THE EFFECTIVENESS OF SONGS AND MUSIC VIA COMPUTER
LEARNING IN IMPROVING ENGLISH READING SKILLS
AMONG LOWER PRIMARY SCHOOL PUPILS
Oleh
LEVINIA ANAK TONG KENG
Laporan Projek Ilmiah Tahun Akhir
Dikemukakan kepada Fakulti Pengajian Pendidikan,
Universiti Putra Malaysia
sebagai memenuhi keperluan untuk kursus FCE4999
Julai 2013
Laporan Projek Ilmiah Tahun Akhir
Dikemukakan kepada Fakulti Pengajian Pendidikan,
Universiti Putra Malaysia
sebagai memenuhi keperluan untuk kursus FCE4999
THE EFFECTIVENESS OF SONGS AND MUSIC VIA COMPUTER
LEARNING IN IMPROVING ENGLISH READING SKILLS
AMONG LOWER PRIMARY SCHOOL PUPILS
Oleh
LEVINIA ANAK TONG KENG
Julai 2013
Penyelia
: Dr. Ramli Bin Basri
Fakulti
: Fakulti Pengajian Pendidikan
The focus of this study is to research about the usage of songs and music via
computer learning to improve reading skills among lower primary school
pupils. This study was conducted at SK Bandar Tasik Puteri, Rawang,
Selangor. This study was conducted to help solve the problems faced by the
English teachers in this school. Analysis of the final examinations of 2010
showed 20% of all Year One pupils of SK Bandar Tasik Puteri, Rawang
failed to master reading skills. Reading is the main component in the KBSR
3M and KSSR syllabus. The problems detected are as follows;
i)
Pupils have problems in pronouncing words when they read.
ii)
Pupils have difficulty in recalling what they have read.
iii)
Pupils
do
not
comprehend
the
text
read.
iv)
Pupils have low motivation and confidence.
Therefore, the basis of this research paper aims to investigate
whether the method of learning through the use of suggested songs and
music can motivate students and provide a positive impact on teachers
teaching. The objectives of the study to be accomplished are to:
1
i)
ii)
iii)
iv)
To investigate whether the method of using songs and music through
computer learning can improve the pupils’ understanding of the text.
To investigate whether the method of using songs and music through
computer learning can improve the pupils’ pronunciation in reading .
To examine whether the method of using songs and music through
computer learning can increase pupils’ motivation and confidence in
learning English.
To investigate whether the method of using songs and music through
computer learning can improve the pupils’ pupils’ recalling skills by
answering comprehension questions.
This research design is pre-experimental (one group pre test and post
test). Studies are carried out on 30 pupils of Year 2 Amanah selected for this
research. They are 100% native-speaker in Malay. This study also analyzes
the performance and achievement of students through the reading test. Four
sets of questions were given to the students. Besides, an observation was
also made by the teacher to observe the concentration, personality and
behaviour of students on the methods use. The results and the achievement
of students in this study can be seen and proven through evaluation and
enhancement of the pupils involved. The overall findings shows
significance improvements in all four tests which were conducted. Students
showed improvement in their understanding skill, recalling skill,
pronunciation and motivation. The data analysis shows that there are
significant differences between the Pre-Test Motivation (M = 0.79, SD =
0.15) with Post-Test Motivation (M = 0.86, SP = 0.11, t (29) = -3.89, p =
0.001). Therefore, based on the Paired t-Test results, students’ motivation
can increase via computer learning. The data analysis shows that there are
significant differences between the Pre-Test Pronunciation (M = 2.50, SD =
0.38) with Post-Test Pronunciation (M = 3.11, SP = 0.52, t (29) = -10.82, p
= 0.000). Therefore, based on the Paired t-Test results, students can improve
their pronunciation in their reading skills in the English language. Data
analysis shows that there are significant differences between the Pre-Test
Recalling (M = 0.42, SD = 0.23) with Post-Test Recalling (M = 0.85, SD =
0.19, t (29) = -9.69, p = 0.000). Therefore, based on the Paired t-Test results,
students can improve their recalling skills with the help of computer
learning. The data analysis above shows that there are significant
differences between the Pre-Test Understanding (M = 0.50, SD = 0.15) with
Post-Test Understanding (M = 0.68, SP = 0.22, t (29) = -3.81, p = 0.001).
Therefore, based on the paired t-test results, students can increase their
understanding of the text by using songs and music via computer learning.
However, the result for the motivation test also showed that some students
still enjoy reading and learning using the textbook. They also stated that
they find that the usual lesson is not boring and the teacher’s teaching is
generally not boring without the usage of computer. Students explained that
they enjoy the lesson either with or without the computer, as long as the
lesson is fun and allows them to interact with the teacher and their peers.
There were several recommendations which were highlighted for the
teachers and Education Ministry of Malaysia in hopes that this research
would bring a new insight on the importance or significance of using songs
2
and music via computer learning to teach English reading skills among
lower primary school pupils. The recommendations were highlighted mainly
for the teachers and the Education Ministry of Malaysia. Teachers are urged
to play a vital role by ensuring that lessons are always meaningful and fun.
Teachers should use various teaching aids and methods and they should
make full use of the information they can find on the internet. The education
ministry on the other hand should always ensure that teachers are provided
with sufficient teaching facilities such as LCD projector and computers for
this method to be successful. The conclusion of this research is that the
approach of using songs and music via computer learning has proven to be
an effective teaching approach to improve English reading skills among
lower primary schools.
3
Laporan Projek Ilmiah Tahun Akhir
Dikemukakan kepada Fakulti Pengajian Pendidikan,
Universiti Putra Malaysia
sebagai memenuhi keperluan untuk kursus FCE4999
THE EFFECTIVENESS OF SONGS AND MUSIC VIA COMPUTER
LEARNING IN IMPROVING ENGLISH READING SKILLS
AMONG LOWER PRIMARY SCHOOL PUPILS
Oleh
LEVINIA ANAK TONG KENG
Julai 2013
Penyelia
: Dr. Ramli Bin Basri
Fakulti
: Fakulti Pengajian Pendidikan
Fokus kajian ini adalah untuk membuat penyelidikan mengenai penggunaan
lagu-lagu dan muzik melalui komputer pembelajaran untuk meningkatkan
kemahiran membaca di kalangan murid-murid sekolah rendah yang lebih
rendah. Kajian ini telah dijalankan di SK Bandar Tasik Puteri, Rawang,
Selangor. Kajian ini dijalankan untuk membantu menyelesaikan masalah
yang dihadapi oleh guru-guru Bahasa Inggeris di sekolah ini. Analisa
peperiksaan akhir tahun 2010 menunjukkan 20% daripada semua Tahun
Satu murid SK Bandar Tasik Puteri, Rawang gagal untuk menguasai
kemahiran membaca. Membaca adalah komponen utama dalam 3M KBSR
dan sukatan pelajaran KSSR. Masalah-masalah yang dikesan adalah seperti
berikut;
i) Murid-murid mempunyai masalah dalam menyebut perkataan apabila
mereka membaca.
ii) Murid-murid mengalami kesukaran untuk menarik balik apa yang mereka
telah membaca.
iii) Murid-murid tidak memahami membaca teks.
4
iv) Murid-murid mempunyai motivasi yang rendah dan keyakinan.
Oleh itu, asas kertas penyelidikan ini bertujuan untuk menyiasat
sama ada kaedah pembelajaran melalui penggunaan lagu-lagu yang
disyorkan dan muzik boleh memberi motivasi kepada pelajar dan memberi
kesan positif terhadap pengajaran guru. Objektif kajian yang hendak dicapai
adalah untuk:
i) Untuk menyiasat sama ada kaedah menggunakan lagu-lagu dan muzik
melalui pembelajaran komputer dapat meningkatkan pemahaman murid
teks.
ii) Untuk menyiasat sama ada kaedah menggunakan lagu-lagu dan muzik
melalui pembelajaran komputer boleh memperbaiki sebutan murid dalam
membaca.
iii) Untuk mengkaji sama ada kaedah menggunakan lagu-lagu dan muzik
melalui pembelajaran komputer boleh meningkatkan motivasi murid dan
keyakinan dalam pembelajaran Bahasa Inggeris.
iv) Untuk menyiasat sama ada kaedah menggunakan lagu-lagu dan muzik
melalui pembelajaran komputer boleh meningkatkan kemahiran mengingat
dengan menjawab soalan-soalan kefahaman.
Penyelidikan ini adalah reka bentuk penyelidikan pra-eksperimen
(satu kumpulan ujian pra dan ujian pos). Kajian dijalankan ke atas 30 orang
pelajar Tahun 2 Amanah dipilih untuk kajian ini. Mereka terdiri daripada
100% murid berbangsa Melayu. Kajian ini juga menganalisis prestasi dan
pencapaian pelajar melalui ujian membaca. Empat set soalan diberikan
kepada responden. Selain itu, pemerhatian juga dibuat oleh guru untuk
melihat tumpuan, personaliti dan tingkah laku pelajar terhadap penggunaan
kaedah ini. Keputusan dan pencapaian pelajar dalam kajian ini dapat dilihat
dan dibuktikan melalui penilaian dan peningkatan murid-murid yang
terlibat. Hasil dapatan menunjukkan peningkatan dalam semua empat ujian
yang telah dijalankan. Pelajar menunjukkan peningkatan dalam kemahiran
kefahaman mereka, kemahiran mengingat, sebutan dan motivasi. Analisis
data menunjukkan bahawa terdapat perbezaan yang signifikan antara
motivasi Pra-Ujian (M = 0.79, SD = 0.15) dengan motivasi Post-Test (M =
0.86, SD = 0.11, t (29) = -3,89, p = 0.001) . Oleh itu, berdasarkan keputusan
t-Test, motivasi pelajar telah meningkatkan pembelajaran melalui komputer.
Analisis data menunjukkan bahawa terdapat perbezaan yang signifikan
antara Sebutan Pra-Ujian (M = 2.50, SD = 0.38) dengan Sebutan Post-Test
(M = 3.11, SP = 0.52, t (29) = -10,82, p = 0.000) . Oleh itu, berdasarkan
keputusan t-Test, pelajar boleh meningkatkan sebutan mereka dalam
kemahiran membaca dalam Bahasa Inggeris. Analisis data menunjukkan
bahawa terdapat perbezaan yang signifikan antara Pra-Ujian kemahiran
mengingat (M = 0.42, SD = 0.23) dengan Post-Test (M = 0.85, SP = 0.19, t
(29) = -9,69, p = 0.000). Oleh itu, berdasarkan keputusan t-Test, pelajar
boleh meningkatkan kemahiran mengingatk mereka dengan bantuan
pembelajaran komputer. Analisis data di atas menunjukkan bahawa terdapat
perbezaan yang signifikan antara Pra-Ujian Persefahaman (M = 0.50, SD =
5
0.15) dengan Post-Test Persefahaman (M = 0.68, SP = 0.22, t (29) = -3,81, p
= 0.001 ). Oleh itu, berdasarkan keputusan ujian-t, pelajar boleh
meningkatkan kefahaman mereka terhadap teks dengan menggunakan lagu
dan muzik melalui pembelajaran menggunakan komputer.Walau
bagaimanapun, hasil ujian motivasi juga menunjukkan bahawa sesetengah
pelajar masih suka membaca dan belajar dengan menggunakan buku teks.
Mereka juga menyatakan bahawa mereka mendapati bahawa pengajaran
yang biasa tidak membosankan dan pengajaran guru secara amnya tidak
membosankan tanpa penggunaan komputer. Pelajar menjelaskan bahawa
mereka menikmati pelajaran sama ada dengan atau tanpa komputer, selagi
pengajaran adalah menyeronokkan dan membolehkan mereka berinteraksi
dengan guru dan rakan-rakan mereka. Terdapat beberapa cadangan yang
diketengahkan untuk guru-guru dan Kementerian Pelajaran Malaysia
dengan harapan bahawa kajian ini akan membawa pandangan baru
mengenai kepentingan menggunakan lagu-lagu dan muzik melalui
pembelajaran menggunakan komputer untuk mengajar kemahiran membaca
Bahasa Inggeris di kalangan murid-murid sekolah rendah. Cadangancadangan yang telah dibangkitkan terutamanya bagi guru-guru dan
Kementerian Pendidikan Malaysia. Guru digesa untuk memainkan peranan
yang penting dengan memastikan bahawa pelajaran sentiasa bermakna dan
menyeronokkan. Guru perlu menggunakan pelbagai alat bantu mengajar dan
kaedah dan mereka harus menggunakan sepenuhnya maklumat yang mereka
boleh dapati di internet. Kementerian Pelajaran pula perlu sentiasa
memastikan bahawa guru-guru akan dibekalkan dengan kemudahan
pengajaran yang mencukupi seperti LCD projektor dan komputer untuk
kaedah ini untuk berjaya. Kesimpulan kajian ini adalah bahawa pendekatan
menggunakan lagu-lagu dan muzik melalui pembelajaran komputer telah
terbukti sebagai satu pendekatan pengajaran yang berkesan untuk
meningkatkan kemahiran membaca bahasa Inggeris di kalangan murid
sekolah rendah.
6
ACKNOWLEDGEMENT
First and foremost, I would like to express my highest gratitude to
God for His mercy which has enabled me to complete this thesis
successfully. I would also like express my sincere gratitude to my lecturer
Dr. Ramli Basri for his constant guidance. I am deeply indebted to him for
his friendly guidance and assistance at all stages of this dissertation. I would
like to acknowledge humbly that his constant guidance inspired me all
through the study. Without his help and careful guidance this thesis would
not have been possible.
I would also like to take this opportunity to express my highest
gratitude to my friends who have helped me in completing this thesis. Last
but not least, my sincerest gratitude goes to my parents and family. I would
like to thank them for being patient and lovingly helping me in every
possible way. Their motivation has given me enough encouragement and
strength to complete this thesis.
Thank you.
7
Saya mengesahkan bahawa Laporan Projek Ilmiah Tahun Akhir bertajuk
The Effectiveness of songs and Music via Computer Learing in
Improving English Reading Skills Among Lower Primary School Pupils
oleh Levinia anak Tong Keng telah dikemukakan dan diperiksa oleh Fakulti
Pengajian Pendidikan, Universiti Putra Malaysia. Saya memperakukan
laporan ini memenuhi keperluan untuk kursus FCE4999.
…………………………………
Dr. Ramli Bin Basri
Jabatan Asas Pendidikan,
Fakulti Pengajian Pendidikan
Universiti Putra Malaysia
Tarikh :
8
PERAKUAN
Saya memperakui bahawa Laporan Projek Ilmiah Tahun Akhir ini adalah
hasil kerja saya yang asli melainkan petikan dan sedutan yang tiap-tiap
satunya telah dijelaskan sumbernya. Saya juga memperakui bahawa laporan
ini tidak pernah dimajukan sebelum ini, dan tidak dimajukan serentak
dengan ini, untuk kursus lain sama ada di Universiti Putra Malaysia atau di
institut lain.
……………............................
LEVINIA ANAK TONG KENG
Tarikh :
9
Content
ABSTRACT ……………………………………………………… i-iii
ACKNOWLEDGEMENT……………………………………
v
VERIFICATION……………………………………………………vi
CONFIRMATION………………………………………………… vii
LIST OF TABLES………………………………………………
xi
LIST OF ABBREVIATIONS ..…………………………………… xiii
CHAPTER 1: INTRODUCTION
1.0
Introduction
18-19
1.1
Background of the study
19-21
1.2
Statement of the Problem
21-24
1.3
Research Objectives
24-25
1.4
Research Questions
25
1.5
Significance of research
25-27
1.6
Limitation of study
27
1.7
Definition of terms
28
1.7.1
Conceptual definition
28
1.7.2
Operational definition
28
1.8
Conclusion
28-29
10
CHAPTER 2: LITERATURE REVIEW
2.0
Introduction
30-31
2.1
Reading Skills
31-35
2.2
Computer Assisted Language Learning Skills
35-38
2.3
Teaching and Learning Concept
38-39
2.4
Concept of Educational Technology
39-41
2.5
Theories
41-43
2.6
The importance of computers in Education
44
2.7
Uses of Computers in Teaching and Learning
44-47
2.8
Effectiveness of Reading Skills through Learning
47-49
Approach Songs and Music
2.9
Issues: Teacher Perceptions of Computer in Teaching
49-50
Learning Use
2.9.1 Role of Teachers in the Use of Computers in Education 50-51
2.9.2
Reading problem
51
2.9.3 Survey on Attitudes on Computer
51-52
2.10
53
Summary
11
CHAPTER 3: METHODOLOGY
3.0
Introduction
54
3.1
Design of Study
54-55
3.2
Research Framework
55-56
3.2.1 Pre-test
56
3.2.2 Treatment
56
3.2.3 Post test
57
3.3
58
Research Location and Population
3.3.1 Sample
58
3.4
Study Population and Sampling
58-60
3.5
Validation of Research Instruments
60-62
3.6
Validity and Reliability of the Questionnaires
62-63
3.7
Data Collection Procedures
63-64
3.8
Data Analysis Procedure
64-65
3.9
Conclusion
65-66
CHAPTER 4: RESULTS AND DISCUSSION
4.0
Introduction
67
4.1
Research Finding
67
4.1.1
The Background of the Respondents
67
12
4.1.2
The Demographic Information of the Respondents
68
4.1.3
Distribution of Race
69
4.2
Question 1
70-74
4.3
Question 2
75-79
4.4
Question 3
80-84
4.5
Question 4
85-89
4.6
Conclusion
89-90
CHAPTER 5: SUMMARY AND
RECOMMENDATIONS
5.0
Introduction
91
5.1
Summary of overall research
92-93
5.2
Research Discussion
93-94
5.2.1
How Songs and Music via Computer Learning can
94-95
improve Students’ Understanding of the Text Read
5.2.2
How Songs and Music via Computer Learning can
96-97
improve Students’ Recalling Skills to Recall Information
from the Text Read
5.2.3
How Songs and Music via Computer Learning
98-99
can improve Students’ Pronunciation
13
5.2.4
How Songs and Music via Computer Learning
100-102
can improve Students’ Motivation
5.3
Recommendations
102-103
5.3.1
Teachers
103-105
5.3.2
Education Ministry of Malaysia
105-107
5.4
Recommendations for Future Research
107-108
5.5
Conclusion
108-109
BIBLIOGRAPHY
110-117
Appendix
118-137
14
LIST OF TABLES
TABLE 1
Table for determining sample size from a
59
given population
TABLE 2
Population and Research Sample
60
TABLE 3
Findings for the pilot test
63
Distribution of Respondents by
TABLE 4
68
Gender
TABLE 5
Distribution of Race
69
TABLE 6
Result of the Understanding Test
70-71
TABLE 7
Report Paired t-Test for the Understanding
73
Test
TABLE 8
Results of the Recalling Test
75-76
TABLE 9
Report Paired t-Test for the Recalling Test
79
TABLE 10
The Result of the Pronunciation Test
80-82
TABLE 11
Report Paired t-Test for the Pronunciation
84
Test
TABLE 12
Result of the Motivation Test
85-87
TABLE 13
Report Paired t-Test for the Motivation Test
89
15
LIST OF ABBREVIATIONS
3M
3 Kemahiran: Membaca, menulis dan mengira
CD
Compact Disc
CD-ROMs
Compact Disc Read-only Memory
CAL
Computer Aided Learning or Computer Assisted learning
CALL
Computer Assisted Language Learning
CBI
Computer Based Instruction
CBL
Computer-Based Learning
CMC
Computer Mediated Communication
PIPP
Pelan Induk Pembangunan Pendidikan or Education
Development Master Plan
E-Learning
All forms of electronically supported learning and teaching
KBSR
Kurikulum Bersepadu Sekolah Rendah or Primary School
Integrated Curriculum
KSSR
Kurikulum Standard Sekolah Rendah
ICT
Information and communication technologies in education
IQ
Intelligence quotient
LLS
language learning strategies
SK
Sekolah Kerajaan
16
SDs
Standard Deviations
SPSS
Statistical Package for the Social Sciences
TEL
Technology-Enhanced Learning
UPSR
Ujian Penilaian Sekolah Rendah or Primary School
Evaluation Test
U.S
United States
WWW
World Wide Web
17
CHAPTER 1
INTRODUCTION
1.0 Introduction
Malaysia is a country rich with diversity in culture, religion, race and
language. Even though Malay is the national language of this country, an
average Malaysian is usually bilingual. English is gaining more importance
and relevance in the country as it is viewed as the second most important
language in Malaysia. It is used in various professions and is an important
requirement in Malaysian academic settings. The academic setting is a
microcosm of the Malaysian population, which is a mix of interlocutors of
different racial and language backgrounds. They may also differ in their
English language proficiency levels.
Reading is one of the skills which is taught as one of the main focus
in the new syllabus; Kurikulum Standard Sekolah Rendah (KSSR). It is to
be taught every week and included in at least one of the lesson per weekly
basis. Under this syllabus, teachers were taught on the importance of
teaching reading and the strategies they could partake in hopes of achieving
their learning outcomes. There are various ways or strategies available and
so are the abundance of methods and teaching aids. Pupils in Malaysia are
second language learners and users of the English language; which means
18
that they most probably only speak English during their 30 periods English
lesson in the school.
Therefore, teachers need to ensure that pupils as early as possible are
able to read in English. This will enable the pupils to not only understand
the lesson better but it will enhance their English language skills. This study
will focus on how the reading skills can be enhanced and improved via the
usage of songs and music through computer learning. Computer learning
has indeed been proven to help facilitate teachers in their teaching and
learning process. Learning is much more fun and interesting and at the same
time enables and helps the pupils to understand the concept taught easily
and quickly compared to the traditional ‘chalk and talk’ method. (Brown &
Bush, 1992; Toh & Ng, 1994; Rio & Kasiran, 1994;).
1.1 Background of the study
Nowadays, many have begun to realize the importance of language
teachers in improving students’ achievement. A variety of ways are used by
teachers, by offering guidance or strategy to learn, how to correct, additional
classes, discussing past year examination questions and many more. Here,
the teachers should recognize that the selections of effective learning
strategies are in the hands of their own students.
19
Teachers who diversify teaching strategies help students master a
variety of linguistic skills quickly and effectively (Oxford & Crookall
1989). This view is recognized by Graham (1997) in Lessard-Clouston
(1997) in which the results of their study of language learning strategies
(LLS) in the French language, teachers use a variety of language learning
strategies that can help students understand the second language and learn
better. Therefore, teachers should train their students with building and
using the appropriate LLS for them. In addition, students have a wide range
of LLS, which have helped them learn the language well.
Different LLS also influence the style of language learning. Studies
by Erhman and Oxford (1998, 1989) and Oxford and Erhman (1988) shows
clearly that learning styles can have a huge impact on learning strategies
chosen by the students. In other words, style and LLS interplay with
learning strategies of a student. Learning strategy is a way to help someone
manage and to master a lesson. Reading is a very important skill in all
subjects, especially English subject. To read well, one must master reading
skills because these skills are basic things that need to be mastered by each
pupil starting from Level One which includes Year one, two and three.
Failure to master the skills of reading causes students fail to read correctly
and fluently, what more they will not be able to answer questions that will
be submitted.
Many studies conducted found Computer-Based Learning (CBL) has
made the system more effective as teaching and learning environment
20
becomes more efficient (Howell, 1971, Hess & Tenezakis, 1973; Papert,
1980; Hannafin, 1984; Menis, 1987 and Ellington & Race, 1993). In
addition, many studies have also shown that the computer has the potential
to help improve students’ academic achievement. Studies of the Johns
Hopkins University shows students interested not only in classrooms but by
using the computer effectively they rarely skip class, but are more interested
in which provides more time learning to use computers. In addition, students
are also more social, more self-reliance and build mutual cooperation in
solving problems and sharing information and knowledge (Azman, 2000).
Fuchs & Alider findings (1993) shows students use of computer aided
instruction. Pupils will become more active, more attentive to the task and
increase problem-solving skills. In addition, the study of Faridah (2001) has
shown that computers speed up the learning process and has the potential to
improve the academic performance of special students. Studies conducted
by Phua, Ramasamy & Ang (1998) also proved the existence of differences
in achievement scores between students taught with computer-aided
teaching
methods
and
traditional
learning
methods.
1.2. Statement of the Problem
Analysis of the final examinations of 2010 showed 20% of all Year
One pupils of SK Bandar Tasik Puteri, Rawang failed to master reading
skills. Reading is the main component in the KBSR 3M. Failure to read
directly will impact the individuals learning because language is across the
curriculum. This situation will have a significant effect in the control of
21
literature. According to Yahya Othman (2005), although there are a variety
of teaching and learning strategies proposed by the ministry of education,
but they have not found a strategy, approach, method or specific technique
that is the most suitable to use in teaching and learning situations today.
According to Rahimah Hj. Sabran (1987), if there is no excitement in
learning situations, teaching methods and strategies of teachers who are not
compatible with the cognitive needs of students, it will be difficult for
teachers to deliver the knowledge to students.
Less efficient method of learning will make the result in the learning
process become less effective. Approach of using ICT software, such as
CD, power point, songs and music in the presentation of teaching and
learning play an important role in determining the effectiveness of teaching
and learning in education. Dick and Reiser (1990) define effective learning
as learning is fun. Passion for learning is something that is expected by all
the teachers on students. This excitement has implications in which students
are interested and keen to learn, and teachers will have strategies that can
lead students to focus and be part of a comprehensive teaching and learning
process.
Therefore, this study examine the effect on year two students’
reading skills through the use of Interactive computer strategy to determine
the basic knowledge to read continuing the next lesson in Year 3. The main
objective of English language education is to equip students with language
and communication skills to meet personal needs, acquire knowledge, and
22
build social relations and for daily activities. Pupils in these schools have
trouble mastering reading in English. UPSR 2010 performance report and
final examination showed weaknesses of the school students in the English
language. English teachers in this school have identified this problem and
tried to resolve it. Language teachers carried out a study to determine the
cause of this problem. From this study they found that:
i)
Pupils do not comprehend the text read.
ii)
Pupils have difficulty in recalling what they have read.
iii)
Pupils have problems in pronouncing words when they read.
iv)
Pupils have low motivation and confidence.
If the problem persists, the students feel pressured in school.
Indirectly, it creates side effects such as discipline problems, interference
with other partners, not completing homework, etc. If seen in the long term
when this problem persists until after their school, years they seem to be a
source of vulnerability and will face problems of social instability. One of
the main causes why the students failed to master English reading skills was
due to lack of interest in reading itself. Pupils who are weak in reading are
the students who are not interested in reading newspapers, story books,
reading reference books, reference dictionary, meeting teachers, involving
in group discussion and so on. The hard working students are able to enrich
their reading vocabulary and grammar, so they can master English better.
23
To overcome this problem teacher should encourage students to
diligently read books and other reading materials which are appropriate and
provide information about the benefits of reading. Teachers are required to
rush through the English syllabus in a given year and time constraints also
resulted in the lack of diversity of teaching and learning strategies that cause
students to become weak in acquiring reading skills in English. This study
was conducted in order to determine the effectiveness of teaching and
learning of English language through the use of computers which can help
to improve students’ performance.
1.3
Research Objectives
The objective of the study done was to explore the extent to which English
Language teachers can communicate and be more creative in teaching in
accordance with the changing of globalization era and the new millennium.
Diversity of methods, techniques, strategies and approaches used by
teachers are to teach the main key aspects of the study.
The objectives of the study to be accomplished are to:
i)
To investigate whether the method of using songs and music through
computer learning can improve the pupils’ understanding of the text.
ii)
To investigate whether the method of using songs and music through
computer learning can improve the pupils’ pronunciation in reading.
24
iii)
To examine whether the method of using songs and music through
computer learning can increase pupils’ motivation and confidence in
learning English.
iv)
To investigate whether the method of using songs and music through
computer learning can improve the pupils’ pupils’ recalling skills by
answering comprehension questions.
1.4
Research Questions
The question of the study submitted for this study;
i.
Can songs and music through computer learning improve pupils’
understanding of the text?
ii.
Can songs and music through computer learning improve pupils’
pronunciation?
iii.
Can songs and music through computer learning improve pupils’
recalling skills?
iv.
Can songs and music through computer learning increase pupils’
motivation and confidence?
1.5
Significance of the research
This research brings significance to two factors; the teachers or
teaching profession, schools and the Education Ministry of Malaysia. First
25
and foremost, this study brings significance and improvement to the
researcher. Based on the results and recommendations, the researcher is able
to gain some points that can be used to improve the reading skills among the
pupils in this particular school. Besides, this study will also benefit the
teaching profession as the findings, results and recommendations given will
help teachers in this country to analyse the advantages of this research for
their own benefits. The recommendations given will help teachers to analyse
the results and implement actions that will be suitable for the teachers and
pupils in the classroom.
Studies on the effect of songs and music through power points
through the computer in teaching can improve reading skills among students
in Year two. The findings of this study are can provide ideas for teachers of
the English language in the diversification of teaching reading by using the
computer and not solely to rely on the use of the textbook. Through this
study it is also expected to be used as a guide to teachers to develop their
own range of multimedia materials that are relevant to the needs and
abilities of their students to improve reading comprehension and mastery of
grammar in particular. Consequently, construction of materials and the
application of computers in teaching should be encouraged. To realize this
goal, schools and teachers need to consider appropriate incentives for
teachers as an encouragement and motivation so that they do not feel
stressed and burdened by the responsibilities given.
26
This study will also bring significance to the Education Ministry.
The findings of this research can be used as a guide to the problems faced
by the teachers on the limitations that they face in schools. Besides, this
research will also be a guide on the situation of the students in which it can
show the importance of using a variety of strategy of teaching methods and
teaching aids in the classroom. This research can also be useful as it can be
a guide for the Education Ministry and other researchers in the future.
1.6
Limitation of Study
Several study limitations have to be made to facilitate this study.
Limitations of the study performed are as follows:
i. In the selection of schools, it is the only school in the district of
Rawang, Selangor.
ii. Respondents were randomly selected which involved about 30
students.
iii. The study is only on computer applications in teaching and learning
of reading to Year Two pupils.
The information obtained is the feedback from pre-test and post test
process; which consist of four tests that focuses on four different objectives;
recalling test, understanding test, pronunciation test and motivation test.
27
Consistency and reliability of these findings depends entirely on the honesty
and responses given by the respondents.
1.7
Definition of Terms
The variables in this study will be observed and defined by using the
definitions of reading skills as the conceptual definitions. Besides, this study
will also be judged using the operational definitions where it will be
measured by the objectives of this study.
1.7.1
Conceptual definition
Reading skills can be defined as “the process of receiving and
interpreting information encoded in language form via the medium of print.”
(Urquhart and Weir (1998: 22). Reading skills consists of understanding or
comprehension skills, recalling skills and pronunciation skills.
1.7.2 Operational definition
Reading skills in this study is measured using four sets of tests developed by
the researcher which will test the students’ understanding skill, recalling,
pronunciation skill and their motivation level in learning the reading skills.
1.8
Summary
28
This chapter introduces the topic chosen to be the study or research
of the researcher which is “The Effectiveness of Songs and Music via
Computer Learning in Improving English Reading Skills among Lower
Primary School Pupils.” The main purpose of this research is to determine
the effectiveness of using songs and music via computer learning in
improving reading skills such as understanding skill, recalling skill,
pronunciation skill and motivation.
With that said, this research is carried out in hopes of giving
contribution to the theories involved (which will be introduced and
explained in chapter 2) as well as the teaching practice. The outcomes of
this research either positive or negative will hopefully bring a useful insight
and information to English teachers in Malaysia. Based on the philosophies
mentioned above that almost all of the students can master a good
knowledge or skills and confidence through the right method such as
through songs and music via computer in the classroom.
29
CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
The Government has outlined several goals in the Education
Development Master Plan (PIPP). One of them is human development
which refers to knowledge. One of the sources for acquiring knowledge is
through reading. Logically, individuals will not be able to read and write if
they do not master basic reading and writing skills. This is emphasized by
Smith (in Safiyah Hamid, 1983) which states that students must first master
basic skills. According to the statistics from the School Department,
Ministry of Education Malaysia (1997) showed that a total of 85, 377
primary school students throughout Malaysia have problems in reading and
writing which cannot master basic skills in reading, writing and arithmetic.
In addition, the interest in reading is still not encouraging.
In one study, it is found that only 42% who had read a book in a
period of 6 months before the study was conducted. That is only half (20%)
which cannot state the title of the book he read (Atan Long. Et al. Al. 1984).
30
In terms of number of pages read, Malaysians only read an average of one
page per year, compared to Japanese which is 200 pages a year. According
to the study conducted by Harison Othman (2005) which discusses how to
improve reading skills among two levels of students, states that every child
should be taught to read by using methods that are easily understood and
provide a profound effect on the level of children's memory so that reading
problems do not effects their future lives. Report of the Special Education
Department, Ministry of Education Malaysia (1999) also stated that there
were 24, 000 in a transition class could not read, write and count. The report
shows that reading problems among school children is a matter that must be
overcome immediately.
Noriah (1999) has outlined the role of education as a measure of
recovery specifically in dealing with problems in reading, writing and
arithmetic that should be restored as soon as the problem is detected. Some
findings related to the concept of educational technology, a number of
theories and theories of learning attitude to track the use of computers in
education, computer and software use in education and research attitudes
towards the use of ICT. Although previous studies have not made a detailed
study on the use of songs and music in teaching and learning English, but
the use of e-learning such as ICT, CD-ROMs, interactive CD and the
Internet in teaching and learning of English has numerous and extensive
studies about . Therefore, studies of the use of songs and music, using
power point are closely related to these studies.
31
2.1 Reading Skills
There are various interpretations about the definition of reading and
the skills involved in reading. Some argue that reading is a conceptual and
thinking process through print, and the process is interpretative (Emarald et
al.: 1982). Widdowson (1979) is of the same opinion that reading is the
“process of getting linguistic information via print.” Ransom (1978: 14-15)
defines reading as ‘a conversation’ between the writer and the reader. He
states that like someone who is talking, “the writer is trying to convey some
message to another person.” Shaw (1959: viii) also states that reading is the
communication of thoughts, moods, and emotions through which one
receives ‘from others their ideas and feelings’. Nuttall (1996: 4) regards
reading as the process of “getting out of the text as nearly as possible the
message the writer put into it.” Williams (1996: 2) states reading as ‘a
process’ through which one looks at and understands a written text.
Goodman (1967) defines reading as a ‘psychological guessing game’, and
Patricia Carrel et al (1988) define reading as an ‘interactive process’ where
readers employ their background knowledge and past experience to make
sense of the text. Reading, according to Moynihan (1969: 267), “frequently
uses chronology, comparison-contrast, causality, and analogy.
This process is precisely active (Doff, 1997: 67; and Rauch et al.
1968) and cognitive (Urquhart and Weir, 1998: 17), and the reader in a
contact with the text carries it out (op. cit.). Grellet (1996: 8) defines reading
as ‘an active skill’. Rauch and Weinstein (1968) terms reading as an active,
alert thinking process “where the reader matches the writer thought for
32
thought.” According to Shaw (1959: viii) reading is “thinking with the
author, absorbing his ideas.” Urquhart and Weir (1998: 22) have tried to
give a precise, shortcut and acceptable definition of reading after observing
and analyzing the definition of others. According to them, reading “is the
process of receiving and interpreting information encoded in language form
via the medium of print.”
Reading is not a passive skill. It requires frequent practice and
exercise. According to Rauch and Weinstein (1968), “Reading improvement
is possible and probable provided you work at it. There are no shortcuts,
gimmicks, or panaceas that will cure all reading problems. Frankly, reading
improvement is hard work”, but they assure that it is ‘gratifying’. In short,
the more one reads, the better they will read, and the better one reads, the
faster they will read (op. cit.). To be an effective reader, one should make a
logical link between the language of the text and his mental perception.
Therefore, the language should suit the level and perception of the reader
and, “should enable a student to enter inner worlds which become real to the
perceiver.” (Rolaff, 1973) These ‘inner worlds’ of the reader and of the text
and their structure play vital role in understanding the text. Students should
enable themselves to enter the world of the text without seeking the help
from the traditional teaching method of comprehension checks. “Instead
they could be more actively engaged in negotiation for potential meaning,
both individually and with other students. Interest in the activity can sustain
interest in the text or be fuelled by interest in the text.” (Greenwood, 1998:
89)
33
The first and prime thing required for reading is the ability to
recognize the written forms of the words. Then comes the perception and
internalization of the meaning or message that a text contains. Thus reading
is regarded as a ‘two fold processes’. Dechant (1982: 288) gives an
elaborate description of the process:
First, it requires word identification (visual discrimination of the
word, and recoding or ability to pronounce the word), which is
generally effected by configuration cues, phonic cues, morphemic
analysis cues, and sometimes by picture and context cues. Second,
reading requires comprehension (decoding or associating meaning
with the symbols that comprise the words).
According to Urquhart and Weir (1998: 18) reading is a cognitive
activity, and being so, it mainly takes place in mind; the other physical
manifestations such as eye movement, sub vocalizations etc. are, to them,
‘comparatively superficial’. Reading is not just an act of going through the
text. It involves certain attitudes and reactions towards the text a reader is
reading. According to Grellet (1996: 8), reading “constantly involves
guessing, predicting, checking and asking oneself questions.” Rauch and
Weinstein (1968) comment that reading “involves more than the ability to
recognize and pronounce words correctly.” It involves knowledge of
language, the processing of messages the text carries, guessing power of the
reader to a certain extent, perception, psychomotor movements and
34
emotional response. In one of the best-known papers on reading, Goodman
(1967) argues that syntactic, semantic and pragmatic knowledge are
involved in the reading process. Urquhart and Weir (1998: 18) argue that
reading is a language activity, and it involves, at some time or another,
“inferencing, memory, relating text to background knowledge, as well as
decoding, and obvious language aspects as syntax and lexical knowledge.”
According to Shaw (1959: viii), reading involves ‘re-creating’ the
thought and experience of the author, ‘forming’ images produced by the
printed letters, and increasing vocabulary. It requires organizing and
retaining ideas and impressions gained from the printed page. Reading also
involves linguistic analysis of the text. Eskey (1988: 98) argues that to teach
reading as a kind of ‘cued speculations’ we should be able to teach reading
as ‘a kind of linguistic analysis’. Nuttall (1996: 41, 62, 78) states that
effective reading involves ‘word attack’ skill, ‘sentence attack’ skill and
‘text attack’ skill. To her, reading involves not only looking at sentences and
words and going through them at random but also recognizing and
understanding them intellectually. It helps students pick up new words,
syntax and style of writing. Dechant (1992; p: 335) has summarized the
whole thing. He believes that a ‘complete reading’ involves four steps:
recognition of the written symbols, understanding the meaning or message
of the text, reaction of the reader after completing reading and integration of
the whole process.
2.2 Computer Assisted Language Learning Skills
35
According to the Departments and Services Centre for Academic
Practice of Educational Technology (2013), the term Computer Assisted
Language Learning (CALL) covers a range of computer-based packages,
which aim to provide interactive instruction usually in a specific subject
area, and many predate the Internet. These can range from sophisticated and
expensive commercial packages to applications developed by projects in
other educational institutions or national initiatives to simple solutions.
CALL is also known as Computer Aided Learning (CAL) or Computer
Assisted learning and it can be defined as learning or teaching subjects like
mathematics, Science, Geography, and etc., through computers with subject
wise learning packages/materials. It may include all types of TechnologyEnhanced Learning (TEL), where technology is used to support the learning
process. Apart from that, it is said to be: "Pedagogy empowered by digital
technology" and in broader sense, it may be considered as a part of ELearning.
Warschauer M. (1996) further explained that integrative approaches
to CALL are based on two important technological developments of the last
decade - multimedia computers and the Internet. Multimedia technology exemplified today by the CD-ROM - allows a variety of media (text,
graphics, sound, animation, and video) to be accessed on a single machine.
What
makes
multimedia
even
more
powerful
is
that
it
also
entails hypermedia. That means that the multimedia resources are all linked
36
together and that learners can navigate their own path simply by pointing
and clicking a mouse.
Hypermedia provides a number of advantages for language learning.
First of all, a more authentic learning environment is created, since listening
is combined with seeing, just like in the real world. Secondly, skills are
easily integrated, since the variety of media make it natural to combine
reading, writing, speaking and listening in a single activity. Third, students
have great control over their learning, since they can not only go at their
own pace but even on their own individual path, going forward and
backwards to different parts of the program, honing in on particular aspects
and skipping other aspects altogether. Finally, a major advantage of
hypermedia is that it facilitates a principle focus on the content, without
sacrificing a secondary focus on language form or learning strategies. For
example, while the main lesson is in the foreground, students can have
access to a variety of background links which will allow them rapid access
to grammatical explanations or exercises, vocabulary glosses, pronunciation
information, or questions or prompts which encourage them to adopt an
appropriate learning strategy.
Computer Mediated Communication (CMC) on the other hand has
allowed language learners to communicate directly, inexpensively, and
conveniently with other learners or speakers of the target language 24 hours
a day, from school, work, or home. This communication can be
asynchronous (not simultaneous) through tools such as electronic mail
(email), which allows each participant to compose messages at their time
37
and pace, or in can be synchronous (synchronous, "real time"), using
programs such as, which allow people all around the world to have a
simultaneous conversation by typing at their keyboards. It also allows not
only one-to-one communication, but also one-to-many, allowing a teacher
or student to share a message with a small group, the whole class, a partner
class, or an international discussion list of hundreds or thousands of people.
Besides, Computer Mediated Communication allows users to share
not only brief messages, but also lengthy (formatted or unformatted)
documents - thus facilitating collaborative writing - and also graphics,
sounds, and video. Using the World Wide Web (WWW), students can
search through millions of files around the world within minutes to locate
and access authentic materials (e.g. newspaper and magazine articles, radio
broadcasts, short videos, movie reviews, book excerpts) exactly tailored to
their own personal interests. They can also use the Web to publish their
texts or multimedia materials to share with partner classes or with the
general public. It is not hard to see how computer-mediated communication
and the Internet can facilitate an integrative approach to using technology.
2.3 Teaching and Learning Concept
According to Mok (1996), learning is a process that can produce
changes in behaviour in response to conditions encountered. Changes in
behaviour are not due to maturation, fatigue, illness, and drug or otherwise.
Learning occurs when a person receives something new or change
38
behaviour patterns that have an influence on attitudes or achievements to
come (Meor Ibrahim, 2001). In this study, learning is a process where
students receive instruction using the computer in a computer lab or
classroom.
Teaching process involves the compilation and manipulation of a
situation where there are obstacles that need to be addressed by the
individual (Meor Ibrahim, 2001). According to Mok (1996), teaching is an
activity or process related to the diffusion of knowledge or specific skills.
These include such things as planning, management, delivery, guidance and
evaluation aimed at dissemination of knowledge or skills to students
effectively. In this study, the teaching is the communication of information
by teachers using songs and music through the computer in a computer lab
or classroom.
2.4
Concept of Educational Technology
Use of ICT in teaching and learning process, have direct contact
with the concept of information technology in education. The use of
technology such as computer, play a role in enhancing the effectiveness of
teaching and learning process. In the context of education and training,
increased effectiveness can be seen from the following manifestations
(Ellington, Percival and Race, 1993):
1. Improving the quality and level of students’ learning.
39
2. Reduce the time used by students to achieve a particular purpose
3. Increasing teacher’s effectiveness in terms of number of students
taught without reducing the quality of learning.
4. Reduce costs without compromising quality.
Ellington, Percival and Race (1993) also cited several definitions of
educational technology as follows:
i.
Technology education is a systematic method for designing,
implementing and evaluating the overall teaching and learning
process in terms of specific objectives based on research in human
learning and communication, and combining human and non human
resources towards more effective teaching (Commission on
Instructional Technology, USA )
ii.
Technology education is the development, application and
evaluation of systems, techniques and tools to enhance human
learning (National Council for Educational Technology, United
Kingdom).
iii.
Educational technology is the application of scientific knowledge
about learning and learning conditions to improve the effectiveness
and efficiency of teaching and training. In the absence of scientific
principles that have been known, the practice of educational
technology based on the testing techniques to enhance the experience
40
of learning environment "(National Centre for Programmed
Learning, United Kingdom).
All three of this definition emphasizes the major role of ICT in
educational technology to enhance the effectiveness of teaching and
learning process. Assessment of the efficiency and effectiveness of teaching
and learning process is based on the evidence obtained in research on the
learning process. Each of this definition is to explain the role of educational
technology that involves rotating systems approach to the design situation or
process of teaching and learning and the use of any appropriate methods and
techniques to achieve the desired objectives. Definitions also emphasize
testing and evaluation. To determine a technique of teaching and learning
based on individual roles, the use of computers in education has several
strengths and weaknesses of their own. Between strength and advantages of
computer-based learning is (Ellington, Percival and Race, 1993):
1. Interactive approach to learning enables learning done by do – it
– yourself approach and gets immediate feedback.
2. Can cover a wide range of learning objectives.
3. Students can do the work in accordance with their abilities.
2.5 Theories
41
Bruner's Theory of Learning was invented by Jerome Bruner who
is an influential psychologist in the United States. He has divided people
into three mental development level that is at inactively (0-2 years), the
iconic (2-4 years) and the symbolic (5-7 years). On a symbolic level, the
child was able to use symbols, like words and language to describe his
experience, the beginning of symbolic reasoning (Khadijah, Mahani &
Ramlah, 2007). In conclusion, the child is said to have symbolic capacity
during Year One, if exposed to the teaching and learning. Therefore, this
theory can be applied to this research and the respondents in this research
which involved respondents from the ages of 7 to 8.
Theory of Constructivism according to Borich & Tombari (1997),
constructivism is a learning approach that provides opportunities for pupils
to develop understanding of matters learned by creating networks or
relationships (in the mind) between ideas and the facts learned. Thus,
constructivism also known as understands of "building". From these
statements, it is clear that according to the theory of constructivism learning,
students need to play an active role in understanding and give meaning to
information or knowledge they have learned. Human is not a passive
receiver
of
information.
Instead,
students
receive
information
active, linking it with previous information and making that information to
build understanding of his or hers to interpret the information (Cheek, 1992,
in Khadija, Mahani & Ramlah, 2002).
42
According to Dewey (1966), learning means (Meaningful learning)
involves "learning by doing" (learning by doing), which can help students
think and develop understanding of the problems. Teaching and learning
using
the
theory
of
constructivism
can
be
implemented based on the following principles (Khadijah, Mahani &
Ramlah, 2002).
1.
Provide opportunities for students to submit their views on the
concept.
2.
Provide opportunities for students to share perceptions of each other.
3.
Encourage students to respect alternative views of their colleagues.
4.
Respect all students view and do not look down on their views.
5.
Implement student-centred teaching. Provide activities in the form
of "hands on" and "minds on"
6.
Putting the scientific skills and thinking skills among students.
7.
Encourage students to reflect on the learning process through which
it passes.
8.
Ask for the original idea of linking students with new ideas.
9.
Encourage students to put forward the hypothesis.
10.
Not to transmit information directly to students.
11.
Provide opportunities for students to interact with teachers and other
students.
12.
Pay attention to the needs, abilities and interests of students.
13.
Encourage students to work in groups.
43
Thus, the learning approach of reading skills through songs and music
which are based on computer takes into account these principles. In order to
ensure mastery of reading skills among students researchers plan to use
computer-based learning approach that uses music and music through power
point software to improve reading skills for Year Two pupils.
2.6 The importance of computers in Education
According to Raja Maznah (1994), there are three main reasons why
a computer is needed in education. Much information can be accessed from
the computer which cannot be done by the human being. The ability to
collect and store information and knowledge can be managed efficiently by
a computer. Information and knowledge is the key to increasing efforts in
human life, especially for the students themselves. Computers in the
educational context should be able to identify the needs of students, provide
appropriate direction or instruction for the students’, monitor and report the
students’ progress.
Students can be a powerful tool to analyze data, write reports, and
surf the Internet to get information to enhance their knowledge and others.
There is no doubt that computers can contribute to the educational process
in various other forms. The contribution of computers is closely related to
the skills, knowledge, and commitment to consumers.
44
2.7
Past Researches on the Uses of Computers in Teaching
and Learning
Mc Lellan (1991) pointed out that computers can help teachers
implement teaching and learning in the classroom. He pressed the
importance of a teacher with knowledge at least at the basic level in dealing
with computer hardware and software before they can produce effective
teaching methods in the classroom. Laurillard (1992) states that’s computerbased learning can enhance the understanding of theoretical concepts. He
argued that the method of computer-aided simulation and that it is to
enhance the understanding of the subject with ease.
Heinich (1993) state computers are able to control and manage a lot
of teaching materials. Computer gives the ability to interact with the user
and allows teachers to apply teaching and learning easier and interesting.
This view is supported by Sandholtz, 1992 (in Heinich, 1993), which states
that the use of technology in schools can facilitate the teaching and learning.
So it can be said that the computer has the advantage to be appropriate and
effective media in the context of teaching and learning in education.
According to Simonson and Thomson, 1990 (in Heinich, 1993)
background use of computers in education has returned to the research
conducted on programmed teaching machines. Programmed teaching
45
method is based on the theory of behaviourism, and several studies have
been carried out against him to determine its effectiveness. Some relevant
findings revealed that programmed instruction is regarded as one teacher
teaching aids and a better impact on students’ achievement. It is regarded as
a chore and too simplistic.
The use of technology such as computers in teaching and learning
process also enhances the values and culture of love among the teachers and
students who said that despite fears of learning to use computers will
increase competition between the individual and individualistic feelings
(Raja Maznah, 1994). This reality can be realized because through the use
of computer in teaching and learning process, teachers have more
opportunity to focus on nurturing and developing human values equally well
that interact with the teaching and learning. The phenomenon of information
explosion we are experiencing requires the students to think, learn and act
differently from what they went through at this time. They do not only
receive and collect information, but must also be able to analyze all
information received in a more critical, creative way and make a matured
evaluation based on the principles derived from the educational values
received through education in an integrated manner (Wan Mohd Zahid,
1993).
Many studies carried out since 20 years ago found that computerBased Learning (CBL) has made the system more effective teaching and
more efficient learning environment (Howell, 1971, Hess & Tenezakis,
46
1973; Papert, 1980; Hannafin, 1984; Menis, 1987 and Ellington & Race,
1993). In addition, many studies have also shown that the computer has the
potential to help with alternative framework to correct students and increase
academic achievement of students in science subjects (Lazaroqitz &
Huppert, 1993; Rogers & Wild, 1996; Cracolice & Abraham, 1996 and
Friedler et al., 1989). Similarly, the results Okolo, Bahr & Reith (1993) also
found that computer-aided teaching is an effective tool for teaching
mathematics. Studies of the Johns Hopkins University shows students are
interested in classes that use computers effectively and rarely skip class, but
they are willing to allocate more time to learn to use the computers.
Additionally, students are also more social, more independent and build
mutual cooperation in solving problems and sharing information and
knowledge (Azman, 2000). Fuchs & Alider findings (1993) showed pupils
will become more active, have focused attention to tasks and problemsolving skills is increases. In addition, the study of Faridah (2001) has
shown that computer speeds learning process and the potential to improve
academic performance of special students. Studies conducted by Phua,
Ramasamy & Ang (1998) also have proved the existence of differences in
achievement scores compared to students who were taught with computeraided teaching methods and traditional learning.
2.8
Past Research on the Effectiveness of Reading Skills
through Learning Approach Songs and Music
47
According to Blair, Jones & Simpson (1991), sluggish pupils need
help in finding a relatively easy and fun in order to reading skills grow at
normal rates. Lots of previous studies have been conducted to test the
effectiveness of music on mental development of children. By scientists,
children exposed to music or play musical instruments have better academic
achievement. Droscher findings (2006) found that exposure to music will
help speed reading age, IQ and mental development.
Results of previous studies have also shown that music can improve
reading and writing skills. Songs available to help children in the text are
identified more effective than speech (Colwell, 1994, Register, 2001 and
Standley & Hughes, 1997). The past study also shows that students’
achievement scores increased with using music in the reading programme
(Hansen & Bernstrof, 2002). Butzlaff (2002) and Lamb & Gregory (1993)
found the existence of the relationship between achievement in reading and
music. Music really has given an opportunity to students who have
difficulty in reading and writing with characteristic times played repeatedly,
melodious and full of sentimental (Gipe, 2002). According to a study by
Schon et al (2007), learning the song is easier than learning speech,
especially in learning a new language. Songs bring emotional function
(openness and pleasure), and also facilitate the process for reasons of
language learning tools and repetitive structure. Krashen (1982), the songs
provide input of language in which it is the element important in language
acquisition.
48
Actions play, music and songs motivate students to attend and focus
attention in the classroom (Tan & Shi, 2005). The study by Salcedo (2002)
also found that the use of songs in the foreign language classroom might
help considering a text. Apart the occurrence of mental training with
accidental (involuntary mental rehearsal / din) also increased with the
creation of music. Thus, music may be a way of learning a language.
According to effective procurement carried out by the findings of the study
Elisabeth (2005), the success of language learning is influenced by the
ability of a teacher in the process of teaching and to make learning
interesting and fun for children.
A child is said to love to sing and move. Thus, songs and movement
activities are effective approaches in language learning. The language
becomes more simple and easy to understand through song. However, the
results of studies by Allen (2007) have shown that there is no difference
significant in reading achievement for students (Language Learners) after
one year in the study using the approach of using music in learning
languages (language-rich music lessons).
2.9 Issues: Teacher Perceptions of Computer in Teaching
Learning Use
49
According to Bliss (1988), he identified several factors that affect
the implementation of computer-aided learning among teachers. Among the
important issue is the changing role of teachers. Through research, there are
teachers who have a sense of fear and not sure of themselves to master new
technologies. In terms of confidence and comfort with computer technology,
Norman, 1986 and Cohen, 1987 (in Bliss, 1988) had similar findings.
According to their findings, what is emphasized by the teacher is the
confidence and comfort in using computers. Somekh, 1988 (in Bliss, 1988)
also had similar findings. Somekh found that teachers experience negative
or ineffectiveness when trying to use a computer will encourage teachers to
reject the innovation of computers.
According to Rhodes and Cox, 1988 (in Bliss, 1988), found that
increased workload has prevented the use of computers among teachers. In
addition, the lack of quality software that is causing teachers considers on
the use of computers in teaching and learning is not effective. Based on the
findings of the study, teachers' perception on the use of computers in
teaching and learning is important to determine the success or failure of
computer use in environmental education.
2.9.1 Role of Teachers in the Use of Computers in Education
According to Woodrow, 1992 (in Bliss, 1993), the success of any
innovation in education or educational technology programme depends on
50
the support and attitudes of teachers. In addition, a positive attitude stems
from a desire and high motivation of things. Effective use of modern
technology depends on teachers who are willing to change and try new
teaching methods and modern. Dupagne and Krendl, 1992 (in Bliss, 1993)
in a review paper on teachers’ attitudes toward computer, found that the
experience of using computers is used to foster positive attitudes towards
computer technology. Teachers need time and understanding of how
technology can help them. After that, teachers will only use the computer
when they are familiar and comfortable with its use.
2.9.2 Reading problem
Reading Skills Problem in International Context, according to
Westwood (2001), approximately 16% of Australian children face problems
in reading. In addition, 40% of children aged nine years in the U.S. is below
the average level of reading ability (U.S. Department of Education, 1998). A
total of eight to 12% of preschool children and 12% of these children are in
a control problem of language and are weak in listening and reading skills in
the United States and Canada (Jamieson, 2007). Lack of proficiency in
language and reading skills at preschool years will continue from childhood
into adulthood and next (Catts, Fey, Tomblin, & Zhang, 2002; Lewis &
Freebairn, 1992; Roth, Speece, & Cooper, 2002; Snowling, Bishop, &
Stothard, 2000 and Law, Boyle, Harris, Harkness & Nye, 1998).
2.9.3 Survey on Attitudes on Computer
51
Several studies have been conducted over the last decade on attitude
among teachers on the use of ICT in education compared with other groups
such as students (Laurillard, 1992), Attitude towards computers among
teacher trainee graduates (Zulkifli and Raja Maznah, 1994). Conducted
studies have reviewed several variables such as gender relations (Simonson
and Thomson, 1990), experience with computers (and Raja Maznah
Zulkifli, 1994) in the formation of this attitude, and how changes in attitudes
towards the use of information technology occurred.
Studies conducted by Simonson and Thomson (1990), finds an
obvious change in attitude and positive among teachers on the use of
microcomputers in the classroom and in curriculum. While the study of
teacher trainees by Heinich (1993) found that experience with computers
and the influence of role model teachers use computers in the classroom
lead to positive attitudes towards computer use and increase the likelihood
that teachers will use computers in exposure degree. Teachers with
computer literacy courses also had an impact on teachers' attitude towards
computers. Studies conducted by Zulkifli and Raja Maznah (1994) among
the teacher trainees graduate at the University which found that only 12.1%
of the sample said they had no experience with computers, while the rest
(87.9%) said that they have experience. 49.0% of samples have been
acquiring experience in education as an undergraduate or at school. The
study further concluded that trainee teachers with experience in the
computer at school or at university tend to be more skilled than those who
52
have not experienced. The study also found that those who had no
experience with computers typically have a negative attitude and high level
of computer anxiety
2.10 Summary
There are many studies that have been done on the use of computers,
ICT, CD-ROM or interactive CDs and the Internet in teaching and learning
of science and these studies have found it to be effective and deliver a
positive impact on students. This clearly shows that the use of information
technology plays an important role and is suitable to be applied, especially
in technology savvy students. Apart from knowledge of the subject, students
must also have competent skills in the use of the computer in the process of
learning to use songs and music via the computer in order for the process to
run smoothly and for the students to benefit from it.
In addition, teachers also need to have the interest to implement this
method in the classroom. Many researchers have found that the teachers’
perceptions, roles and attitudes towards technology and using these
technologies in the teaching and learning process play a vital part in
ensuring the success of teaching with technologies. Teachers therefore,
should be informed and trained on the latest technologies which can
53
deliberately save their time and provide a maximum amount of advantages
for both the teachers and students.
CHAPTER 3
METHODOLOGY
3.0
Introduction
This study is on the effectiveness of the use of music and songs
using power point as one of the teaching and learning strategies. In addition
to the assessment of the extent to which students' attitudes during teaching
and learning activities using the method of use of will also be considered.
For this purpose, this chapter discusses the research design, population and
sample, research instruments, data collection procedures and data analysis
procedures.
3.1
Design of Study
This study is a research to study the effectiveness of using songs and
music via computer learning to improve English reading skills among lower
54
primary school pupils. This research is conducted in four stages; the pilot
study to test the validity and reliability of the tests, a pre-test, the treatment
and the post test. This research will test the effectiveness of using songs and
music via computer learning to improve English reading skill among lower
primary school pupils by using a pre-experiment (one group pre-test and
post test) design research.
Questionnaire surveys are used to test the pupils’ responses which
contain questions and answers such as ‘yes’ and ‘no’. It is a popular method
of collecting data. In this method a questionnaire containing a set of
questions or statements is sent to the respondents with a request to answer
those. After answering the questions, the respondents return it to the
researcher. The form of questions in a questionnaire may be either closed
(i.e. ‘yes’, ‘no’ or multiple point type questions) or open-ended (i.e. inviting
free response), and they are typed out and printed (Kothari, 2006: 101).
The main merits of this method, according to Kothari (op. cit. 2006),
are:
a. It is a method that can be conducted at a low cost.
b. It is free from the bias of the researchers.
c. Respondents have adequate time to give well thought out
answers.
d. Remote respondents can be easily approached.
e. The result of this method is more dependable and reliable as
the research is conducted in a large scale.
55
3.2
Research Framework
The sample consists of a group of 30 pupils from Year 2 Dedikasi
from SK Bandar Tasik Puteri for the pilot study to test the validity and
reliability of the test questions and another group of 30 pupils from Year 2
Amanah for the pre-experimental design research. The pre-experimental
design will employ pupils from Year 2 Amanah for the pre-test and post test
design where only this group will be involved. This group is pre tested and
exposed to the treatment of using songs and music via computer learning to
improve their English reading skills. Therefore, the actual sample consists
of a group of 30 pupils.
3.2.1 Pre-Test
Pre-test is to obtain information on existing knowledge as well as the
pupils' ability levels. In this stage, pupils will be taught using the similar
lesson plan which will be used in the post test. However, the teacher will be
teaching using the traditional teaching method which does not involve the
treatment.
3.2.2 Treatment
Treatment will be given to this target group which consists of 30
students, where they will be exposed to the treatment which will examine
and observe whether they are able to improve their reading skills using
songs and music via computer learning. The treatment consists of several
56
methods such as questionnaires and tests to test their reading skills. There
are three reading skills which will be tested in hopes that this method of
teaching will improve their understanding skill, recalling skills and
pronunciation.
3.2.3 Post-test
Post-test is designed to observe the pupils’ behaviour and responses
with the new teaching method which uses the computer. This stage involves
the treatment and will observe how the pupils’ react and results are after the
treatment is given. This test is carried out after the teacher has carried out
the treatment which used computer learning. Students were given four tests
which consist of an understanding skill test, recalling skill test,
pronunciation test and motivation test.
Here is a design study that was conducted:-.
Pre test
Treatment: Teaching methods using
songs and music through the computer
(power point).
Post test
Result analysis
Conclusion
57
Design Review
3.3
Research Location and Population
This study was carried out in SK Bandar Tasik Puteri, Rawang. This
school is a suburban school in which 90% is made up of Malay students.
The study samples consisted of students, a total of 30 students, comprising
15 boys and 15 girls. The population around this school also consist of 90%
Malays and the respondents are mainly from a non-English educated
background. There are 270 Year Two students in the school. The students or
respondents are from Year 2 Amanah which consist of 30 students. The
English language is hardly spoken at home and they usually speak English
only in the school. This factor generally makes it more difficult for the
pupils to be able to read fluently in English.
3.3.1 Sample
Implementation of this research involves 30 students of Year 2
pupils in this school, taking into account the following limitations:
58
i.
Cover reading problems among students. The reading problems
that they face are their pronunciation problems, recalling skills
and understanding test.
ii.
3.4
Conducted full-time for 3 weeks.
Study Population and Sampling
According to Mohd Majid Konting (2009), the population can be
defined as a set of observations or measurements that shows specific to the
group of individuals or objects. The sample size should be maximized to
minimize the size of the sampling error. Therefore, the use of the sample
size needs to be promoted to more than 30 because of the assumption that
the normal distribution is usually met when the sample size exceeds 30.
Increasing the sample would be more representative of the population and
this step could reduce sampling error. Therefore, it is relevant for this
research to have 30 respondents.
Table 1.0 Table for determining sample size from a given population
N
S
10
10
15
14
20
19
25
24
30
28
35
32
59
Note: “N” is population size
“S” is sample size
The table above shows the rationale of choosing 30 respondents
from the Year 2 pupils in the school chosen. This is based on Krejcie dan
Morgan’s (1970) simple size sampling from a given population. The number
of pupils in the selected size is 33. Therefore the researcher has selected 30
respondents from the total of 33 respondents in the classroom. This is based
on Krejcie dan Morgan’s (1970) table above.
Table 2.0 Population and Research Sample
No
School
Population
Sample
1.
Sekolah Kebangsaan
33
30
33
30
Bandar Tasik Puteri
Total
The sample chosen is based on the population in the class which consist of
33 students as in table 2.0. The objective for choosing 30 samples on the
other hand is based on table 1.0 as told by Krejcie dan Morgan’s (1970).
The students will go through four stages of tests which consist of
understanding test, recalling test, pronunciation test and motivation test.
They will be given an ample time to answer each test, particularly the
pronunciation test where they will have to be tested using 11 items.
60
3.5
Research Instruments
Instruments used for the research are;
1. Motivation Questionnaire
2. A reading test.
3. Recalling skill test
4. Understanding skill test
Instruments used for the study have been constructed and designed
by the researcher to examine the effectiveness of using songs and music via
computer learning to improve English reading skills among year 2 pupils.
The language of the questions is carefully chosen so that the
respondents can understand the meaning of the questions easily. Moreover,
in order to make the language simple and easy difficult words have been
avoided and technical terms have been simplified and exemplified. The
instruments used in the study are as follows;
i.
Paper test - Pre Test and Post Test
The pre-test and post-test consist of a text and two sets of subjective
questions, where the questions given are to test the understanding and
recalling skills of the students based on the text given. Based on the
text students are given 10-15 minutes to answer the understanding test
and another 10-15 minutes to answer the recalling test. Students are
also given a reading test where they have to read eleven sentences. The
objective of this reading test is to test the students’ pronunciation. The
final test is the motivation test, where students are required to answer
61
questions related to their feelings and their motivation level based on
the lesson and method of learning.
The items for each test are set by the researcher with help from several
thesis such as Nur Aini Bt Bidin (2013) and Md. Hamidur Rahman (2004).
To ensure the validity of the contents of this research instrument, the test
papers were sent to the supervisor to be checked for approval. After the
supervisor has checked and the amendments were made, the researcher
carried a pilot test in another class; Year 2 Dedikasi of Sekolah Kebangsaan
Bandar Tasik Puteri. This class consisted of 30 students therefore the
research test papers were given to them to endure that the items were valid
and reliable. The purposes of the pilot survey were to develop the standard
of the questions in the questionnaire and interview schedule to make the
questions easily understood to the respondents who are meant to answer
them Md. Hamidur Rahman (2004).
3.6
Validity and Reliability of the Questionnaires
A pilot study was conducted in a Year 2 class of 2 Dedikasi where
the test was tested on 30 students in Sekolah Kebangsaan Bandar Tasik
Puteri. The researcher has consulted her supervisor, Dr. Ramli bin Basri to
check her four sets of test; understanding skill test, recalling skill test,
pronunciation test and motivation test. Upon approval from him, the
researcher consulted with three senior teachers to check her lesson plan
before she carries out her lesson. The senior teachers helped her to make
62
some suitable adjustments to the lesson plan. Based on the pilot study, the
researcher was able to test the reliability of the questionnaires as they were
tested using the SPSS software system version 20.
Table 3.0 Findings for the pilot test
Dimension
Alpha Cronbach Value
Understanding test
0.640
Recalling test
0.868
Pronunciation test
0.689
Table 3.0 shows that the lowest coefficient Alpha Cronbach refers to
the ‘Understanding Test; (0.640)’. For recalling test and pronunciation test
the value of alpha are 0.868 and 0.689. According to Chua (2008), values of
alpha above 0.6 are acceptable and can be applied in social science research.
As a conclusion when the values obtained are within the same range using
the same method or methodology, the research instruments are reliable to be
used (Noraini Idris, 2010).
3.7
Data Collection Procedures
63
The procedures which are required before this research is conducted are as
follows;
1. Preparation process of the instruments which will be used in the research.
The questionnaires consist of four sets of tests; understanding test, recalling
test, pronunciation test and motivation test.
2. The tests are checked and sent for corrections upon approval by the
supervisor.
3. Apply for approval from the headmistress of the school for the pilot test
and the actual test which is Sekolah Kebangsaan Bandar Tasik Puteri.
4. Distribution of the tests to the respondents and the tests are collected once
the respondents have completed them.
5. Data entry using computer-assisted program Statistical Package for the
Social Sciences (SPSS).
6. Processing the data analysis.
7. The write up for the final report.
Data collection procedures are from pre-test that was given to 30
students in Year 2 Amanah who were identified for their weakness in
English reading skills. Upon completion of the pre-test, the treatment group
of 30 students have been exposed to songs and music learning strategy using
power point presentation and video clips which contains songs and music.
This teaching session took approximately three weeks. The results of the
pre-test and post-test were compared to determine the effectiveness of
64
subsequent use of learning through music and songs performed using power
point.
3.8
Data Analysis Procedure
When the collection of data through each method was finished, the
data were edited first. Then the data were processed and entered on the
computer for data analysis. With the help of computer-assisted program
Statistical Package for the Social Sciences (SPSS), the statistical measures,
such as Mean and Standard Deviations (SDs) were calculated. These results
were used afterwards for further statistical analysis, explanation, evaluation
and recommendation in the thesis.
Based on the proceedings of the raw data collected, the frequencies
in distribution of scores were analyzed to obtain the mean or average of the
two category classes. Comparisons of the mean or average in the next two
tests were analyzed to obtain the actual shape of the distribution. As a result
of the processed data, the researcher will be able to make the analysis and
interpretation to explain the level of understanding and students’
achievement in teaching and learning in classrooms with power point in the
SK Bandar Tasik Puteri, Rawang, Selangor.
3.9
Conclusion
65
This chapter presents detailed description of the empirical study
which involves 30 respondents from Sekolah Kebangsaan Bandar Tasik
Puteri. It presents the description and explanation of the methodology used
in the empirical investigation, the detailed description of the adopted
processes and of the instruments, description of the sampling plan and
construction of the questionnaires for survey, and instruments for classroom
observations and design of the reading tests. It also describes the process of
the administration of the questionnaire survey, classroom observations and
reading tests.
In addition to these, this chapter briefly discusses the process of
analyzing the collected data using the Statistical Package for the Social
Sciences (SPSS) software system and the results are processed using mean
and standard deviation (SD). Process analysis is made based on each item as
well as whole for each aspect of the study. The results and conclusions
obtained from the data analysis are described in detail in the subsequent
chapter.
66
CHAPTER 4
RESULTS AND DISCUSSION
4.0
Introduction
This chapter is divided into five sections; the first section explores the
background of the respondents and this will be divided into the background
of the respondents, their demographic details and the race of the
respondents. The second section explores the effectiveness of using songs
and music via computer learning to improve students’ understanding of the
text. The third section discusses how student’s recalling skills can improve
with the help of computer learning. The fourth section looks at how
computer learning can improve students’ pronunciation and last but not
67
least, the fifth section discusses on the aspect of motivation when computer
learning is utilised in the classroom.
4.1
Research Finding
4.1.1 The Background of the Respondents
A total of 30 respondents which consisted of year 2 students from Year 2
Amanah from Sekolah Kebangsaan Bandar Tasik Puteri participated in this
study. The students consist of students from intermediate to high level of
proficiency in the English language.
4.1.2 The Demographic Information of the Respondents
The demographic information of the respondents are based on their
race and sex. A total of 30 students from Year 2 Amanah of Sekolah Bandar
Tasik Puteri participated in this study. These respondents come from various
backgrounds.
Table 4.0 : Distribution of Respondents by Gender
Sex
Number
Percentage
Male
15
50%
Female
15
50%
Table 4.0 is a table on the distribution of respondents by gender.
Based on this table, the numbers of male respondents are 15 male
68
respondents which represented 50% of the distribution while the numbers of
female are also 15 female respondents which represented 50% of the
distribution. This table shows that the numbers of respondents for both
sexes are equal therefore the study is represented by a fair number of
respondents which will help avoid a bias result.
4.1.3 Distribution of Race
Table 5.0 Distribution of Race
Sex
Race
Frequency (F)
Percentage (%)
Male
Malay
15
50%
Female
Malay
15
50%
Total
30
100%
Table 5.0 is a table on the distribution of race of the respondents for the
study. This table shows that the respondents are all Malay students and that
there are 100% Malays among them. Based on this finding, the researcher
69
has discovered that the respondents all speak English as their second
language and a majority of them only speak English in school.
4.2 Question 1: To investigate whether the method of using
songs and music through computer learning can improve the
students’ understanding of the text
Table 6.0: Result of the Understanding Test
Pre-Test
No.
Q1
Q2
Q3
Q4
Post-Test
Q5
Q6
Q7
Total
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Total
1
1
0
1
1
0
0
0
0.43
1
0
0
1
0
0
0
0.29
2
1
0
0
1
0
0
0
0.29
1
1
1
1
0
1
1
0.86
3
1
1
1
1
1
0
0
0.71
1
1
1
1
1
0
0
0.71
4
1
0
0
1
1
0
0
0.43
1
0
0
1
0
1
0
0.43
5
1
1
0
1
0
0
0
0.43
1
0
0
1
1
0
0
0.43
6
1
0
0
0
1
1
1
0.57
1
0
1
1
1
1
1
0.86
7
1
0
1
1
0
0
0
0.43
1
1
1
1
1
1
0
0.86
8
1
0
1
1
0
0
0
0.43
1
0
0
1
1
0
0
0.43
9
1
1
1
1
0
0
0
0.57
1
0
1
1
1
1
1
0.86
70
10
1
1
1
1
0
0
0
0.57
1
0
0
1
0
0
0
0.29
11
1
1
1
0
1
1
0
0.71
1
0
1
1
1
1
0
0.71
12
1
0
1
1
0
0
0
0.43
1
1
0
0
1
1
0
0.57
13
1
0
1
0
0
0
0
0.29
1
1
1
1
0
1
0
0.71
14
1
0
0
1
1
0
0
0.43
1
1
1
1
1
1
1
1
15
1
0
1
1
1
1
1
0.86
1
0
1
1
1
1
1
0.86
16
1
0
0
1
1
1
1
0.71
1
0
0
1
1
1
1
0.71
17
1
0
0
1
0
0
0
0.29
1
0
1
1
1
1
1
0.86
18
1
0
0
1
0
0
0
0.29
1
0
0
1
1
1
0
0.57
19
1
0
1
1
1
0
0
0.57
1
0
1
1
1
0
0
0.57
20
1
0
1
1
0
0
0
0.43
1
1
1
1
1
1
1
1
21
1
0
0
1
0
0
0
0.29
1
1
1
1
1
0
1
0.86
22
1
1
1
1
0
0
0
0.57
1
1
1
0
0
0
0
0.43
23
1
0
0
0
1
1
0
0.43
1
0
1
0
1
1
0
0.57
24
1
0
0
0
1
1
0
0.43
1
0
0
0
1
1
0
0.43
25
1
1
1
1
0
0
0
0.57
1
0
1
1
0
1
1
0.71
26
1
1
0
1
0
0
0
0.43
1
0
1
1
1
1
1
0.86
27
1
1
1
1
0
0
0
0.57
1
1
1
1
1
1
0
0.86
28
1
1
1
1
1
0
0
0.71
1
1
1
1
1
1
1
1
29
1
1
1
1
0
0
0
0.57
1
0
0
1
1
1
0
0.57
30
1
1
1
1
0
0
0
0.57
1
0
0
1
0
1
0
0.43
MPre=
1.00
0.40
0.60
0.83
0.37
0.20
0.10
0.50
MPost=
1.00
0.37
0.63
0.87
0.73
0.73
0.40
0.68
SDPre=
0.00
0.50
0.50
0.38
0.49
0.41
0.31
0.15
SDPost=
0.00
0.49
0.49
0.35
0.45
0.45
0.50
0.22
Table 6.0 shows the results of the study on the effectiveness of using
songs and music via computer learning to improve students’ understanding
of the text. This study was conducted among the year 2 students of Sekolah
Kebangsaan Bandar Tasik Puteri, Rawang. The table shows the mean value
71
and standard deviation value of the seven items which were used to test the
students’ ability to understand the text read. This table also shows the
difference of the results between the pre test and the post test.
The highest mean score (Mpre) for the pre test is item number 1,
which questions the students “What is the name of the woman in the story?”
and the mean score for this question is Meanpre
=
1.00 and Standard
Deviationpre = 0.00. The second highest mean score (Mpre) for the pre test is
item number 4, which questions the students “What time does she opens the
library?” and the mean score for this question is Meanpre = 0.83 and Standard
Deviationpre = 0.38. The rationale behind the high scores for these questions
is due to the fact that the questions asked are direct questions and they
consist of lower level thinking skills, which according to Bloom’s
Taxonomy (1956) can be categorised as the ‘knowledge’ level. These
students are young children; therefore most of them were able to answer
questions number 1 and 4 correctly. The lowest mean score (Mpre) for the
pre test is item number 7, which questions the students “Name ONE of the
THREE things she does in the library” and the mean score for this question
is Meanpre = 0.10 and Standard Deviationpre = 0.31. The students probably
find this question challenging because this question requires them to analyse
and identify the things she does in the library. ‘Analysing’ is considered as a
higher level thinking skill; therefore most of the students had difficulty in
answering this question.
72
The highest mean score (Mpost) for the post test is also item number
1, which questions the students “What is the name of the woman in the
story?” and the mean score for this question is Meanpost = 1.00 and Standard
Deviationpost = 0.00. The second highest mean score (Mpost) for the post test
is also item number 4, which questions the students “What time does she
opens the library?” and the mean score for this question is Meanpost= 0.87
and Standard Deviationpost = 0.35. The lowest mean score (Mpost) for the
post test is item number 2, which questions the students “What does she
do?” and the mean score for this question is Meanpost = 0.37 and Standard
Deviationpost = 0.49. Students scored the lowest in this question because it is
an indirect question. Students need to use their higher level thinking skill to
fully comprehend this question.
The overall value of mean score for pre test on the effectiveness of
using songs and music via computer learning to improve students’
understanding of the text is Meanpre
=
0.50 and the standard deviation
Standard Deviationpre = 0.15. The overall value of mean score for the post
test is Meanpost
=
0.68 and the standard deviation value is Standard
Deviationpost = 0.22. The overall value of the mean score on using computer
learning to improve students’ understanding on the text read has increased
from Meanpre
=
0.50, Standard Deviationpre = 0.15 to Meanpost = 0.68,
Standard Deviationpost = 0.22. The results of the pre test and post test show
that songs and music via computer learning has improved the students’
understanding of the text.
73
Table 7.0: Report Paired t-Test for the Understanding Test
Numbers Mean Standard
deviation
Value
t
df
Sig.
Pre-Test
Understanding
30
0.50
0.15
-3.81
29 0.001
Post-Test
Understanding
30
0.68
0.22
The data analysis above shows that there are significant differences between
the Pre-Test Understanding (M = 0.50, SD = 0.15) with Post-Test
Understanding (M = 0.68, SP = 0.22, t (29) = -3.81, p = 0.001). Therefore,
based on the paired t-test results, students significantly increased their
understanding of the text by using songs and music via computer learning.
74
4.3 Question 2: To investigate whether the method of using
songs and music through computer learning can improve the
students’ recalling skills by answering comprehension
questions
Table 8.0 Results of the Recalling Test
Pre-Test
No.
Q1
Q
2
Q Q
3 4
Q
5
Q
6
Post-Test
Q7
Q8
Tot
al
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Tot
al
1
1
0
0
0
0
0
0
0
0.13
1
1
1
1
1
1
1
0
0.88
2
1
0
0
0
0
0
0
0
0.13
1
1
1
1
1
0
1
0
0.75
3
1
0
0
1
0
0
1
1
0.5
1
0
0
1
0
0
1
1
0.5
4
1
0
0
1
0
0
0
0
0.25
1
1
1
1
0
1
1
1
0.88
5
0
0
0
1
0
0
1
1
0.38
1
1
1
1
1
0
1
1
0.88
6
1
1
1
1
1
0
1
0
0.75
1
1
1
1
1
0
1
1
0.88
7
1
1
1
1
0
0
1
0
0.63
1
1
1
1
1
0
1
1
0.88
8
1
1
0
0
0
0
1
0
0.38
1
1
1
0
1
1
1
0
0.75
9
1
0
0
0
0
0
1
0
0.25
1
1
1
1
1
1
1
1
1
10
1
0
0
0
0
0
1
0
0.25
1
1
1
1
1
1
0
0
0.75
11
1
0
0
0
0
0
0
0
0.13
1
0
1
1
1
0
1
1
0.75
12
1
0
0
1
1
0
0
0
0.38
1
1
1
1
0
0
1
0
0.63
75
13
1
1
1
1
0
0
1
0
0.63
1
1
1
1
1
0
1
1
0.88
14
1
0
0
0
1
0
0
0
0.25
1
1
1
1
1
0
1
0
0.75
15
1
0
0
1
0
0
0
0
0.25
1
1
1
1
1
1
1
1
1
16
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
17
1
0
1
1
0
0
1
0
0.5
1
1
1
1
1
1
1
1
1
18
1
1
0
0
1
0
1
0
0.5
1
1
1
1
1
1
1
1
1
19
1
1
0
0
0
0
0
0
0.25
1
1
0
0
0
0
0
0
0.25
20
1
1
1
1
0
0
1
0
0.63
1
1
1
1
1
1
1
1
1
21
1
1
0
1
0
0
1
0
0.5
1
1
1
1
1
1
1
1
1
22
0
0
1
1
0
0
0
0
0.25
1
1
1
1
1
0
1
1
0.88
23
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
24
1
0
0
1
0
0
0
0
0.25
0
0
1
1
1
0
0
0
0.38
25
1
1
1
1
1
0
0
0
0.63
1
1
1
1
1
1
1
1
1
26
1
0
0
0
1
0
0
0
0.25
1
1
1
1
1
1
1
1
1
27
1
1
1
1
0
0
0
0
0.5
1
1
1
1
1
1
1
1
1
28
1
0
1
1
0
0
0
0
0.38
1
1
1
1
1
1
1
1
1
29
1
0
1
1
0
0
0
0
0.38
1
1
1
1
1
1
1
1
1
30
1
1
0
0
0
0
0
0
0.25
1
1
1
1
1
1
1
0
0.88
0.93
0.
43
0
. 0.
4 63
0
0
.
2
7
0.
07
0.97
0.90
0.93
0.93
0.87
0.60
0.90
0.70
0
. 0.
5 49
0
0
.
4
5
0.
25
MPre=
SDPre=
0.25
0.
50
0.47
MPost
=
0.13
0.42
0.51
0.85
SDPost
=
0.35
0.18
0.31
0.25
0.25
0.35
0.50
0.23
0.31
0.47
0.20
Table 8.0 shows the results of the study on the effectiveness of using
songs and music via computer learning to improve students’ recalling skills.
This study was conducted among the year 2 students of Sekolah
Kebangsaan Bandar Tasik Puteri, Rawang. The table shows the mean value
76
and standard deviation value of the eight items which were used to test the
students’ ability to recall information from the text read. This table also
shows the difference of the results between the pre test and the post test.
The highest mean score (Mpre) for the pre test is for item number 1,
which questions the students as follows;
“Miss Lily oh Miss Lily, You are very pretty,
You work in a _______________________, In the big city.”
The mean score for this question is Meanpre
=
0.93 and Standard
Deviationpre = 0.25. The second highest mean score (Mpre) for the pre test is
item number 4, which questions the students as follows;
“and closes it in the _____________” which refers to the time the
librarian closes the library. The mean score for this question is Meanpre =
0.63 and Standard Deviationpre = 0.49. The rationale behind the high scores
for these questions is similar to the reason for the understanding test. The
reason why students were able to answer these questions are due to the fact
that the questions asked are direct questions and they consist of lower level
thinking skills, which according to Bloom’s Taxonomy (1956) can be
categorised as the ‘knowledge’ level. These students are young children;
therefore most of them were able to answer questions number 1 and 4
correctly. The lowest mean score (Mpre) for the pre test is for item number 6,
which questions the students as follows;
“Then she _____________ the books” which refers to what will she
do to the books in the library. The mean score for this question is Meanpre =
77
0.07 and Standard Deviationpre = 0.25. The students probably find this
question challenging because this question requires them to apply their
previous knowledge and imagine what would the librarian do with the
books. ‘Application’ is considered as a higher level thinking skill; therefore
most of the students had difficulty in answering this question.
The highest mean score (Mpost) for the post test is also for item
number 1, which questions the students as follows;
“Miss Lily oh Miss Lily, You are very pretty,
You work in a _______________________, In the big city.”
The mean score for this question is Meanpost
=
0.97 and Standard
Deviationpost = 0.18. The second highest mean score (Mpost) for the post test
is for item number 3 and 4, which questions the students as follows;
“She opens the library in the ____________
And closes it in the ___________________”
The mean score for these questions are similar; Meanpost= 0.93 and
Standard Deviationpost = 0.25. The lowest mean score (Mpost) for the post
test is also for item number 6, which questions the students as follows;
“Then she _____________ the books” which refers to what will she
do to the books in the library. The mean score for this question is Meanpost =
0.60 and Standard Deviationpost = 0.50. The rationale to why students scored
78
well for questions number 1, 3 and 4, where else why students scored poorly
for question number 6 is similar with the rationale for the pre test result.
The overall value of mean score for pre test on the effectiveness of
using songs and music via computer learning to improve students’ recalling
skill is Meanpre
=
0.42 and the standard deviation Standard Deviationpre =
0.23. The overall value of mean score for the post test is Meanpost = 0.85 and
the standard deviation value is Standard Deviationpost = 0.20. The overall
value of the mean score on using computer learning to improve students’
recalling skill has increased from Meanpre = 0.42, Standard Deviationpre =
0.23 to Meanpost = 0.85, Standard Deviationpost = 0.20. The results of the pre
test and post test show that songs and music via computer learning has a
improved the students’ recalling skill.
Table 9: Report Paired t-Test for the Recalling Test
Pre-Test
Recalling
Post-Test
Recalling
Numbers Mean Standard
deviation
Value
t
df
Sig.
30
0.42
0.23
-9.69
29 0.000
30
0.85
0.19
Data analysis shows that there are significant differences between the PreTest Recalling (M = 0.42, SD = 0.23) with Post-Test Recalling (M = 0.85,
SP = 0.19, t (29) = -9.69, p = 0.000). Therefore, based on the Paired t-Test
79
results, students have improved their recalling skills significantly with the
help of computer learning.
4.4 Question 3: To investigate whether the method of using
songs and music through computer learning can improve the
students’ pronunciation.
Table 10: The Result of the Pronunciation Test
Pre-Test
No.
Q1
Q2
Q3
Q
4
Q
5
Q
6
Post-Test
Q
7
Q
8
Q
9
Q
1
0
Q
1
1
T
ot
al
Q
1
Q
2
Q
3
Q
4
Q
5
Q
6
Q
7
Q
8
Q
9
Q
1
0
Q
1
1
Tota
l
2
2.
0
9
3
4
3
2
3
2
2
3
3
3
3
2.82
2
2.
4
5
3
4
3
3
3
3
4
3
4
4
3
3.36
2
2.
7
3
4
4
4
3
3
4
4
3
4
4
3
3.64
2
2.
4
5
3
4
3
3
3
2
3
3
4
4
3
3.18
3
2.
7
3
4
4
4
4
4
3
3
3
4
3
4
3.64
1
2
4
2
1
2
1
1
2
3
3
2
2
4
2
2
2
2
3
2
3
3
3
3
4
3
2
2
3
3
2
3
3
4
2
4
2
2
2
1
2
2
4
4
5
3
4
3
3
3
2
2
2
3
2
80
3
2.
8
2
3
4
3
4
4
3
4
4
3
3
4
3.55
2
2.
1
8
3
4
3
2
3
2
3
2
3
2
3
2.73
2
2.
0
9
2
3
3
3
3
2
2
2
2
2
3
2.45
2
2.
3
6
3
4
3
3
3
3
3
3
4
4
3
3.27
2
2.
0
9
2
3
3
2
3
2
2
2
2
2
3
2.36
2
2.
1
8
2
4
3
2
3
2
2
3
2
2
3
2.55
2
2.
1
8
2
4
2
2
2
2
2
2
2
2
2
2.18
2
2.
2
7
2
4
3
3
3
2
2
3
3
2
3
2.73
2
2.
5
5
3
4
4
2
3
3
2
3
3
4
3
3.09
3
3.
3
6
3
4
3
3
3
3
4
3
4
4
3
3.36
3
2.
7
3
2
4
2
3
3
3
3
3
4
3
4
3.09
3
2.
9
1
4
4
4
4
4
3
2
4
4
3
4
3.64
3
4
3
3
3
3
3
3
4
4
3
3.27
6
2
4
2
3
3
2
4
3
3
2
7
2
4
2
2
2
2
2
2
2
2
8
2
3
2
2
2
2
2
2
2
2
9
2
4
2
2
2
2
2
2
3
3
10
2
3
2
2
2
2
2
2
2
2
11
2
4
2
2
2
2
2
2
2
2
12
2
4
2
2
2
2
2
2
2
2
13
2
4
2
2
2
2
2
2
3
2
14
2
4
3
2
2
2
2
2
3
4
15
3
4
3
3
3
3
4
3
4
4
16
2
4
2
3
2
3
3
2
4
2
17
3
4
3
3
3
2
2
2
4
3
3
4
3
3
3
3
3
3
4
4
3
3.
2
7
19
3
4
4
3
3
3
3
3
2
2
3
3
4
4
4
4
4
4
4
3
3
3
4
3.73
20
2
4
2
3
3
3
2
3
3
2
3
2.
7
3
4
3
4
4
4
3
4
4
3
4
3.64
18
81
3
2
2.
7
3
4
4
4
3
4
3
4
3
4
4
3
3.64
2
2.
5
5
3
4
3
3
3
4
3
4
4
4
3
3.45
2
3
3
2
2
1
1
2
1
1
3
1.91
21
3
4
3
2
3
2
3
2
3
3
22
2
4
2
2
2
3
2
3
3
3
2
3
2
2
2
1
1
2
1
1
2
1.
7
3
2
3
2
2
2
2
2
2
2
1
2
2
2
3
3
3
3
2
2
3
2
1
2
2.36
2
2.
4
5
3
4
3
3
4
2
2
3
3
3
3
3
3
2.
8
2
4
4
4
4
4
4
4
3
3
3
4
3.73
3
2.
4
5
3
4
3
3
3
3
2
4
4
3
4
3.27
2
2.
1
8
3
4
3
3
2
2
2
3
3
2
3
2.73
3
2.
8
2
4
4
4
4
3
4
4
3
3
4
4
3.73
3
4
3
3
3
3
3
3
3
3
3
3.09
2
.
9
7
3
.
8
7
3
.
2
0
3
.
0
0
3
.
1
7
2
.
7
7
2
.
8
0
3
.
0
0
3
.
2
0
2
.
9
7
3
.
2
3
3.10
0
.
7
2
0
.
3
5
0
.
5
5
0
.
7
0
0
.
5
9
0
.
8
2
0
.
8
9
0
.
5
9
0
.
8
5
0
.
9
3
0
.
5
7
0.52
23
24
25
2
4
2
2
3
2
2
2
3
3
26
3
4
3
3
3
3
3
2
2
2
27
2
4
2
2
2
2
2
3
3
2
28
2
4
2
2
2
2
2
2
2
2
29
3
4
3
3
2
3
3
2
2
3
2
2
2
2
2
2
2
2
2
2.
1
8
2.3
7
2.
3
0
2
.
3
3
2
.
2
0
2
.
3
3
2
.
2
3
2
.
7
3
2
.
5
0
2
.
3
7
2.
5
0
0.
5
4
0
.
4
8
0
.
6
1
0
.
7
1
0
.
4
3
0
.
7
9
0
.
8
2
0
.
4
9
0.
3
8
30
2
MPre
=
SDP
re=
2.30
0.47
4
3.8
7
0.3
5
0.5
6
M
Post
=
S
DP
ost
=
Table 10.0 shows the results of the study on the effectiveness of
using songs and music via computer learning to improve students’
82
pronunciation. This study was conducted among the year 2 students of
Sekolah Kebangsaan Bandar Tasik Puteri, Rawang. The table shows the
mean value and standard deviation value of the eleven items which were
used to test the students’ ability to improve their pronunciation. This table
also shows the difference of the results between the pre test and the post
test.
The highest mean score (Mpre) for the pre test is for item number 2,
for the sentence “My name is Miss Lily”. The mean score for this question is
Meanpre = 3.87 and Standard Deviationpre = 0.35. The second highest mean
score (Mpre) for the pre test is item number 9 for the sentence “When I am
free, I read and answer e-mails.” The mean score for this question is
Meanpre = 2.73 and Standard Deviationpre = 0.79. The reason why students
were able to score higher when they pronounce these sentences are due to
the fact that the sentences consist of only one or two syllable words thus
they can be categorised as simple sentences. The lowest mean score (Mpre)
for the pre test is for item number 6 for the sentence “I help library users to
look for books” The mean score for this question is Meanpre
=
0.20 and
Standard Deviationpre = 0.61. The students probably find this sentence
challenging because the students have difficulty in pronouncing the word
‘library’ and ‘users’.
The highest mean score (Mpost) for the post test is also for item
number 2 for the sentence “My name is Miss Lily”. The mean score for this
question is Meanpost = 3.87 and Standard Deviationpost = 0.35. The second
83
highest mean score (Mpost) for the post test is for item number 11 for the
sentence “I close the library at 5.00 p.m.” The mean score for this sentence
is Meanpost= 3.23 and Standard Deviationpost = 0.57. The lowest mean score
(Mpost) for the post test is for item number 6 for the sentence “I help library
users to look for books”. The mean score for this question is Meanpost =
02.77 and Standard Deviationpost = 0.82.
The overall value of mean score for pre test on the effectiveness of
using songs and music via computer learning to improve students’
pronunciation is Meanpre
=
2.50 and the standard deviation Standard
Deviationpre = 0.38. The overall value of mean score for the post test is
Meanpost = 3.10 and the standard deviation value is Standard Deviationpost =
0.52. The overall value of the mean score on using computer learning to
improve students’ pronunciation has increased from Meanpre = 2.50, Standard
Deviationpre = 0.38 to Meanpost = 3.10, Standard Deviationpost = 0.52. The
results of the pre test and post test show that songs and music via computer
learning has improved the students’ pronunciation in the English language.
Table 11: Report Paired t-Test for the Pronunciation Test
Pre-Test
Pronunciation
Numbers Mean Standard
deviation
Value
t
df
30
-10.82
29 0.000
2.50
0.38
Sig.
84
30
Post-Test
Pronunciation
3.11
0.52
The data analysis shows that there are significant differences between the
Pre-Test Pronunciation (M = 2.50, SD = 0.38) with Post-Test Pronunciation
(M = 3.11, SP = 0.52, t (29) = -10.82, p = 0.000). Therefore, based on the
Paired t-Test results, students had shown a significant improvement on their
pronunciation in their reading skills in the English language.
4.5 Question 4: To investigate whether the method of using
songs and music through computer learning can improve the
students’ motivation.
Table 12: Result of the Motivation Test
Pre-Test
No.
Q
1
Q
2
Q
3
Q
4
Post-Test
Q
5
Q
6
To
tal
Q
1
Q
2
Q
3
Q
4
Q
5
Q
6
To
tal
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0.8
3
1
0.8
3
1
0.8
3
1
0.8
3
0
0.6
7
1
1
1
1
1
0
0.8
3
0.8
3
1
1
1
1
1
1
1
1
1
1
1
1
0
3
1
0
1
1
1
4
1
1
1
1
0
5
1
1
1
1
0
6
7
1
1
1
1
0
1
1
1
1
1
1
0
0.8
1
1
0
1
1
1
1
1
1
0
0.8
85
3
3
1
0.6
7
1
0.8
3
1
1
1
0
1
0
0.6
7
8
0
1
1
1
0
1
1
1
0
0
1
0
0
1
0
0.3
3
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
0
0.6
7
1
1
1
1
1
0
0.8
3
0
0.6
7
1
1
1
1
1
0
0.8
3
1
0.8
3
1
1
1
1
1
1
1
0
0.6
7
1
0.8
3
1
0.8
3
1
0.8
3
9
10
1
11
12
1
1
1
1
0
13
0
1
1
1
1
14
1
0
1
0
1
0
0.5
1
0.8
3
1
0.8
3
1
0.8
3
1
1
1
1
0
1
0.8
3
1
1
1
1
1
1
1
1
0.8
3
15
1
1
1
1
0
16
1
1
1
1
0
17
1
1
1
1
0
1
1
1
1
1
1
1
1
1
0
1
1
1
1
0
0
0
1
1
1
1
0
1
1
1
1
1
1
1
1
1
0.8
3
1
1
1
1
0
1
0.8
3
1
1
1
1
0
0
0.6
7
0.8
3
20
1
1
1
1
0
1
1
1
1
0
1
0.8
3
1
1
1
1
0
0
0.6
7
0.8
3
21
22
23
24
1
1
0.8
3
18
19
1
1
1
1
1
0
1
1
1
1
1
0
0
0.6
1
1
1
1
0
1
1
1
1
0
1
1
1
1
1
0
0
0.6
86
7
7
1
0.8
3
1
0.8
3
1
0.6
7
1
1
1
1
0
1
0.8
3
1
0.8
3
1
1
1
1
1
1
1
0
0.8
3
1
1
1
1
1
0
0.8
3
1
1
1
1
1
1
1
1
1
1
1
1
1
1
25
1
1
1
1
0
26
1
0
1
1
0
27
1
1
1
1
0
28
1
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
0.8
3
1
1
1
1
1
1
1
MPr
e=
0.
90
0.
87
0.
97
0.
93
0.
40
0.
70
0.7
9
MPos
t=
1.
00
0.
97
1.
00
0.
93
0.
57
0.
70
0.8
6
SDP
re=
0.
31
0.
35
0.
18
0.
25
0.
50
0.
47
0.1
5
SDP
ost=
0.
00
0.
18
0.
00
0.
25
0.
50
0.
47
0.1
1
29
30
Table 12 shows the results of the study on the effectiveness of using
songs and music via computer learning to improve students’ motivation.
This study was conducted among the year 2 students of Sekolah
Kebangsaan Bandar Tasik Puteri, Rawang. The table shows the mean value
and standard deviation value of the six items which were used to test the
students’ ability to improve their pronunciation. This table also shows the
difference of the results between the pre test and the post test.
The highest mean score (Mpre) for the pre test is for item number 3,
for the question “Do you enjoy the lesson when the teacher uses songs and
87
music?” The mean score for this question is Meanpre = 0.97 and Standard
Deviationpre = 0.18. The second highest mean score (Mpre) for the pre test is
item number 4 for the statement “I like to sing and answer questions with
my friends when the teacher uses the computer.” The mean score for this
question is Meanpre
=
0.93 and Standard Deviationpre = 0.25. The results
show that the students enjoy the lesson more and are willing to take active
roles in the classroom when the teacher uses the computer. The lowest mean
score (Mpre) for the pre test is for item number 5 for the statement “The
lesson is boring without the computer”. The mean score for this question is
Meanpre = 0.40 and Standard Deviationpre = 0.50. This result shows that they
students do not find the lesson boring without the use of computers and that
computer learning only act as an added ‘fun’ factor and will enhance the
motivation of students but it will definitely be the determining factor that
will boost the students’ motivation.
The highest mean score (Mpost) for the post test is for item number 1
and 3 for the sentences “Do you like to read the textbook in the classroom?”
and “Do you enjoy the lesson when the teacher uses songs and music?” The
mean score for these questions are similar; Meanpost
=
1.00 and Standard
Deviationpost = 0.00. The second highest mean score (Mpost) for the post test
is for item number 2 for the sentence “Do you like to read using the
computer in the classroom?” The mean score for this sentence is Meanpost=
0.97 and Standard Deviationpost = 0.18. The lowest mean score (Mpost) for
the post test is also for item number 5 for the sentence “The lesson is boring
88
without the computer”. The mean score for this question is Meanpost = 0.57
and Standard Deviationpost = 0.50.
The overall value of mean score for pre test on the effectiveness of
using songs and music via computer learning to improve students’
motivation is Meanpre = 0.79 and the standard deviation Standard
Deviationpre = 0.15. The overall value of mean score for the post test is
Meanpost = 0.86 and the standard deviation value is Standard Deviationpost =
0.11. The overall value of the mean score on using computer learning to
improve students’ motivation has increased from Meanpre = 0.79, Standard
Deviationpre = 0.15 to Meanpost = 0.86, Standard Deviationpost = 0.11. The
results of the pre test and post test show that songs and music via computer
learning has improved the students’ motivation.
Table 13: Report Paired t-Test for the Motivation Test
Numbers Mean Standard
deviation
Value
t
df
Sig.
Pre-Test
Motivation
30
0.79
0.15
-3.89
29 0.001
Post-Test
Motivation
30
0.86
0.11
The data analysis shows that there are significant differences between the
Pre-Test Motivation (M = 0.79, SD = 0.15) with Post-Test Motivation (M =
89
0.86, SP = 0.11, t (29) = -3.89, p = 0.001). Therefore, based on the Paired tTest results, students’ motivation had increased significantly via computer
learning.
4.6
Conclusion
Songs and music via computer learning is a very useful tool to
attract and improve students’ reading skills in the English language
especially in a second language classroom. Students particularly young
children will benefit more from this approach as they are more interested to
learn from a positive classroom environment and methods which will help
them and not cast them to lose interest in the lesson and indirectly the
lesson. Thus, based on the results from the tests above, this study has proven
that computer learning does indeed give a significance difference in the
students’ reading skills. They were able to improve their understanding of
the text read, improve their recalling skills, improve their pronunciation and
also increase their motivation level. However, the result for the motivation
test also showed that some students still enjoy reading and learning using
the textbook. They also stated that they find that the usual lesson is not
boring and the teacher’s teaching is generally not boring without the usage
of computer.
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CHAPTER 5
SUMMARY, DISCUSSION AND RECOMMENDATION
5.0 Introduction
This chapter will summarize the research findings based on the
responds given by the students in the tests given to find out whether songs
and music via computer learning will improve students’ reading skills. The
summary and recommendations given are based on the research findings
from Sekolah Kebangsaan Bandar Tasik Puteri, Rawang and this is
specifically for Year 2 pupils. Besides the research findings, the researcher
also includes some recommendations suitable with reading skills and
computer learning. The recommendations given are based on the
91
researcher’s perspective and also based on the research on the effectiveness
of using songs and music via computer learning to improve English reading
skills and the factors which are interconnected to one another. The factors
which are interconnected involves the students’ perception on the
effectiveness of using songs and music via computer learning and how this
method or approach can improve their understanding skill, recalling skill,
pronunciation and overall motivation in learning in English.
5.1
Summary of overall research
Based on the overall finding, the research result shows that all the
variables have significant differences between the pre test and the post test
result. The respondents showed a very positive inclination towards
computer learning and their test results showed progress. This means that
there were improvements in the four tests; the understanding test, the
recalling test, the pronunciation test and the motivation test. Songs and
music via computer learning did improve the students’ performance in all of
the areas mentioned earlier. The students or respondents were able to
understand the text more with the help of songs and music and also
computer learning because it made the lesson more interesting and
unorthodox.
92
Besides that, the students were also to recall more information based
on the text that they have read and this showed positive results as they were
able to score higher in the post test. This shows that songs and music in
computer learning makes the lesson much more memorable and it helps
students to remember information better than just using the text from the
textbook. The effectiveness of using songs and music via computer learning
is also evident in terms of pronunciation. Students performed better as they
were able to pronounce the words in the sentences given correctly and more
confidently compared to when they just listened to the teacher reading out
the words from the textbook. This is because students, especially young
children are more attracted to songs, music and computer learning. They are
able to imitate the sounds and the words they hear from these teaching aids.
The motivation test result revealed that the students’ motivation increased
when they learn with songs and music because they enjoy the lesson.
However, it is also noted that some of the students still feel that the
usual classroom lesson is not boring even if the teacher does not use the
computer. Some of them also stated that reading is still fun when the teacher
uses the textbook. Therefore, it is safe to say that the students’ motivation
did increase due to computer learning but it only acts as a teaching aid or
tool that will help increase and not determine the success of improving the
students’ overall performance in reading skills and motivation. To conclude
based on the overall research, the research finding shows that effectiveness
93
of using songs and music via computer learning is evident in improving the
students’ reading skills in the English language.
5.2
Research Discussion
Research discussion is connected to the research result which derives
from this study. Research result on the other hand is compared to the results
of past researchers which are also connected to the title of this research. The
results from the past researchers are used to support or just for comparison
with the research done in this study. This research discussion therefore is
divided into four sections which are how songs and music via computer
learning can improve students’ understanding of the text read, how songs
and music via computer learning can improve the students’ recalling skills
to recall information from the text read, how songs and music via computer
learning can improve the students’ pronunciation and last but not least how
songs and music via computer learning can increase the students’
motivation in learning English.
5.2.1 How Songs and Music via Computer Learning can
improve Students’ Understanding of the Text Read
The research findings showed that songs and music via computer
learning did improve the students’ understanding of the text read. This is
94
because they were able to score better in the post test compared to the pre
test before the treatment was carried out. Students were able to comprehend
better using songs and music via computer learning and they were able to
answer the questions correctly compared to just using the textbook.
The research findings of this study is similar to the study of Faridah
(2001) which has shown that computer speeds learning process and the
potential to improve academic performance of special students. Even though
this research focuses on special students, the researcher has found
similarities in which students’ comprehension of the text has increased
when the teacher uses the computer to teach instead of using the textbook.
Studies conducted by Phua, Ramasamy & Ang (1998) also have proved the
existence of differences in achievement scores compared to students who
were taught with computer-aided teaching methods and traditional learning.
This research has shown similarities as the findings of past research. The
rationale behind this is that students particularly those of young age are
more inclined towards music and they can understand a story or text easier
if there were to be added music or song which can enhance their feelings or
evoke certain previous knowledge which is also known as schemata. A
study by Schon et al (2007) proved this claim as the research has also shown
that songs bring emotional function (openness and pleasure), and also
facilitate the process for reasons of language learning tools and repetitive
structure.
95
According to Joseph M Piro and Camilo Ortiz (2009) several studies
have reported positive associations between music education and increased
abilities in non-musical (eg, linguistic, mathematical, and spatial) domains
in children. The authors say there are similarities in the way that individuals
interpret music and language and “because neural response to music is a
widely distributed system within the brain…. it would not be unreasonable
to expect that some processing networks for music and language behaviours,
namely reading, located in both hemispheres of the brain would overlap.”
5.2.2 How Songs and Music via Computer Learning can
improve Students’ Recalling Skills to Recall Information
from the Text Read
The results of the study shows that songs and music via computer
learning has proven to improve students’ recalling skills to recall
information from the text read. The research finding shows improvement
from the pre test to the post test results. Students have shown more
understanding as mentioned earlier and this method has automatically
helped them to recall what they have read and learned in the text. As a
result, students were able to answer more questions correctly.
Droscher (2006) found that exposure to music will help speed
reading age, IQ and mental development. Results of previous studies have
96
also shown that music can improve reading and writing skills. Songs
available to help children in the text are identified more effective than
speech (Colwell, 1994, Register, 2001 and Standley & Hughes, 1997). The
past study also shows that students’ achievement scores increased with
using music in the reading programme (Hansen & Bernstrof, 2002). Butzlaff
(2002) and Lamb & Gregory (1993) found the existence of the relationship
between achievement in reading and music. Music really has given an
opportunity to students who have difficulty in reading and writing with
characteristic times played repeatedly, melodious and full of sentimental
(Gipe, 2002). According to a study by Schon et al (2007), learning the song
is easier than learning speech, especially in learning a new language. Songs
bring emotional function (openness and pleasure), and also facilitate the
process for reasons of language learning tools and repetitive structure.
Krashen (1982), the songs provide input of language in which it is the
element important in language acquisition.
The results of this study can be compared to another research which
was conducted by Harrison & Van Dervender, 1992; Koscinski & Gast,
1993; Williams, 2000. The result of the researchers mentioned suggest that
systematic practice of basic multiplication facts was an effective method of
improving students’ recall of these facts and that their improved recall
remained for at least four weeks after the last practice session. While the
results supported the position that practice, structured to overcome
plateaus of achievement, leads to increased procedural proficiency in
97
recalling multiplication facts, the results do not support the assertion that
computer-based practice is more effective than traditional pencil and paper
practice approaches. The researches above show similarity to this research
because it shows improvement in the test results. Therefore, this approach of
using songs and music via computer learning can improve students’
recalling skills to recall information from the text read.
5.2.3 How Songs and Music via Computer Learning can
improve Students’ Pronunciation
This approach of using songs and music via computer learning has
proven to improve the respondents or students’ pronunciation. Students
were required to read eleven sentences which ranges from simple to
complex sentences. They were scored according to their fluency and
pronunciation in reading each sentence. The students were not able to score
well during the pre test because they only used the textbook. Students were
not given any feedback on their pronunciation and they relied mainly on the
teacher to respond and guide them. This was not a practical way to teach a
large classroom because this method will only benefit students who have
higher proficiency level and extrovert in which they have more motivation
to learn than their peers who have lower proficiency. The research result
showed that students have more problems in pronouncing words with more
than one syllable.
98
The test revealed that students were able to score better in the post
test because the teacher used a power point slide show which contained
songs and music. The students enjoyed the lesson and they were also able to
respond with the teacher and the computer. Students were taught to spell
and pronounce each word and they were given the opportunity to compare
their pronunciation with the computer. This helped tremendously in
increasing the students’ pronunciation skills. Many past studies have
revealed similar success in improving students’ pronunciation skills when
the teacher uses computer learning in the classroom.
According to Case and Truscott (1999), students have been able to
improve their sight word vocabulary, fluency, and comprehension.
Computer based reading instruction also allows for "increased interaction
with texts, attention to individual needs, and increased independence
through an ability to read texts they would not otherwise be able to read"
(Case & Truscott, 1999). In a study conducted by Liaw (1997), computer
books were used to investigate whether computers increase verbal
interaction between students. These computer books are interactive stories
that appear on the computer screen as an actual book with text and
illustrations. There are also a variety of interactive choices students can use
to read the story, including: real voices that read aloud, music, and sound
effects. The story is also highlighted so readers can follow along with the
text.
99
This study was conducted by videotaping student interactions while
using the computer books. Students were arranged in groups of three to read
the stories. Their types of speech used with each other were analyzed. Even
though the children had limited English language proficiency, they engaged
in various modes of language functions to accomplish their reading of the
computer books (Liaw, 1997). They made many commands to each other.
They also shared opinions and made suggestions. They tended to ask a lot of
questions of their partners and were given responses.
5.2.4 How Songs and Music via Computer Learning can
improve Students’ Motivation
Songs and music via computer learning can also improve the
students’ motivation. The respondents or students are mostly young
children. They are more attracted to learn when the lesson is more
interactive and has a ‘fun’ factor. According to effective procurement
carried out by the findings of the study Elisabeth (2005), the success of
language learning is influenced by the ability of a teacher in the process of
teaching and to make learning interesting and fun for children. A child is
said to be love to sing and move. Thus, songs and movement activities are
effective approaches in language learning. The language becomes more
simple and easy to understand through song.
They also benefit more from a lesson which provides lifelong
learning compared to rote learning. Students enjoy a text which they can
100
relate to because the text is more meaningful to them. Many studies carried
out since 20 years ago found that computer- Based Learning (CBL) has
made the system more effective teaching and more efficient learning
environment (Howell, 1971, Hess & Tenezakis, 1973; Papert, 1980;
Hannafin, 1984; Menis, 1987 and Ellington & Race, 1993).
Several studies have also shown similarities to the result of this
research. A research by Guthrie and Wigfield (2001) found that motivated
readers are engaged readers, and this engagement is highly related to
continued growth in reading ability. Students are motivated when reading
texts that are connected to "stimulating activities, related to learning events,
or connected to personally significant projects" (p. 41 1) (Guthrie &
Wigfield, 2001). Moreover, Guthrie and Wigfield (2001) cite research that
suggests "reading engagement initially learned with intrinsically motivating
activities in one knowledge domain transferred flexibly to a new knowledge
domain" (p. 411).
By increasing the students’ motivation, teachers can also
automatically improve their participation and comprehension in the
classroom. Lessons will be more meaningful and students will have a
positive experience, which will inevitably encourage them to read more. A
research by Candace Barnes and Rachel Monroe (2011) showed that
students really enjoyed having student-teacher conferences. Through student
conferences, comprehension skills were elevated by increased participation
with peers and teacher. Students thoroughly enjoyed one-on-one
101
conferencing with teacher and peers in order to express their interpretation
of the text. Students at all ages crave attention from their peers and teachers,
so these interventions made each student feel as if they were a valuable
piece of our reading instruction.
Studies of the Johns Hopkins University shows students are
interested in classes that use computers effectively and rarely skip class, but
they are willing to allocate more time to learn to use the computers.
Additionally, students are also more social, more independent and build
mutual cooperation in solving problems and sharing information and
knowledge (Azman, 2000). Fuchs & Alider findings (1993) showed pupils
will become more active, have focused attention to tasks and problemsolving skills is increases. In addition, the study of Faridah (2001) has
shown that computer speeds learning process and the potential to improve
academic performance of special students.
Actions play, music and songs motivate students to attend and focus
attention in the classroom (Tan & Shi, 2005). The study by Salcedo (2002)
also found that the use of songs in the foreign language classroom might
help considering a text. Apart the occurrence of mental training with
accidental (involuntary mental rehearsal / din) also increased with the
creation of music. Thus, music may be a way of learning a language. This
proves that the method of using songs and music does improve the students’
motivation.
102
5.3 Recommendations
Based on the research findings, the findings concludes that
the method or approach of using songs and music via computer learning is
effective in improving English reading skills among lower primary school
pupils. This approach is effective because it helps students to have a better
understanding in the text that they read, be able to recall the information that
they have attained from the texts read, have a better pronunciation and
fluency in reading and become more motivated to read English books or
texts.
According to Saad AlKahtani (1999), using computers in ESL
classroom is important for both teachers and learners. Computers can handle
a range of activities and carry out programmed functions at amazing speed.
They can check exercises after they are done, move students gradually from
easier to more difficult exercises according to their levels and abilities.
When students fail to answer questions correctly or perform activities, the
computer can simulate, drill, or explain the phenomenon in a way that
makes it easier for the learner to understand (Hoffman, 1996). However,
technology, especially computers, has not yet gotten to the point where it
can make a real difference in language instruction in ESL classroom.
Therefore, this section will present some recommendations with a
view of improving the students’ reading skills. The recommendations will
cover two important sections; the teachers and the Education Ministry of
Malaysia.
103
5.3.1 Teachers
The research finding shows that the students enjoy the lesson with or
without the usage of computer. This is relevant in the result of the
motivation test when the teacher asked the respondents if they like the
teacher if she teaches using the textbook or the computer. Respondents
showed interest in both method but there were improvement in the students’
overall reading skills when the teacher used songs and music via computer
learning.
The respondents also confessed that they don’t mind the method or
teaching aids used as long the lesson is fun. The study by Elisabeth (2005)
stated that the success of language learning is influenced by the ability of a
teacher in the process of teaching and to make learning interesting and fun
for children. This proves that teachers play a significant and important role
in ensuring the students’ learning process are meaningful and beneficial in
the long run. Students who learn English as their second language like in
Malaysia depend mainly on their teachers for guidance. Most of the students
in the Malaysian classroom have exposure and use the English language
only when they are in school. Therefore, teachers should equip themselves
with interesting teaching approaches and resources. With the vast
information and resources available online, teachers are spoilt in choice to
choose the best approaches and resources they can use to cater the needs of
104
their students. This also means that teachers should consider their classroom
situation and their students’ level of proficiency, their culture and the
students’ learning styles.
Besides that, according to Md. Hamidur Rahman (2004) teachers
should set students with reading activities. They should help them with hints
and clues, and train them the cognitive and meta cognitive strategies to read.
Teachers must not lecture, and explain everything to the students. They
should make the students read and find out for themselves the different
layers of meanings in the texts. Teachers should monitor students’ activities,
assist them and provide guidance and feedback. They should do what
Nuttall (1996: 32-33) describes as responsibilities of the teachers:
Helping students to enjoy and value reading, including making sure
there is an attractive extensive reading programme;
Finding out what the students can and cannot do, and working out a
programme to develop the skills they lack;
Choosing suitable texts to work on;
Choosing or devising effective tasks and activities;
Preparing the students to undertake the tasks;
Making sure that everyone works productively and to their full
potential by encouraging students, promoting text-focused discussion and
providing ‘scaffolding’ to enable them to interpret the text themselves,
rather than having to rely on the teacher;
Monitoring progress to make sure that everyone in the class improves
steadily according to their own capabilities.
105
5.3.2 Education Ministry of Malaysia
The Education Ministry of Malaysia plays a vital role in ensuring the
teachers and teaching resources and facilities used by the teachers are
suitable and meet the needs of the country. They need to ensure that the
quality of the teachers produced in the universities and teachers’ training
colleges are good and that senior teachers are also given the opportunity to
equip themselves with the latest information and techniques from time to
time.
The education ministry should also ensure that the teachers’
problems and plights are taken seriously. For example, the efficacy of
implementing a computer-based, classroom program will be hampered by
the practical limitation of the small number of computers found in most
classrooms and by time constraints. The computer group participants are
required to move from their normal classroom to the computer laboratory
within the school. A 15 minute practice session took the students out of the
class for 20 to 25 minutes as they moved to and from their classroom,
started the computer, started the computer program, waited for the other
students (so as to commence the practice session at the same time),
terminated the program and shutdown the computer. As there were not
enough computers for the entire class, the Computer Based Instruction
106
(CBI) groups were divided into two, with each half undertaking their
practice in separate sessions, which resulted in further disruption. This is a
common scenario in most schools in Malaysia. Most classrooms do not have
access to the internet as there is no internet connection or Wi-Fi in schools
and there are no screen or LCD projectors in the classroom. The education
ministry can resolve this problem by ensuring that classrooms in schools in
the country are equipped with internet access, LCD projectors and screen.
Besides, the education ministry also should ensure that reading texts
should be changed in the textbooks in every five years because some of the
texts have become outdated. Topics should be of contemporary interest.
Texts of all the different types of writing– descriptive, narrative, expository,
argumentative, literary etc.– should be used. Sports, culture, global issues,
scenario, history etc. prove interesting for learners. So, topics that interest
the young learners most should be included in the textbook (Hamidur
Rahman, 2004).
Apart from updating the textbook every five years, the education
ministry should also ensure that the syllabus is updated from time to time.
The reading components of the syllabus should be revised, and the higher
order skills such as predicting, using contextual clues, guessing word
meaning, interpreting texts, evaluating a text critically, recognizing the
author’s position and bias, distinguishing between facts and opinions,
understanding author’s tone, mood and attitude, surveying text organization
etc. should be included in the syllabus.
107
5.4
Recommendations for Future Research
In this section, the researcher suggests some further research to be
undertaken in the future. Among them are:
i.
Research on the effectiveness of songs and music via computer
learning to improve English reading comprehension skills among lower
primary school pupils.
ii.
Research on the effectiveness of songs and music via computer
learning to improve recalling skills among lower primary school pupils.
iii.
Research on the effectiveness of songs and music via computer
learning to improve pronunciation skills among lower primary school
pupils.
iv.
Research on the effectiveness of songs and music via computer
learning to improve motivation to learn English among lower primary
school pupils.
5.5
Conclusion
This research was conducted to test and research on the effectiveness
of using songs and music to improve English reading skills among lower
primary school pupils. The research finding proves the hypothesis is correct
108
because the Paired t-Test results showed improvements in all the sections
tested. The research finding shows that students were able to score better
after the treatment method was used. This means that the results shows
significance
improvement;
students
were
able
to
improve
their
understanding skills in the text that they read, improve their recalling skills
based on the text read, improve their pronunciation skills and improve their
motivation to learn and read English texts.
There were several recommendations which were highlighted for the
teachers and education ministry of Malaysia in hopes that this research
would bring a new insight on the importance or significance of using songs
and music via computer learning to teach English reading skills among
lower primary school pupils. The researcher hopes that both parties involved
will consider the recommendations given. Therefore, all parties involved in
education such as parents, teachers, school administrators and the Ministry
of Education must take appropriate measures to ensure that the students are
made as their top priority. The implications of the findings of this study
discussed earlier in this chapter should be taken into careful considerations,
and steps should be taken to implement the recommendations made in the
preceding section of this chapter, and if implemented, the state of the
teaching and learning of reading skills in the country will improve
significantly.
109
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Appendix 1
Pre Test : Lesson Plan I
Focus:
Reading Skill
Theme:
World of stories
Topic:
A day in the life of a librarian
Content standard:
2.3
Learning standard:
2.3.1 Able to read simple texts with guidance:
(b) non-fiction
Learning outcomes:
By the end of the lesson, pupils will be able to:
i) Read the text given with the correct pronunciation.
ii) Show understanding on the text by answering WHQuestions based on the text.
iii) Complete the song lyric based on the text given.
Teaching aids:
Worksheets, picture cards and textbook.
Moral value(s):
Importance of being responsible and appreciate
people’s work.
118
Stage/Time
Activities
Rationale(s)
Set
Whole class activity:
-To evoke pupils
induction
1. Teacher shows a picture card to
interest towards the
(5 minutes) the pupils.
lesson.
2. Teacher asks Wh-questions to
evoke pupils’ interest towards the
lesson.
3. Pupils are asked about their
experience they had in the school
library or any public library.
Pre-
Whole class activity:
-To give guidance on
reading
1. Teacher reads the text in the
how to pronounce
(10
textbook loudly and with the
difficult words.
minutes)
correct pronunciation while pupils
-To encourage the
listen carefully.
pupils to read.
2. Pupils read the text with the
teacher’s guidance.
3. Teacher corrects any
119
pronunciation mistakes and
encourages the pupils to read.
4. Pupils read the text loudly again
but this time without the teacher’s
guidance.
While
Pair work activity:
-To ensure that the
reading
1. Pupils refer to the text in the
pupils understand the
(15
textbook again.
instructions given.
minutes)
2. Pupils and teacher discuss about
-To encourage them to
the text.
co-operate with their
3. Pupils are asked to work in pairs
peers.
of two.
4. Teacher distributes worksheets to
the pupils.
5. Teacher explains the exercise
given and asks questions to the
pupils to ensure they understand the
instructions given.
6. Pupils complete the worksheet
by answering WH-questions based
on the text in the textbook.
Post
Whole-class activity:
-To
summarize
and
reading
1. Teacher shows a manila card
retell the story in the
(10
which contains a song lyric about
form of a song.
120
minutes)
the librarian mentioned in the story.
-To
give
the
2. Teacher teaches them how to
opportunity
sing the song.
pupils to understand
3. Pupils sing the song with the
the
teacher.
enjoying the song.
for
story
the
while
4. Teacher distributes worksheets to
the pupils.
5. Pupils are required to complete
the lyrics of the song by recalling
the song lyrics.
Closure
Whole class activity:
-To encourage pupils to
(5 minutes) 1. Teacher asks pupils on the
make predictions and
responsibilities of a librarian.
think outside the box.
2. Pupils are asked to predict what
- To inculcate the
will happen if there are no
moral value of the
librarians in the world.
importance of being
3. Teacher sums up the lesson by
responsible and
inculcating the moral value of the
appreciating people’s
importance of being responsible
work.
and appreciating people’s work.
121
Appendix 2
Set Induction: A picture card of a library
122
Appendix 3
Pre-reading: Text I
A Day In the Life of a Librarian
My name is Miss Lily. I am a librarian. I work in a public library.
Every day, I open the library at 10.00 a.m. I help library users to look
for books. I also arrange books on the shelves. I take good care of the
books in the library.
When I am free, I read and answer e-mails. Sometimes I read
stories to the children. I close the library at 5.00 p.m.
123
Appendix 4
Pronunciation Test
SK BANDAR TASIK PUTERI, RAWANG
Name: _________________________________
No
The Sentence
1
A Day In the Life of a Librarian
2
My name is Miss Lily.
3
I am a librarian.
4
I work in a public library.
5
Every day, I open the library at
Marks
10.00 a.m.
6
I help library users to look for
books.
124
7
I also arrange books on the
shelves.
8
I take good care of the books in
the library.
9
When I am free, I read and
answer e-mails.
10
Sometimes I read stories to the
children.
11
I close the library at 5.00 p.m.
TOTAL
Marking scale:
Excellent – 4 marks
Good – 3 marks
Satisfactory – 2 marks
Weak – 1 mark
125
Appendix 5
While reading: Comprehension questions
Understanding Test
SK BANDAR TASIK PUTERI, RAWANG
Name: _________________________________
1. What is the name of the woman in the story?
2. What does she do?
3. Where does she work?
4. What time does she open the library?
5. Name THREE things Miss Lily does in the library.
i)____________________________________________________
ii)____________________________________________________
iii)___________________________________________________
__
126
Marking scale:
Correct – 1 mark
Wrong – 0 marks
Appendix 6
Post Reading: Song Lyric
7 marks
Recalling Test
Miss Lily oh Miss Lily,
You are very pretty,
You work in a public library,
In the big city.
Miss Lily oh Miss Lily,
She is a librarian,
She opens the library in the morning,
And closes it in the evening.
She helps people find books,
Then she arranges the books,
She answers e-mails,
And tells children stories and tales.
127
Appendix 7
Post Reading: Complete the missing song lyric
Recalling Test
SK BANDAR TASIK PUTERI, RAWANG
Name: _________________________________
Miss Lily oh Miss Lily,
You are very pretty,
You work in a _______________________,
In the big city.
Miss Lily oh Miss Lily,
She is a_________________________,
She opens the library in the ________________,
And closes it in the _____________________.
128
She helps people find _______________,
Then she _____________ the books,
Marking scale:
Correct – 1 mark
Wrong – 0 marks
8 marks
129
Appendix 8
Post Test: Lesson Plan II
Focus:
Reading Skill
Theme:
World of stories
Topic:
A day in the life of a librarian
Content standard:
2.3
Learning standard:
2.3.1 Able to read simple texts with guidance:
(b) non-fiction
Learning outcomes:
By the end of the lesson, pupils will be able to:
i) Read the text given with the correct pronunciation.
ii) Show understanding on the text by answering WHQuestions based on the text.
iii) Complete the song lyric based on the text given.
Teaching aids:
A laptop, a white screen, LCD, worksheets, textbook.
Moral value(s):
Importance of being responsible and appreciate
people’s work.
130
Stage/Time
Activities
Rationale(s)
Set
Whole class activity:
-To evoke pupils
induction
1. Teacher shows a video clip to the
interest towards the
(5 minutes) pupils.
lesson.
2. Teacher asks WH-questions to
evoke pupils’ interest towards the
lesson.
3. Pupils are asked about their
experience they had in the school
library or any public library.
Pre-
Whole class activity:
-To give guidance on
reading
1. Teacher shows a power point
how to pronounce
(10
presentation which contains the
difficult words.
minutes)
story of ‘A day in the life of a
-To encourage the
librarian’.
pupils to read.
2. Teacher reads the text in the
power point presentation loudly and
with the correct pronunciation
while pupils listen carefully.
131
3. Pupils read the text with the
teacher’s guidance.
4. Teacher corrects any
pronunciation mistakes and
encourages the pupils to read.
5. Pupils read the text loudly again
but this time without the teacher’s
guidance.
While
Pair work activity:
-To ensure that the
reading
1. Teacher shows the power point
pupils understand the
(15
presentation to the pupils again.
instructions given.
minutes)
2. Pupils and teacher discuss about
-To encourage them to
the text.
co-operate with their
3. Pupils are asked to work in pairs
peers.
of two.
4. Teacher distributes worksheets to
the pupils.
5. Teacher explains the exercise
given and asks questions to the
pupils to ensure they understand the
instructions given.
6. Pupils complete the worksheet
by answering WH-questions based
on the text given.
132
Post
Whole-class activity:
-To
reading
1. Teacher shows a video clip
retell the story in the
(10
which contains a song about the
form of a song.
minutes)
librarian mentioned in the story.
-To
2. Pupils sing the song along with
opportunity
the video clip.
pupils to understand
3. Teacher distributes worksheets to the
the pupils.
summarize
and
give
the
for
story
the
while
enjoying the song.
4. Pupils are required to complete
the lyrics of the song by recalling
the song lyrics.
Closure
Whole class activity:
-To encourage pupils to
(5 minutes) 1. Teacher asks pupils on the
make predictions and
responsibilities of a librarian.
think outside the box.
2. Pupils are asked to predict what
- To inculcate the
will happen if there are no
moral value of the
librarians in the world.
importance of being
3. Teacher sums up the lesson by
responsible and
inculcating the moral value of the
appreciating people’s
importance of being responsible
work.
and appreciating people’s work.
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Appendix 9
The reading text for Lesson Plan II
(The power point presentation)
A Day In the Life of a Librarian
I am a librarian. I work in a
My name is Miss Lily.
public library. Every day, I
open the library at 10.00
a.m.
134
I help library users to
I also arrange books on the
look for books.
shelves. I take good care of
the books in the library.
When I am free, I read
and answer e-mails.
Sometimes I read stories to
the children. I close the
library at 5.00 p.m.
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Appendix 10
Interview Questions
Motivation Test
SK BANDAR TASIK PUTERI, RAWANG
Name: ___________________________________________
No
Items
1
Do you like to read using only textbooks
Yes
No
in the classroom?
2
Do you like to read using the computer in
the classroom?
3
Do you enjoy the lesson when the teacher
uses music and songs?
4
I like to sing and answer questions with
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my friends when the teacher uses the
computer.
5
The lesson is boring without the
computer.
6
I can understand the story better with the
help of the computer.
TOTAL
Marking scale:
Yes – 1 mark
No – 0 marks
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