CHAPTER ONE

INTRODUCTION

1.0 Background of Study

Since the former Prime Minister of Malaysia, Tun Dr Mahathir Mohamad launched the quest
to become a developed country in 2020, various plans and actions have been carried out
progressively in accordance with the National Philosophy of Education (NPE) Malaysia. Due
to the challenges in coping with the globalisation needs, Ministry of Education has seen the
development of Malaysian with English proficiency as one of the key aspects of the
development. The newly published National Education Blueprint 2013-2025 (MOE, 2012)
has seen English has been set to a new high standard, where the aim is every student should
master English language as the international lingua franca, thus should be able to use the
language at the workplace. In other words, Malaysians must be proficient in English to meet
the international communication demands (Zubaidah Awang & Shaidatul Akma Adi Kasuma,
2010).

1.1 Statement of Problem

One of the key aspects to be proficient in English language is to learn and to be able to use
words for appropriate structures and functions. When we learn another language as our
second language, let say for travel purpose, it is common sight to see people carrying around
dictionaries or at least, a list of most commonly used phrases of the language. Thus, the
importance of vocabulary learning in developing English language proficiency among
Malaysian students is indeed important, as the lack of vocabulary may be seen as the barrier
towards using appropriate structures and functions in comprehension and communication
(Nesamalar Chitravelu, Saratha Sithamparam & Teh Soo Choon, 2005).

It is important to look at learners perception towards English language learning because
different views provide different outcomes in how the learners learn the language. There are
various researches pertaining students perceptions towards English language learning and
the result packages come with mixed reactions. On the bright side, based on the work of
Jamali Ismail and Hasliza Aris (1996), Hazman Murshidi (2005) indicated that secondary
school students in Malaysia highly regarded the importance of learning English, for better job
employment and further studies. However, another point of view learners perception towards
learning English language was provided in Choy and Troudis (2006) study, where they
initially claimed that students perceived English as irrelevant in their lives outside the school
and students only used English in the classroom for learning and passing the exam purpose
solely. As a result, the study further indicates that students are more comfortable
communicating in Malay or Mandarin with their peers. However, later in the same case
study, the learners indicated as they moved into college years, the subjects seemed to be more
positive due to the positive environment in the classroom that motivated them to learn
English for communication purposes and preparing themselves before they enter the
workplace.

Taking the motivation factor into account, there are various studies linking motivation and
English language learning. Drnyei (2009) described motivation as the primary impetus to
initiate learning the L2 and he later profusely correlated motivation with language learning
by saying that one cannot simply achieve the goals, being learning English as the case of this
study, without enough motivation regardless how brilliant the individuals are. In addition,
based on a research among university graduates in China, the results indicated that
motivational strength plays an important role affecting the graduates personal goals and
strategy they use in language learning (Xu, 2011). In other words, actions and strategies taken
by the graduates are driven by the motivation, when looking at the importance of becoming
proficient in English to be employed to well-paid jobs.

Meanwhile, there were substantial researches exploring the correlation between motivation
and language learning conducted in Malaysia. In one hand, there was a case study conducted
among tertiary level second language learners, on their attitudes towards three different types
of vocabulary learning, and the findings suggested that through the incorporation of multiple
vocabulary learning strategies such as Contextual Clues, Dictionary Strategies and Computer
Assisted Language Learning (CALL), positive attitudes can be developed and students are
more motivated to learn vocabulary (Zuraina Ali et al, 2012). However, this study was
conducted among graduate students, which may produce different perceptions and motivation
level compared to the secondary school students. On the other hand, intrinsic and extrinsic
motivation were indicated to be the most important dimension in learning English language
among Form Four students in a secondary school in Malacca (Lau & Habibah Elias, 2011).
Affiliation to the tasks and students in the classroom was also seen as the contributing factor
towards the motivation and perception of English language learning in the same study.

Taking the age factor and intrinsic & extrinsic motivation factor from the aforementioned
studies above into account, it is believed that incorporating songs into vocabulary teaching
and learning in the classroom environment may produce great outcomes to the students
motivation in learning English language. Thus, these factors are taken into consideration and
triggered the research to be conducted, hoping to see how incorporation of songs may impact
secondary school students motivation towards English vocabulary learning.

1.2 Research Objectives and Research Questions

In light of the arguments, the study aims to investigate students vocabulary learning
motivation level when songs are incorporated into the vocabulary teaching and learning in the
classroom. The study believes that songs and music are a great tool for English language
learning, as most secondary school learners love to listen to music and thus, when songs are
integrated into their vocabulary lessons, the study believes it may produce significant
increase in their English language knowledge, particularly in their vocabulary. The research
questions below are formulated based on the objectives of conducting the study:

1. Is there any significant differences in students motivation in learning English
vocabulary when songs are incorporated in lesson in the classroom?
2. What advantages do students experience when they use songs in learning the targeted
vocabulary?
3. What difficulties do students experience when they use songs in learning the targeted
vocabulary?

1.3 Significance of Study

This study is hoping to get some insights whether songs actually motivates students in their
English language learning, specifically the English vocabulary. The study attempts to see
whether using the current trends and lifestyle among secondary school students, which is
listening to songs, could affect their vocabulary learning as well. Moreover, with the results
of this study, it will also shed light into the idea of incorporating materials that suit the needs
and what the students actually want, into English language learning. When materials for
learning English language are chosen delicately based on what the students want, it will boost
their motivation and confidence to learn the language and soon, students will start producing
significant outcomes, in terms of using the language learn in the classroom in the real world.
Furthermore, understanding the motivation factors affecting students English language
learning will help teachers to become more aware of the current teaching methodology and
pedagogy. Teachers should consider new approaches in teaching and material selection
because these are the factors the study believes may have detrimental effects towards
secondary school students English language learning.

1.4 Definition of Key Terms

For the purpose of this study, some key terms will be defined as below to make sure the key
terms are explicitly and directly meant for the objectives of this study. The key terms will
also be defined to avoid confusion among the readers. These are the definitions for the key
terms used in this study.

According to Harmer (2007), motivation is defined as the essence to success which drives
individuals to do something and to succeed at it. Necessary efforts and strategies to succeed
in doing something successfully will not materialise without the psychological push and
motivation. Harmer then later suggests the distinction of extrinsic (outside) and intrinsic
(inside) motivation becomes the foundation towards building the motivation angel to ensure
students engagement in lessons successfully.

The motivation angel consists of the affective factor, concerning with students feelings;
achievement, attitude, agency and last but not least, the activities. According to Harmer
(2007), students will be more motivated to learn if they are doing something they enjoy doing
and something they see the importance of doing. This is the strongest foundation in building
the objectives of this study.

1.5 Limitations of the Research


LITERATURE REVIEW

2.0 Introduction

There is a substantial amount of research on the incorporation of music and songs in English
language learning. It is also worth in this study to note is the previous work on examining the
relationship between motivation and language learning. The existing literature on motivation
and language learning, and using songs in English language learning are reviewed in this
chapter.

2.1 Motivation and Language Learning

As mentioned in the earlier chapter, the theoretical framework that underpins this study is
from the current work of Harmer (2007), who believes that

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THE EFFECTS OF AGE AND MOTIVATION FACTORS ON
SECOND LANGUAGE ACQUISITION
Ikinci Dil Kazanmnda Ya ve Motivasyon Faktrlerinin Etkileri
Mehmet Nuri GMLEKSZ*

http://web.firat.edu.tr/sosyalbil/dergi/arsiv/cilt11/sayi2/217-224.pdf
Affective, Cognitive and Social factors affecting
Japanese learners of English in Cape Town
http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_4868_1210749958.pdf

Gmleksiz, M. N. (2001). The Effects of Age and Motivation Factors on Second Language
Acquisition. Retrieved from http://pdfcast.org/pdf/the-effects-of-age-and-motivation-
factors-on-second-language-acquisition