experimental group 44 . and finally conclude with a discussion of limitations and implications for future research.CHAPTER V DISCUSSION AND IMPLICATIONS 5.1 Introduction This chapter will discuss questions that arise from findings of this study. discuss the instructional implications of the findings.2 Research Summary This study was conducted to determine: (1) how effective using song in teaching vocabulary to the young learners compared to the traditional instruction. 5.The researcher has used the experimental design utilizing two (2) teaching methods on two (2) groups of students.

Data was collected from students two (2) times. In order to analyze all the data were imported from the Ms Excel which used to manipulate the scores gained by the respondents from both test. Data was analyzed using frequency and percentage. as well as T-test analysis using SPSS system. the first before they underwent a particular teaching method as the pre-test given to the students. The control group was practiced traditional method with no any supplement accept common activities related to the use of textbook and activities book.062. 45 . the findings were found as unexpectedly result as shown from the tables in the Chapter 4. The findings found the low result achievement in acquiring the vocabulary in the target language is to show the respondents¶ performance after the pre and post test given even they are taught from the different approach which is to use song. The research samples consisted of 40 Year 5 students in a sub-urban primary school. p>0. for the research findings.was given the supplement of the teaching method using song to support on the traditional method of instruction. df(38). Thus. From T-test. this study found that the use of song in teaching vocabulary is as effective as the traditional method. Vocabulary instruction is one of the most misunderstood aspects of language learning and language teaching.05). The findings from this research indicated that students have encountered problem in learning new vocabulary. The findings of the T-test indicated that there was no significant mean difference between the experimental group and control group ( t=0. The further discussion will be stated on the next sub-topic. The measurement tool used in this study is the pre and post-test on knowledge and ability. mean and standard deviation.

3. other research has supported the use of song in teaching vocabulary over traditional method as stated by Jalongo and Bromley (1984). the lack of any 46 .1 Why was there no significant between approaches in teaching vocabulary with using song or alternative instruction versus traditional method? As described previously in Chapter 2. the experimental group gained scored higher than the control group in acquiring the vocabulary of nouns. Jolly(1975). Mitchell (1983). no advantage for teaching vocabulary was shown between traditional and alternative instruction.3 Discussion of Research Findings This section discusses the research findings from the aspect of their support of previous research and also explains the research findings using models. previous research findings. theories. Why was there no significant between approaches in teaching vocabulary with using song or alternative instruction versus traditional method? 2. the using of song. Why the effects of using English songs as compared to using traditional method did not vary with different group of words? 5.5. experience and rationale. Second. Finally. McCarthey (1985). First. The quantitative data described in Chapter 4 points to three major findings. Martin (1983). it is no significant between the alternative instruction and the traditional in acquiring the vocabulary of verbs. Thus. The questions that arise from these findings are as follows: 1.

this study found that the use of song in teaching vocabulary is as effective as the traditional method. There is no significant between two approaches which mean the lack of differences might reside in the study design. What could be the possible reasons for this finding? Is it truly as ineffective as it may seem or there any improvements achieved by the tested method? There could be several reasons for students scoring worse in tests on vocabulary learned through songs. Thus.05).advantage for the using song in teaching vocabulary compared to the Traditional instruction was rather surprising. Both groups of study were given the pre and post test as the instrument of the study as to measure their achievement in acquiring the vocabulary from nouns and verbs.062. The study was designed with the intent of giving students a traditional instruction of teaching vocabulary as a control condition. df(38). The use of song is an approach represented the experimental conditions in this study. The findings found the low result achievement in acquiring the vocabulary in the target language is to show the respondents¶ performance after the pre and post test given even they are taught from the different approach which is to use song. The findings of the T-test indicated that there was no significant mean difference between the experimental group and control group (t=0. p>0. One of the reasons may be related to the song used as the supplement to the teaching as to 47 . Vocabulary instruction is one of the most misunderstood aspects of language learning and language teaching. The findings from this research indicated that students have encountered problem in learning new vocabulary.

More than that. the song could not attract their interest and no differ in learning vocabulary whether through song nor without song. Thus. The teachers tend to practice the lesson using the traditional instructions which known as µchalk¶ and µtalk¶ more that other methods. But.measure the ability of the students in acquiring new words in order to enrich their vocabulary in terms of the use of nouns and verb in sentence form. In a study investigating students¶ ability to learn new vocabulary using context clues Schatz and Baldwin (1986) found no effects for 48 . Other reason may be the audio system from the laptop used to play the song is not very clear to some of the students those at the back of the class study. The students may also were having difficulty in unlocking the meaning of unknown words from context clues alone. Teaching vocabulary using song is only as effective as the traditional method. music and song is rarely in use compared to the traditional method to the learners. The students are not used to listen to the songs and make it as their hobby or an interest as the students in the urban area. the finding shows that the use of song is no significant with the traditional method. In addition. the teaching using song on the vocabulary included the noun and verb use in the target language was hoped to increase the students¶ achievement level in acquiring them as was aimed in the chapter 1. This may be an implication of the finding found in this research. therefore students who do not listen to the song clearly tend to confuse and lose the attention on the learning and failed to absorb new words and differ to form words correctly. Despite the song used is as to stimuli the students¶ motivation and interest.

Due to the use of song . no one method was shown to be consistenly superior to others. an advantage was shown for methods that use a variety of techniques to learning new words. students who were given clear definitions of words performed better. as to describe these findings. If the teacher assumed that the language learning can be successful with only one or two times slots to be given to the learners. it is so perfect to be practiced as for vocabulary acquisition and language learning. Songs are absolutely ideal for language learning as children or young learners love them and will want to hear them over and over again. Nist and Olejnik (1995) found that students who were exposed to definitions written in a clear manner tended to perform better than students who were in a group with enhanced context. they stated that the review of the vocabulary instruction literature indicated that all instructional methods produced better word learning than no instruction. In short. of course the learners¶ achievement show nothing or frustrated. 49 . That is to say. as they mentioned at the same time. They added. that even when texts containing new vocabulary were altered to create a context by which new terms could be learned through reading.instructional methods using context and advocated a dictionary and glossary strategy for learning new words. In looking on the opinion by Beck and McKeown(1991). finally an advantage was shown for methods which offered repeated exposure to new words. The teachers must to enlarge the period of learning time for at least 4 to 6 weeks to introduce any new approach of learning until the learners can be comfort with it as a normal by them. young learners cannot be expected to learn second language without a lot of repetition.

The choosing music and songs for the experiment must be follow the criteria below as mentioned by Maria Cruz (2005) : 1.A repetition is also to lead more understanding and affect learners¶ memorize able positively. A core principle of music is repetition. Song must match the grammatical content. words. according to the lesson plan for students. Songs must contain syntax that is the level of students. 2. and content in general. Our brains are excellent pattern-matchers and reward us for using this very helpful skill. 50 . Repetition creates a pattern. Songs must be sung with clear articulation of vocabulary. 3. Songs and vocabulary must be related to the students. One problem with English songs is that very often there is far too much vocabulary. The music speed should be at a rate or pace equal to fast and rhythmic tempo. It appears in runs. 6. 4. as well as in pounding pop rhythms and dance music. which consequently and naturally grabs the attention on something. Songs must be written and sung in English. Songs must contain positive messages and content. the lyrics with too many words for the learners absorb in a short time of learning activity is another one difficulty seem to be as a factor of this finding in this study. trills and stanzas. 7. Moreover. 5.

Matters of language. The means and standard deviation for the nouns indicated that teaching using song gave better result compared to traditional instruction. It is also important to realize that the language used on the test is different from the everyday language or mother tongue. Their parents¶ background seem to be another one of the factors here to be considered as they come from 51 . the result shown is often low due to a number of issues beyond the knowledge. The time constraint is another big factor of this result found. skills. table 4. English seem to be very familiar to most of the Malaysian spoken language but for the respondents who come from a suburban area like the chosen school in this study. and abilities that the test is intended to measure.5. By the way. Even in this country. while for the use of verb the finding indicated that traditional method scored higher than the teaching using song. the findings found from the T-test indicated that English language learners¶ achievement test on the using of verb and nouns showed different result.3.6. they having a lack of using the target language and not to use it as the communication medium in everyday life.4 and 4.2 Why the effects of using English songs as compared to using traditional method did not vary with different group of words? In Chapter 4. The readiness of the respondents should be undertaken to get more positive result as to prove the previous research. ineffective use of test accommodation and unfamiliarity with the approaches and techniques may hinder students¶ performance. These factors may impact test scores in such a way that the scores represent issues beyond the content or skills that are the focus of the test.

First. These factors impacted the findings. highly successful if students like the particular song. the students were not familiar to the lyrics and the teacher had to spend more time on the words explanation. The respondents also tend to talk in their first language and cling to the translation during the learning activities. The teacher need to have extra power to teach them and must have a hard preparation to teach the students. the result of this study may be better because the motivation to learn.The support from the surrounding is very important for students¶ motivation to learn a second language. They were some difficulties during the lesson using the song. The low in decoding the vocabulary that they suppose to capture in the test showed that the using of song was not giving a big change to the acquiring the part of language. The fast song might also the 52 . the students¶ performance will go better and the students will definitely be more motivated to learn the L2. If their parents can communicate with their children using both mother tongue and English. The sub-urban students tend to use their mother tongue more than to practice English outside of the classroom. This method is however. Teaching a group of students with no enough awareness level of English language as those students in the West Coast is not an easy way. we might say.the farmers and rubber tappers family which totally speak in the mother tongue (Bahasa Melayu). Thus. If this could happen. the awareness in learning L2 are the competence acquired through general experience that may affect on the achievement in students¶ learning. only limited vocabularies were being taught compared with the number of vocabulary targeted.

Repetition is a must as to lead more understanding on what is learning. the researcher can see students¶ motivation and interest level in learning vocabulary were increased and this lead to an enjoyment in English classroom. iv. not to teach the students with too many words per period of the reason that can break up students¶ interest and focus of the song played in the lesson. The conclusions of the research are stated below: i. The researcher has to make a right consideration on listing a number of vocabularies in one English lesson. iii. This may a good indicator to support the previous research and to avoid maximum weaknesses during this study. Students¶ achievement in learning vocabulary was not increasing by using song as the supplement for the traditional method of instruction. ii. vi. at was worthy to teach vocabulary by using song. 5. automatically support and enhance the students¶ multiple intelligence. the greatest achievement of this experiment was that the students of year five starting to hand out their favourites and artist of their own accord and demand to include songs into English lessons. Regarding the effectiveness of song.4 Conclusion of the Findings After analyzing the quantitative data collected in this experimental research. 53 . v. Putting all the test results aside. The motivation in using song into the learning activities also emphasized positive reinforcement to students¶ attitudes towards the language. Even so.

average. Last but not least. in suburban schools. all disciplines. and for high. in rural. comparative studies could be done to identify the difference between the teaching vocabulary using this strategy (song) and the traditional method such as problem based learning or content based learning. 54 .5. Additional research should also be conducted to examine whether these results are positive in a large sample in all forms. The readiness and the awareness in teaching vocabulary by using song is need before the real research conducted. The implication of this finding is that the teacher must test basic knowledge and ability needed by the students before the teacher begin teaching by using a new approach or technique until students can be familiar with it. Besides this. in urban. the use of audio-visual or other accommodations that related to the learning process. Further research is recommended to verify the findings of the current study in order to strengthen this contribution towards the development of the teacher¶s presentation. it may be interesting to do further research into whether the teaching using song promotes better retention of knowledge gained after the teaching. and low achievers.5 Implication of the Findings This study has found that in acquiring the target language especially in teaching vocabulary to the young learners is less than satisfactory.

Thus.5. discussions of findings. she inspired to Ivan Pavlov theory that the use of relevance materials and methods of instruction make children are more ready to learn. implications of the findings and recommendation for the pedagogical purposes as well as for further research. Children will be more ready to learn skills of spelling.7 Summary The final chapter of this research presented the summary of the research. 55 .6 Suggestions for the further Research Based on the finding in this quantitative study which discussed in the sub-topic 5. conclusions of the findings. the support activities to help the students absorb and obtain the target objective more effectively.3. The emotional attitude and personal adjustment and other home difficulties have to be put in consideration before the test given to the respondents. 5. As mentioned by Dave (2004) in one website. the students¶ readiness and the teacher preparation were the most factors that effect on the finding. the researcher would like to suggest that in the future studies are be wellplanned due the choice of song. reading and writing when they are having fun doing in learning especially with music and interesting song. Meets their needs and fits their already established interests.

In Simmons.REFERENCES: Baker.Dissertation of Diploma Thesis).html?cat=9 56 .15. Retrieved 15 Nov.S. Music and Learning. Education research consumer guide. Mahwah.(1995). 2010.).com/article/299900/factors_affecting_learning_ g_rea diness. Chris. A Doctoral Dessertation. Texas A&M University:Kingsville Dagmar. (1997).associatedcontent.html Beck.2010. Dave.T. (contr). C.(2005). from & Cruz. Factors affecting learning readiness. Vocabulary acquisition: Research bases. (2004). Retrieved July 19. What reading research tells us about children with diverse learning needs: Bases and basics.(2008). Language Arts.2010.Masaryk University In Brno. M. Simmons. S.B. M.G. (Eds. I. J.(1992).ed.teaching vocabulary through music. from:http://www. B.L. & Kame'enui.musicandlearning. (1991). Social studies texts are hard to understand: mediating some of the difficulties. & Kame'enui. NJ: Erlbaum. D. 482-490. 68. E. The Effects of Selected Music and Songs on Teaching Grammar and Vocabulary To Second Grade English Language Learners. Balkcom. from http://www2.L.Retrieved Oct.

multiple intelligences. Reading Teacher. M. &Bromley.p. (1995). The affective edge:Using songs and music in ESL instruction.(1986).New York: Basic Books. Sukatan Pelajaran Sekolah Rendah Bahasa Inggeris. in IPBA E-Journal.(2003). Texas A&I University.11-14. Development of liguistic competence through song.37(9). Gugliemino.Dr Ee Ah Meng.L.Self-concept Enhancement Through The Fine Arts.840-845.H. from http://www.Y.wordpress.10-26 1094). Kementerian Pendidikan Malaysia.1.(2009). Adult literacy and basic education.59(1). Garza.M. retrieved 27 October 2010.(1975). Kingsville.C. The use of songs in Teaching Foreign Languages. K (1984).(1985). Kuala Lumpur: Dewan Bahasa dan Pustaka 57 .Modern Languages Journal.(1993).pdf Skilled counsellors to steer students on right path retrieved 26 October 2010. English Language Teaching in Primary Schools:Policy and Implementation Concerns.Unpublished Doctoral dissertation. Jolly. from http://kajianberasaskansekolah. Mohd Sofi

The Effects of Music Upon Second Language vocabularyacquisition.L. 52.htm Medina.(1985).Krashen.(2000).3. The Effect of musical medium on vocabulary acquisition of limited English speakers.Oxford:Pergamon Press Langfit.Using Music to Enhance Second Language Acquisition: fromtheory Practice in National Network For Early Language Learning Volume 6.S.(1979).430-431.L.(2002).(1993). 172-193. (1995).The input hyphothesis:Issues and Implications. Lozanov.S.(1994).Foreign 54(2).360 Medina.L.G. to Mora. University of Southern California Los Angeles. Suggestology and Outlines of Suggestopedy.S.2010 from http://www.S.New York:Gordon&Breach Nist.No.L. Principles and practice in second language acquisition.S.and Writing at The Primary Level. S.C. The role of context and dictionary definitions on varying levels of word knowledge. (FLES) ESL through Music. Intergrating Music.47(2).(1989). Doctoral Dissertation.146-152 Language Acquisition and Melody Singing. Retrieved August 3.ELT Journal 58 .(1991). Medina. & Olejnik. Reading Quaterly. S.30. Dissertation Abstracts International. USA:California State University.Reading. Krashen. Polisar.(2005). (1994). E. May 2008 59 . (1999).65(4). Schatz.Music and Cognitive Achievement in Children.K.2010 from http://users. 21. 439-453.ELT Methodology Principles and Practice 2nd Edition. Context clues are unreliable predictors of word meanings.(1994).tune your curriculum with record music Instructor 13.B. Reading Research Quaterly.&Teh Soo Choon.L. Music power. Issue 2 Nesamalar Chitravelu.L. Selangor: Fajar Bakti O¶Donell. (1986). & Baldwin. BPS Research Digest. MUSICA Volume 1. Retrieved Nov.1518. The answer to the age old question of learning a language.characterlink. Saratha Sithampuram.14.S.

mistake.Generating ideas. despair By the end of the lesson. 1.Sound system : /nt/ . ICT skills 60 . CCTS : Identifying. Worksheets Asking for the forgiveness when do wrong Multiple Intelligence: Kinesthetic. Fill in the blanks with appropriate vocabulary 2. Level Language Content Behavioural objectives Previous Knowledge Teaching Aids / Materials Moral values Educational Emphases 1. Construct sentences by using the words given Pupils know some nouns and verbs from the past lesson. Flash cards 3. haunt. A mahjung paper 2.Vocabulary : repent.Grammar : verb and noun .45 ± 12. the pupils should be able to.APPENDIX A THE LESSON PLAN(CONTROL GROUP-TRADITIONAL METHOD) Date/Day Class Time Enrolment Theme Topic : 10th August 2010 (Tuesday) : 5 Ibnu Khaldun : 11.45 (60 minutes) : 20 :World of knowledge : Human Life Language Skills -Listening and speaking -Reading -writing : Intermediete . verbal-linguistic.

Teaching and learning activities Remarks 1. 2. Students are to respond on the teacher.The lesson Development Stage/Time Stage 1 Set Induction (3 Minutes) Content -Asking questions: What do you do if you did a mistake? -A picture : a son asking an apology from his mother. picture 61 . Teacher suggest the suppose answer and relate to the day topic Materials use: 1.

Material use: 1. repent 7. darkness Stage 2 Presentation (15 Minutes) 2. Worksheets 2 62 . Students are to make sentences by using the words given ( worksheet 2 ) Material use: 1. despair 4. Text book 2. Worksheet 1 Stage 4 Production (25 Minutes) Group Task-Make 5 sentences based on the words given 1. flash card 2. Students work in group of 3 2. mistake 5. 2. decision 6. shame Material use: 1. Teacher uses a table to let students differ the use of words in grammatical context. Manila Card 3. 2. Students listen to the word say after the teacher. Drilling on the pronunciation of the words 3. Teacher asks questions. Flashcards Stage 3 Practice(15 Minutes) Individual Task -forming words of nouns and verbs into the text 1. Teacher say aloud the words-students are to fill in the blanks with the vocabulary. confused 8. Explain on the words meaning (using dictionary) 3.Say aloud the words seen: 1.students respond 1. helpless 3.

The represented write out the sentences constructed on the board. Students present their work. Material use: 63 . Presentation of the group work 1.Stage 5 Closure (2 Minutes) 1.

verbal-linguistic. Sing and enjoy the song. 4.Grammar : verb and noun Language Content . Moral values Educational Emphases Asking a forgive when do wrong Multiple Intelligence: Kinesthetic.45 ± 12. mistake. 6. haunt. 7. A laptop Flash cards Lyrics of the song Worksheets Teaching Aids / Materials 5. 3. musical. Choose the correct noun and verb to form correct fact.despair By the end of the lesson. Generating ideas.45 (60 minutes) : 20 :World of knowledge : Human Life -Listening and speaking Language Skills -Reading -writing Level : Intermediete . the pupils should be able to. CCTS : Identifying.Sound system : /nt/ .Vocabulary : repent. Behavioural objectives Previous Knowledge Pupils had been exposed to the songs from the radio.APPENDIX B THE LESSON FOR EXPERIMENT GROUP(USING SONG) Date/Day Class Time Enrolment Theme Topic : 10 TH August 2010 (Tuesday) : 5 Ibnu Khaldun : 11. 4. ICT skills 64 .

Text book 4. mistake 5. Students listen to the minus one of song sung by Maher Zain. shame 4. darkness 2. Asking question : Do you familiar with this song? 2. Laptop Listen to song:Words stress: 1. despair 4. repent 7. confused 8. 1. helpless Stage 2 Presentation (15 Minutes) 3. Material use: 3.students response. Flashcards 65 . Students are to let to listen to the minus one from the song of Maher Zain 2. decision 6. Explain on the words meaning in song context (using dictionary) Teacher asks questions.(2/3 times play) 2.THE LESSON DEVELOPMENT Stage/Time Stage 1 Set Induction (3 Minutes) - Content the music/minus one of the Song of Maher Zain Teaching and learning activities Remarks Materials use: 1. Drilling on the pronunciation of the words 3.

Students are to make sentences by using the words given ( worksheet 2 ) Material use: Stage 5 Closure (2 Minutes) 2. 66 . Laptop and LCD to view the song 2. The lyric of the song. The representer write out the sentences constructed on the board. 2. Teacher plays the song again and ask the students to stand in front of the class to sing together. Students listen to the song again and to fill in the blanks with the words from the song. Teacher lists down the real answers. Students present their work. worksheet 1 Stage 4 Production (25 Minutes) Group Task-Make 5 sentences based on the words given 3. 1. Material use: 4. Students work in group of 3 Material use: 2. Worksheets 2 4. 2.Stage 3 Practice(15 Minutes) Individual Task 1. Presentation of the group work 3. Singing the song 3.

darkness 4. confused 9.APPENDIX C The list of word power targeted in both methods in instruction. trust 13. shame 12. hope 7. despair 6. decision 10. mistake 2. repent 3. helpless 5. repent 8. haunt 11. 1. astray 67 .

see b.A Sample of the pre and post test used in the study Name : _________________________________________________________ Year : ________________________________ Day / date : ____________________________________ APPENDIX D A) Circle the correct answers 1. sea c. Every time. A _________ is something which is not correct. hope c.going b. seen 4. You can·t _____ which way to go. hop b. hopes 3. you ____ like you cannot ___ on.go d. a. good c. feel . a. true d.goes c. hoped d. a.go 2. felt . false 68 . He never loses ______ because Allah is always by his side. a. feel . mistake b. feels . seat d.

hoop 9. Race c. sure you make a good ________. b. a. hirk c. Showed c. defend c.5. Shown d. a. While there is life there is _____. hot c. hop b. Shows b. ´You can _________ to Him. a. hurt 7. hope d. c. d. She gave me a birthday card with a _______ on it. dessicion decision disession desition 69 . heard b. a. depend b. Make a. Show 10. Rash 8. ______ me the way. heart d. He will forgive you!µ said my sister. _______ your hand and pray! a. Rice d. repent 6. Raise b. resend d.

15. 14. I am so confuse/confuce on this marketing plan. The children raise / race up their hands. 18. You made a misstake / mistake in asking them. Don·t despire / despair and never lose hope. 12. I see the duckness / darkness all around tonight. 11. I disagree with the decision / desicion you made 17. I put my trust / frust in you. 20. Don·t showl / show us all the things.B) Underline the word with correct spelling. 19. 16. You will find / fine your way. 13. My heart is full of shame / schame. 20 70 .

APPENDIX E Name :__________________________________ Class :___________________
Worksheet : Individual Listen to the song, fill in the blanks with the words you hear: The song will be played 2 times. way ² mistake ² go ² see ² darkness ² despair ² find ² hope time ² late - repent ² mind ² confused ² shame - decisions

Every time, you feel like you cannot ___ on You feel so lost Then that you·re so alone , all you _____ is night And _________ all around You feel so helpless , You can·t see which _____ to go

Don·t ______ and never lose _____ Cause Allah is always by your side Insha Allah Insha Allah Insha Allah you·ll ______ your way (2X) Every _____ you can make one more ________ You feel you can·t ______ And that its way too _____ You·re so _______, wrong ________ you have made Haunt your ______ and your heart is full of _______ 71

The song: Insha Allah by Maher Zain Every time, you feel like you cannot go on «««You feel so lost Then that you¶re so alone«all you see is night«««.And darkness all around You feel so helpless««««You can¶t see which way to go Don¶t despair and never lose hope Cause Allah is always by your side Insha Allah««Insha Allah«««.Insha Allah you¶ll find your way (2X)

Every time you can make one more mistake You feel you can¶t repent««.And that its way too late You¶re so confused, wrong decisions you have made Haunt your mind and your heart is full of shame

Don¶t despair and never lose hope Cause Allah is always by your side Insha Allah «Insha Allah« ..Insha Allah you¶ll find your way (2X)

Turn to Allah«..He¶s never far away«««Put your trust in HIM Raise your hands and pray..OOO Ya Allah Guide my steps don¶t let me go astray You¶re the only one that showed me the way« Show me the way«.(3x) Insha Allah ««.Insha Allah««.Insha Allah you¶ll find your way (5X)


APPENDIX G (The sample of worksheet used in the lesson for the experimental group) Fill in the blanks with the correct words you heard from the song.
Welcome to the World (Chorus) _________ to the World Take a look around ______what you can _____ When you just slow down We _____ our lives like time _____running out Always in a hurry, got somewhere to be ________ off the list of things to get done Leaving little room for _______ fun With the simple things life offers you and me (Chorus repeat) I _______ a Monarch butterfly _____ a net Held it in my hand then let it fly Stood up ______ a redwood tree Felt so small with it staring back ____ me Then ________the clouds make faces ____ the sky (Chorus repeat) And I really like it _____you notice me Stop long enough to ask ______my day Cause I try real hard to make you ______ But I ________ and need to talk it out And I need to hear from you that I·m _____ Bridge And it·s my job _____notice you too How hard you ____and all the little things you do How you tell a good joke And ______ me smile The way you ______ And _____ a good hug And I ______ that I am ______



Name :_____________________________________________ Class :____________________________________ Listen to the words spoken by the teachers. Group the words according its group of nouns and verbs




We always pray of your hope. ± the word darkness 7. ± The word hope 3. Listen and group the words function as a noun or verb. Don¶t despair! ± The word despair 8. Can we repent after done for a sin? ± The word repent 5. I fell so shame! ± The word shame 6. I could see the darkness everywhere«. I cannot trust you anymore! ± The word trust 4. Any mistake you make to him ± The word mistake 2.APPENDIX I Teacher¶s script . The result was so confused! ± The word confused 75 . 1.


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