1

CHAPTER 1: INTRODUCTION

1.1. Rationale of the study.

If you are a passionate teacher coming to class eagerly and enthusiastically and then are struck

by sayings like these: “ Teacher, we hate listening lessons. Why don’t we change it for another

thing?” ; “ Teacher, we are so afraid of listening, please don’t do it” or “ Teacher, I can’t

catch anything from the tape. I completely have no head for listening.” you will feel like

falling short in your career. However, this is a common problem among non-major students of

English and is somehow a puzzle to many teachers of English.

Like many young teachers, I used to show this confusion to some experienced teachers and

was advised that students would get used to the subject themselves gradually, and the only

thing I could do is let them have time to do it. However, in my opinion, the first impression is

very important so if students learn listening with a fear at the beginning, this fear will bring

nothing to their present listening skill as Lewis. M and Hill. J (1992: 20) argue: “ If you feel

pressurized, afraid, or tense, even if you perform, at that moment, you will probably forget”.

Not stop at that point, the feeling of fear also have greater effect on the student’s later study as

it can “ destroy students’ interest for the subject and spoil their creativeness” ( Sesnan, B.

2001: 122). On the other hand, Lightbrown, P.M & Spada, N (1999) show that students never

learn everything they are taught, they only learn what they are interested in. And they even

prove that students are unlikely to be very successful at learning anything unless they enjoy

the process.

From that point of view, I think that this puzzle can only be solved by finding an answer to the

question: “ How to help students change from the feeling of fear to the one of interest when

they are doing listening?” However, interest is something very unstable and unpredictable

because it depends on many factors such as: the content of the subject, the necessary of it, the

method of the teacher, or even the weather of the day. That explains the reason why it takes

2

teachers a great effort and trial to maintain the students’ interest in the lesson and avoid the

boredom also. Barry Sesnan (2001) when describing a good teacher as the one who does not

only use a good teaching method, but also takes into consideration of how to teach students to

learn effectively by themselves and help them to involve themselves with interest in the

learning process, suggests some main ways to hold students’ interest such as: audio-visual

aids including objects, flash cards, pictures, overhead projector transparency, film, video, and

language activities like games, songs, story-telling, projects. Of all the items, songs seem to

be the most available and easiest to exploit to the author. She, therefore, chose them as the

means to do an experimental research on how to interest students in listening lessons. That is

the reason why this paper is made a study of using English songs as a kind of supplementary

material in teaching listening skill to first year non-major students’ of English with a hope

that they will have a more positive attitude to this very communicative skill.

1.2 .Hypothesis

�

This study was designed to test the following hypothesis:

Songs can be used to enhance students’ motivation in listening to English as well as to

improve their bottom-up listening skills such as word recognition, awareness of word

linking, awareness of word stress, enhancing their attention while listening as well as

comprehension skills.

1.3. Aims of the study.

Parallel with the above reasons leading to the research are some following aims:

- To investigate the effectiveness of using English songs in teaching listening skill to

non-major students.

- To discuss some suggestions of how to use English songs in teaching listening skill in

classroom.

3

1.4. Scope of the study.

In this study, the author intended to deal with the question of how to motivate students through

English songs not taking care of other kinds of activities such as poems, stories or games.

They included country songs and love songs that have soft music with quite easy words and

simple content. These songs were experimented for the period of one term (15 weeks).

They were used at the end of the lesson not at the beginning as warmers.

Due to the limited time, the author could not implement the research for a longer term and

study on a larger population. The chosen population contained 60 students from two classes at

the same level. The aimed teaching purpose was practicing the listening skills for students

through English songs.

At last, the study did not mean a collection of English songs but studying the efficiency of

using songs as a supplementary teaching material and also discussing an appropriate method

of exploiting them in classroom effectively.

1.5. Methodology.

The major method which was used in this study is qualitative. All comments, remarks

assumptions and conclusion of the study were based on the data and analysis. Data collections

for analysis in the study were gained through the following resources:

- Survey questionnaires.

- Interviews.

- Tests for students.

The questionnaire was designed for the students. However, sometimes interviews were also

applied if the author find that the answers of respondents were not clear enough.

1.6. Design of the study

4

The paper was designed with three chapters as follows:

Chapter 1 was the introduction in which I would like to present the rationale of choosing the

topic, the aim of the study, the scope of the study and the methods to be applied.,

Chapter 2 was the development which composes of three main parts.

• Part 1 set up some theoretical backgrounds that are relevant to the purpose of the study

• Part 2 investigated the situation of using English songs at Phuong Dong university and

find out the students’ point of view about using songs in classes.

• Part 3 dealt with some personal recommendations and suggestions.

The chapter 3 summarized the major findings discussed in chapter II. Some suggestions for

further study were also included in this chapter.

5

CHAPTER 2: DEVELOPMENT

PART 1: LITERATURE REVIEW

1.1 The place of listening in foreign language course.

According to Howatt and Dakin, listening is the ability to identify and understand what others

are saying. This involves understanding a speaker's accent or pronunciation, his grammar and

his vocabulary, and grasping his meaning. Defined with those characteristics, listening must

surely come first in communication. Actually, we start listening as a baby, and we do an awful

lot of it when we begin to speak. Not stop at that point, listening is also the most practiced one

in the second language study because it is the principal way to acquire the language as Adrian

Doff (1996) states that “ Listening to spoken English is an important way of picking up the

structures and vocabulary”. To prove this point, he shows a situation in which learners are

living in a country where English is the first language. He assures that these learners have such

plenty of exposure to the language- they hear it all the time, that they acquire it much more

easily than the others.

Moreover, listening is also a condition for developing speaking skill. Still Adrian Doff (1996)

emphasizes that “ We cannot develop speaking skill unless we develop listening skill”. In

deed, a good speaker needs to be a good listener first because to have a successful

conversation, students must understand what is said to them first and they can only do the

understanding through listening.

In addition to that, listening is also crucially as important as a kind of “spirit medicine” as “

students experience a degree of powerlessness when they cannot understand the language.”

(Paul Bress: 2001: 42). In other word, the more learners understand the more powerful they

feel and the more confidence they have in their ability to communicate. This feeling of

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confidence is very important as it helps foster the learners’ motivation and cherish their

interest in the lesson, therefore leads to the later stable progress.

In short, the importance of listening in language learning is undeniable. It is the most

communicative and practised skill and needs to be developed as much as possible.

1.2. Listening Process

A variety of insights into listening process have been developed in the past fifteen years, and

there are two points on which most researchers and teachers continue to agree on: the first one

is that listening is an active rather than a passive process and the second is that listening is

both a top-down and bottom-up process.

We can see that listening is active because there is often a great difference between what is

said and what the listener “hears”. It is obvious that the listener is constructing his or own

meaning, which sometimes corresponds to the speaker’s meaning and sometimes does not.

This happens both in our native language and the second one. This state is described as an

“interactive” process, in which both the activity of the listener’s mind interacts with the input

to form an understanding.

Researchers also tend to agree that the listening process contains both bottom-up and top-

down elements. Bottom-up process refers to the listening process that starts with

discriminating sounds, identifying words and comprehending grammatical structures and build

eventually to the comprehension of meaning. This is a somewhat mechanistic or “data-

driven” (Brown-1994) view of processing. Whereas, top-down process may be described as

holistic or “conceptually driven” (Brown) in that they focus on the overall meaning of a

passage, and the application of schemata. Schemata are mental frameworks based on past

experiences whish can be applied to help us interpret the current situation. Inferring ideas,

guessing word’s meaning, and identifying topics are all examples of top-down processing. As

such, bottom-up process sees language comprehension as a process of passing through a

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number of consecutive sequences or levels and the output of each sequence becomes the input

for the next higher one. That is the reason why Buck (2001) considers it one-way street. On

the contrary, in top-down process the various types of knowledge involve in understanding

language are not applied in any fixed order. They can be used in any order or even

simultaneously, and they are all capable of interacting and influencing each other. According

to this process, it is quite possible to understand the meaning of a word before decoding its

sound, because we have many different types of knowledge, including knowledge of the world

around us. In most situations we know what normally happens and so we have expectations

about what we will hear. These maybe either precise or vague but while we are listening, we

almost always have some hypotheses about what is likely to come next. In such cases it is not

necessary to utilize all the information available to us- we can just take enough to confirm or

reject our hypotheses. To take a well-know example, if we hear the following uncompleted

sentence “she was so angry, she picked up the gun, aimed and…..” We know what is going to

happen and we probably need very little acoustic information to understand the final word, be

it ‘fired’, ‘shot’ or whatever. As we listen, we will expect a word such as fired and we will

possibly process only enough of the sound to confirm our expectation, or we may not even

bother to listen to the last word at all. Our background knowledge about guns and what angry

people do with them helps us to determine what the word is.

It, therefore, can be seen that the two processes are both important for learners in

understanding the language since both of them can offer keys to determining the meaning of

spoken discourse. So it is advisable to the teacher to help their students understand the

importance of those listening processes, from which they would utilize suitable listening

strategies for comprehension.

1.2 Songs as a motivator for students to listen.

The importance of motivation in second language teaching and learning has been discussed for

many years; teachers and researchers believe that motivation plays an important part in the

8

process of acquiring an additional language because motivated students are usually those who

participate actively in class, express interest in the subject-matter, and study a great deal. But

since motivation is something very personal, it is not easy to develop. However, “If we can

make our classrooms places where students enjoy coming because the atmosphere is

supportive and non-threatening, we can make a positive contribution to students’ motivation to

learn” (Lightbrown, P.M & Spada, N.,1999). For this sake, songs seem to do very well.

Songs have a great tendency to attract the attention of students that other forms of the mass

media lack. According to Subramaniyan A. Nambiar (1985), “ Even the person who is totally

tone deaf may at times considers himself a good singer and a person who cannot understand

the words of a song can still appreciate the song itself.” Songs, especially current pop songs

exert a great influence over the young generation from which our students come. And because

songs deal with the whole realm of human emotions and experiences- from love, hate, joy, to

loneliness and sadness, they really appeal to the young people.

Secondly, students are often willing to learn to sing a song in a foreign language even if they

do not fully understand or partially understand the meaning of the words. This allows them a

chance to relax from the pressure of the study. By that way, songs blow a new fresh air into

the serious and tedious routine of the class, they introduce an atmosphere of gaiety, fun and

informality in the classroom which is far more conductive environment for language learning

than a strictly regimented atmosphere where students are pounced upon for the least bit of

deviation from grammatical norms or for making any ‘unnecessary’ noise.

Lo and Li (1998) states that songs provide a break from classroom routine, and that learning

English through songs develops a non-threatening classroom atmosphere in which the four

language skills can be enhanced.

Moreover, while many students find it difficult and stressful to learn a new language, songs

can help wash away these feelings. Each song has its own lyrics and as the lyrics comes out

from the composer’s heart with tempo and rhyme, it is easy to penetrate into other’s people’s

9

hearts. That is the reason why when students mumble the words of the songs along the lyrics,

they gradually get used to the language and find it easier to learn. According to McDonald

(1984), the use of the songs in English classroom allows the students to “hide behind the

music” and then “avoids the heat of an early spotlight landing on a timid students.” By that

way, “It also wraps the students’ perceptions of how difficult it is to use the new language.

The result is ..a loss of certain inhibitions, a new respect for one’s own voice and the learning

of whatever vocabulary, grammar, …the song has to offer” (McDonald, 1984:35)

In addition to that, when songs are played, the group spirit is really fostered, which is a great

help to students in their practice of the language skill. And because the students can carry the

song beyond classroom doors and sing for their family and friends. This, in turn, tends to

reinforce the students’ interest in learning English.

In short, speaking like Finocchiaro (1973:174) by using songs “language learning can be

combined with recreation or aesthetic appreciation for a change of pace in the classroom to

enhance motivation” . However, the writer of this paper would like to quote Spencer’ words as

a way to conclude this point, that is “Songs provide preliminary materials to the listening

exercises and also give the students a clear and concrete reason for listening” (Spencer-1994)

1.4. Aspects of listening comprehension that can be improved through songs.

What is listening comprehension? According to Longman Dictionary of Language Teaching &

Applied Linguistics:

Listening comprehension is the process of understanding speech in a second or

foreign language. The study of listening comprehension processes in second or

foreign language learning focuses on the role of individual linguistic units (e.g.

phonemes, words, grammatical structures) as well as the role of the listener’s

expectations, the situation and context, background knowledge and the topic. (Jack

C. Richards, John Platt, Heidi Platt, 2000).

10

According to Harmer, listening is special because listening comprehension is a process in

which our mind has to complete instantly the process of receiving, processing, and interacting

with the relevant linguistic knowledge. This requires the listener to have a high sensibility and

discerning ability in pronunciation and its connection with word meanings. Especially when

listening to a foreign language, it is very hard for the listener to have an immediate response to

the information and catch the meaning if he/she does not possess enough linguistic and other

relevant knowledge of the language. That is the reason why freshmen feel anxious and

confused in listening lessons. However hard they try, they make little progress. They also

worry about how to avoid making any mistakes in order to save face. They get very nervous,

which slows down their normal thinking speed and distract their concentration.

However, songs are proved to be an effective supporter in improving listening comprehension

among students without giving stress. According to Stefan Chiarantano(2004), using songs is

“a fun way to improve listening comprehension.” To prove this point, he divides listening for

comprehension into three stages as follows:

1. Listening and making no response (following a written text, informal teacher talk)

2. Listening and making short responses (obeying instructions - physical movement,

building models, picture dictation. etc.), true- false exercises, noting specific

information, etc.

3. Listening and making longer response (repetition and dictation, paraphrasing,

answering questions, answering comprehension questions on texts, predictions, filling

gaps, summarizing, etc)

And he confirms that songs can be designed to serve all of these stages of listening

comprehension.

Nambiaar, S.A (1985) seems to share this point with Stefan Chiarantano as he states that

“using songs is one effective way to enhance students’ listening comprehension” . To make it

11

clearer, he mentions three main aspects that enhance students’ comprehension: grammar,

vocabulary, and phonology and he proves that songs can do well on all of these fields.

Grammatically, songs can be used as a form of reinforcement for the particular structural item

that had been taught in the previous lessons, and alternatively songs could also be used as an

introduction to the particular grammatical item. For this point, he mention the song ‘Living on

a jet plane’ as an example of the present continuous tense and the song ‘ Where have all the

flowers gone” as an example of the present perfect tense. About vocabulary, he argues that

songs can offer an active vocabulary learning as “numerous words that deal with a particular

theme or emotion abound in the songs” For example, the song ‘Love is blue’ can be used to

teach students about words of colours. Phonologically, songs can also be used to introduce

some particular phonological features as “ the words of songs are from the authentic language

so they are very rich in phonological forms such as: ‘wanna’ for ‘want to’ or ‘gonna’ for

‘going to’”. Moreover, while listening to the songs, students can also foster the pronunciation

of the words.

Lynch, L.M (1993) adds the point that “ the use of songs can also help develop skill for

details” To do it, songs must be designed into cloze or linking activities in which some words

or linking words are omitted from the songs and students’ duty is to listen to the songs and

then complete them. These activities allow students an opportunity to study the sentence

structures as well as the meaning of the lyrics, which, therefore “develops students’ listening

comprehension” (Lynch, L.M 1993: 23)

In conclusion, as songs provide an enjoyable way to introduce or review vocabulary, teach

pronunciation, present structures and sentence patterns in a novel way, “it's an innovative and

efficient method to use English songs to improve students' listening and speaking also”.

(Lynch, L.M. 1993:23)

12

PART 2: A STUDY OF USING SONGS AS A SUPPLEMENTARY MATERIAL IN

TEACHING LISTENING FOR THE FIRST-YEAR NON-MAJOR STUDENTS OF

ENGLISH AT PHUONG DONG UNIVERSITY.

2.1. Hypothesis:

As presented above, this study was designed with the aim of testing the following hypothesis:

Songs can be used to enhance students’ motivation in listening to English as well as to

improve their bottom-up listening skills such as word recognition, awareness of word

linking, awareness of word stress, enhancing their attention while listening as well as

comprehension skills.

2.2 Method orientation.

This research was conducted as a qualitative study, using questionnaire and interview, along

with the test to collect data. Maykut and Morehouse (1994) define qualitative research as

generally examining people’s words, actions in narrative or descriptive ways more closely

representing the situation as experienced by the participants. The aim of qualitative research is

to discover meanings that emerge after close observation, careful documentation and

thoughtful analysis.

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2.3Subject Profile

The research was carried out at Phuong Dong university with the participation of sixty first-

year non-major students. They all were in the second term and from two different classes of

13

Bio-technology department. To those students, English was not their major but a compulsory

subject in the schedule. Being technical students, English to them was really an impossible

subject as they always complained that “it has so many rules, it is so complicated” and that

they “have no head for English”. However, as English was taught and examined through four

skills: listening, speaking, reading and writing, it is became more indigestible to them. Of the

four skills, listening was always the most horrible to the students as it was the first time they

learn English via skills so they could not get used to listening to English. That was the reason

why many of them either often played truant or did their private things during listening

lessons. That state resulted in their very low marks or even failure in the examination of

English. That was the reason why the author would like to conduct this research of using

songs as a type of supplementary material in teaching listening skill in order to erase their

prejudice against listening skill, evoke their like for this very communicative skill and then

help improve this bad state among the students.

2.4 Procedures and methods of data collection�

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14

To obtain the above objectives, the questionnaire was designed with five questions which

focused on five main aspects that the researcher would like to investigate as follows:

Question 1 aimed at finding out the students’ attitude toward English songs in general.

Question 2 and 3 worked out the favourite activities that students often do when they listen to

English songs .

Question 4 clarified students’ awareness of effectiveness of English songs in teaching

listening skill.

Question 5, in the end, brought about the failure of using songs in teaching listening skill.

Along with the questionnaire, two tests of listening (pre-test and post-test) were designed in

the model of the achievement test which is being used to assess students’ listening skill every

term.

2.6. The use of the songs in the lessons.

In this study, songs were mainly designed in the form of tasks for students to solve at the end

of the lesson as an extra activity. They were commonly taught in about ten to fifteen minutes

at the end of each lesson via three steps as follows:

At the first step, the teacher presented the background of the song ( including the composer,

the singer or the circumstance in which it was written), taught some important new words and

then explained to the students what they were expected to do while listening ( for example:

putting song lines in the order, filling in the missing words, or correcting the mistakes.. see

appendix 1)

Secondly, when students prepared to listen, the teacher put them in pairs and asked them to

skim through the handout to make some guesses about lines order or missing words.

Finally, teacher played the song, allowing students first to listen once from the beginning to

the end. Then she played the tape more slowly, pausing after each verse so that students had

time to do the task. After three times, teacher asked for students’ work and then corrected

them. In the end, students could either sing along or discuss the content of the songs.

2.7. ��������������������� ���

15

The aim of the questionnaire was to explore students’ attitudes toward the use of English

songs in learning process in class. What the students thought about the use of English songs

and to what extent they got engaged in listening skill in the classroom would provethe use of

songs in teaching and learning listening skill effective or not. All the survey questions were

handed out to students who had access to English songs in class. And below are what they

revealed.

a. Students’ attitude toward English songs

Chart 1: The students’ attitude toward English songs

This pie chart illustrates vividly the students’ attitude toward English songs. From the chart, it

can be seen that most of the students held their interest in English songs. Of 87% who showed

their keenness on English songs, as much as half of them expressed their great love for these

“wonderful chants” ( as they said). However, there were still ten percent having no concern

about the songs and even three percent of them even frankly showed their dislike to English

songs. These people, when discussing with the survey-conductor said that in their opinion

English songs are too difficult to listen and too complicated to understand and that they would

prefer to listen to Vietnamese songs. These illustrations are very important as they relate to the

students’ later performance in all listening lessons. Though it used to be supposed to get

Attitude

50%37%

10% 3% like very much

like a bit

no idea

dislike

16

negative reaction as the subjects were all non-major of English, these meaningful numbers are

really a good start for the later study.

b Students’ manner of listening to English songs and their favourite activities while listening

to songs.

Chart 2: Students’ manner of listening to songs.

Mentioning students’ manner of listening to English songs, the survey resulted in quite

surprising numbers. There were only 6.7% of the students listening to the songs for fun. The

rest all tried to link it with pratising their listening skill. As much as half of them tried to catch

the key words of the songs and 30% of them tried to remember the content of the songs during

the time they were listening to them. Especially, there were13.3% of them trying to write

down the main ideas of the songs though they knew it is not easy at all to do that task. As so, it

can be seen that along with their great love for English songs, most students showed their very

positive manner of approaching English songs.

Students' manner of listening to songs

13.30%

30%

50%

6.70%

try to take note.

Listen attentively and remember the content.

Try to catch the words of the song.

Just relaxed and listen for fun.

17

To link the songs with the listening skill, the teacher did design some tasks for the students to

do while they were listening to English songs. The below table demonstrates which task or

activity is more appealing to students.

Table 1: Students’ favourite activities while they are listening to songs

1 2 3 4 5

Answering the comprehensive

questions.

33.3% 20% 20% 13.3% 13.3%

Summarizing the content of the

songs

23.3% 20% 13.3% 20% 23.3%

Gap-filling 16.6% 20% 13.3% 20% 30%

Discussing about the meaning of

the song.

20% 23.3% 23.3% 16.6% 16.6%

Dictation 30% 20% 30% 13.3% 6.6%

Arrange jumbled lines. 10 % 23.3% 13.3% 20% 33.3%

Note:1. The least interest and 5. The most interest

From the table it can be said that students’ interest for the activities differs greatly. The most

favourite activity to them is to arrange jumble lines. As much as 53.3% of them considered it

the interest and the most interest one. When discussing about the reason, they all stated that

this task is quite easy to do and it does not require much attention. Gap-filling is at the second

position with half of the tickets. Many students who liked this activity claimed that they felt

engrossed in the task as it is both challenging and amazing. “My curiosity is always raised

choices

interest

18

utmost when I do this task. It is wonderful feeling when I can fill in a right word. It feels like

catching a fish after a long time of waiting” (Le Hoai Thuong)

Surprisingly, summarizing the content of the song is the third of the most favourite activities.

Nearly half of the students (43%) chose it the interest one. When asked for the reason, they all

argued that because they were always curious about the content of the songs, this task is really

helpful as it enables them to have a full understanding of the song.

It is quite unexpected that dictation is at the bottom of the list. Of 19.9% of the students who

expressed their love for this activity, only 6.6% of them said that they liked it very much. The

rest all claimed that they did not have much interest in this task as it is either boring or time-

consuming. Together with dictation is answering the comprehensive questions. Not many of

the students showed their like for this activity (26.6%). This is understandable as this task

seems to be the most difficult one and requires a lot of sub-skill to fulfill.

c. The effectiveness of English songs in teaching listening skill.

Involved in those activities, students unconsciously became interested in listening lessons.

This fact is proved through the table below:

Table 2: The effectiveness of English songs in teaching listening skill.

Choices Agreement 1 2 3 4 5

Makes the listening lesson more relaxing. 6.6 6.6 6.6 33.3 46.6

Make the listening lesson more enjoyable 0 10 6.6 33.3 50

Develops my confidence in listening to English. 10 20 20 30 20

Helps me to listen to English better 3.3 10 16.6 50 20

Helps me to recognize key words while listening 3.3 0 36.6 43.3 16.6

Helps me pay greater attention to word stress 3.3 3.3 36.6 46.6 10

Develops my guessing skill 0 13.3 23.3 30 33.3

Helps me to discriminate English sounds better. 13.3 23.3 40 13.3 10

19

Note: 1.Strongly disagree 2. Disagree 3. Don’t know 4. Agree 5. Strongly agree

These numbers speak volume for the students’ awareness of the effectiveness of English songs

to their listening lessons. Firstly, it can be seen clearly that most of the students agreed that

English songs help make their lessons both more relaxing and more enjoyable Of 79.9 % of

the students who were consent to the first choice, as much as 46.6 % expressed their strong

agreement. The number for the second choice is 50%. This is really important as it means the

class is no longer covered with the feeling of anxiety and unwillingness but joy and fun. This

marks a raise in students’ motivation for the skill as when they find the lesson enjoyable, they

will like to learn it more and more and when they feel relaxed in it , they will do it better and

better: “I can’t speak out exactly when I did start liking listening lessons but I am sure that

listening lessons are not as horrible as I used to expect”( Nguyen Thi To-503301 class-

Biology department)

Especially, most of the students approved that they felt much more confident in doing

listening skill, which never happened before. As much as 50% of them stated strongly that

they were no longer nervous or stressed when doing listening task but calm and confident : “It

is like a magic because I am not afraid of listening skill anymore but I feel like doing it as I

want to learn and sing English songs” ( Tong Thanh Mai-503301 class- Biology department).

This positive result reassures that English songs do a great help in raising students’ motivation

in learning listening skill.

However, there still exist 20% of them showing no concern about this question. When being

asked for reasons, they explained that they felt excited to solve the tasks with songs but this

excitement could not erase the feeling of nervousness when they dealt with the real listening

exercises: “ I don’t know how to express this state but however eager I am to do tasks with

the songs, I can’t stay calm when doing the real listening tasks” ( Hoang Giang-503301 class-

Biology department)

20

In addition to that, English songs also help improve students’ listening skill. This point is

supported by 70% respondents, who claimed that their listening skill is better than before. OF

the rest, 16.6% made no decisions, and 13.3% found no progress in their study of the skill.

However, this state will be made clearer by the analysis of the following choices about some

sub-skills of listening such as word recognition, awareness of word stress, guessing skill and

enhancing their attention.. Firstly, it can be seen from the table that guessing skill seems to be

the most progressive one as 63.3 % students said that their guessing skill was improved

through songs. Word recognition stands at the second place with the number of 59.9% and it is

followed by the skill of awareness of word stress which is illustrated by 56.6%. Surprisingly,

sound discrimination skill is put at the bottom of the list with only 23.3% of the learners who

claimed that songs helped them discriminate sounds better. Most of the students found this

sub-skill quite difficult to do, so they either showed no concern for it (40), or disagreed with

the statement (36.6).

The thing should be noted here is that the number of students who had no idea on these poins

seems to be high. 36.6 is the number of students who did not know whether songs help them to

recognize key words while listening or pay greater attention to word stress. For guessing skill

it is 23.3%. These people, perhaps, neither saw any progress in their skills nor paid much

attention to them. Regardless these things, it can be concluded that songs can help students

improve some bottom-up listening skills such as word recognition, awareness of word stress,

enhancing their attention while listening as well as comprehension skills.

d. Some disadvantages of using songs in teaching listening skill.

Question 5 in the survey is very important as it helps to find out the disadvantages of using

songs in teaching listening skill. Answering this question, students spoke out any things of the

songs that made them fail to improve their listening skill. According the feedback from the

students, there are two main things that prevent the songs from developing their listening skill

as follows:

21

The first thing is the music of the songs. This seems quite absurd but it is the music of the

song that distracted students from the words, as the music was so beautiful, it attracted

students’ mind so much that they followed it and then could not focus on the task with the

words of the songs. This state is common among 20% respondents who are all poor students.

The second thing is that in the songs the assimilation happened so commonly that many

students especially the ones with poor pronunciation found it very difficult to recognize the

words of the songs. About 30% of the students complained that they sometimes could not

catch the words although they are easy and already-learned words. “Some words sound so

strange in the song that I cannot recognize them even though I know it already.” ( Tran Van

Thanh-503301 class- Biology department)

In short, it can be drawn out that though songs offer a lot of help in improving students’

listening skill, they have some drawbacks which should be noted when they are applied as a

type of teaching materials.

2.8. Tests’ result analysis.

The aim of the listening tests was to answer the question what progress the songs help

students to make in their skill. The time for the test was within fifteen minutes. During the test,

the teacher worked as a cassette player and examiner. The marking was done with the same

way of assessment and then was analyzed in turn. The class with English songs in teaching

process was called class A, the other was B. The same test design was delivered to students in

two different periods of time : at the beginning and at the end of the term.

After the tests were collected and marked, the author then analyzed the test scores in terms of

Frequency distribution to find out the range of marks each class reach and measures of

central tendency to clarify the progress tendency of each class. In the same way, the results of

22

the post test were interpreted and compared with those of pre-test. And then the standard

deviation (s.d) was taken into consideration as a very powerful measure of dispersion,. These

data helped the author explore the degree to which the group of test scores deviated from the

mean, then finding out what effects the using of English songs in teaching listening have on

students.

* At the beginning of the term : Pre-test.

-Frequency distribution

Class A Class B

Score Number of testees % Score Number of testees %

1 0 0 1 0 0

2 1 3.3 2 2 6.7

3 2 6.7 3 3 10

4 7 23.3 4 4 13.3

5 7 23.3 5 7 26.7

6 5 16.7 6 8 23.3

7 5 16.7 7 4 13.3

8 3 10 8 2 6.7

9 0 0 0 0 0

10 0 0 0 0 0

The mode: 5 The mode: 6

The median: 5 The median: 5

Raw marks in listening (Pre-test)

0

10

20

30

1 2 3 4 5 6 7 8Scores

Per

cen

tag

e o

f te

stee

s

class A

class B

23

The data and the table above show that the marks are

ranged from two to eight, in which mark five and six are the most common and students in

class B seem to be of more uniform level whereas class A has more excellent individuals. This

is shown in the table where the column of marks five and six is higher in class B whereas the

column of marks seven and eight is higher in class A.. However, the comparison of the modes

reveal that the class B seems to be better than class A as its modes of six is higher than the one

of class A which is five.

-Correlation:

N Mean

Std.

Deviation Median

Class A 30 5.3667 1.56433 5

Class B 30 5.1667 1.59921 5

The mean of 5.3667 says that class A is a little bit better than class B whose mean is 5.1667.

The means also show that in general the students are only at average level. However, the two

class both have the median of five which is fairly corresponding to the mean. The standard

deviation of 1.56433 and 1.59921 shows a very small spread of scores which implies a narrow

range of ability in students of both classes.

* At the end of the term: Post-test

-Frequency distribution

24

Class A Class B

The mode:7 The mode:6

The median: 6 The median: 6

Raw marks in listening (Post-test)

0

10

20

30

40

1 2 3 4 5 6 7 8 9

S c o r e s

Per

cen

tag

e o

f

test

ees

Class A

Class B

Overlooking through the data and the table, we can see that there is a shift in the mark range of

the two class, in which the lowest mark is not two any more but three and the highest one

climbs to nine. This positive sign of six shows a raise in progress of the two class in their

listening skill. This argument is proved more strongly by the median which is one point higher

than the one of the pre-test. However, the full mark (mark 10) is still untouched, which

indicates an average level of difficulty of the test. From the table, it can be seen that class A is

inferior to class B in the below average marks but it outnumbers class B in the above average

marks. In addition, if in the pre-test mode, class A is at the second position to class B, with

Score Number of testees % Score Number of testees %

1 0 0 1 0 0

2 0 0 2 0 0

3 2 6.7 3 3 10

4 2 6.7 4 3 10

5 4 13.3 5 4 13.3

6 7 23.3 6 8 26.7

7 9 30 7 7 23.3

8 3 10 8 3 10

9 3 10 9 2 6.7

10 0 0 0 0 0

25

the mode of seven, it takes a reverse place now. As so, it can be drawn out that class A seems

to overtake class B on the way to improve their listening skill.

-Correlation:

The comparison of the mean reconfirms that class A left class B behind in the progress of

listening skill. Comparing with the mean of the pre-test, we can see that while class B made a

little bit progress( from 5.1667 to 5.300), class A took a big pace with a raise from 5.3667 to

6.3667. This large difference in the mean scores between pre-test and post-test shows very

clearly that after a term of using songs in teaching listening skill, the students’ skill is

improved significantly.

However, there is hardly any change in the standard deviation of the two classes. The standard

deviation of 1.62912 and 1.23596 shows that though there is a shift in the mark range, the

range of ability among students of both classes is still narrow.

In short, the better result of class A can be considered the means to lead to the conclusion that

to some extent English songs bring some efficiency to the listening skill though it is not very

much.

2.9. Discussions of the findings

2.9.1. Achievements

N Mean Std. Deviation

Class A 30 6.3667 1.62912

Class B 30 5.3000 1.23596

26

From the above analysis of the data we can see statistic significance between two means. In

other words, the experimental group scored better than the control group. This rejects the null

hypothesis that “songs do not enhance students’ motivation in listening to English , nor

improve their bottom-up listening skills such as word recognition, awareness of word linking,

awareness of word stress, enhancing their attention while listening as well as comprehension

skills”. And the hypothesis that “songs can be used to enhance students’ motivation in listening

to English as well as to improve their bottom-up listening skills such as word recognition,

awareness of word linking, awareness of word stress, enhancing their attention while listening

as well as comprehension skills.” is accepted. Below are some explanations for this statement.

Firstly, a large number of participants in classes like listening to English songs. People, when

doing what they like , always do it whole-heartedly. This fact makes songs a magic motivator

for students to learn the skill and then results in their positive activities in the lesson. Actually,

most of them try to get involved in the songs, for example they try to take note the content of

the songs or write down the key words. This is the decisive factor to the success of using

songs in the class.

Secondly, all the respondents have realized the importance of songs in teaching and learning

listening skill. They all approved that the lessons would be more interesting with the use of

songs. In this case, songs play a role of an inspirer to appeal learners to unpeel and then master

the language. In other words, students are highly motivated through the songs.

Thirdly , it is undeniable that songs bring about a lot of benefits. It is easy to find in the

analysis that English songs are not only used for the relaxing purpose but also for the teaching

target. Usually songs are considered a wonderful outlet for students when they feel tired and

bored with the heavy and tedious schedule of lessons and lessons everyday. With a song used

at the beginning or the end of the lesson, an exciting learning environment is recreated,

students, therefore, regain their interest in learning and then do the listening skill better. In

addition to that, songs offer an effective means of improving listening skills including: word

27

recognition, awareness of word stress, enhancing their attention while listening as well as

comprehension skills.

Last but not least, together with the blooming of our economy, everything seems to be so

available that we can get them easily. The tapes and records of music are not of exception..

Moreover, the Internet which is very common now always offer a quick and enormous

information about the author of the song, the root of it and even the words of the song. So

there are no reasons for not making advantage of such a useful and potential source of

teaching material.

2.9.2.Challenges

Everything has two sides: the good and the bad points. It is the case with English songs.

Through data analysis above, it is possible to realize that songs yield a lot of good points to

learners. However, some difficulties go along with them.

The first one comes from the song itself. The song with its music is sometimes so appealing to

some poor students that they become passive and follow the song for fun only. That is the

reason why they cannot tackle the tasks and are left behind by the rest of the class. Moreover,

the assimilation happening so commonly in the song, makes it difficult to follow and causes a

doubt of standard pronunciation among students. These issues are really challenging to the

teacher if he/she wants to exploit this wonderful source as a type of teaching material. It

requires a lot of experience, patience, and belief from the teacher.

Secondly, the mixed level of the class is also a big problem. While most of the students are at

elementary level, some of them are very excellent. The reason for this contradictory state lies

in the differences in schedules among high schools. In some high schools especially the urban

ones, English is considered one of the most important subjects whereas in others it is never

taught. These students, therefore, are the very beginners of English when they enter university.

28

It is understandable that many of them feel shocked when they know that English is not only

the compulsory subject but also taught in CLT method ( communicative language teaching)

which they have never known before. That is the reason why it is very difficult for the teacher

to design suitable tasks for such a class as the challenging tasks that are suitable for better

students are too complicated for the poor students while the simple ones for the weak are too

boring for the bright ones.

Thirdly, it is said that songs take much time. Actually, they are spiritual products so the words

of the songs are sometimes too emotional and flattery. So it takes a lot of time to prepare and

explain to students. Choosing a suitable song depending in the limited time is a big concern.

Last but not least, it is very crucial to select the appropriate song for our students. Doing this

work, it is necessary to take many factors into consideration. The first requirement is that the

song should satisfy students’ preference to some extent. Moreover, it should be suitable to

students’ language proficiency in order to create a safety environment. Besides, the songs

should be suitable in length in order to prevent students from the feeling of overwhelmed.

29

CHAPTER 3: CONCLUSION

3.1. OBJECTIVES REVISITED.

After a period of five months, from February 2006 to July 2006, with great help from the

supervisor, great encouragement from the colleagues and friends, this paper in the end, has

completed.

Through this paper, the writer would like to make a strong statement that listening as the most

communicative language skill, plays a very important role in the process of teaching and

learning English. It, therefore, needs to be taught and studied carefully. And with an

experimental research on using English songs as a type of supplementary materials in teaching

listening skill, she wants to find out a new application of the songs in teaching English, and

then offer some suggestions on how to use songs in order to enlighten the work of teaching.

listening skill.

3.2. SUMMARY OF THE RESULT

Data collected by such instruments as the questionnaire, the tests, and the informal interview

revealed valuable findings which were analyzed and discussed above. However, in the last

words, the result can be reconfirmed and summarized as follows:

Firstly, it is asserted through the study that songs can help much in motivating students in

listening skill. Almost all of the participant learners were activated in listening lessons. They

were more active, industrious, and more involved in every activity designed in the lesson. The

atmosphere of the class was ,therefore, full of fun and joy. The students themselves agreed

that they felt like listening much more than before. And surprisingly, songs allowed maximum

participation by every student in listening lessons, which had never happened before.

30

Secondly, songs also prove themselves as an effective approach to enhance students’ some

bottom-up listening skills such as word recognition, awareness of word linking, awareness of

word stress, enhancing their attention while listening as well as comprehension skills.

Actually, students no longer listened to the tape passively but they began applying these sub-

skills in handling the listening tasks. For example, the strategy of recognizing the key words

and word stress was really well applied in dealing with the close exercises such as filling in

the blanks.

3.3. IMPLICATION IN USING ENGLISH SONGS IN TEACHING LISTENING SKILL.

3.3.1. How to use songs as supplementary materials?

As said above the main purpose for using songs to supplement a lesson is to raise students’

interest in listening skill, they, therefore, are used mainly as warm-up activities or

reproduction activities. To use the songs effectively to get the best teaching target, there are

some rules that teachers should bear in mind as follows:

1) Choosing the listening materials carefully. Generally speaking, popular English songs

with positive contents suit our purpose. At the same time. They should be typical and

enjoyable as well. Teachers had better choose those that will enlighten student's mind cultivate

their sensibility and improve their standard of appreciation. Especially, the language level of

the song we choose will affect the type of listening tasks later. Below are some suggestions:

Difficult text, difficult to hear

Difficult text, easy to hear

Easy text, difficult to hear

Easy text, easy to hear

Rearrange the jumbled lines

Limited listening practice (cloze exercises: gap filling)

Predictive gap filling with listening to confirm

Listening comprehension questions, partial or whole

dictation

31

2) Varying the teaching method according to different time and occasion. It's quite

important that teachers relate teaching of listening to the real life. They should catch and best

use different opportunities to let the students listen to different songs. For example, before the

arrival of Mother's Day or Father's Day, the teacher can first play a song about parents, such as

STRAW HAT, FATHER AND SON etc, then organize some discussion about parental love, the

generation gap and so on; before Christmas comes, he can play and teach some Christmas

songs as in CHRISTMAS CAROL, WHITE CHRISTMAS, SILENT NOGHT HOLY NIGHT etc.

After that, let the students talk about some topics connected with Christmas. They usually can

know more western cultures by comparing Christmas with Vietnamese Spring Festival; they

can also contrast Christmas with other European festivals. In Vietnam, students often have

some chances to join in all kinds of parties and entertainment activities held in their class or

school, such as the New Year party, the graduation party or other celebrations. It will be very

rewarding if the English teacher can play and teach some English songs, which are relevant to

these activities and help the students put them into performance after class. Songs like HAPPY

NEW YEAR TO YOU, AULD LONG SYNE, YESTERDAY ONCE MORE, HAND IN

HAND, RED RIVER VALLEY etc. are all very suitable to these occasions. Wouldn't the

students become more devoted in learning English when they can display the charm of English

successfully to their audience? Wouldn't the teacher feel relived when he sees his students can

apply what they have learnt to their life?

Changing teaching materials according to different learners. Teachers should choose

different levels of songs according to the learners' level. For example, children's songs and

some easy clear folk songs are suitable for middle school students; college students between

the first and second year may listen songs of intermediate levels. The subjects can focus on

friendship, love, peace and nature and so on. For the third and fourth year undergraduates,

they can listen to various songs with higher levels.

3.3.2. Tasks designed from songs

32

A, Musical dictation.

Songs can be a very good substitute for prose passages in dictation exercises. However, songs

for this task must have quite easy language and sung at a low speed such as ‘ whatever will be

will be’. To carry out this task, teacher can omit some passage of the song word and then ask

students to listen to the tape and write down. Or he/she can ask the students to listen to the

song sentence by sentence and then write down the word. (see appendix 1 – task 1)

B, The Cloze or gap fill.

This is very popular task as it helps improve students’ listening comprehension and recall the

language items also. In this task, copies of the song sheets are given to students with blanks in

between. The word in the blank here may be a preposition, an article, a verb, an adjective.

Before listening to the song, students are asked to read the word once and predict what is in

the blank. Then when they listen to the song they have to fill in the blank with the correct

word. (see appendix 1-task 2)

C, Correcting Mistakes.

In this case, the song word is photocopied with some wrong words in each line; students have

to listen to the song, then find and correct the mistakes. This task is really good for students to

practise the homophones and homonyms in English. ( see appendix 1- task 3)

D, Vocabulary Learning.

Active vocabulary learning is an activity that is seldom paid any attention in most language

classrooms. It is here that songs can be of great help. Numerous words that deal with a

particular theme or emotion appear in a song. To do this task, teacher writes the name of the

song on board and then ask students to write down any words they think can appear in the

song, then they are required to listen to the song and identify these words and finally they can

33

form a cluster of words. The song ‘love is blue’ is a very good example for this task. Listen to

this song, students can make a list of words of colours like this:

E, Choose the correct answer

.

Some songs can have word like a story, which are really good to build the multiple choice

task. In this case, students are required to listen to the song and choose the correct answer to a

question. After that they are asked to base on these answer to retell the story in the song. ( See

appendix 1- task 4)

F, Grammatical Review.

In some songs particular grammatical features occur with great frequency. Such songs,

therefore, can be used as a form of reinforcement for the particular structural item that had

been taught in the previous lessons. To carry out this activity, teacher ask students to listen to

a song then identity the grammatical item appearing in the song. (See appendix 1-task 5)

G, Jumble Words

In this task, copies of the song sheets are given to students with jumbled lines. Students have

to listen to the song and then rearrange these lines to make the song meaningful ( See

appendix 1 – Task 6)

colours

grey

red

green

blue

black

34

H. Piecing- together.

This approach asks the teacher to separate the lyrics according to sentences and phrases first,

then write them down on each single piece of paper, at last let the students piece them together

as a complete song when listening to it. I suggest the teachers play the song in the following

order: paragraph ---sentence---- paragraph. Do not stop until each group can basically do it as

required. After that, teachers can ask some comprehension questions and give some time for

discussion. This approach demands teacher to prepare adequately before class.

3.3.3 Problems to be faced

Despite many benefits the use of songs in English language classroom also involves some

attendant problems. Below are some of problems relating to using songs .

Firstly, in some university, the headmaster has appointed himself as censor and decreed that

no songs with the word of “love” or “make love” ought to be played, sung, heard, recorded,

mentioned or used in any way whatsoever in the classroom. To him, these words are taboo

words or bad words for his students . In the light of this situation, the teacher of English

should cooperate with the headmaster at first and then make him convinced gradually. Perhaps

the teacher should tell him that it is better for students to learn about love in the classroom

than in the streets or in the gutter.

The second problem is noise. The neighbouring classroom may be disturbed and the teachers

in these classrooms far from being colleagues may soon become enemies. One way to

overcome this problem is to use the language laboratory ( if there is one) or to use the library (

if it is available). Or else the teacher may have to ask the students to huddle around the tape

recorder so that the volume need not be turned on too high.

35

The last problem is the availability of the songs. Some teachers may not have a selection of

songs on tape or they may not know how to use the songs during English lessons. The simple

solution is to visit the website of international lyrics server

(http://www.music.e.net/the_international-lyrics_server.htm) This site contains the lyrics for

over 130,000 titles. The songs can be accessed by titles or by artists. And they can be played

with music vividly or written in words. This server is worthy of a bookmark as it is easy to use

and includes a wide variety of songs. Or another way is to record the weekly Vietnamese radio

program : “MTV most wanted”. It is a 15-minutes where the current pop-hits are presented.

3.4. SUGGESTED FURTHER STUDY

As presented above, the findings of this study have definite curricular implications. Because

music is a viable vehicle for second language acquisition to the same extent as other

nonmusical means, then songs can no longer be regarded as recreational devices, having little

instructional value. In her opinion, the research does think that English songs can offer more

valuable applications if we do more study on them. However, within the limitation of this

paper, the study can only assure the role of songs as a motivator in teaching and learning

listening skill and stops at proving the ability of songs in improving some bottom-up listening

skills bottom-up listening skills such as word recognition, awareness of word linking,

awareness of word stress, enhancing their attention while listening as well as comprehension

skills. It has not gone deeply into how and in what way songs can improve each of these sub-

skills. Nor does it mention the application of songs in top-down listening skills. The

researcher, therefore, really hopes that this paper can be a starting point evoking in the readers

some idea for further study and new applications.

36

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