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How songs of rappers affect motivation of students to study?

Секция: Социологические науки


Yesmuratuly Miras

11 “C”

Research adviser: Kaidarova Aray

Nazarbayev Intellectual School of Chemistry and Biology in Ust-Kamenogorsk

Word count: 3838

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Introduction

Lack of motivation to work is highly debatable problem among the young generation

studying at school. The survey conducted by the Happy Teens Club of Hong Kong

Christian Services showed that nearly 70% of students considered additional works

boring and accomplished tasks with reluctance. Chu-Lai-ying (2017) states that

"Extra homework kills motivation of student to work. Students need to find

inspiration from something". Music can be suitable prospect for gaining motivation

and rap songs with lyrics about poverty, enriching by untiringly working and their

success stories encourage to study and reach the same as rappers.

Studying at school, I often feel exhausted and lack of time for my interests, this

deteriorates my personal desire to study and I need motivation. I am interested in

music, thus I decided to scrutinize points of contact between music and studying.

Having listened to tremendous number of music genres, I considered rap more

motivational comparing with rock or blues. Lyrics of rappers usually consist of

poverty, social inequality and politics topics. It provoked incentive because it can

firmly solve problem of motivation scarcity.

I might be bias about this topic since prevailing part of my music library consists of

rap and I feel motivated while listening to it, therefore I think other people feel the

same and rap is incentive for them. Nonetheless, my view of how other students are

stimulated to work by this genre is very narrow, therefore I will strive to avoid

potential bias by various methods. It will help to avoid subjectiveness, considering

different opinions lets me become familiar with opposite points and overcome bias.

My thoughts cannot be absolutely right, I may have result which I do not expect and

rap music may not affect as well I reckon. Moreover, rap may disturb students from

studying because of aspects like aggressive rhythmic or swearing usage. Thus, this

should be investigated via conducting survey and an interview.

Beneficiaries of the research will be students who suffer a lack of motivation and

need uncommon ways to overcome that problem. It would be useful if teachers take

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up playing rap music at lessons, integrating such practice can increase student interest

in the subject. Therefore, teachers who are concerned about motivation of their

students to study may be the auditory of this work. Consequently, students will know

the effect of rap on motivation and try to use it while learning something or doing

work.

Context

Having motivation is one of the most prominent factors while studying which

affects the discipline and lack of enthusiasm diminution by provoking inspirational

emotions that let the person work efficiently and be entirely concentrated on the goal.

According to Tanner (2019), "Motivation is all about our internal desire to

accomplish something important to us". As Psychology Today (2019) states, it

comes from our needs, values, and goals. The high rate of motivation because of

anxiety makes a person set certain goals which are the steps towards the target. With

high rate of motivation people usually, start changing goals and prioritise activities,

in this case, motivation helps to determine which activity should be prioritised to get

maximum output. Moreover, motivation can put plans into action. It is proved by

Tanner (2019) "The difference between those who consistently take action towards

their goals and those who do not is motivation".

Motivation depends on psychological factors and behaviour of the person.

According to Benton (2018), "Stress and fatigue are the first killers of motivation".

Psychology doctors of Chinese universities investigated the effects of music on

mental fatigue induced by a continuous performance task. Researchers divided testees

into two groups: one part should have been solving problems and in parallel listening

to music they liked, whereas the second group did their job without music. As Chu-

Lai-ying (2015) says "The control group reported suffering from more mental fatigue

than the music group". This fact gives important evidence about the significant effect

of music on physical ability to be motivated. Benton (2018) continues "Music is able

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to increase stimulation, as there’s a connection between auditory and motor neurons".

Hence, motivation rises due to the impact of music on the human's nervous system.

Jenkins (2019) tells that his company involved music therapy into work to help

employees maintain focus. Results were satisfying since productivity increased by

40%. Rap is one of the genres of music which has a great influence on human's level

of motivation.

Sullivan (2003) says "Rap became ingrained in musical culture with a major

musical presence". Rap is a follower of jazz and blues music, rapreflects the

problems of discrimination in racial distinction as blues and jazz did initially. In this

case, the emotional and semantic constituents, which practice vernacular and

motivational lyrics to express their grief, positively affect a person. Despite the fact

that rap music is usually known for its racy lyrics, strong sexual connotation and

promoting a violent rebellious attitude, some educators and students use rap as a

means to remember formulas, language rules and other useful educational needs (Au,

2005). Common known fact that music as well as poetry has been used for decades as

ways of remembering data. Charles Bradlee's "ABC song" is an example of such

methods in which pupils learn the alphabet by music. Rap is the compilation of those

factors written above and can be used as a natural method of studying. Moreover,

musical and rhythmic construction of compositions visibly affects the student’s desire

to work. "The fast beat and strong rhythmic patterns can be very appealing, especially

may keep learning from being boring when it comes to subjects that struggle to keep

the interest of young learners: math, history and English"(Edwards, 2015). Those

factors logically lead to the statement that rap music motivates students to study.

However, it should be mentioned that Keyes (2002) stated that rap has a power to

detract young students from studying because, having listened to songs about crime,

drugs and abuse, youngsters stop paying attention to studies. Thus, rap can also be a

disturber rather than motivator. What refers to examples of rap songs motivating

students, the song of Drake (2013) "Started from the bottom" is inspirational because

the author tells a story of a young man fighting with poverty by any mean and

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reaching the success: "Started from the bottom, now we here (“here” means

popular)". Drake, becoming a living example, can inspire students to be at the same

level as the rapper, so that motivation of the person who is studying may increase.

Kazakhstani artist Scryptonite (2015) provokes motivation in his song "Waste of

time", the following words inspire the student, providing the way to reach the goal in

spite of spending time inefficiently: “Talking is just a waste of time, get up and take".

Being able to speak Kazakh, Russian and English languages, local students may get

inspiration because of understanding meanings of lyrics, so rap is one of the

appropriate ways to gain motivation.

Aims

The main goal of this research is to find the motivational features of rap music while

studying and identify the effect of semantic and musical components of this genre on

the process of studying. Therefore, to achieve the target the following questions are to

be answered:

1. What are the common studying activities students do while listening to rap?

2. What has the most prominent influence on motivation to study: the meaning of

lyrics or musical components of rap?

3. How does rap influence a student while studying: is it a motivator or a

disturber?

I hypothesize that rap has a motivational impact on students to study. The potential

outcome is shown as following: the rate of motivation increases among students,

bringing the growth of the overall knowledge level. Considering that some part of the

students suffers the lack of motivation whilst learning, the results of this work may

help them to overcome the obstruction.

Methods

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Since research aim is to find the motivational features of rap music while studying

and identify the effect of semantic and musical components of this genre on the

process of studying, both qualitative and quantitative methods of gathering data,

which are survey, interview and focus-group interview are included. If quantitative

methods allow gaining the average opinion of respondents about rap, qualitative one

will help to obtain personal perception of rap while studying. The reason of choosing

the mixed methods research design is that it helps to derive the most generalized,

complete and pertinent answers to research aims.

The first method of gathering statistical data was the questionnaire. It allows

procuring information in a short period via the internet. Also this is a small-scale

research, therefore there was lack of time to conduct deeper investigations. There is

an opportunity to gather information about the opinions of several groups with

varying tastes in music and identify whether rap can be an incentive to study. Survey

gives an opportunity to find out different genre preferences in music among the

public and consequently identify if rap music can be inspirational for respondents.

Based on general answers, the research question were answered completely. Survey

was anonymous and targeted school and university students. To have more

generalized results, about 200 people were chosen as respondents and their age range

varies between 12 and 25. School and university students usually suffer from lack of

motivation during the studying process, so they became the main sample of the

research. It was implied to cover opinions of the only listeners of rap, excluding those

who do not prefer this genre. The first question of the survey was whether

respondents listens to rap. Using such approach shows the general results of the

research because those, who do not listen to it, cannot give any comments about the

topic. However, getting detailed information from a survey is difficult because

respondents cannot share their own opinion. They might have not known specific

terminology of rap industry or could not have listened massive amount of rap songs.

Therefore, open-ended questions and simplified vocabulary were used.

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In order to substantiate the finding from the survey, it was decided to conduct

interview that allowed getting narrower and rigorously investigated knowledge of rap

as a motivation to study. The main feature of this particular method is personal

approach. It was very important to have face-to-face interview, as during the process

the respondent is more likely to be honest and give extended answers. Interviewees

were chosen based on the survey answers, since all respondents listen to music,

different types of rap listeners became the sample. There were interviews with the

student of 7th and 11th grades because as the rap music changes and there are brand-

new branches of rap, it is needed to cover both so-called “old school” and “new

school” music; interview with male and female listeners and starting rap artist from

our city. Semi-structured interview was chosen because its structure is convenient

and prepared questions were followed with additional leading questions to clarify

answers. The main drawback of this method is difficulty in choosing the right

respondent. Interview has a descriptive nature so that it may contain many categories

and in order to circumvent the problem all category listeners were chosen.

The last method is more comprehensive due to the length of the conduction. The

sample of the research was a group of respondents from the survey, who agreed to

discuss rap. There was a group of five people of different age and sex to cover as

more rap branches as possible. Comparing with surveys, focus group interview

provided a wider range of information because respondents felt comfortable and were

tend to tell the truth. When person feels satisfied with the environment, he has less

fear and stress to speak. The atmosphere of dispute could also affect the process,

because when the participant discusses, they are implied to provide arguments,

supporting their views with strong arguments and evidences connected with rap.

Some participants engage in constructive dialogue, proving that rap is motivation or

reversely not. The main obstacle was to make respondents feel contented and avoid

their stress to express their thoughts consciously and free. Psychological and

leadership abilities were necessary to create a comfortable atmosphere. In order to

answer research questions interviewees were to share their perception of rap songs

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lyrics as motivational, engaging in discussion about semantic components of songs,

which affected their mind to think positively and set goals. Participants were asked

about the difference in perception of musical and lyrics components and discussed it.

Results

As the research aim is to find the motivational features of rap music while studying

and identify the effect of lyrical and musical components of this genre on the process

of studying, the survey, targeting students of school and universities, was created.

There were four individual interviews and one focus-group interview among students

from different group.

The survey targeting school and university students got answers of 263 respondents.

The majority of them, which is 55.1%, belongs to the 15-17 aged students. The first

survey question was intended to sort out people who listen to rap and those who do

not. Based on the answers to this question people for focus group interview were

chosen later.

32.3% of people estimate their frequency of listening to rap music as 3 out of 5,

which means quite often. Interesting point that the amount of rap listeners among 15-

17 and 18-21 is proportionally equal: 25 respondent out of 145 against 6 out of 35,

respectively.

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Figure 1. “How often do you listen to rap?”

There were differences in genre choice while accomplishing different tasks by

respondents. It helped to establish a correlation between students’ music genre

preferences and the tasks they do. Pop and other unlisted genres are seen to be mostly

listened by students while doing any activity. In comparison, rap does not seem to be

the type of music which plays while studying. 133 respondents answered that they

listen to pop music while doing homework which is 1.2 times more than rap listeners.

It was also found that rap music is not usually played when the students do writing or

to solve science problems. Merely 9% of answerers listen to rap while reading,

whereas almost the quarter of them does it, playing pop music as a background.

Ultimately, it is clear that rap is more demanded while completing assignments and

doing homework but it cannot be considered to be more motivational comparing with

other genres.

Tasks/

genres

Rap Pop Jazz Blues Rock Other

Reading 6.8% 16.4% 9.6% 5.2 % 3.1% 31.8%

Writing 13.4% 26.8% 8.8% 7.7% 5.5% 26.6%

School

homework

25.8% 36.7% 8.8% 7.4% 10.1% 32.1%

Completing

assignments

17.8% 17.5% 4.1% 3.3% 7.9% 12.1%

Solving 17.1% 13.7 % 4.7% 4.4% 4.7% 11.5%

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problems

Project

working

14.0% 18.6% 5.2% 5.2% 5.8% 12.3%

Figure 2. Preference of students in music while accomplishing varying tasks

Figure 3. Comparison between musical and lyrical components of rap as a trigger to

study.

According to information in figure 3, it stands out that musical beat has more

influential effect on studying than lyrics, because a bit more than two thirds of

respondents found rap’s musical beats as high and very high factors of triggering to

study that is 14 percent more than lyrical meaning trigger to study. However,

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question about which motivated best “music or lyrics” have shown completely

different answers, in which equality was seen in preferences of respondents.

Figure 4. Finding out what disturbs students from studying.

Not only does rap have triggering studying aspects, it also contains prominent factors

due to which listening to rap may disturb the listener, which cannot motivate the

person. Aggressive style of performing by rappers highly and very highly disturbs

42.5% of survey participants as well as 21.3% feel disturbed when rapper uses

swearing. According to survey, the concept that rap as motivation seems dubious,

because students prefer other genres to rap and do not necessarily feel motivated after

listening to rap song or reading lyrics (see figure 2).

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The interviews enhanced the belief in assumption that rap is generally not

experienced as stimulating studying. Since the sample of the research is a group of

students in different ages, four interviews were conducted. All of interviewees listen

to music every day and each of them finds motivational aspects of rap, having their

favorite influential song. The surprising feature was the fact that none of respondents

listen to rap music while doing tasks with analysing and creating goals. “I can’t really

focus on two things alongside. Nevertheless, music during easy, everyday task, and

homework including, is really something beautiful” concluded one of the respondents

(respondent 1). Thus, motivation to study does not appear while the song play at the

background. There is still no clear answer what is more influential: lyrics or music.

Two of respondents tend to consider musical component to be more inspiring while

studying and other two had opposite view.

Focus-group interview was the conclusive part of the research and it has also

conveyed the idea that rap indirectly affects motivation to study positively. In the

discussion of whether rap helps to enhance the interest in studying there was a

common answer that rap stimulates more spiritual and philosophical thoughts about

the condition of their lives, which motivates them to set goals and studying becomes

the substantial part of it. One feature of focus group which is common for all methods

was the separation of opinions between two people who prefer music and other two

who considered lyrics more motivational to work.

Conclusion

The purpose of this research was identifying the motivational features of rap music

while studying and identify the effect of lyrical and musical constituents of this genre

on the process of studying.

What are the common studying activities students do while listening to

rap?

According to the results of the survey, individual and focus-group interview, it was

pointed out that the rap genre is mostly listened while accomplishing tasks wherein

analyzing is not required. It correlates with the idea which was mentioned in the 12


secondary research: listening to rap while completing analysis work interrupts

thought processes, Keyes (2002). Rap is usually played when doing homework with

solving problems in mathematics and science. Although the sample was rather

narrow, including students of schools and universities, there is a degree of confidence

in this result, as is corresponds with secondary research

What has the most prominent influence on motivation to study: the

meaning of lyrics or musical components of rap?

Since after conducting primary research the opinions were split into two halves, it

stands out that gaining motivation to study from rap differs among listeners and there

is no exact answer to this question. Some consider lyrics more motivational but it

does not directly motivate to study but instils philosophical ideas. Other part’s

viewpoint is based on rap music playing at the background. During the secondary

research, it was ascertained by Snyder (2019) that a favourite genre of music

positively affects studying but there was no data collected that lyrics may do the

same. Since all respondents liked listening to rap, Snyder’s statement is appropriate.

Ultimately, as music and lyrics were evaluated at almost the same level of giving

motivation, it can be stated that none of both is more motivating to study they are

equally influential.

How does rap influence a student while studying: is it a motivator or a

disturber?

It was very important to identify whether rap can disturb a student while studying

because if the disturbing features of rap prevailed over motivational features, rap

could not be considered as motivational. Keyes (2002) mentioned that rap has a

power to detract young students from studying because, having listened to songs

about crime, drugs and abuse, youngsters stop paying attention to studies. As the

primary research showed, those respondents who preferred listening to rap as the

favourite genre of music found it more motivating and less disturbing. It was 13


surprising that swearing in songs and aggressive lyrics disturbed less than music and

meaning of lyrics motivated to study. Hence, Keyes’ statement turned out wrong.

Evaluation

The research consists of 3 methods which have their strengths and weaknesses. I

must admit that the triangulation was not as successful as it was supposed to be.

Mostly, data obtained was opinion based rather evidence-based, so there should have

been an experiment to either support or contradict the opinions of participants.

The survey’s questions comparing motivational and disturbing features using specific

aspects of rap music was very useful to indicate which factors motivate students and

which factors disturb them from studying. Also, it was a good opportunity to evaluate

if the rap is motivator or disturber. Survey questions could not give the whole scale of

gaining motivation by students because listening to one small piece of music may

have not been enough for the respondent to evaluate their level of motivation. The

same problem was with a piece of lyrics (see question 6 and 7 of the survey).

Eventually, it is hard to make conclusions using several examples of music and lyrics

because there is a huge number of rap songs which differ from each other.

Interview and focus group ware parts of triangulation but the data obtained did not

give an evidence-based answers. The sample was chosen correctly since all

respondents listen to rap. The difference in age and sex in listening to rap was

covered, which helped to generalize the final result. My original idea was that my

research would help to gain motivation and be applicable at the lessons but it turned

out that majority of rap listeners do not necessarily find it motivational in studying.

Since the target sample was only people who listen to rap, it is impossible to evaluate

whether rap is motivational for those, who have never listened to this genre. If classic

music was proven by scientist as useful in studying, there is no investigation into rap

giving motivation to all people. Therefore, in future investigations there can be a

social experiment, during which one group of students listens to rap, others classic 14


music and the last part listens to music they like, to indicate if rap is motivational or

not.

It generally can be applicable at the global scale because the sample was big and

consisted of people who listen to rap and few found it motivational.

Further research

In order to improve the work, other project aims, research questions and research

methods can be used, since some unexpected results have appeared at the end of the

project. It seems that people find personal motivation in rap music but it does not

necessarily motivate them to study. According to this result, the research may be

conducted on topics of effect of rap on people’s values or political beliefs. As it was

mentioned, results are mostly opinion-based and it will enhance in confidence of

conclusion if it will be checked if motivation rises when the rap music is played at the

background. Thus, in future there can be an experiment which lasts one month.

A social experiment can serve as the indicator of whether efficiency of studying

change if rap music played. In order to strengthen the efficiency of the results, the

effect of the language of the rap composition should be considered, however to

investigate such narrow topic, experiments should be conducted on students of

different countries with different languages. As a whole, it may affect understanding

if rap can enhance motivation to study in the world. If rap turns out to be effective, it

may contribute to addressing the global problem of lack of motivation among student

society.

Ultimately, it revealed that rap is not exactly a motivator to study but topic can be

addressed into the theme of people’s value.

Bibliography

References

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1. Chu-Lai-ying (2017), Effects of Relaxing Music on Mental Fatigue Induced by

a Continuous Performance Task: Behavioral and ERPs Evidence. Retrieved

from:

https://www.researchgate.net/publication/281323310_Effects_of_Relaxing_M

usic_on_Mental_Fatigue_Induced_by_a_Continuous_Performance_Task_Beha

vioral_and_ERPs_Evidence

2. Tanner R. (2019) What is motivation?. Retrieved from:

https://managementisajourney.com/what-is-motivation/

3. Psychology today (2019). Retrieved from:

https://www.psychologytoday.com/intl/basics/motivation

4. Benton L. (2018), Why Is Music So Important for Your Motivation? Retrieved

from: https://makingmusicmag.com/music-motivation/

5. Keyes C.L. (2009). Rap Music and Street Consciousnes. USA: University of

Illinois Press

6. Jenkins A. (2019) A Proven Way to Increase Employee Engagement and

Motivation Retrieved from: https://www.pnas.org/content/116/9/3793

7. Sullivan, R. (2003). Rap and race: It's got a nice beat, but what about the

message? Journal of Black Studies, 33(5), 605-622.

8. Perry, I. (2004). Prophets of the hood: Politics and poetics in hip hop.

9. Rose, T. (1994). Black noise. Hanover, Germany: Wesleyan University Press

10.John Edwards (2010). Rap music in education vs Its negative Cultural

influence

11.Au, W. (2005). Fresh out of school: rap music's discursive battle with

education. The Journal of Negro Education, 74(3), 210+.

12.Drake (2013), Started from the bottom [Recorded by Drake]. On Nothing was

the same [visual album]. New Orleans, Louisiana, U.S.: Young Money

Entertainment

13.Scryptonite (2015), Waste of time [Recorded by Scryptonite]. On Ouroboros:

Street 36 [visual album]. Moscow: Gazgolder label

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Appendices

Appendix A

SURVEY QUESTIONS

Notice to Survey Respondents:

Hello there! This research is called “How songs of rappers affect motivation of

students to study?” Since research aim is to find the motivational features of rap

music while studying and identify the effect of lyrical and musical components of this

genre on the process of studying, the survey was created to identify motivational

effect of rap songs on studying process of students. I truly appreciate your activity

and ask you to be honest while answering.

The procedure of answering online survey will take 2 or 3 minutes. I do not

share personal information with third-parties nor do I store information I collect

about your response. That is why the questionnaire is anonymous and it does not ask

you to write your name or an e-mail address.

In case you have questions about the survey or the topic of the research, there

is my e-mail address to contact:

[email protected]

Introduction:

Having a motivation is one of the most prominent factors while working or studying

which affects the discipline and the lack of enthusiasm diminution by provoking

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mailto:[email protected]


inspirational intangible emotions. Those emotions let the person work efficiently and

be entirely concentrated on the goal set.

In this case the music can be the most suitable prospect for gaining motivation and

exactly rap songs with lyrics about problems of poverty, being enriched by untiringly

working and their career promotion's success stories encourage to study and reach the

same as their rap role models.

Survey questions:

1. WHAT AGE GROUP DO YOU REFER TO? – Multiple choice question

12-14

15-17

18-21

22-25

2. DO YOU LISTEN TO RAP MUSIC: - Multiple choice question

Yes

No

3.1 HOW OFTEN DO YOU LISTEN TO IT? Branch question (if the answer was

yes):

Linear scale question from 1 to 5 where 1 is VERY RARELY and 5 is VERY

OFTEN

3. To what extent you think rap can be motivational from 0(least)-100(most)?

Linear scale question

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4. WHAT GENRE OF MUSIC DO YOU LISTEN TO WHILE THE

FOLLOWING…

Reading Writing Doing

homework

Completing

assignment

s

Solving

problems

(particularl

y in

science)

Project

work

Rap

Classic

Jazz

Blues

Heavy

metal

Punk

rock

Rock

Pop

Other

(write)

5. WHICH OF THE FOLLOWING FACTORS TRIGGER YOU TO STUDY?

Doesn’t

motivate

Very low Low High Very

high

Aggressive style

of flow*

Lyrics/meaning

Musical beat*

19


Instrumental

background

Swearing of artists

* Flow - Rapper’s ability to rhyme to beats in a skilful manner

* Beat - A combination of drums, bass and other instruments used in rap and/or hip-

hop.

5. WHICH OF THE FOLLOWING FACTORS DISTURB YOU FROM

STUDYING?

Doesn’t

motivate

Very low Low High Very

high

Aggressive style

of flow*

Lyrics/meaning

Musical beat*

Instrumental

background

Swearing of artists

6. DO YOU FEEL MOTIVATED WHILE READING NEXT LYRICS? – Open-

ended question

“This is ten percent luck,

Twenty percent skill.

Fifteen percent concentrated power of will,

Five percent pleasure,

Fifty percent pain,

And a hundred percent reason to remember my name”

(“Remember The Name” by Fort Minor)

For what are you motivated?

20


7. DO YOU FEEL MOTIVATION AFTER LISTENING TO THE FOLLOWING

PIECE OF RAP MUSIC? - Multiple choice question.

Playing the song “Lose Yourself” by Eminem.

Appendix B

INTERVIEW QUESTIONS

AIM OF THE INTERVIEW

Hello, dear friend! I invite you to take part in the research on how rap music

can motivate students to study by asking open-ended questions.

The interview lasts about 30 minutes. Your personality can be kept anonymous

if you want, I do not share personal information with third-parties nor do I store

information I collect about your response.

Semi-structured interview

1. Do you listen to rap songs?

2. What genres do you like listening to most?

3. Do you think that rap can be motivational?

4. In what way does rap music can motivate you?

5. Playing the song “Lose Yourself” by Eminem

a. What kind of emotions appear while listening to the song?

b. Do you think that you are motivated after listening the song?

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c. How do you think, can you use this motivation to perform better at

studying?

6. How do you think, what motivates you more: song’s music or lyrics?

Appendix C

FOCUS-GROUP INTERVIEW QUESTIONS

AIM OF THE INTERVIEW

Hello, dear friend! You have been chosen as the participant of the focus-group

interview to discuss the topic on how songs of rappers affect the motivation of

students to study.

The focus-group interview will last about 30 minutes. The process of interview

will be video and audio recorded for revising and analysing afterwards. Your

personality can be kept anonymous, I do not share personal information with third-

parties nor do I store information I collect about your response.

Focus-group interview

1. Please, share your interests in music and how do your favorite genres

motivate you?

2. Can rap help to enhance the interest in studying?

3. Can rap help to enhance enthusiasm in studying

4. Playing the song “Lose Yourself” by Eminem

a. What kind of emotions appear while listening to the song?

b. Do you think that you are motivated after listening the song?

c. How do you think, can you use this motivation to perform better at

studying?

5. Tell the group about the song that motivates you and the reason for it.

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