Kerja Kursus

CHAPTER FOUR RESEARCH RESULT

4.1 Introduction In this chapter, the discussion is focusing on the case study result. The case study result includes the personal information of the students, the pre test and post test result, students’ response on the subject matter, observation on students’ behavior and opinion base on the degree of agree using Likert Scale on certain statement given pertaining to the use of songs to enhance the learning of verbs and nouns.

4.2 Profile of the respondents The case study has been conducted in one of the school in Kuching rural area. Twenty student age 13 from Form 1B class are involved in this case study. They are coming from different races. This class is consists of eleven females and nine males students. The biggest population in the class are the Bidayuh students (10) followed by the Chinese (8) and Iban (2). The students are coming from different background. Seven are working as a farmer, six as a driver, and two businessmen while the rest are doing other jobs. 90% of their mothers are housewives, a cook and one Librarian. As far as the academic is concerned, their performance in the Upper Primary School public Examination (Ujian Penilaian Sekolah Rendah – UPSR) is very encouraging. None of the failed the English test. There are three students getting Grade A, fourteen are having grade B and another three students with grade C. the student are streamed according to their UPSR result in 2007. They are placed in a good class and their proficiency level is at the intermediate level. Refer to the summary profile of the respondent’s shows in Table 1 below.

Table 1 showing Personal Information of Form 1 B

UPSR English Father’s

Mother’s

Grade

Occupation

Occupation

Bidayuh

B

Farmer

Cooks

M

Chinese

A

Driver

Housewives

C

M

Bidayuh

C

Farmer

Housewives

4

D

M

Bidayuh

B

Farmer

Housewives

5

E

M

Bidayuh

B

Driver

Housewives

6

F

F

Chinese

B

Farmer

Housewives

7

G

M

Bidayuh

B

Businessman Housewives

8

H

M

Chinese

B

Supervisor

Housewives

9

I

F

Chinese

B

Driver

Housewives

10

J

F

Bidayuh

B

Driver

Housewives

11

K

M

Bidayuh

B

Designer

Librarian

12

L

F

Chinese

C

Welder

Housewives

13

M

F

Iban

A

G.Manager

Housewives

14

N

F

Chinese

B

Farmer

Housewives

15

O

M

Bidayuh

B

Farmer

Housewives

16

P

F

Chinese

B

Carpenter

Housewives

17

Q

F

Chinese

B

Businessman Housewives

18

R

F

Iban

B

Driver

Housewives

19

S

M

Bidayuh

A

Driver

Housewives

20

T

F

Chinese

C

Farmer

Housewives

No

Name

Gender

Race

1

A

F

2

B

3

4.3 Research Findings 4.3.1 The Lesson Conducted The lessons were conducted for two consecutive weeks. Four lessons were done within the two weeks. On the first week, Lesson 1 and Lesson 2 were successfully implemented. The first lesson

was conducted using the traditional method whereby the teacher did not use the song to teach. In this lesson, the teacher used a passage to teach the nouns and verbs. Exercises were given to the students to be done individually. The students did not response toward the teaching method very well. It seems that the students response were not as encouraging as it was when songs were used as the teaching aids.

The second lesson was conducted using song. Prior to the exercise given, students learned the lyric, listened and sing the song. The activities were done in groups. The activities emphasized the learning of verbs in the present tense and past tense form. Besides enjoying themselves singing the song, they were showing a very good co-operation among themselves especially when they were given group activities. Every group was able to work together to list down verbs found in the lyric of the songs. They were able to construct the sentences correctly in their group work. Another group work was given to them whereby they change the verbs in the present to past tense and vice versa. The activity was done very well. They were also able to work in groups, rewriting the sentences by changing the verbs in the present and past tense. Two lessons, Lessons 3 and Lessons 4 were conducted on the second week. The topic taught in Lesson 3 was the same as in Lesson 2. However the language focus in this lesson was on nouns (singular and plural). The song used was You Promised Me by Grid. The students’ actively involved. Based on the written exercises given, they have shown positive improvement. They were able to tackle the task given in the groups successfully. The correct answers for all the activities given were almost 100%. The students were able to change the nouns in a singular from to the plural from and vice versa. Besides that they were able to construct the sentences using the nouns correctly. Participation in song also get better compares to the previous lesson. They really enjoyed singing the song. Based on the observation made, the students’ attitude towards the teaching and learning of nouns seemed to be very good. They seemed to be more confident when they sing the song. As a whole, the respond in the teaching and learning of the language using song was very encouraging. The objectives stated in the lesson plan were achieved.

The forth lesson were conducted on the 28th February 2008. In this 80 minutes lesson, the teacher used the CD to play a new song entitled My Heart by Irwansyah. The language focus is on the learning of verb and noun. Even though the song is mixed in Bahasa Melayu and English, they really enjoyed learning the song. This is due to the popularity of the song in a movie. On top of that, the song is actually suitable to the youngsters. The chorus of the song is in English and the activities given were based on that particular chorus. Even though the song used was sentimental, they really enjoyed singing. The written activities given were done successfully. There were divided into eight groups of five students in each group. The activities were done in group and individually. The interesting part about the group work is that they were able to show their full co-operation. Apart from that, the students were able to learn more from each other and from the other groups during their presentation. Both the group and individual activities were successfully done by them. The activities were focusing on listing the verbs and nouns and filling in the blanks. The objectives of the lessons were achieved. The students also enjoy the learning processed. Indirectly the used of song was able to enhance the learning of verbs and nouns among the students. Therefore it is undeniable that the used of songs in the learning of verbs and nouns were able to show encouraging motivation. Hence the lessons were very lively and the students gave a very positive feedback in their participation. Based on the observation done by the teacher throughout the four lessons, there were some differences in term of their involvement in tackling the task given and the performance in their group and individual work. As traditional method of teaching and learning were used in the first lesson. In contrast to the three lessons, student were more motivated and show their preferable attitude in using songs in the processed of learning English verbs and nouns. 4.3.2 Pre Test and Post Test Findings The pre-test and the post test were carried out at one of the schools the rural schools in Kuching area. The tests were given to twenty Form 1B students. The pre-test was done on the 15 th February 2008. In the pre-test students were asked to fill their personal information questionnaire to seek details of the students regarding the subject matter and another test was given to test their understanding of verbs by filling in the blanks which consist of twenty-five questions.

Meanwhile, the post test was conducted on 28th February that was after they were taught for four times with the normal lessons. The post test was divided into three sections. The first post test was to seek how closely the students agree or disagree with the attitude expressed in each statement as it concerns them. The second post test was the Semi- structured Interview Questions whereby the students respond to the questions by answering Yes or No. The third post test was given to test their understanding on the verbs and nouns by underlining the correct answers. The result for the pre-test and the post tests is tabulated in Table 2 below.

No.

Name

Pre-Test (%)

Post Test (%)

1

Andy Chong

96

100

2

Andrea

100

100

3

Azri ak Sailor

24

70

4

Baran

68

70

5

Charlesvyner

96

100

6

Chong Lee Yee

100

100

7

Chris Martin

84

70

8

Chung Chen Tat

64

90

9

Fam Li Phin

60

100

10

Florence

76

90

11

Gryffin Jay’s

56

70

12

Ho Xiang Xiang

72

90

13

Ivvy Valarie

92

100

14

Jap Lee Sian

60

90

15

Lawrence

68

100

16

Liew Jing Xian

100

100

17

Liew Tan Jun

88

90

18

Marcella Ann

76

90

19

Marshall

76

100

20

Ng Xin Wei

64

100

Table 2 showing marks scored in the Pre-test and the Post Test

The finding of the results was discussed in the form of descriptive analysis. Table 3 below shows the result analysis using the descriptive statistics. Table 3: Description Statistics Pre-Test

Post Test

Increase

Mean

76

91

15

Mode

100

100

0

Minimum

24

70

46

Maximum

200

100

0

Sum

1520

1820

300

In the descriptive analysis statistic, the application using mean, mode and sum were used. Mean refers to the total values (sum) divided by the number of values (number of students). Mode refers to the most number of the same marks scored in a particular data. Minimum means the lowest marks scored while the maximum means the highest marks scored. The sum means the total marks scored in that particular test. Based on the above analysis, the sum of the pre-test was 1520 marks from 20 students with mean of 76 and mode scored of 100 marks. The minimum mark scored was 24 and the maximum score was 100. After they have undergone the three lessons using songs in the learning of verbs and nouns, students show quite a good sign of improvement in their post test. The sum of the post test is 1820 marks with an increased of 300 marks from the 1520 marks scored in the pre-test. A difference of 46 marks scored from the post test with 70 minimum marks compared to minimum of 24 marks scored in the pre-test. The increase was quite remarkable. However, there was no

difference between the pre-test and the post test in terms of mode and maximum marks. Nevertheless, in the pre-test, there were three students scoring 100 marks where else ten students were able to score 100 marks in the post test. There was an increased of seven students who scored the highest in the post test. The overall result in the pre-test shows that there were eight students who scored less than 70 marks. Meanwhile all the students had scored not less than 70 marks in the post test. It seems that there was a great improvement in terms of high score in the post test compared to the pretest. As a whole as far as the pre-test and the post test are concerned, every difference in the analyzed data brings some impact to the students' attitude towards the learning of verbs and nouns using songs. Even though they have a short time being treated with the songs in their learning of verbs and nouns, the results shows an improvement. As a conclusion, songs are able to enhance the learning of verbs and nouns among the students.

4.3.3 Semi-structured Interview Questions Findings The semi-structured interview questions were given twice to the students. The first part was conducted on the 15th February 2008 which concerned the students' response regarding the subject matter. The second part of the interview questions were conducted on 28th February 2008 that was after the post lest given to them. The questions are to seek the students' response toward the subject matter too. Table 4 below shows the summary of the data analysis of the students' response regarding the subject matter which was given during the pre-test. Based on the result shown, more than half of the class says that they love to sing English song and 7 out of 20 say songs are boring. Nevertheless, fifteen of them find out that English songs are not easy to understand and they have difficulties in interpreting and understanding the English songs. Even though 16 out of 20 are saying that English songs are interesting and fun activities, only 3 students can respond

actively during English song's lesson. Meanwhile, based on the analysis shown, three fifths of the students score more than 50% in their English examination.

Table 4 showing the summary of the data analysis of the students’ response regarding the subject matter in the Pre-test No.

Question

1

Do you love to sing English song? Are English songs interesting and fun

2 3 4 5 6 7 8 9 10

activities? Are English songs boring? Do you always feel uneasy when singing English songs? Do you response actively during English song’s lesson? English songs allow me to discuss and give positive ideas actively English songs are not easy to understand. English songs are easy to understand. I have difficulties in interpreting and understand English songs I always score more than 50% for my English during the examination.

Number of students say Yes No 11 9 16

4

7

13

5

15

3

17

6

14

15

5

14

6

15

5

12

8

Base on the data that had been analyzed in the semi-structured interview questions given, during the post test as shown in Table 5 below, there is a great increased in the number of students who enjoyed singing in the process of learning the nouns and the verbs using English songs compared to the pre-test. Moreover 75% of them agree that songs' materials help them a lot in learning the nouns and verbs because the teacher assigned them to use as such. Most of them agree that the instruction in the songs' materials is user friendly, interesting and fun to learn. The outcome

shows 80% of the students learn more vocabularies in songs and feel happy when the teacher uses songs to teach them. Table 5 showing the Analysis Data For Post Test in Section A No. Of Students No.

Strongly

Question

Agree (A)

1 1

2 3

11 12

Agree (SA) 6 4

2

3

11

4

2

3

5

10

1

6

12

1

2

12

5

1

1

1

11

7

1

11

10

8

7

8

2

3

14

14

3

6

Disagree (SD) 1 2 3 4 5 6 7 8 9 10

I like to sing English songs. 1 like to use English songs to learn English nouns and verbs Songs' materials help me a lot on learning English nouns and verbs The teacher assigns me to use English songs' materials when learning English nouns and verbs The instructions on the English songs materials are user friendly to me. I often use songs' material in learning English nouns and verbs Songs in English is interesting and fun to learn. I feel happy if my English teacher uses songs to teach the English verbs and nouns. I learn more vocabularies like nouns and verbs in songs. I feel boring learning English using songs.

Strongly

Disagree (D)

Another section of the post test is the semi-structured interview questions which were given to the students to seek their responses on the subject matter. Based on the data collected as shown in Table 6, again more than 70% of the Students say that the songs are interesting enough to learn verbs and nouns. Half of them say that the songs materials are dearly organized in term or level of difliculty.13 out of 20 students say that they respond actively during the songs lesson. Besides that there are 17 out of 20 of them feel happy when the teacher uses songs to teach them because they felt songs are interesting and fun to learn. NO.

Question

Number of students say

yes In

1 2 3 4 5 6 7 8 9 10

your

opinion,

are

English

songs 14

no 6

interesting enough for you to learn English nouns and verbs? Are songs materials clearly organized in 10

10

term of level of difficulty? Do you respond actively during English 13

8

song's lesson? Do you like to use songs as an option to 14

6

learn verbs and nouns? Do you find it easier to learn verbs and 10

10

nouns in songs? I often use songs' material in learning 7

13

English nouns and verbs. Songs in English is interesting and fun to

17

3

learn. I feel happy if my English teacher uses 17

3

songs to teach the English verbs and nouns. I learn more vocabularies like nouns and 17

3

verbs in songs. I feel boring learning English using songs.

2

18

Besides giving the students to answer the semi-structured questions, observation has been done throughout the teaching and learning process. Table 7(Appendix 3D) below shows the sample of observation that had been done for behavioral /attitude of students towards the Teaching & Learning using songs. Based on the observation done, as a whole all the items listed shows that they have shown a pro-learning behavior.

Observation for Behavioral / Attitude of Student towards the Teaching & Learning using songs. (To be filled by the teacher in-charge of the case study and the English Teacher (Mentor)) Put a tick ( / ) in the appropriate column corresponding to the items given. ProNeutral AntiLearning Learning Learning

Items

Teacher In-charge of Case Study’s Record

Observed behavior before the lesson starts Observed behavior when the lesson start Observed behavior during questions & answers session Observed behavior when activities are carried out Observed behavior when students are given homework Observed behavior when the lesson ends English Teacher’s Record

Observed behavior before the lesson starts Observed behavior when the lesson starts Observed behavior during question & answers sessions Observed behavior when activities are carried out Observed behavior when students are given homework Observed behavior when the lessons ends

__________________________

____________________

(

(

)

Teacher In-Charge of Case Study

)

English Teacher (Mentor)

4.4 Summary The result obtained especially after the treatment given to the students has shown some improvement towards the subject. These improvements can clearly be seen from the series of the post test and semi-structured interviews conducted. The results also showed that students enjoyed the song activities. On top of that, songs were able to enhance their learning of verbs and nouns. This can be proven by the reported data that had been analyzed earlier on in this chapter. Therefore after the treatment was administered that showed the improvement, eventually the research questions are answered which was put forth in the first chapter.

CHAPTER FIVE CONCLUSION AND IMPLICATIONS

5.1 Introduction

This chapter is focused on the conclusions and implications of the study that has been conducted to the Form 1 students in one of the rural secondary schools in Kuching. There are a few lists of contents mentioned in this chapter. Among them are the summary of the study, discussion on the findings, implication of the study findings, conclusion of the study findings recommendations for further study and also the summary that summarizes the whole report of this case study.

5.2 Summary of the Research

Chapter 1 of this study dealt with the effectiveness of using songs to enhance the learning of verbs and nouns among the form one students. It determined the used of songs to improve the learning of verbs and nouns preferred over traditional method and also improved attitude and motivation towards learning.

Chapter 2 dealt with the literature review related to the use of songs to enhance the learning of verbs and nouns to Form One. It revealed the past and the present study pertaining to the topic that has been done in foreign countries besides the local research. In chapter 3, discussion is focusing on the research methodology used in this study. Other aspects include the design or the study, the instruments used and the procedures for the data collection and data analysis. It also revealed the population of the samples involved in this study.

Chapter 4 dealt with the research result. It includes the profile of lire respondents and the research findings. The research findings revealed the result obtained from the pre-test and post lest. Other results are also obtained from the semi-structured interview and the observation throughout the teaching and learning processes. The last chapter of this study dealt with the conclusions and the implications of the study that has been done. Here we looked at discussion findings and what are recommendations for further research.

5.3 Discussions or the Findings Discussions of the finding focused La answer the research questions that have been put forth in Chapter 1. Research Question 1: What are the preferred methods of learning English grammar?

The after effects of using songs in the learning of English grammar have shown as a starting point to enhance acquisition among passive students. Teacher should not be too obsessed with one or two teaching methods. According to Brumfit (1990. p.l 17), ESL students are often shy away and not able to express what they want to say. This may happened due to the lack of practice. By introducing songs, students may feel more motivated and interested in what they do. The time they spent working on the songs may actually be slightly longer than when other techniques are used. However, the score received suggested that the fun and relaxing atmosphere accompanying the activities had facilitated the students in a better way of learning. Almost all pupils in the experimental group responded positively toward songs. They managed to solve the songs' activities through pair work and group work. This was proven in their post test results. Students did not realize that they are learning through discussion, solving and locating details to complete the tasks together. Unconsciously they were making used of all the skills involved namely listening, rending, speaking and writing.

Research Question 2: To what extent can songs improve Students' attitude and motivation toward learning English grammar? Songs really encouraged and motivated the students to work in group to share ideas and completing the tasks given. Students always looked forward to the next lesson and this proved that students are really motivated and had h.igh expectation on the next lesson. Actually there was a very positive interaction when students participated in the songs and even the passive pupils tend to overcome their shyness and interact with their peers. Besides that, these students have shown full co-operation in every activity that has been given to them. According to Hansen 1994 (p.118), songs are highly motivating and entertaining, and they-can give shy students more opportunity to express their opinions and feeling. The songs also enable learners to acquire new experience within foreign language. Research Question 3: Can songs be used to emphasize the teaching and learning of some particular language items?

According to Gairns and Redman (1996, p.27), songs are either used as 'starter' or 'warmer' at the beginning of the lesson which are to draw students attention and interest toward learning. Almost all the students who had undergone the learning of verbs and nouns using songs have shown some positive improvement. Thus songs' activities have been shown to have advantages and effectiveness in learning vocabulary, in particular nouns and verbs in various ways. It cannot be denied therefore, that using songs to enhance students learning is one of the effective and interesting ways that can be applied in the classroom.

Research Question 4: How do songs enhance the students' learning of English grammar? Songs were able to enhance the students who had undergone the learning of English grammar especially that focused on verbs and nouns. Based on the data analysis collected from the pre-test and the post test, students have achieved a better result and show great improvement. They were able to answer all the task given to them. 5.4 Implications or Research Findings. Basically, teachers can make use of the songs method in presenting and teaching vocabulary other than teaching verbs and nouns to the students. It is how best the teacher can manipulate and improvise to suits to the student’s level of learning. Many teachers often overlooked at the fact that in a relaxing manner, real learning can lakes place and students used the language that they have been exposed to and have practiced earlier. As mentioned earlier songs benefit the teachers in such a way that it encourages, entertaining, leaching prompt and promote fluency. All the four basic skills namely listening, speaking,

reading and writing can be implemented in the song method. Teachers should not adhere to traditional attitude that work cannot be done at the same time while playing. It is time for the teachers to reconsider the situation and make learning and leaching more fun, enjoyable and meaningful to the students. Besides that, teachers should be aware that learning and teaching must be responsive and able to cater every individual needs and should be creative in the lessons planning. However, there is no single method which is effective for every teacher, thus, to enhance learning in the classroom the teacher should avoid passiveness among pupils. Teachers can incorporate songs method in the leaching method. This can be done either as a warmer or starter in other way during pre-lesson, the while lesson and also during the post lesson. Songs should be planed and well selected to suit the standard and level of difficulty of the students. Thus, songs should be recommended and incorporated in any lesson of tile language. 5.5 Conclusion of the Research Findings. Most would agree that language learning is a hard and challenging task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Fundamentally, effort is required in the language learning at every moment and must be maintained over a long period of time. According to Lee (1995), it is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing so is through songs. Lee (1995) discovered that by using songs in language teaching have several advantages over traditional method. Basically songs can contribute to the supplementary materials which lead to the encouragement and motivation of the students.

5.6 Recommendations for Further Research. In relation to this study, further study can be carried out to find out the use of songs on other grammatical aspects of the language. This is based on the fact that songs had resulted in the enhancement of learning the English verbs and nouns among from one student. A research on whether using songs is successful in helping students to improve their pronunciation and

proficiency in English also can be carried out. This is duo to the facts that most students are lacking in mastering and proficient in English because of little practice and also other factors involved. Thus, the data from the finding can be used to find out the effectiveness of using songs in helping the students to improve their proficiency level.

Apart from that, a research on whether students ' preference on group works or individual work should be carried out in implementing various programmes at schools especially on school work and assignments. Information on attitudes and motivation of the students, data from the finding can also be used to find out the preference mode.

5.7 Summary In relation 10 the implication of the study teachers can make full use of songs as it motivate and can enhance the students in learning verbs and nouns in an English lesson. Moreover in the English saying, All work, no play makes Jack a dull boy, should be taken into consideration. Teachers should be creative in setting up and preparing the lesson involving the choosing of songs. Thus, it is recommended that teachers should incorporate songs in their leaching method besides using other approaches to achieve the objectives that arc being set Consequently such continuous study in relation to this field should be further look into for the betterment of the future education in our country.

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