Using songs and poems in teaching English to motivate students at Van Noi High School

Using songs and poems in teaching English to
motivate students at Van Noi High School

Nguyễn Thị Thúy Hà

Trường Đại học Ngoại ngữ
Luận văn ThS. Chuyên ngành: English Teaching Methodology; Mã số: 60 14 10
Người hướng dẫn: Dr. Hoàng Thị Xuân Hoa
Năm bảo vệ: 2011

Abstract: This study aims at investigating how the use of songs and poems in teaching
English can motivate students at Van Noi High School. The study with the design of a
quasi – experimental method with two groups, was carried out in two classes (Class 10B
and 10F) with 80 grade 10th students during the two months at the end of the second
semester of the school year 2010 - 2011. The main instrument to gather data was the pre
and post questionnaire. With the data obtained in the pre- questionnaire, Class 10B with
lower learning motivation was treated as the experimental group and class 10F with
higher learning motivation was the control group so as to make the result more
comparable. The experimental group was additionally taught the five English songs and
five English poems but the control group only followed the usual schedule. The findings
of the data analysis from the post-questionnaire showed that there was an increase in
learning motivation in the experimental group while the motivation in the control group
almost stayed the same. The students in the experimental group enjoyed learning English
through songs and poems. However, many of them liked this way of learning because of
the relaxation that the songs and the poems brought about so they preferref songs that
have easy, meaningful lyrics and beautiful, moderate melody. The most favorite poems
were easy, funny, short ones. The activities they enjoyed most were gap – filling when
listening to songs and doing vocabulary exercises. Based on the findings, some
recommendations are made on how to integrate songs and poems in the curriculum of
English at high schools as an effective motivational strategy in English learning and
teaching.

Keywords: Tiếng Anh;; Bài hát; Bài thơ


iv

TABLE OF CONTENTS

Candidate’s statement
i
Acknowledgements
ii
Abstract
iii
Table of contents
iv
List of tables
viii
List of abbreviations
ix
PART A: INTRODUCTION.
1
1. Rationale
1
2. Aims of the study
2
3. Method of the study
2
4. Significance of the study
2

5. Scope of the study
2
6. Design of the study
3
PART B: DEVELOPMENT
4
CHAPTER 1: LITERATURE REVIEW
4
1.1. Motivation
4
1.1.1. What is motivation?
4
1.1.2. Motivation and attitude
4
1.1.3. Motivation in second language learning
5
1.2. Learning English through songs
6
1.2.1. Reasons for using songs in the language classroom
6
1.2.2. How can songs be used in language teaching?
7
1.2.3. Choosing suitable songs and teaching procedure
8
1.3. Learning English through poems
10
1.3.1. Reasons for using poems in language classroom
10
1.3.2 How can poems be used in language teaching?
11

v
1.3.3. Choosing suitable poems and teaching procedure
12
1.4. Previous studies in ULIS and difficulties to apply the idea of teaching
English through songs and poems in high schools
14
CHAPTER 2: METHODOLOGY
15
2.1. Setting of the study
15
2.2. Research Questions
16
2.3 Research Methodology
16
2.4. Participants
17
2.5. Instruments to collect data
17
2.5.1 Questionnaires
17
2.5.2 Students’ Reflections
18
2.6 Data Collection Procedure
19
2.7. Methods of Data Analysis
20
CHAPTER 3: FINDINGS AND DISCUSSIONS
21

3.1. Pre – questionnaire data and analysis
21
3.1.1. Students’ Motivation and Attitudes to Learning English before the
treatment
21

3.1.2. Students’ Attitudes towards Learning English through Songs and Poems
before the treatment
23
3.2. Changes in Students’ Motivation and Attitudes
24
3.3. Attitudes towards learning English through songs and poems after the
treatment
26
3.4 Songs and poems that students like to learn
28


vi
3.5 The Degree of suitability of songs- and poems-based activities as ranked
by the students
30
3.6 Students’ reflections on learning through songs and poems.
31
3.6.1. Students’ worksheets
31
3.6.2. Students’ sayings about learning through songs and poems:
31
3.6.3. Students’ collections of their favorite songs.
32

PART C: CONCLUSION
34
1. Major Findings
34
2. Pedagogical Implications
35
2.1. Integration of songs in the teaching English in high schools.
35
2.1.1 Choosing the song for the topic of the unit that the song is taught
along with
35
2.1.2 Designing tasks for the songs
36
2.1.3 Procedure to teach a song
36
Integration of poems in the teaching English in high schools.
37
Choosing the poem for the topic of the unit or for the pronunciation or
grammar items in the unit that the poem is taught along with:
37
Designing tasks for the poems:
37
Procedure to teach a poem (These steps are quite like the ones to teach a
song)
38
3. Limitation of the study
38
4. Suggestions for further study
38
REFERENCES

40




1
PART A: INTRODUCTION
1. Rationale
It is commonly believed that motivation is key to a student’s success. Therefore, one of the
teacher’s responsibilities is to find ways to motivate the students. In the motivation literature, a
variety of motivational strategies have been suggested, but scholars also advise teachers to
apply those strategies selectively taking into consideration the learner variables such as their
age, their level of proficiency, the type of the language teaching course, etc. Therefore, a quasi-
experimental research was conducted in Van Noi High School to test the hypothesis of using
songs and poems to motivate students to learn English.
2. Aims of the research
The research aimed:
- To find out how the use of songs and poems in teaching English enhances the students’
motivation in learning English.
- To find out what kind of songs and poems can make high school students motivated
- To find out which class activities are suitable for using songs and poems
at a high school.
3. Method of the study
With the aim to investigate the extent to which the use of songs and poems help to motivate
the grade 10
th
students in learning English, a quasi – experimental method was employed with
two instruments to gather data, questionnaires (the pre- and post-treatment questionnaire) and
students’ reflections. The pre-questionnaire was used to measure students’ motivation and
attitude to learning English and leaning English through songs and poems at the beginning of

the research. Data obtained from the questionnaire were used as the criteria to determine the
experimental group and the control group to make the research more comparable. The post-
questionnaire was administered at the end of the research to see if there was any increase in
students learning motivation and what their favorite songs and poems as well as their preferred
learning-English-through-songs-and-poems activities were.
4. Significance of the study
The study provides information about whether the use of songs and poems in the classroom
helps to increase the students’ motivation in learning English, and if songs and poems are
useful, how classroom activities can be designed with songs and poems. This could be a
contribution to the understanding of the value of songs and poems as a motivational strategy.

2
5. Scope of the study
With the scope of a quasi-experimental using two 10
th
grade classes, extraneous variables
could not be controlled. Therefore, the research results do not have high generality and may
only match the situation at Van Noi High School. With the limited time of two months, no more
than five songs and five poems have been taught to experimental group along with their English
curriculum. The data collection instrument was only using questionnaires, which may lead to
insufficient research results. This research focused only on the aspect of motivating students by
using songs and poems. The other factors of using songs and poems to teach English will be not
discussed here.
6. Design of the study
The study is organized around three parts with three chapters:
Part A- Introduction- consists of the rationale of the study, aims of the study, scope of the
study, significance of the study, research methodology and design of the study.
Part B- Development- is divided into three following chapters:
Chapter 1 – Literature Review - provides a review of related literature, in which the
definition of motivation, the role of motivation in language learning are discussed first. It then

deals with the reasons and the way to use songs and poems in EFL class.
Chapter 2 – Methodology - presents the situation of learning English through songs and
poems in Vietnam, the research questions, the research methodology, the participants, the
instruments and method of analyzing data.
Chapter 3 – Findings and Discussions - provides the findings and discussions through an
analysis of all data collected by means of pre and post – questionnaires and students’ reflections
Part C- Conclusion - summarizes the main findings in the study, and made some
recommendations on how to use songs and poems in class to motivate students. It also
discusses the limitations of the study and makes some suggestions for further research.

3
PART B: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
This chapter presents a review of related literature, in which the definition of motivation
and motivation in language learning are discussed first. It then deals with the reasons for and
the ways of using songs and poems in EFL class.
1. 1. Motivation
1.1.1. What is motivation?
There is always a drive or need for one to know what is happening around oneself. What
motivates someone’s drive or intention to satisfy one’s needs is a topic of interest in
motivational psychology. The evolution of motivation as a theoretical construct was established
in the early twentieth century. Behaviorist psychology in the middle of the twentieth century
stresses “reinforcement as the primary mechanism for establishing and maintaining behavior”
(Brophy, 1998:3).
1.1.2. Motivation and attitude
Many teachers in their experience of teaching “recognize that motivation is important
for learning and therefore want to have motivated students” (McCombs & Pope, 1994:9). In
the eyes of social psychologists, there is more involvement in second language learning. The
student’s attitudes, his readiness to identify and his orientation to the learning process are the
keys to the success in mastering a foreign language (Gardner & Lambert, 1972).

1.1.3. Motivation in second language learning
According to Lightbown & Spada (2002), motivation in second language learning can
be defined in terms of two factors: learners’ communicative needs and their attitudes towards
the second language community.
This study especially focused on “intrinsic motivation” referring to “motivation to
engage in activity for its own sake” by Pintrich and Strunk (2002:245). The pre and post
questionnaires used to measure the students’ motivation before and after the treatment were
designed with statements that show students’ intrinsic and extrinsic motivation based on the
definitions above. (See Appendix 3, 4)
1.2. Learning English through songs

4
1.2.1. Reasons for using songs in the language classroom
There are a number of reasons for using songs in the classroom. Firstly, music brings
enjoyment to the language classroom. Many language teachers like to use music in their
language classrooms as music brings enjoyment and fun to people’s lives. Secondly, songs
motivate language learning. Murphey (1990) & Davanellos (1999) state that music and songs
are highly motivating and relaxing. Thirdly, songs also sustain students’ interest in learning.
Davanellos (1999:13) pointed out that “Songs are highly memorable”. The pleasurable learning
through songs experience enables students to practice pronunciation (Monreal, 1982), rhythm
and stress, syntax and vocabulary as “a good teacher will take precautions to ensure that the
language which the song reinforces is natural and useful” (Bechtold, 1983:181).
1.2.2. How can songs be used in language teaching?
Automatic usual and simple answer to this question could be: “A word-gap-fill.”
However, the answer is not so single valued. And hopefully, the selected list of Tim
Murphey(1992: 9-10) (and references to other sources of activities) will be convincing enough
to prove that the answer can be much longer. From the list, it can be seen that songs can be used
in various ways. All the skills such as listening, reading, writing and speaking can be practiced,
the same way as linguistic areas starting with vocabulary, grammatical structures, and ending
with rhythm, stress, fluency and pronunciation.

1.2.3. Choosing suitable songs and teaching procedure
For teenagers or adults in the intermediate or advanced level, it is better to use more
meaningful or popular songs, which not only review or introduce grammar points but also
reflect cultural aspects (Horner, D, 1993). At the primary level of singing the song, the
prosodic features of the language is emphasized. At the higher levels, where the practice of
grammar points is at the foreground, songs can be used with several techniques.
The following procedure to teach a song by Eken, D.K. (1996) in an English teaching
forum seems to be suitable for high school teaching:
After deciding the grammar point to be studied, and the song and the techniques to be used,
the teacher should prepare an effective lesson plan. Since songs are listening activities, it is
advisable to present them as a listening lesson, but of course it is necessary to integrate all the

5
skills in the process in order to achieve successful teaching. When regarding a lesson plan, as a
pre-listening activity, the theme, the title, or the history of the song can be discussed. By
directing the students toward specific areas, problem vocabulary items can be picked up in
advance. Before listening to the song, it is also beneficial to let the students know which
grammar points should be studied. In the listening stage, some of the techniques listed above
can be used, but among them gap filling is the most widely used technique. Through such gaps,
the vocabulary, grammar, or pronunciation is highlighted. In the follow-up, integrated skills
can be used to complete the overall course structure.
1.3. Learning English through poems
1.3.1. Reasons for using poems in language teaching.
In fact, poetry is terrific material for EFL class. As we know, most of the
materials written for EFL class are centered on some topics for grammar or for communicative
competence. Poetry can turn the dullness into excitement, for it can offer “many pleasures
pleasures of sound and meaning, of image and symbol, of speech and feeling and thoughts.”
(DiYanni, 1998) With the teaching of poetry, students can be motivated not only to learn
English but also to appreciate the deeper dimension and exquisiteness of the language.

1.3.2. How can poems be used in language teaching?
Poems, like songs, contextualize a grammar lesson effectively. Since poetry is often
spoken, repeated, dealt with, and considered, it acts as an effective tool for practicing a specific
grammatical structure.
Like songs, poems exaggerate the rhythmic nature of the language. Thus it is an
important aspect to be taught, since English is a syllable timed language with stressed syllables
being spoken at roughly equal time pauses, even in everyday speech.
1.3.3. Choosing suitable poems and teaching procedure
In the selection of a poem, the teacher should first consider the grammatical structure to
be presented, practiced, or reviewed, then the level and the age of the students, next the theme
and the length of the poem and its appropriateness to the classroom objectives. It is advisable to
select a poem from 20th century poets. Poems, which reflect cultural themes, universal features,

6
humanistic values, or emotional aspects, will be more relevant to the foreign language learners.
Finally, through taking the classroom objectives into consideration, a teacher should effectively
benefit from poems as teaching aids.
At the teaching stage of a poem, it is not advisable to talk about the meaning of the
poem in advance. At the pre-reading stage, students might be motivated through some
enthusiastic talks about poetry or the poet. Some necessary vocabulary can also be handled at
this stage. At the reading stage, in order to create images and stress the prosodic features, the
teacher may want the students to close their eyes while he/she is reading the poem. After the
poem has been read at least twice, it is better to elicit the primary responses of the students
about the poem. Next, after distributing the poem to students, students may be asked to read it
either loudly or silently. In order to practice the determined grammar point, students may be
asked to paraphrase the poem. Through transforming the verse into prose students get
acquainted with the structure.
CHAPTER TWO: METHODOLOGY
2.1. Setting of the study
2.2. Research Questions

1. Does learning - English - through - songs - and - poems increase motivation in the ESL
classroom?
2. What is the most suitable time to use songs and poems in the English lessons of at high
school?
3. What kinds of songs and poems are high school students’ favourite ones?
4. What class activities are suitable for teaching songs and poems to high school students?
2.3. Research Methodology
To answer these above research questions, a quasi – experimental research was carried out in
Van Noi High School during the two months at the end of the second term of the school year
2010 – 2011. This is a nonequivalent groups pretest-posttest design (Gibbons, Barry & Herman,
Joan, 1997).
2.4. Participants
Eighty grade 10 students from two classes participated in this study. Class 10B acted as
the experiment group while Class 10F as the control group.
2.5. Instruments to collect data

7
Two questionnaires (the pre - questionnaire and and post – questionnaire) were used
together with and Students’ reflections (including the worksheets, some of their thoughts and
feelings towards learning English through songs and poems, their collections of favorite songs
to learns) to collect data in this study .
2.6. Data Collection Procedure
 Step 1. Giving a pretest:
 Step 2. Treatment:
 Step 3. Giving Posttest
 Step 4. Data analysis and findings: .
2.7. Methods of Data Analysis
The main method of analysis used in this research is comparing the mean scores. The data in
the questionnaires for both classes were tallied and converted into mean scores and percentages
for comparison.

CHAPTER THREE: MAJOR FINDINGS AND DISCUSSIONS
Data from the first questionnaire indicates that both the experimental and the control group
have higher extrinsic motivation than intrinsic motivation in learning English but there was a
larger capacity for the experimental group to increase their intrinsic motivation in their
learning. The two classes were found to be different in their learning behavior. The
experimental group was more passive than the control group in terms of their willingness to
participate in class activities. 10B students liked to work on their own while 10F students liked
to have more pair work and group activities. For their attitude towards English songs and
poems, the experimental group enjoyed singing English songs, and really wanted to learn
English through songs and poems more than the control group. That was the reason why the
researcher chose Class 10B to be the experimental group.
Having been taught the five chosen English songs and five English poems in two months,
the experimental group showed their interest in learning English through songs and poems
through the results of the post – questionnaire and their motivation, especially the intrinsic
motivation to learn English had been increasing more than the control group. Intrinsic
motivation comes from within individuals, often from the enjoyment for personal goals they
have set for themselves. Students with intrinsic motivation are more likely to be excited about

8
completing their assignments for the challenge, and not for any type of incentive. (Brewster &
Fager, 2000). Two months of the research was not a long time which could not change much in
students’ ability in English but the increase in their intrinsic motivation really helped them
better their English because if they love the English language, they have a need for it, they will
learn English more often and harder.
With the hopeful result for increasing students’ intrinsic motivation, the researcher
believed that the way to integrate songs and poems into usual English curriculum was
reasonable. However, at the beginning of the research, the teacher met a lot of time difficulties
to finish all the tasks of both song - or poem-lesson and the usual lesson. The songs and the
poems can be taught at the beginning of a lesson to warm up the class, bring the English
environment to the class or at the end of the lesson to consolidate the grammar or pronunciation

points of the lesson or as the fill - up.
Students enjoyed learning both English songs and poems but they preferred English songs
to poems. Among the five songs were taught, they really enjoyed the pop songs with the
popular, meaningful, cheerful, and quite easy to understand lyrics. Among the five poems, they
liked the short, funny, easy ones.
Students also enjoyed doing tasks designed for learning through the songs and poems.
Among many activities to exploit the song lyrics and poems, students found most of them really
helpful and they liked gap-filling and vocabulary exercises most. They found learning more
motivating when they practiced singing along the karaoke version together in the classroom.
They found it more relaxing and refreshing to learn in a new environment. Singing brought
them more satisfaction that affected their motivation in learning the language than any other
activity in the lessons. Singing has been identified by the students to be the most important
element that determines their motivation in learning.
PART C: CONCLUSIONS
1. Conclusions
 Research results answered research questions
 Songs and poems have good affective effect on students’ learning English.
 English songs, especially pop songs, and poems, especially short and funny poems,
with simple language seem to help the students to become more intrinsically
motivated to learn English.
2. Pedagogical Implications
 Teachers are encouraged to use songs and poems in the classroom

9
 Songs and poems should be carefully selected to raise the students’ motivation.
 Songs and poems can be used to develop students’ vocabulary, listening and reading
skills, and pronunciation if activities are appropriately designed.
3.1. Integration of songs in the teaching English in high schools.
3.1.1. Choosing the suitable song for the topic of the unit
Firstly the song must suit the topic of the unit. Secondly, the lyrics should be easily

understood, each word must be clearly pronounced, the vocabulary must be rich and varied, and
the song must carry some sort of message, or at the very least, tell an interesting story. Thirdly,
we should choose a singer with a nice clear voice, like Frank Sinatra, Celine Dion, Ricky
Martin … Fourthly, the recording should also be a good one:
3.1.2. Designing tasks for the song
- Gap – filling when listening to songs
- Choosing right words when listening to the song
- Doing exercises on vocabulary with the song lyrics
- Reading comprehension with the song lyrics
- Singing along with the karaoke version of the song
- Translating the song lyrics into Vietnamese
3.1.3. Procedure to teach a song
 Step one: leading in the song
 Step two: pre – teaching vocabulary. .
 Step three: listening comprehension with gap – filling or choosing the right words or
ordering the lyrics.
 Step four: Reading aloud the full lyrics.
 Step five: Translating the songs into Vietnamese to have better understanding of the
songs. (This can be optional)
 Step six: Singing along.
 Step seven: Singing on their own.
4.1. Integration of poems in the teaching English in high schools.
4.1.1 Choosing the suitable poem for the topic of the unit
Choose poems that are short, no more than five stanzas with two or four lines per stanza.
4.1.2. Designing tasks for the poems:

10
 Gap – filling when watching the video poem
 Reordering mixed lines when listening to the poem
 Practicing pronouncing words, and stress, intonation by reading aloud the

poems
 Drawing the picture to describe the poem
 Translating the poems into Vietnamese
4.1.3. Procedure to teach a poem (These steps are quite like the ones to teach a song)
5. Limitations of the Study
The sample size was not large enough to be representative and the data collected was
limited. The amount of time is not enough to sustain students’ interest in different types of
learning skill.
6. Suggestions for Further Research
Use an experimental design to study the effect of songs and poems on more diverse groups of
students, e.g. grades 10, 11, and 12.


49

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