UNIVERSITY OF GJAKOVA “FEHMI AGANI”

FACULTY OF PHILOLOGY
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

DIPLOMA THESIS

THE EFFECTIVENESS OF USING SONGS IN THE

EFL CLASSROOM

Candidate: Mentor:
Anida Rezniqi Prof.Ass.Dr. Shqipe Husaj

Gjakovë, 2020
.

Copyright statement

I declare that I have worked on this thesis independently,

Using only the sources listed in the references.

_______________________
Author’s signature

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Acknowledgments

There have been many people who walked alongside with me during these last four years and I
would like to thank all of them.

First, my family deserves a dozen thanks for their support in every single manner. Thank you for
believing in me and encouraging me to give my best. Having you in life is just a blessing.

I would also like to thank all the professors of the Faculty of Language and Literature department.
Their commitment and professionalism made these four years even more joyful to experience and
helped me build the stairs to reach the success I am enjoying today.

Last but not least, I would like to show my admiration and gratitude to my mentor, Shqipe Husaj,
who has excellently and patiently guided me through the process of writing this thesis.
Thank you for your valuable ideas and encouragement.

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Abstract

For many years, English as a foreign language has been and remains the core course in compulsory
education. Different techniques and methods have been used by English teachers to encourage
their students in mastering the language competence.
The use of songs in teaching English is considered a beneficial tool in language acquisition. Songs
are appreciated for their pedagogical, cultural, linguistic and entertaining features for precious
language learning materials. They can be used to teach and develop every aspect of English
language.
This paper aims to develop the effectiveness of using songs as a means to improve EFL learners’
language skills, and to determine the benefits of songs in the teaching process. Furthermore, it
explores shortly the learners’ attitude towards the use of songs in the classroom and how it affects
their proficiency in the target language. EFL teachers in primary school of Gjakova believe that
songs should be applied systematically in order to acquire a foreign language.

Keywords: English as Foreign Language (EFL), songs, EFL classroom, method/approach.

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Abstrakt

Për shumë vite, anglishtja si gjuhë e huaj ka qenë dhe mbetet lënda bazë në arsimin e detyrueshëm.
Teknika dhe metoda të ndryshme janë përdorur nga mësuesit e gjuhës angleze për të inkurajuar
nxënësit e tyre në zotërimin e kompetencës gjuhësore.
Përdorimi i këngëve në mësimin e gjuhës angleze konsiderohet një mjet i dobishëm në
përvetësimin e gjuhës.Këngët vlerësohen për veçoritë e tyre pedagogjike, kulturore ,gjuhësore dhe
argëtuese për materialet e çmuara të mësimit të gjuhës.Ato mund të përdoren për të mësuar dhe
zhvilluar çdo aspekt të gjuhës angleze.
Ky punim synon të zhvilloj efektin e përdorimit të këngëve si një mjet për të përmisuar aftësitë
gjuhësore të nxënësve të gjuhës angleze dhe për të përcaktuar përfitimet e këngëve në procesin
mësimor. Për më tepër, ky punim shqyrton shkurtimisht qëndrimet e nxënësve ndaj efektit të
këngëve në klasë dhe si ndikon në aftësimin e tyre në gjuhën e synuar. Mësimdhënësit e gjuhës
angleze në shkollat fillore të Gjakovës besojnë se këngët duhet të aplikohen në mënyrë sistematike
që të përvetësohet gjuha e huaj.

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List of abbreviations

EFL – English as Foreign Language

FL – Foreign Language
CLT- Communicative Language Teaching
TPR- Total Physical Response

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List of charts, figures and tables
Chart 1. Music is an enhanced motivation in learning a foreign language.
Chart 2. Learning English with songs will develop my pronunciation skill.
Chart 3. Music expands memory of vocabulary in English lessons.
Chart 4. It is given enough importance to listening skill.
Chart 5. It is the most enjoyable material used in English class.
Chart 6. Do you think that songs are a great tool to improve listening and speaking skills?
Chart 7. Have you ever applied TPR as a teaching method?
Chart 8. Do you agree that songs have beneficial effects in the process of teaching?
Chart 9. How often do you do song activities with students?
Figure 1. Benefits of music in daily life and in the classroom.
Figure 2. Activities for exploiting songs and texts.

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 Contents
Copyright statement ....................................................................................................................2

Acknowledgments .......................................................................................................................3

Abstract ......................................................................................................................................4

Abstrakt ......................................................................................................................................5

List of abbreviations ....................................................................................................................6

List of charts, figures and tables ..................................................................................................7

Chapter I. Introduction .............................................................................................................. 10

1.1 Purposes .............................................................................................................................. 11

1.1.2 Aims and objectives .......................................................................................................... 11

1.2 Research Questions ............................................................................................................. 11

1.2.1 Research Hypothesis......................................................................................................... 11

Chapter II. Literature Review ................................................................................................... 12

2.1 The role of songs in English language Teaching................................................................... 12

2.2 Songs as Pedagogical tools .................................................................................................. 13

2.2.1 Teaching Listening Skills…………………………………………………………………..14

2.2.2 Teaching Speaking Skill……………………………………………………………………14

2.2.3 Vocabulary………………………………………………………………………………… 14

2.2.4 Communicative Language Teaching……………………………………………………….15

2.2.5 Total Physical Response……………………………………………………………………15

2.3 Benefits of using music and songs in classroom……………………………………………. 16

2.3.1 Motivation………………………………………………………………………………….17

2.3.2 Positive Atmosphere………………………………………………………………………. 17

2.3.3 Cultural and Historical knowledge…………………………………………....................... 17

2.3.4 Linguistic knowledge……………………………………………………………………… 18

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2.3.5 Disadvantages of using songs………………………………………………....................... 18

2.4 The criteria for selecting songs in Language Teaching ......................................................... 18

2.5 Songs in the EFL classroom ................................................................................................ 19

2.5.1 Three stages of a song…………………………………………………………………….. 20

2.5.2 Song Activities…………………………………………………………………………….. 20

Chapter III. Research methodology, techniques and instruments. ............................................... 22

3.1 Research methods…………………………………………………………………………… 22

3.1.1 Instruments used…………………………………………………………………………... 22

3.1.2 Research population………………………………………………………………………. 22

3.1.3 Limitations………………………………………………………………………………… 23

4.1 Pupil’s questionnaire/responses ........................................................................................... 24

4.2 Teachers’ Interview questions .............................................................................................. 29

4. 3 Findings of teachers’ interview ........................................................................................... 29

Chapter V. Conclusion and Recommendation ........................................................................... 34

5.1 Conclusion .......................................................................................................................... 34

5.2 Recommendations ............................................................................................................... 34

References ................................................................................................................................ 36

Appendix A………………………………………………………………………………………38
Appendix B……………………………………………….……………………………...............39
Curriculum Vitae…………………………………………………………………………………40

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 “Language is a treasure that enriches my mind.
Music is a treasure that enriches my soul.
Teaching enriches my spirit.”
-Veronika Rosová-
Chapter I. Introduction

The need to learn English as a foreign language is considered to be the most challenging
comprehension for the EFL learners. Throughout the years, especially in many schools in the
Republic of Kosovo, several teaching methods have been used by the English teachers in order to
clarify and acquire EFL skills to learners. Starting from the traditional methods which included
learning lists of vocabulary, memorizing grammar rules and reciting verb conjugation. Nowadays,
with modern teaching methods is easier to develop language learning skills and to show different
strategies in the EFL classroom. Of course, with the growth of technology everything is possible.
Technology has made the learning process effective by increasing the students’ engagement in the
lesson. It is known that the aim to learn English is to improve four language skills: reading,
listening, speaking and writing with the support of a great number of English vocabulary and
grammar. According to Chun, EFL learners can easily read and write but it is difficult for them to
speak in a foreign language and talk about themselves. However, the role of English teachers is to
face these kinds of problems and allow students to be able to speak confidently.
Martin (2000) stated that “Songs, rhymes, storytelling, role-plays and games allow children to be
able to memorize and reproduce chunks of language in games, texts in songs and they should be
encouraged to do so”. So, using songs as a teaching technique in the EFL classroom would
definitely become a beneficial outcome for learners’ receptive and productive skills. Songs play a
crucial role in the development of young learners learning a foreign language. Most of them enjoy
singing songs during the classroom, and this can be a welcome change from the routine of learning
a foreign language.

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1.1 Purposes

The purpose of this paper was to study the importance and attitudes of English teachers about the
use of songs in their EFL classroom. This paper also explores the students’ overview by using
songs as the main tools during the lesson. The background information on other methods and
approaches was important to this study, because they identify the factors and features, which enable
the learning process of English as a foreign language.

1.1.2 Aims and objectives

The aim of this paper is to identify the role of songs in acquiring EFL skills in the primary schools
of Gjakova. Additionally, considering the fact that the key factor in acquiring the foreign language
is being an active participant in interaction, the objective of this research is to highlight the
importance of song activities in the EFL classrooms.

1.2 Research Questions

This thesis attempts to answer the following research questions:

 What is students’ perception toward using songs in the EFL classroom?

 Are songs helpful for students to develop their language learning skills?
 Do teachers practically use songs to teach vocabulary of English?
 How do teachers use songs to motivate students during the lesson?
 How does the music affect students’ language learning?

1.2.1 Research Hypothesis

Based on the research questions, the following hypothesis had come up:

 The use of songs in the classroom is a supplementary mechanism for EFL learners to enhance
their language learning skills.
 Songs create a positive tendency and opportunities to aid students’ motivation.
 Using songs in the classroom will have beneficial results in affecting students’ learning and
perception skills.

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Chapter II. Literature Review

2.1 The role of songs in English language Teaching

Over the last decade, the use of music as an essential resource to teach English to FL students has
become the main principle in the language learning process. Language and music have similar
communicative modes. They are auditory spoken and imparted channels in phonetic, syntactic and
semantic elements as they expand untimely in life as collective associated media. (Peacock, 1997).
Music offers special benefits especially for those learning a foreign language. Hans Mol has
pointed out that “Songs are part of daily life for most people. Who doesn’t enjoy music at home,
while travelling or studying or even at work? Language teachers can use songs to open or close
their lessons, to illustrate themes and topics, to add variety or change of pace, present a new
vocabulary or recycle known language.” The role of English teachers is to overcome the foreign
language interference in order for students to gain the convenience from the language. In fact,
teachers as the facilitators have argued that using song and music can help the students to
remember the words easily and also stimulates them to learn more than usual in the educational
process. Songs are the most charming resources to be used in a verbal communication classroom.
According to Medina, “Using songs in the classroom will help our students succeed as FL
students’’. Music has the power to transform the learning process into an effective one. Songs are
considered a real source of authentic language and a crucial mastery into acquiring FL skills in
English. Teaching English through songs can be applied not only to adults, young people but also
to children. The use of songs can facilitate the learning process by reducing stress in the classroom
and provide a relaxed lesson in English language.

Furthermore, Eken puts the following reasons for using songs in the English language classroom:

 To present a topic, a language point, lexis etc.

 To practice a language point, lexis etc.
 To focus on common learner errors in a more indirect way.
 To encourage extensive and intensive listening.
 To stimulate discussions of attitudes and feelings.

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  To encourage creativity and use of imagination.
 To provide a relaxed classroom atmosphere.
 To bring variety and fun to teaching and learning. (Eken 1996).

2.2 Songs as Pedagogical tools

One advantage of using songs in the EFL classroom is because of their flexibility. Songs can be
used for several purposes and there are many reasons why songs are considered valuable
pedagogical tools. Songs can be very helpful tools in improving listening skills and pronunciation
as they potentially help to improve speaking, reading and writing. Suzanne L. Medina notes, “The
use of music in language classes puts students at ease, makes them more attentive and can increase
their desire to learn a language. Music offers a multifaceted way to look at the language and can
be used to reinforce and improve speaking, listening comprehension, vocabulary and phrasing”.
EFL learners who may have difficulties can particularly benefit from the introduction of music
during the classroom. The natural melody, rhythm and repetition collaborated together can serve
as an effective teaching and learning tool. The overgrowth in culture and themes, idiomatic, poetic
utterance and their therapeutic function make them an appliance for language teaching in primary
education. (Larsen-Freeman, Long 2000).

Sevik concluded some of the remarkable characteristics of using songs as follows:

 Listening comprehension is best taught through songs.

 Songs represent the strong feature of modern primary language programmes.
 Songs may extend young learners’ attention span.
 Songs are a great tool for language learning at an early age.
 Songs are regarded as an excellent memory tool.
 Songs provide a variety of comprehensible input.
 Songs create a safe and natural classroom ethos.
 Songs are extremely repetitive and result in language fluency.
 Songs abound in cultural content. (Sevik 2011)

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 2.2.1 Teaching Listening Skills

Listening is probably one of the most difficult skills for EFL learners. Usually they feel under the
pressure to understand every word and catch the information from the speaker. According to Rivers
(1986) much of the time that is spent through listening skills is 45%, speaking 30%, 16% for
reading and 9% for writing. In acquiring a foreign language, listening comes first. Of course, in
order to teach listening, teachers can motivate students’ learning activity by using songs. Listening
to a song over and over again can seem less monotonous because of the rhythm and melody. Songs
can help to improve the listening skills and provide students with practicing listening to different
forms of intonation. Songs help teachers to provide language input to EFL learners. Mostly in the
listening activities, songs are great to draw the learners’ attention and make them be more attentive
and engaged in any task or in comparison with any other material. (Mamum, 2014).

2.2.2 Teaching Speaking Skill

Speaking is another crucial and complex skill for an EFL learner to use another language in
interaction in the classroom. The process of speaking requires speakers to make decisions about
how, why and when to communicate to others by considering the culture and social context. Songs
have a natural rhythm with a recurring beat as it is similar to the stress patterns of spoken English.
These patterns make songs useful for practising rhythm and stress. By using songs in the classroom
different functions for learners at different levels of proficiency will occur. Songs contain a lot of
repetition and can provide enjoyable opportunities for students and teachers to work on
pronunciation.

2.2.3 Vocabulary
Teaching vocabulary in the EFL classroom is necessary because it is the basic material to master
the four language skills: speaking, listening, reading and writing. Without a sufficient vocabulary,
students are not able to communicate effectively or express their ideas in both oral and written
form. If teachers use songs in the learning process, it may help students to enjoy and easily
memorize the new words based on the vocabulary that the song contains. Usually songs contain a
theme or topic that can provide the context for vocabulary learning. Songs are characterized by

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monosyllabic words, many of them which are frequently repeated. The song and lyrics should be
carefully selected to complement the target vocabulary.

2.2.4 Communicative Language Teaching

Music is seen as a vital factor in both fluency and accuracy work. Students can practice their
pronunciation and vocabulary on words that they are being exposed to for the first time and
teachers can go over grammatical points that may be in the lyrics. Rost (1990) stated that one
important skill that is used when working with Communicative Language Teaching (CLT) is the
listening component in order for it to be nurtured and emphasized that CLT has an important benefit
for listening skill.
CLT has its main goal gaining communicative competence and in order to achieve it is necessary
to work with all the components of the language. CLT embraces authentic material so students will
have practical training as well. Information gap, role play and other activities are common in CLT
in accuracy and fluency of key words. (Larsen-Freeman 2000).

2.2.5 Total Physical Response

Cronje (1997) and Richard, Rodgers (1995) talked about the teaching method Total Physical
Response (TPR) developed by DR.James J. Asher.
TPR is a combination of speech and action and it teaches the language through movement. First
you give the instructions through an act and physical movements and later the speech is added in.
This approach has been used for a long time in language teaching and especially with young
learners because you teach the language in the introductory level with this kind of approach.
(Richard and Rodgers, 1995).
Simon Says is a good example that promotes TPR in an efficient way. TPR can be very effective
when students are being introduced to a new word for an example and it indicates movement and
the teacher can act out the word. Asher stated that learners will gain their listening abilities because
this approach requires the student to respond physically to the spoken language that the teacher
gives (Asher 1981), and according to Horn (2007) CLT and TPR have provided a new emphasized
role for listening skills in learning a language.

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2.3 Benefits of using music and songs in classroom

Numerous effective values have been added to teaching English through songs as a part of a lesson.
A song isn’t only a tool which makes the lesson more enjoyable but it also changes the classroom
atmosphere which has boring feelings as motivation and interest.
Chris Brewer discussed the benefits of music in daily life and in the classroom in enhancing the
learning environment that energize, focus, inspire and create other positive states of mind.

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 2.3.1 Motivation

As it is known, popular songs touch the lives of learners and are connected in daily life interests
and experiences. Friendship, love, dream, sorrow and the rest are common feelings that are
depicted through the use of songs as a unique teaching tool. They offer a kind of motivation to
learn the language of the song. Motivation is a matter of concern for the teachers as it is for the
learner. More time and concentration to popular music in EFL classrooms would absolutely
increase learners’ motivation, as classroom tasks would reflect on their knowledge, music and the
vocabulary that they already know from the songs. (Baoan 2008). Motivation has an important
aspect in learning a foreign language. Moreover, songs can add interest to the classroom routine
and improve students’ motivation.

2.3.2 Positive Atmosphere

Another crucial factor that makes a song valuable for an English lesson is the creation of favourable
conditions for learning. Murphey (1992) pointed out that the use of music and songs can stimulate
positive associations studying a language, otherwise it can only be seen as a laborious task,
entailing exams, frustration and correction. Music can be used to relax students as learning a new
language is a new experience for them.
According to Lo and Li (1998) “Songs offer a break from classroom routine and the use of songs
to learn English develops a non-treating atmosphere in which the four skills can be improved”.
Therefore, students may think of songs as entertainment rather than study and they must manage
to learn English in a very enjoyable way through songs. Moreover, songs bring variety to everyday
classroom routine which can increase EFL learners’ interest in learning English.

2.3.3 Cultural and Historical knowledge

Listening to songs is an excellent opportunity of learning the culture of a specific country, as well
the language that is used inside the cultural community. Music is universal and also a reflection of
time and place that produced it. There exist many songs which are a culture capsule including a
meaningful piece of social information. (Griffee, 1992).

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Another benefit is that songs are used as a way of looking at a culture and contrasting it with other
cultures. There are songs which are about famous cities and they can be used to learn important
sights, feelings or sounds of a city. (Griffee, 1992).

2.3.4 Linguistic knowledge

Songs include linguistic information, also vocabulary items, pronunciation or grammar. Normal
speech and song are on the same continuum of vocally-produced human sounds. They both
represent forms of communication in a linguistic sense and have melodic and rhythm content.
(Jolly, 1975). The linguistic reason for using songs in the classroom emphasizes the idea that songs
offer a good variety of language samples and prepares students the genuine language they face.

2.3.5 Disadvantages of using songs

However, songs have several benefits, there are some fewer positive concerns about music and
songs that teachers should regard in their language classroom. Murphey claimed that playing loud
music can disturb the neighbouring classes. Secondly, students will get too excited and may forget
about the discipline. Thirdly, some students may disagree about musical pieces and have dissimilar
musical tastes. More importantly is that many songs may be intelligible for students as they may
contain colloquial expressions. (Murphey, 1992).

2.4 The criteria for selecting songs in Language Teaching

There aren’t yet any strict rules that teachers should obey when selecting a song for a language
work, but there are several factors that lectures should take in consideration. Four elements should
be considered while choosing a song to be used in the class as follows:

1. Classroom environment (number, age and interests of students; lesson hours).

2. Teacher (teacher’s age, interest in music and aim to use the song in the class).
3. Classroom facilities (flexibility in lesson plan, classroom equipment).
4. Music (lesson plan and equipment such as the volume, sources of music, copying machine,
board, etc.). (Terhune cited in Keskin,2011)

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Curtain and Dahlberg (2004) argued that songs should fulfil the following criteria:
 The song should contain limited vocabulary.
 The song should contain language compatible with that being used in the classroom.
 The song should present a limited musical challenge.
 The rhythm should be straightforward and repetitive.
 Song topics should be within the experiences of children.
 For primary level, it is useful if songs are accompanied by actions.
 It is also helpful if the words of the songs are highly repetitive and if they have a refrain or
a repeated stanza between the verses of the song. (Curtain and Dahlberg 2004).

According to Murpehy using the students’ choice has several advantages:

 Music and song are ‘tools for living’, and the topic holds great value, especially when
students select the material.
 Allowing them to choose gives them some responsibility, involves them in the lesson more,
and gives school relevance to their everyday lives and concerns.
 By looking at music and song critically, with student-generated criteria, we can also help
them to develop the means to sort out the good from the bad.
 For the teacher, it can be a tremendous learning experience in which the students actually
teach the subject matter (their songs and music), while the teacher is a resource for the
language.
 Handing material in this way equalizes the encounter between students and teachers
(Thomas1984), creating mutual respect and approximating the more equal interactions that
they find outside the classroom.
 It reduces the teacher-time and work spent searching for materials which may not have as
much appeal as those which students themselves contribute. (Murphey 1992).

2.5 Songs in the EFL classroom

Songs play a crucial role in life. Music can be heard in every place all around the world. Music
as a kind of entertainment may be applicable for EFL learners to learn efficiently and enjoyably.

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2.5.1 Three stages of a song
Traditionally songs are presented in three stages with pre-studying activities, while studying
activities and post-studying activities. This classification is very useful because students will get
involved and consolidate their knowledge.
The pre-stage is to develop students thematically, linguistically, educationally and psychologically
for the activity. (Davanellos 1999). EFL learners may be introduced to the subject matter and lexis
from which they can benefit a step later. The pre-stage is about to create a reason for students to
want to listen to the song. According to Arevalo the concept of prior knowledge is a part of the
cognitive model of language processing. When people read or listen, they process the message
they hear both bottom-up and top down. This means that using experiences and prior knowledge,
sounds and discourse markers bring together their comprehension of what they read or hear step
by step. (Arevalo 2010).
During the second stage students will be asked to reflect on its language and content after the
comprehensive exploitation of the song. Arevalo argued that in this stage teachers should explain
to their students the aim of the task. Occasionally students will listen for details, main ideas and
for making conclusions. They will develop a sense of why they listen and which skill they use to
listen better. The concept of knowing the reason for listening is a beneficial strategy that helps
students to organize and reflect on their learning. (Arevalo, 2010).
The third stage involves follow up activities to practice the productive skills of writing and
speaking in different manners. Teachers may use post listening activities to check apprehension,
improve listening skills and use of listening strategies will also continue the knowledge gained in
other contexts. Post listening activity will be related to pre-listening tasks, such as predicting, will
transfer what has been learnt to writing, reading or speaking activities, or it will extend on the topic
or the listening text. (Arevalo,2010).

2.5.2 Song Activities

Songs can be used in the classroom in many ways. Below are some activities presented form
Davanellos, which can be applied to students during the lesson.

Activities for exploiting songs and texts Adapted from: Davanellos 1999:15

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21
Chapter III. Research methodology, techniques and instruments.

This research paper comprises an analysis of teachers and students' attitude toward the
effectiveness of using songs in the municipality of Gjakova.

3.1 Research methods

The study used quantitative and qualitative methods. Quantitative method is used to gain findings
from students’ responses through the questionnaire designed by the author while the qualitative
methods from teachers’ interview.

3.1.1 Instruments used

The instruments used in a survey were one interview and one questionnaire prepared first as
models.
Appendix A prepared for the pupils consisted of two parts. The first part was intended to collect
personal information of the participants, such as the school they attend, the grade and the gender.
The second part was also focused on the main points which should be investigated.
Appendix B prepared for the teachers; an interview consisted of six questions.

3.1.2 Research population

The participants of the research were two teachers and 46 students from the urban area of Gjakova
city. Teachers work in primary school “Fehmi Agani”. Considering their gender all of them are
female. Regarding the academic degrees earned by the participants, all of them have Bachelor's
degrees. Pupils are from V, and VI grade. The age is between 10-11 years old. Considering the
gender, there are 26 girls and 20 boys.
After taking the permission of the Department of Education in Gjakova, the questionnaires were
given to pupils and the interview was done with the teachers in order to support the hypothesis of
this paper and to find out what teachers and pupils think about the effectiveness of using songs in
the EFL classroom. The number of students who participated in the survey depended on the
students who attended the lesson. Students were briefly explained the reasons for this study and
then given the instructions and made sure they knew the questionnaire was anonymous. The same

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interview was done with two EFL teachers who participated by giving their answers and the
questions focused mainly on main points which should be investigated.

3.1.3 Limitations
My research included only the English Teachers and students of primary school “Fehmi Agani ''
from the urban area in the municipality of Gjakova, thus the result cannot be generalized. One
aspect that might have influenced the results of research is also the fact that the survey was carried
out at the beginning of September. This is a time when all English teachers spend a lot of time
preparing their lesson plans after summer holidays. Another factor that might have influenced my
research was that there were some cases where a teacher did not add more details regarding the
issue, meaning either they did not feel personally involved or due to the lack of time they could
not really reflect about the questions.

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Chapter IV. Analysis of the data collected
In this chapter are the responses of pupils and teachers which helped me to come to a conclusion.
Each response of the questionnaire is discussed in details and presented graphically.

4.1 Pupil’s questionnaire/responses

The questionnaire for pupils is anonymous. There are 5 questions, each of them is close ended
where the pupils have to choose between five options (strongly agree, agree, disagree, strongly
disagree and undecided.)

6% 4%
5%
Strongly Agree
50% Agree
35% Strongly Disagree
Disagree
Undecided

Chart 1.
Music is an enhanced motivation in learning a foreign language.
Primary school “Fehmi Agani” 10.09.2019

Music is an enhanced motivation in learning a foreign language. If learners want to learn a second
language easier and faster, they should actively use songs in classroom activities.
With this assessment 50% of pupils strongly agreed, 35% agreed on the importance of music as an
essential tool for mastering the foreign language. Undecided was 4% of pupils.

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 4%
3%
3%

20% Strongly Agree

Agree
Strongly Disagree
70%
Disagree
Undecided

Chart 2.
Learning English with songs will develop my pronunciation skill.
Primary school “Fehmi Agani” 10.09.2019

Songs are regarded as essential tools in developing language skills. In order for teachers to make
the lessons more attractive and improve students’ pronunciation, they should definitely use songs
as a part of their lesson plan.
According to data, 70% of pupils strongly agreed, 20% of them agreed that learning English with
songs will help to develop their pronunciation skill.
On the other hand, 4% of pupils disagreed and 3% of them strongly disagreed.
Only 3% of pupils were undecided about this statement.

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 0%
5%
10% 0%

Strongly Agree
Agree
Strongly Disagree
85% Disagree
Undecided

Chart 3.
Music expands memory of vocabulary in English lesson.
Primary school “Fehmi Agani” 10.09.2019

The role of songs in the process of teaching English is quite important and gives pupils the chance
to improve their vocabulary. Furthermore, using songs in the classroom can help the students to
memorize words easily and stimulate to learn more than usual.
Songs include many words that can help the students to master numerous meanings.
According to data, 85% of pupils strongly agreed that music helps in learning and memorizing the
vocabulary of English Language. On the other hand, 10% of the pupils agreed that the use of songs
in the classroom assists in memorization of vocabulary.
Entirely, 5% of pupils circled undecided.

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 2%
2%
8% 2%

Strongly Agree
Agree
Strongly Disagree
86% Disagree
Undecided

Chart 4.
It is given enough importance to listening skill.
Primary school “Fehmi Agani” 10.09.2019

As listening is one of the major skills required in learning a foreign language, the use of songs
definitely will serve as a key to all effective communications.
The learning process will enable the listening skill and prepare students in the second language
acquisition process in their classroom.
According to data, 86% of pupils strongly agreed, 8% of them agreed, 2% of them strongly
disagreed and 2% of them disagreed.
Only 2% of them were undecided.

27
 2% 2%
0%
6%

Strongly Agree
Agree
Strongly Disagree

90%
Disagree
Undecided

Chart 5.
It is the most enjoyable material used in English class.
Primary school “Fehmi Agani” 10.09.2019

Using songs in the process of learning, it not only makes it livelier, enjoyable but also stimulates
the brain during the class.
Songs are a great tool to motivate the students’ learning process, and also as a break for the routine
that songs could be an essential part of English teaching.
90% of pupils strongly agreed, 6% of them agreed and only 2% were undecided.

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4.2 Teachers’ Interview questions

 What is your experience in using songs in your classroom?

 Do you think that songs are a great tool to improve listening and speaking skills?
 Have you ever applied TPR as a teaching method?
 Do you agree that songs have beneficial effects in the process of teaching?
 What is your opinion of using songs to teach vocabulary?
 How often do you do song activities with students?

Teachers’ response to 6 questions raised during the interview provides an outline of used teaching
methods in primary school presented in the charts further in this paper.
Data analysis of teachers’ responses is summarized in a few short sentences by the author, without
losing the accuracy of the answers provided by teachers.

4. 3 Findings of teachers’ interview

Teachers’ response

Q1: What is your experience in using songs in your classroom?

 Every teacher that took part on this interview was prepared for the nature of question. Of
course, the definitions were quite similar to each other. As a general definition, teachers have
a great experience in using songs in their EFL classroom. They try to teach students’ language
skills required for learning English as a foreign language through songs as a part of their lesson
plan.

29
Q2: Do you think that songs are a great tool to improve listening and speaking skills?

 Both English teachers who took part on the interview, agreed that songs are a great tool to
improve listening and speaking skill.
They consider songs the most charming resources that help a lot to teach listening and speaking
skill. They also think that songs have a great impact in practising students’ skills.

0%

YES
NO

100%

Chart 6.
Do you think that songs are a great tool to improve listening and
speaking skills?
Primary school “Fehmi Agani” 10.09.2019

30
Q3: Have you ever applied TPR as a teaching method?

 On this question, the first teacher doesn’t use a lot of TPR in her lesson plan but she sometimes
uses Simon Says as a warm up activity.
The second teacher agreed that she uses a lot of time TPR. She mostly uses Simon Says as a
good example.

0%

YES
NO
100%

Chart 7.
Have you ever applied TPR as a teaching method?
Primary school “Fehmi Agani” 10.09.2019

Q4: Do you agree that songs have beneficial effects in the process of teaching?

 On this question, all teachers answered positively. They think that songs have a beneficial
effect in the process of teaching English as they provide their students with many chances to
be motivated, to learn about different cultures and to have a positive atmosphere in the
classroom.

31
 0%

YES
NO
100%

Chart 8.
Do you agree that songs have beneficial effects in the process of teaching?
Primary school “Fehmi Agani” 10.09.2019

Q5: What is your opinion of using songs to teach vocabulary?

 According to teachers’ opinion, they totally agree that songs can be a good way to teach
vocabulary. Songs contain a lot of vocabulary but they should be appropriately chosen for the
age of students.

Q6: How often do you do song activities with students?

 The results show positive answers regarding the use of songs in the leaning process. First
teacher uses song activities in her class twice a week, while the second teacher uses once per

32
 week. Teachers agreed that they use songs because they want from their students to be open
minded, creative etc.

10% 0%

Always
Often
Sometimes
90%
Rarely

Chart 9.
How often do you do song activities with students?
Primary school “Fehmi Agani” 10.09.2019

4.4 Findings

Based on teachers’ response, songs as pedagogical tools are applied the same to students of 5th and
6th grade. Teachers have enough experience in using songs as a part of their lesson plan.
They do song activities depending on the lesson. According to them, songs have positive effects
in enhancing EFL learners listening, speaking and vocabulary. They argued that songs serve as a
beneficial outcome for the process of teaching English. However, they should engage students
more by using TPR as a teaching method depending on their curriculum.

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Chapter V. Conclusion and Recommendation

5.1 Conclusion

This part summarizes thoughts and the findings from the analysis of results based on the population
of this study. All findings by students and teachers as study participants support the application of
songs as a teaching technique in learning English in EFL classrooms.
Results of this research show that the effectiveness of using songs in EFL classrooms is a beneficial
outcome and students want from their teachers to use songs in order to profit proficiency of English
language.
Music as an authentic material in the EFL classroom can provide valuable insight in important
language components like listening, speaking, pronunciation, vocabulary, etc. Songs allow
interesting changes in the classroom, and are perceived as motivating sources in language learning.
Music can appeal to the creative minds and students who may have learning problems can relate
to singing and therefore this is a great way to get all the students involved in the lesson.
EFL learners can easily memorize words from using songs as a part of a lesson plan because the
lyrics sung repeatedly and catchy tunes help to remember them. Songs can permit EFL teachers to
teach a variety of language items such as culture, history and linguistic knowledge. However,
teachers should use songs as a part of their curriculum plan in order to affect the improvement of
foreign language skills.

5.2 Recommendations

 Teachers who teach English as a foreign language, should give detailed methodological
instructions for upcoming class activities, in order to make further progress in the foreign
language.

34
 Songs as teaching tools of learning English should be developed and supplied to schools, to
learners and teachers in CD, DVD or memory card.
 Modern materials should contain songs conceived on purpose related to the contents of
curricula.
 The Ministry of Education, Science and Technology should create some teaching facilities
including teaching materials to motivate English teachers in their tasks. There is also a need to
put more attempt into curriculum innovation. A development should take the form of updating
materials and help teachers to use them adequately.
 The songs in the EFL classroom should be connected to students’ daily life such as songs of
youth, love, work, play, spirituals etc. Hence, students will be prepared to improve their
language learning skills in the classroom.

35
 References

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Intervention Model. Rowley, Mass. Newbury House.
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3. Chun, T. H. (2006). Four Skills of Language Learning: Listening, Speaking, Reading and
Writing.
4. Chris Berwer, 2005, Soundtracks for Learning; Using Music in the Classroom; 336-207-7505
5. Eken, D. K. (1996). Ideas for using songs in the English language classroom.
English Teaching Forum, 34 (1), 46.
6. Griffee, Dale T. 1992. Songs in action. Trowbridge: Prentice Hall International.
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http://etd.unisa.ac.za/ETD-db/theses/available/etd-09212007-
133117/unrestricted/dissertation.pdf. Downloaded January the 18th 2008.
8. Jolly, Yukiko S. 1975. “The Use of Songs in Teaching Foreign Languages”, in: The Modern
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Acquisition Research. Shanghai: Shanghai FL Education Press.
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11. Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching Forum, 36,
8-11, 21
12. Martin, C (2000). An analysis of national and international research on the provision of
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authority.

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13. Mamum (2014) Effectiveness of Audio-visual Aids in Language Teaching in Tertiary Level
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National Network for Early Language Learning, 6, 1-8
15. Millington, N. T. (2011). Using songs effectively to teach English
16. Mols, Hans. “Using Songs in the English Classroom”.
<http://www.hltmag.co.uk/apr09/less01.htm#C1> (
17. Murphey, Tim, 1992. Music and song. Oxford: Oxford University Press.
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Cambridge. University Press.
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37
APPENDIX A
Questionnaire:
(The information will be used solely for research purposes and will not be discloses/shared).

Class/School: Gender: Age:

Choose one option that suits you best.

1. Music is an enhanced motivation in teaching a foreign language.

a) Strongly Agree b) Agree c) Strongly Disagree d) Disagree e) Undecided

2. Learning English with songs will develop my pronunciation skill.

a) Strongly Agree b) Agree c) Strongly Disagree d) Disagree e) Undecided

3. Music expands memory of vocabulary in English lesson.

a) Strongly Agree b) Agree c) Strongly Disagree d) Disagree e) Undecided

4. It is given enough importance to listening skill.

a) Strongly Agree b) Agree c) Strongly Disagree d) Disagree e) Undecided

5. It is the most enjoyable material used in English class.

a) Strongly Agree b) Agree c) Strongly Disagree d) Disagree e) Undecided

Many thanks for your help, and consideration!

38
APPENDIX B
Teachers’ interview questions

Teaching Grade: Teaching Experience: Interview date:

Q1: What is your experience in using songs in your classroom?

Q2: Do you think that songs are a great tool to improve listening and speaking skill?

Q3: Have you ever applied TPR as a teaching method?

Q4: Do you agree that songs have beneficial effects in the process of teaching?

Q5: What is your opinion of using songs to teach vocabulary?

Q6: How often do you do song activities with students?

39
Curriculum Vitae

Name Anida

Surname Rezniqi

Date of Birth 16.11.1996

Place of Birth Gjakova

Nationality Albanian

Phone Number +38349714316

E-mail anidarezniqi@gmail.com

Secondary Gymnasium “Hajdar Dushi”

School

University University of Gjakova “Fehmi

Agani”

Faculty Faculty of Philology

Department English Language and Literature

ID 150204007

40