REMEDIAL INSTRUCTION JULLIANA AMOR BACACA

TITLE AND Use of Pop Songs in Enhancing English Speaking Skills of First Year Students At Thai
LINK Nguyen University Of Economics And Business Administration – TNU

OSR Journal of Research & Method in Education (IOSR-JRME), 10(2), 2020, pp. 29-36

Supporting Study:
http://www.cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320100102.003/
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RESEARCHER Duong Thi Huong Lan, Duong Thu Van, Nguyen Thu Huong
LOCALE Thai Nguyen University Of Economics And Business Administration, Academic year
2019-2020
PARTICIPANT 20 first year enrolled students of high-quality class
S
REMEDIATIO The research focused on the use of songs in enhancing English speaking skills of first
N AND year college students of high-quality class at Thai Nguyen University of Economics and
WHEN Business Administration through pop songs of the academic year 2019-2020. After 6
months the researchers could find the data gathered from the scores of the 20
student-respondents in the speaking test before and after exposure to the pop songs.
Specifically, the study tried to establish the effect of using the pop songs in enhancing
English speaking skills.
The lesson plans consist of ten (10) lessons; Heal the world; You Raise me up; Mama;
Seasons in the Sun; What a Wonderful World; Flying without Wings; Dance with my
Father; Trouble is a Friend; Cry on my Shoulder; The Sound of Silence
PRESENT 1. Respondents are very like to show variation in pitch to suggest normal pitch
DIFFICULTIES range, emotions, and serious and impressive occasions but they feel difficult
to makes volume adequate and sustained from the beginning to the end of
the phrase and demonstrates warmth, color and meaning to the given voice
which accounts for quality. Hence they must still practice speaking more
often paying consideration to proper pronunciation and other
suprasegmental(rhythm, stress, intonation) features of the language.
2. They know how to choose the right words to speak in suitable contexts.
However, they cannot avoid using words repetitively and the mother tongue
while speaking the target language. Hence, they should, stressed stop
thinking on the first language and start speaking the second language and try
to cut redundancy.
3. Respondents can practice utterance of complete sentences logically and the
use personal, demonstrative, and other types of pronouns properly. However, they
still need to note of the rules of subject-verb agreement.
4. Respondents know how to put stress on words like nouns, main verbs,
adjectives, adverbs, and question words and they can determine which words don’t
have stress such as determiners, personal pronouns, prepositions, conjunctions and
helping verbs but are still learning the concepts per se of primary, secondary and zero
stress and note of observing alternating light and heavy stresses, short and
long pauses, and low, normal, and high pitches. But then, they could be deliberately
REMEDIAL INSTRUCTION JULLIANA AMOR BACACA

practicing the correct stressing.