THE EFFECTS OF USING SONGS TO IMPROVE

PRONOUNS AMONG YEAR 3 PUPILS

PRESENTED BY:

KAVIRTANAA GANESEN

INTRODUCTION
5.1.2 Able to use pronouns correctly and appropriately:
(a) personal

(DSKP KSSR YEAR 3 ENGLISH)

Grammar - central to teaching and learning of all the languages.

Grammar teaching and learning is an integral part in the Malaysians
English Language Curriculum. According Ellis (2002), grammar is a
neglected area in English language teaching and more research is
needed especially for grammar.

Songs can be useful tools in the learning of vocabulary, grammatical

structures, and sentence structures (Murphey, 1992).

ISSUES OF CONCERN
English provides many exceptions to grammar
(overgeneralisation)
Very little exposure to the language
Influence L2 learners grammatical structures
because they tend to refer to their L1 language
structures
Apply direct translation from their mother tongue
which results in grammatical errors when using
the English language.
use kita to refer as I
use of they and we

OBJECTIVES
i) To investigate the effects of using
songs to
improve pronouns among Year 3
pupils.
ii) To explore if songs assist pupils in
building
interest to learn pronouns.

RESEARCH QUESTIONS
RQ 1

Do songs effectively improve the pupils use of

pronouns?
(Neil T. Millington, 2011:Using Songs Effectively to
Teach English to Young Learners)

RQ 2

Can songs help to build interest in pupils to understand

pronouns?
(Beare, K., 2010 : Music in the ESL Classroom).

TARGET GROUP
Age

9 years old

Class

Year 3

School

(Suburban) Kuala Lumpur

Level of proficiency

Low-intermediate

Number of respondents

10 pupils (8 boys 2 girls)

INSTRUMENTS
RESEARCH
QUESTIONS

INSTRUMENT USED
Pre-intervention
Pronouns Test

IMPLEMENTATION

RQ1
Post-intervention
Pronouns Test

PURPOSE

Distribution of a set of prepronouns test consisting

of 10 multiple choice
questions and 10 fill in the
blanks items.

Distribution of the same

set of pre-pronouns test
consisting of 10 multiple
choice questions and 10
fill in the blanks items.

Field Notes

Researcher fills in notes

during the conduct of
intervention.

To find out the aspects of

pronouns that pupils are having
difficulty.
Most respondents have trouble in
differentiating we and they.

To see the progress of applying

pronouns (I, You, We, They, He and
She) in the selected respondents.
The scores were compared to the prepronouns test.
To measure the respondents percentage
of improvement.
To see how far respondents are actively
engaged and motivated towards the
intervention carried out.

RESEARCH
QUESTIONS

INSTRUMENT USED

QUESTIONNAIRE

IMPLEMENTATION

(Adapted from Goh

Lay Huah (2012)

RQ2

JOURNAL
ENTRIES

PURPOSE

Distribution of a
questionnaire form for
each respondent to
answer regarding the
conducted intervention.
Questionnaire is in both
English and Bahasa
Melayu.
Questionnaires require
the respondents to
answer Yes or No.

Respondents are
distributed with small
cut outs of journal
entries.

To acquire the respondents views if the

intervention has helped them to improve
in applying pronouns.
To elicit response from respondents if
songs motivates their interest towards
learning grammar.

Elicit respondents opinion regarding the

type of lessons with songs they
received and how they felt about it
(level of interest).

INTERVENTION
STAGES

PLANNING

ACTING

PROCEDURE/STEPS
STEP 1 : Researcher introduces the target grammar component.
STEP 2 : Researcher carries out diagnostic test.
STEP 3 : Researcher identifies respondents.
STEP 4 : Researcher conducts pre-intervention pronouns test. Researcher
highlights areas of problem in pronouns.
STEP 1 : Researcher introduces the song Who is it. Pupils listen.
STEP 2 : Researcher introduces the lyrics of the song by highlighting the
pronouns ( I, you, he, she, we and they).
STEP 3 : Researcher plays the song video of Who is it. Lyrics are displayed.
Pupils sing along.
STEP 4 : Pupils are drilled by singing the song with pronouns associated to the
characters in the song.

OBSERVING

STEP 1 : Researcher conducts post-intervention pronouns test. Researcher

notes down on field notes.

REFLECTING

STEP 1 : Researcher tabulates the data. Rate of improvement is measured.

STEP 2 : Researcher reflects on strengths and weaknesses for future lessons.

DATA ANALYSIS AND INTERPRETATION

RQ 1

The pre-intervention and post-intervention test were analysed

using simple frequency distribution. The data was tabulated in
the form of a bar graph to show the significant percentage
increase of the tests issued.
The field notes ensure that respondents participate actively and show
interest upon conduct of the intervention.

Questionnaires with Yes or No response were used to analyse the

interests build by respondents to learn grammar. The data was shown
in the form of a bar chart for each question. A pie chart was used to
show the overall percentage of positive and negative feedback.

RQ 2
The journal entries from the respondents enabled the researchers to
gather feedback and identify whether any change had taken place
after the implementation of the songs to improve pronouns.

DATA ANALYSIS AND INTERPRETATION FOR

RQ 1

Frequency Distribution of Pre-intervention and PostRESPONDENT

PRE-INTERVENTION
PERCENTAGE
POST-INTERVENTION PERCENTAGE
intervention
Pronouns
Test
Scores
SCORE
(%)
SCORE
(%)
/20

/20
70

INCREMENT
PERCENTAGE
(%)

R1

30

14

R2

10

50

15

75

25

R3

40

16

80

40

R4

35

16

80

45

R5

35

16

80

45

R6

10

50

17

85

35

R7

30

16

80

50

R8

30

16

80

50

R9

30

14

70

40

R10

10

50

16

80

30

40

DATA ANALYSIS AND INTERPRETATION

FOR RQ 1
Frequency Distribution of Pre-Intervention and Post-intervention Pronouns Test Scores
18
16
14

Pronouns Test Scores

12
10
8
6

Preintervention

4
2
0

Number of Respondents

DATA ANALYSIS AND

INTERPRETATION FOR RQ 2

QUESTIONNAIRE
NO.

Respondents

Questions
Q1
Yes

Q2
No

Yes

Q3
No

Yes

Q4
No

Yes

Q5
No

Yes

Q6
No

Yes

Respondent 1

Respondent 2

Respondent 3

Respondent 4

Respondent 5

Respondent 6

Respondent 7

Respondent 8

Respondent 9

10

Respondent 10

11

TOTAL

10

10

10

10

10

No

DATA ANALYSIS AND

INTERPRETATION FOR RQ 2
QUESTIONNAIRE RESULT IN THE EFFECTS OF USING SONGS TO IMPROVE PRONOUNS AMONG YEAR 3 PUPILS
12
10
8
6
4

TOTAL RESPONDENT

2
0

QUESTIONS (NUMBER)

YES
NO

PERCENTAGE TABULATION OF OVERALL

RESPONSE
YES

NO

QUESTION 1

10

QUESTION 2

10

QUESTION 3

10

QUESTION 4

10

QUESTION 5

QUESTION 6

10

TOTAL

(57/60)100

(3/60)100

PERCENTAGE (%)

95%

5%

FINDINGS
RESEARCH QUESTION

DETAILS

RQ 1

All the 10 respondents have shown gradual

progress through the increase in percentage and
showed improvement in the application of
pronouns.

RQ 2

Based on the respondents responses in the given

questionnaire, the following information was
derived :
Out of the 10 respondents, 95% have shown
understanding and interest when songs are used.
Thus, they feel more confident.

LIMITATIONS &
SUGGESTIONS
Time constraint

The researcher had very limited time

to conduct the research thoroughly. A
second phase of the research cycle
could be carried out.

Selection of songs

Songs selected should be appropriate

and contain relevant input associated to
the target grammar component (adapt &
adopt).

Teachers

Teachers must maximize the potential of

songs as teaching
and learning tools.

CONCLUSION
Gradual improvements on differentiating and the
application of pronouns showed that the use of
song as a pedagogical tool to help young learners
in grasping early exposure to grammar is
successful.
Thus, the positive findings of this research will
contribute to the aspects of grammatical structures
in the Malaysian Primary schools.

REFERENCES
Ellis, Rod. (2002) Grammar Teaching Practice and Consciousness Raising
Methodology in Language Teaching. Ed. Jack C. Richards, Cambridge:
Cambridge University Press.
Goh Lay Huah. (2012). A Practical guide to Writing Your Action
research. Puchong: Penerbitan MultiMedia
Kemmis, S., Mctaggart, R. & Nixon, R. (2014). The Action Research
Planner Doing Critical Participatory Action Research.
Singapore: Sringer.
Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching.
Ministry of Education. (2012). Document Standard Curriculum and
Assessment English Language Year 3. Selangor: Pusat
Perkembangan Kurikulum.
Murphey, T. (1992) Music and Song. Oxford: Oxford University Press.
Forum, 36, 8-11.