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Mafuca - Final V Defeded 2021
Mafuca - Final V Defeded 2021
Universidade Púnguè
Chimoio
2021
Fernando Borge Mafuca
Universidade Púnguè
Chimoio
2021
Table of Contents
CERTIFICATION...............................................................................................................................IV
DEDICATION......................................................................................................................................V
ACKNOWLEDGEMENTS.................................................................................................................VI
LIST OF TABLES.............................................................................................................................VII
LIST OF GRAPHS...........................................................................................................................VIII
LIST OF PICTURES...........................................................................................................................IX
ABBREVIATIONS..............................................................................................................................X
ABSTRACT........................................................................................................................................XI
RESUMO...........................................................................................................................................XII
CHAPTER I: INTRODUCTION.........................................................................................................13
1. Introduction......................................................................................................................................13
2. Introduction......................................................................................................................................18
2.2.8. Summary....................................................................................................................................27
3. Introduction......................................................................................................................................28
3.8. Summary.......................................................................................................................................31
CHAPTER IV: DATA PRESENTATION, ANALYSIS AND DISCUSSION..................................32
4. Introduction......................................................................................................................................32
4.1. Students are Introduced to New English Vocabulary by Listening to English Songs in Class....32
4.2. The Role of English Songs in the Teaching and Learning Process..............................................33
4.3. Students get Higher Grades in English if They Know many English Words...............................33
4.4. Students Can Do Several Kind of Activities to Improve their English Vocabulary through Songs.
..............................................................................................................................................................34
4.6. DISCUSSION...............................................................................................................................36
4.6.2. How Can Songs Motivate Students to Have Positive Attitudes towards English Vocabulary
Learning?.............................................................................................................................................36
4.6.3. How do Teachers Integrate Songs as Teaching Techniques to Improve Students’ Vocabulary?
..............................................................................................................................................................37
4.7. Summary.......................................................................................................................................37
5.1. Introduction...................................................................................................................................38
5.2. Conclusion....................................................................................................................................38
5.3. Recommendations.........................................................................................................................38
REFERENCES....................................................................................................................................40
APPENDICES.....................................................................................................................................42
ANNEXES...........................................................................................................................................47
IV
CERTIFICATION
I, Fernando Borge Mafuca, hereby declare that the present work entitled "The Use of Songs to
Improve Student’s Vocabulary in English as a Second Language Teaching: A Mixed-Method
Study of Grade 12 Students and Teachers at Vila Nova Secondary School, in Chimoio, Manica
Province" is a result of my own investigation under the guidance of my supervisor. Its content is
original and the literature reviewed is properly acknowledged in the text, and in the bibliography.
I also declare that this work was not presented at any other institution for the attainment of any
academic degree.
_____________________________________
DEDICATION
I dedicate this monograph to my lovely mother, Luisa Marques, who has been present in all the times
to support me psychological and financially. My dear father, Borge Mafuca who really supported me
from the beginning to the end of the present work. I also dedicate this work to my sources of
inspirations, my brothers Juvencio Mafuca, Hortêncio Mafuca and Admira Mafuca.
Last but not least, I dedicate this work to all of you, family, friends, colleagues and students, who
have always been there for me.
VI
ACKNOWLEDGEMENTS
First and foremost, I thank God every single day for my studies. They are reason enough to be
eternally grateful. My sincere gratitude to my supervisor Chitulo João, MA, for his sincerity,
simplicity, understanding, guidance, and above all.
Special thanks also go to Milton Conqui, MBA, for jump-starting with my project proposal and
useful comments on it. I wish to acknowledge António Companhia, MEd, who has constantly
reassured and supported me throughout my journey.
Last but not least, I would like to thank my classmates in general, dr. Petrosse Bicause, for the
unconditional brotherly support and encouragement throughout this Licenciatura Degree. There are
no words that can express how grateful I am to you and may your deeds continue and be felt by
others. I would like also to express my profound love and gratitude to my bride Alaquinia Cidade.
The school heads, teachers, and learners who participates in this study and a host of all other well -
wishes who assisted are hereby acknowledged.
VII
LIST OF TABLES
Table 1: Target - Population...............................................................................................................28
Table 2: Gender of the Respondents....................................................................................................29
VIII
LIST OF GRAPHS
Figure 1: Pie chart showing the contribution of songs to vocabulary learning...................................32
Figure 2: Pie chart showing students' motivation to learn the target language...................................33
Figure 3: Pie chart illustrating student's capacity by listening to English songs.................................34
Figure 4: Pie chart showing the value of using English songs to improve student's vocabulary........35
LIST OF PICTURES
IX
ABBREVIATIONS
L1 – First Language
X
L2 – Second Language
ABSTRACT
The problem that this study intended to investigate has to do with students' lack of English
vocabulary. To address this problem, the present study aimed to find out the extent to which English
XI
songs have a great effect on ESL vocabulary teaching and to assess the contribution of using English
songs in teaching ESL vocabulary. To collect the data a Mixed-Method study was carried through an
exploratory sequential research design where the first step was to administer questionnaires to
establish general patterns and trends about the problem, and for my particular case about students’
lack of English vocabulary. Progressively we explore participants’ view in order to explain those
general patterns and trends in great details. The first four (N-4, 2 females) teachers of English
participated in a teaching strategies interview, and eighty-four N-(84, 39 females) students
completed a vocabulary learning questionnaire. Qualitative data was analyzed through the
development of themes through a Content Analysis Method. Descriptive Statistics were computed on
the questionnaire datasets using the SPSS computer program. Key findings include the positive
effect of using songs, the contribution of songs to improve students' vocabulary, the teacher's
reluctance to use English to teach vocabulary. These findings have some pedagogical implications
since if teachers do not implement the English songs may affect the students' lack of vocabulary.
RESUMO
O problema que este estudo pretendeu investigar tem a ver com a falta de vocabulário em inglês dos
alunos. Para resolver este problema, o presente estudo teve como objetivo descobrir até que ponto as
musicas inglesas têm um grande efeito no ensino de vocabulário ESL e avaliar a contribuição do uso
XII
de musicas inglesas no ensino do vocabulário ESL. Para coletar os dados, foi realizado um estudo de
Método Misto através de um projeto de pesquisa sequencial exploratória, onde a primeira etapa foi
administrar questionários para estabelecer padrões e tendências gerais sobre o problema, e para o
meu caso particular sobre a falta de vocabulário em inglês dos alunos. Progressivamente, exploramos
a visão dos participantes, a fim de explicar esses padrões e tendências gerais em grandes detalhes. Os
primeiros quatro (N-4, 2 mulheres) professoras de inglês participaram de uma entrevista sobre
estratégias de ensino, e oitenta e quatro N- (84, 39 mulheres) alunos completaram um questionário
de aprendizagem de vocabulário. Os dados qualitativos foram analisados por meio do
desenvolvimento de temas por meio de um Método de Análise de Conteúdo. Estatísticas descritivas
foram calculadas nos conjuntos de dados do questionário usando o programa de computador SPSS.
As principais descobertas incluem o efeito positivo do uso de músicas, a contribuição das músicas
para melhorar o vocabulário dos alunos, a relutância do professor em usar o inglês para ensinar
vocabulário. Essas descobertas têm algumas implicações pedagógicas, pois se os professores não
implementarem as musicas inglesas podem afetar a falta de vocabulário dos alunos.
CHAPTER I: INTRODUCTION
1. Introduction
The present study aimed to investigate to what extent songs can help students improve their
vocabulary in learning English as a second language. Moreover, the presented work was divided into
three chapters, the first for introduction, the second for review of related literature, and the third one
for research methodology, chapter four of data presentation analysis and discussion, and finally
chapter five of conclusion and recommendations. In this first chapter, the researcher started by
presenting the background of the study.
It has been noticed that songs are a very good tool to motivate the student's learning process; it
works also as a break for the routine class. Songs could be an essential part of English teaching.
Xiaowei (2010, p.21) mentioned that several studies have a particular focus on learning vocabulary
from an English song. Furthermore, Rahmatika (2015, p.36) claimed that the song is an ideal
vocabulary learning media for students. It is because English songs can help students memorize the
14
vocabulary easily. On the other hand, Griffee (1992, p.5) said that songs are especially good at
introducing vocabulary because it provides a meaningful context for the vocabulary. The song can be
used as an aid to teaching vocabulary because a wide range of English vocabulary may be found in
songs, taking into that student always enjoy listening to the song and have higher language
vocabulary accuracy.
Millington (2011) is considered to be one of the researchers who supported the use of songs in the
L2 classroom. He stated that the songs can be a good solution to improve student's language skills,
especially in English. He also argued that songs equip learners with the language competence they
need when communicating using the English language. Moreover, Rahmatika (2015, p.45) believes
that songs are very effective to increase students' vocabulary if the teacher uses the appropriate songs
by caring for some factors. The students will easily remember what they learn through song because
it is fun for them.
The researcher concludes that the use of songs in teaching young learners was an effective way to
teach English to young learners because the children can enjoy singing the songs. He also believes
that English songs can create conditions for young learners to learn and practice vocabulary.
How can songs motivate students to have positive attitudes towards English vocabulary
learning?
To analyze how songs can motivate students to have positive attitudes towards English
vocabulary learning.
a) For Students
The students will get an enjoyable learning process in English mastery vocabulary. Consequently,
they are able to master other English components and skills.
English teachers can use English songs as alternative and effective way in the teaching and learning
process.
For other researchers, the result of the study helps them in conducting research about teaching ESL
students’ vocabulary especially using English song.
16
Improve – Means to enhance its value, quality or attractiveness, (Cambridge Advanced Learners
Dictionary, 2008).
Language – Is what the members of a particular society speak, Wardhaugh (1992, p.1).
Song – According to Eastwood (2000, p.231) describes songs as an interesting media that offers the
high imagination.
Student – Is someone who is learning about a particular subject or how to do something, (Oxford
student's dictionary, 2001).
Teaching – It is a way of give lessons in a class to learner. It is also a way to show someone how to
do something, Nation (1994).
1.10. Summary
In this chapter, the researcher has presented a background of the study. The statement of the
problem, the research questions, the research objectives, significance of the study, the delimitation
and the limitation of the study as well as the definition of key terms was presented.
18
Several teachers of English and researchers have tried to find the strategies and techniques for
teaching and learning English vocabulary because they are aware of the importance of learning
vocabulary which is the basis for learners' performance in other language skills including speaking,
listening, writing, and reading. (Alemi and Tayebi, 2011, p.26).
Based on the above explanation, the researcher concludes that vocabulary is the most important thing
to understand in the English language because without vocabulary students will not be able to
understand every sentence and the learning of English also will not take place.
1. Listening vocabulary: The words we hear and understand. Babies are listening during all
waking hours and gradually learn new words that time. Most people can remember and
understand words nearly 50,000 words.
2. Speaking vocabulary: People have a limited speaking vocabulary. Most adults use between
5,000 and 10,000 words for all their conversations.
19
3. Reading vocabulary: This type is the second-largest vocabulary type. These are the words we
understand when we read text. If people are not readers, they cannot improve this type of
vocabulary.
4. Writing vocabulary: The words use when we write to explain ourselves. The words we use to
write we derive mostly from the words that we can spell. (Montgomery, J., 2007, p.76).
Taking into consideration the researcher agrees that vocabulary is a core component of language
proficiency because it provides much of the basis for how well learners speak, listen, read, and write.
There are some advantages of learning it. To mention some not all. Firstly, students can receive a
higher grade in English if they master English vocabulary. Secondly, English vocabulary can be
helpful to those students who are preparing for some varieties examinations (such as final
examination, TOEFL iBt test, IELTS, PERSON, and DUOLING. etc).
A song is a short piece of music with words that be sung. It is a short musical work set a
poetic text with equal importance given to music and the words (Dictionary, 2000, p.6). It is
usually performed with instrumental accompaniment and may be written for one or several
voices.
Eastwood (2000, p.231) describes songs as an interesting medium that offers high
imagination.
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Jamalus (1988, p.29) states that songs can be said as artworks if they are sounded (sung) with
the accompaniment of musical devices.
Hornby A.S (1995, p.45) defines a song as a short poem or some verses set into music and
intended to be sung.
From the definitions described above, the researcher can say that songs are an interesting media that
allow students to develop their imagination, at the same time they facilitate the learning of
vocabulary, this way songs permit children to acquire more knowledge and develop their productive
and receptive skills.
a) Listening
Despite the difference between curricula taught in public and private schools, teachers in both
always try to carry out different strategies that will make language acquisition easy for young
learners, and motivate them to learn new vocabulary, pronunciation, and grammar. Listening is the
principal condition on which working with songs relies on. It is represented by receiving and
reproducing information. Claerr and Gargan (1984) stated that songs have a great effect on the
practice of listening because they are being used in meaningful contexts.
b) Pronunciation
Language learner needs to learn the pronunciation of words through music because most of these
words are being sung by native speakers, which means that they are produced with no pronunciation
mistakes. These words will have stuck inside their heads, and they will find different accents
represented in these songs. Nico Lita (2015) stated that it is not important for young language
learners to sound like American or British native speakers, but they should be able to communicate
21
in English and music helps them to become familiar with accents and presentation. It offers learners
a way to look at contractions, elisions, sounds, words, and connected speech.
c) Grammar
Grammar is an element that could not be ignored in language learning, and it is considered a
necessary component of any language teaching program. Since students will be exposed to a great
number of rules to learn in English class, it will be very effective if teachers provide students with
the real authentic condition and try to create a comfortable enjoyable atmosphere, and this is what
can be achieved through performing songs. Songs can help students to learn and recall language
(Hassani et al: 2014).
d) Vocabulary
Singing traditional songs, nursery rhymes, and lullabies are essential for babies for their and
emotional wellness, educational success Blythe (2011), songs prepare the child's ear, voice, and
brain for language, and using traditional songs and lullabies can develop the child's ability to present
his thoughts into spoken words. Songs teach children how language is constructed, and assist them to
acquire it. On the other hand, it is important to use authentic natural language and vocabulary which
suit the age they are intended to teach. i.e. teaching a language for young learners implies that songs
should use action, simple words, and including words of body movements will also be very effective
and it will increase their motivation to learn (Kusnierek, 2016, p.88).
Commenting on all the facts above, the researcher concludes that English songs have been
fundamental for the teaching process, due to their contribution to the improvement of students'
vocabulary, listening skills, grammar, pronunciation, and so forth. Therefore, the use of English
songs may boost the students' vocabulary in learning English as a second language, when it is
correctly used.
improve their pronunciation and listening skills. Songs can also be used to teach vocabulary and
sentence structure.
Songs bring positive effect on the young learners’ vocabulary (Džanić & Pejić, 2016). They found
that songs are relevant for any different learning styles and any different setting. They also agree that
songs are important to be used by language teachers to build inspiring and encouraging
environments in order to increase learners’ motivation in learning.
According to Stanislawczyk and Yavener (as cited in Kuśnierek, 2016), a song is an advantageous
tool and a teacher should take advantage of it during linguistic practice. They also emphasize the
importance of the engagement learners get when listening to songs or creating own lyrics. Some
benefits of using songs in the classroom are explained as follows:
Motivation
A motivation is one of the important components that must be owned by the learners in studying. As
mentioned by Dorneyi (2007), learning a language is a long-term process and learners are in charge
of their learning at length. By using song, the learners feel fun and enjoyable in learning and it can
increase their motivation. Songs contain authentic language; provide vocabulary, grammar, and
cultural aspects which are easily obtainable (HINDÉMÈ, et. all, 2018).
Positive Atmosphere
Murphey (1992) mentions that “the use of music and songs can stimulate very positive associations
to the study of a language, which otherwise may only be seen as a laborious task, entailing exams,
frustration, and corrections”. People typically equate songs with pleasure that is why they connect
learning through songs with an enjoyable situation.
By using songs, learners will have a chance to gain a deeper understanding about the culture of target
language. Shen states, “language and music are interwoven in songs to communicate cultural reality
in a very unique way” (2009). This means that through the songs, cultural knowledge is spread and
informed in the form of lyrics combined with certain music. To young learners, teachers can give
them some songs about historical events in the target language. For instance, “Teddy Bear’s Picnic”
23
with lyrics written by Jimmy Kennedy in 1932 introduces the learners about an annual event “Teddy
Bear Picnic Day” celebrated by people in the United States, Canada, Australia, and few parts of
Europe on July 10 of every year. On this day, people take their kids along with their teddy bears for
picnic since these dolls are always the kid’s favourite companion in those countries sometimes even
until they grow up to adults. The parents commonly bring their kids go to the beach, park, lake, or
forest for lunch.
Linguistic Knowledge
According to Shen (2009), state that another benefit of using songs in English classroom is that they
provide linguistic knowledge, such as grammar, vocabulary items, and pronunciation. By using
songs, students can frequently learn new information without any desire to do so. While singing the
songs, they feel happy and do not realize that they are also learning new knowledge at the same time.
They can just follow the music and imitate the way how some words are pronounced in the target
language. While singing, they can also connect their body movements to the meaning of the words in
the songs, especially when they relate to their body parts. Students can practice lots of English
vocabulary using songs, such as animals (Old McDonald had a Farm), vehicles (The Wheels on the
Bus), actions (If You’re Happy and You Know It), Numbers (Ten in the Bed), and so on.
The researcher agrees with the statement above, that songs really have a great effect on the teaching
vocabulary in since that it brings several advantages to the learners and teachers in learning ESL
vocabulary. However, in our local context it’s a paramount because students need to be motivate for
them to learn, enjoy, embrace the language.
Griffe (1992, p.5) states "songs are especially good at introducing vocabulary because songs provide
a meaningful context for the vocabulary". Concerning the characteristics of young learners, it is
stated that there are nine reasons why we use songs in this age group. The reasons are as follows:
2. Song can be integrated into language-learning, singing, and doing activities around the songs;
3. In many cultures songs are used to introduce or practice mother tongue to young children;
5. Songs often include a lot of repetition that helps to make language memorable;
6. Because songs must be sung at a reasonably fast speed, they encourage natural phonological
features like linking and weak form;
9. Singing is a happy and stress-free activity that will add a positive classroom learning environment.
From the reason above, undoubtedly, songs can be used in teaching English to children. Murphey
(1996, p.10) states that Teachers can use songs to teach vocabulary to the students. Moreover,
Murphey (1996, p.6) also says that the songs that we learned would be understood easily by the
children. There are many word repetitions in a song. Word repetition in a song is very helpful for
young learners to memorize the new vocabulary easily. No matter what culture young learners come
from, singing is a great way to introduce, improve and strengthen language skills.
Songs have an important role in the development of language in young children. Many parents sing
for their young children. The song that they are learned will be remembered well by their children. It
will give the children a chance to build their new vocabulary. Therefore, using songs can be a good
alternation to teaching young learners. The teacher can use this technique in teaching English
vocabulary to the students. The use of a song will make the learning English processes more
successful because the students will feel closer to their lives.
In our local context, I think that we improve our knowledge about teaching principles to achieve the
goals of the teaching-learning English process so that our students can be interested to study English,
especially in a vocabulary lesson.
2.2.4. What Positive Contributions to Language Learning Can Songs Make?
According to Murcia Cortés (2012, p.76) there are some of the contributions that language learning
can songs make. These are the following:
25
Socio-emotional growth;
Physical development;
Cognitive training;
Cultural literacy;
Language learning.
In our country, songs can be used as regalia in a classroom as a good factor in raising students'
motivation. As they learn the lyrics of the song they have been listening to for years, they are often
surprised to discover their meaning.
The author also affirmed that chosen songs should be interesting. It should motivate students. Boring
songs do not suit the purpose since they can even discourage. The best way to find an interesting
song is to find what the musical preferences of students are and chose the song for example of their
favorite band. But at the same time, a teacher should not forget about the purpose of teaching a
particular song.
2.2.6. Songs as a Motivation Source
The notion of motivation is difficult to explain because "different people are motivated by different
things" (House, 1997, p.10). As House explains, children need to be motivated individually or within
a group. By encouraging an individual child, the teacher stimulates and maintains an interest in
English. During this process, teachers should be realistic about each student's abilities. Teachers also
need to vary the group dynamics and, in this way, support the development of social interaction
within a group of learners. To maintain positive motivation, these techniques should be planned for
each lesson.
26
The motivation of young foreign language learners needs to be built gradually, making sure that the
target structures are introduced in an easily attainable order. For this reason, songs serve as a perfect
medium for achieving motivation. By using songs, children can get the feeling of success on an
individual level, but also as being part of a group. They should not, at any time, feel forced, but
encouraged and motivated to participate in the activity, as well as have a sense of enjoyment of
singing with the rest of the group.
Therefore, songs, as claimed by scholars, are highly motivational because they increase
understanding, and inspire and motivate students to learn, making the act of learning fun. Songs'
most noteworthy characteristic in a language learning context is the ability to affect and change
students' moods. These may have a positive or a negative effect on motivation. The emotion that
songs evoke in students may transfer to motivation, making a stronger bond with the language and
the desire to learn.
Agreeing with this fact, the researcher points out that motivation plays a fundamental role in the
English language for its contribution in facilitating the teaching and learning process in the field of
education that enables students to embrace the language.
The following are some of the funny activities that students enjoy when they work with songs
(Macmillan English Campus, 2000).
a) Gap fills
It is a common activity in which some words are removed from a text and replaced with spaces. The
learner has to fill each space with the missing word or a suitable word. For example, gap all the
verbs or adjectives.
Students listen and fill in the missing words. They may need to listen two or three times.
27
b) Jumbled Lines
This activity works especially well with well-known poems, song texts, and sets of instructions that
must be carried out in a particular order such as a recipe, making a phone call or your daily routine,
and also for conversations between two speakers.
It is a work activity, in which teachers write out the song lyrics, but they jumble whole lines and
students have to put them into the correct order while listening to the song. Teachers may wish to cut
up the lines, to make the task easier for the students or get them to cut up the sheet before the
activity.
It is an easier activity in which the teacher writes out the lyrics of the song but makes about twenty
mistakes for example change the tense, writing an opposite or synonym instead of the correct word.
Then students listen.
The first time asks them to underline the words that are different and the second or third time write
what they hear above the word or phrase that is wrong.
After each hearing they can check with each other in a mixed ability classroom this ensures no one is
left behind and gets demotivated. After they have checked that they got the right words, ask them to
go through and see if the mistakes were words or phrases that were the same, similar, or opposite in
meaning: a good focus on vocabulary and/or grammar.
d) Translation Activity
It is a challenging activity to work in pairs or small groups, students choose a popular song in their
mother tongue and translate it into English, ensuring that it is still singable to the same tune! They
could also do it the other way round choosing a (pop) song sung in English and translating it into
their language.
Looking at the above practices the researcher agrees that teachers should first think of what type of
practice, procedures, methods, and techniques can be implemented to strengthen learning and
teaching of English as a target language. So, if the teachers do not think of this, they will finally not
manage to stimulate English vocabulary learning concerning knowledge of the language.
28
2.2.8. Summary
In this chapter, the researcher discussed the review of the related literature and many concepts
strongly related to vocabulary, songs, and their importance in English language teaching that was
presented and discussed. All other underlying aspects in vocabulary teaching, the positive
contributions of using English songs in language learning, were taken into consideration throughout
the chapter.
29
Day-Shift
Students Teachers
Total Total
844 8
ages. Here the researcher tried as much inclusion as possible to find different students being taught
by different teachers to avoid over-generalizing the data.
a) Questionnaires
Several questions were given to students to get the students' ideas by answering carefully to the
presented questions. The aim was to discover to what extent do English songs can motivate them to
have positive attitudes towards English vocabulary learning. More importantly, the students'
questionnaires were translated into the Portuguese language to facilitate their comprehension.
However, the questionnaires have consisted of close-ended questions.
b) Interview
The researcher conducted an interview using the guide that contained a list of questions to ask. The
researcher applied the semi-structured interview protocol to the teachers to discover to what extent
do English songs have a great effect on ESL vocabulary teaching. So, using this instrument helped
the researcher to take all the information from the interviewee's points of view about the issue in
discussion. In addition, the interview took place in the teachers' free time as not to interrupt them in
their teaching process.
31
c) Observation
The researcher observed 4 English language lessons to confirm and validate what the participants
have said, because normally what people say in questionnaires and interview is not necessarily what
they do in reality.
More importantly, since the research was conducted in the global health pandemic (COVID-19), the
following prevention measures were taken into consideration during the research:
Compulsory and proper use of a mask for the researcher and the participants;
The social distancing of 1.5 meters among the target participants;
Hands sanitizing using alcohol.
However, the researcher had the supervision of Chitulo João, MA, to validate the authenticity of the
work for further publication.
3.8. Summary
This chapter has presented the research methodology. From the research design, it was also clear that
the research was mixed research design and through descriptive statistics. The sample and
populations were discriminated and then the data collection instruments and data collection
procedures were presented before, finally, the interpretation of data which are presented in a detailed
way in the following chapter.
33
2%4%
9% Strongly agree
Agree
Neutral
46% Disagree
Strongly Disagree
40%
With the information presented above, we can come to a consensus that English songs play an
important role in improving students' vocabulary as revealed from the field of study, thus, this first
research question was partially answered.
4.2. The Role of English Songs in the Teaching and Learning Process
The first research question came to be fully or completely answered by the interviewees when
assuming that English songs play an important role in teaching vocabulary, in a sense that 75% of
the respondents said that English songs call students’ attention when teaching vocabulary, and by
paying that heed it helps a lot in improving their English lexeme, which makes the researcher come
to a consensus that doubtlessly English songs are irreplaceable when it comes to the teaching and
learning of vocabulary.
4.3. Students get Higher Grades in English if They Know many English Words
The second research question dealt with the motivation of students through songs in having positive
attitudes towards English vocabulary learning. This question was partially answered basing on the
results obtained, whereby 44% strongly agrees that English vocabulary helps them to get higher
grade in the learning of English language, while 41% agrees positively. Contrarily, 7% disagrees to
the statement. On the other hand, 2% of the respondents strongly disagrees that English songs could
not help them knowing English vocabulary ESL learning.
7% 2%
Strongly Agree
6%
Agree
Neutral
44%
Disagree
Strongly Disagree
40%
Figure 2: Pie chart showing students' motivation to learn the target language
35
The results presented above, show clearly that students could get successfully a higher mark in
English if they master vocabulary. Therefore, they can be able to compete at international school
competitions or clubs. They will be an eligible candidate to be accepted to varieties of opportunities,
such as jobs, scholarships, and so forth.
4.4. Students Can Do Several Kind of Activities to Improve their English Vocabulary
through Songs.
The question on this point was addressed to understand whether the teachers integrate songs as
teaching techniques to improve student’s vocabulary, and the results show that students are exposed
to several activities in English through songs in order to improve their vocabulary. Given fact, the
result show that 52% agrees that they can do a variety of activities by listening to English songs in
the classroom, 32% strongly agrees positively to the same statement. On the other hand, 6%
disagrees to the given statement and 3% strongly disagrees from the sample population as illustrated
in figure 3 below.
6% 2%
7% Strongly Agree
32% Agree
Neutral
Disagree
Strongly Disagree
52%
English songs, that give an insight towards the use of songs to the L2 teaching. However, we can
come to a consensus that English is fundamental in improving students' vocabulary, as it could be
noticed if students have satisfied to a variety of activities just by listening to English songs in the
classroom, it means they are capable of even challenging international tests.
4%4%
14% Strongly Agree
Agree
Neutral
51% Disagree
Styrongly Disagree
27%
Figure 4: Pie chart showing the value of using English songs to improve student's vocabulary
With this information, we can agree that English songs are valuable tools to improve student's
language skills in English language learning in the classroom, and outside. In this regard, students
successfully can master the language skills related to writing, reading, speaking, and listening. It
reveals that English songs help students to master their pronunciation. Songs create a strong
relationship between the two languages during the lessons.
37
4.6. DISCUSSION
4.6.1. The Contribution of Using English Songs in Teaching ESL Vocabulary
The first research question dealt with the contribution of English songs in teaching English as a
second language, therefore, the results showed that English songs have a positive contribution to the
learning and teaching of vocabulary in a sense that they call students' attention when teaching
vocabulary using songs, which get into agreement with Murcia Cortés (2012) when saying that
English songs contribute to language learning, Socio-emotional growth; Physical development;
Cognitive training; Cultural literacy. Therefore, the researcher subscribes to the authors' ideas and
believes that really English songs if they call students' attention during their learning, they will
somehow have a positive contribution in learning and progressively improve or enrich students' ESL
vocabulary, which will facilitate to either communicate with English speakers or acculturate
themselves in an Anglophone country.
4.6.2. How Can Songs Motivate Students to Have Positive Attitudes towards English
Vocabulary Learning?
The answer to the second research question dealt with the motivation that helps students to have
positive attitudes towards the English language. Therefore, the results revealed that learning
vocabulary using songs motivates students to get interested in the language and create a good
atmosphere in the classroom in a fun way. So, this gets into a disagreement with House (1997), when
he explains that children need to be motivated individually or within a group. By encouraging an
individual child, the teacher stimulates and maintains an interest in English. Moreover, English
songs are the source of motivation for foreign language learners that need to be built gradually,
making sure that the target structures are introduced in an easily attainable order. For this reason,
songs serve as a perfect medium for achieving motivation. By using songs, children can get the
feeling of success on an individual level, but also as being part of a group. They should not, at any
time, feel forced, but encouraged and motivated to participate in the activity, as well as have a sense
of enjoyment of singing with the rest of the group. However, the researcher believes that English is a
fundamental tool that helps English learners to be involved in the classroom, in a sense that songs
relax students, and create enjoyment in the classroom. Not only but also, he assumed that English
songs are essential to improve students' capabilities, especially in the four skills, such as vocabulary,
writing, speaking, and listening.
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4.7. Summary
This chapter presented and interpreted the results obtained from the field of study, through which it
is possible to assume that English songs are as important as any other effective tool to improve
student's vocabulary in the target language. Therefore, the coming chapter discusses the three
research questions based on the results obtained from the field in comparison to the related literature.
39
5.2. Conclusion
Bearing in mind that in almost every sphere of education in the world, there has been a growing
tendency to raise the quality of education in schools. The researcher concludes that teaching the
English language is not just to write vocabulary on the blackboard and tell the students to memorize
or copy it, but how the teachers should create a classroom atmosphere for the language process to
take place. More importantly, motivating students is one of the factors that must be used by the
teachers in using English songs as one of the techniques that must be applied to the teaching of ESL
vocabulary which should be seen as acquisition and advantage. In addition, the researcher concludes
that using English songs can be a fundamental tool in learning a second language vocabulary
because English songs help students to improve their listening skills and pronunciation. Not only but
also, help them to improve their speaking skills positively. So, the positive intervention of preventive
nature should be applied by the ministry of education and human development to help teachers and
schools that can contribute towards a positive change in their practice. Given the fact, the Teachers
of English do not use English songs at Vila Nova Secondary school. However, from the researcher's
deep study of the information that was gathered from the fieldwork he proposes English songs as a
solution that will bring changes to many ELT professionals, language planners, and so forth.
5.3. Recommendations
The following series are recommendations that are addressed according to the research findings.
REFERENCES
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Džanić, Nihada, D., & Pejić, A. (2016). The effect of using songs on young learners and their
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Eastwood, J. (2000). Oxford Learners Pocket Dictionary. New York: Oxford University Press.
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APPENDICES
Appendix I: Interview Protocol
Dear teachers,
My name is Fernando Borge Mafuca, I kindly ask for your assistance in the completion of my
Interview as part of the requirements of the institution for the completion of the Licenciatura Degree
in English Language Teaching (major) and Portuguese Teaching (minor), I am carrying out research
entitled; The Use of Songs to Improve Student's Vocabulary in English as a Second Language
Teaching: A Mixed-Method Study of Grade 12 Students and Teachers at Vila Nova Secondary
School, in Chimoio, Manica Province.
2. Based on your experience, how important do you find vocabulary in language teaching?
5. What role do English songs play in the teaching and learning process?
6. Do you incorporate English songs during your English lessons? If yes, how?
9. How do you encourage your students to use English songs to enrich their vocabulary?
Dear students, I kindly ask for your assistance in the completion of my questionnaire as part of the
requirements of the institution for the completion of the Licenciatura Degree in English Language
Teaching (major) and Portuguese Teaching (minor). Your answers are relevant to collect data for
this research work. Please, tick the most appropriate response corresponding to each statement. Key:
SA = strongly agree, A = agree, N = neutral, D = disagree and SD = strongly disagree.
No. Statement SA A N D SD
Observed ( ) Unobserved ( )
Observed ( ) Unobserved ( )
Observed ( ) Unobserved ( )
Observed ( ) Unobserved ( )
5. Did the teacher used different resources when teaching English vocabulary?
Observed ( ) Unobserved ( )
48
ANNEXES