INTRODUCTION
Statement of the Problem
English is a global language essential for communication across various fields, including politics, economics, social interactions, and education Its significance in international communication drives many learners to acquire proficiency for effective expression and interaction in diverse situations Recognizing its importance, English education begins at the elementary school level, ensuring students develop their language skills early on.
Teaching young learners differs significantly from teaching adults, as children have unique learning styles that prioritize play and enjoyment According to Yuliana (2003), the educational process should align with children's natural inclinations Larsen-Freeman (2000) emphasizes that young learners can acquire a foreign language more effectively when specific conditions are met.
Mastering vocabulary is essential for learners to develop the four fundamental language skills: listening, reading, writing, and speaking It serves as the cornerstone of English language acquisition, and without a sufficient vocabulary, learners will struggle to progress In Elementary School, building vocabulary is the crucial first step, as a limited word bank hinders children's ability to master English effectively Therefore, prioritizing vocabulary in English language teaching and learning is vital for successful language development.
Teaching vocabulary to elementary school children presents unique challenges, as their learning needs differ significantly from those of adults Effective instruction requires specialized techniques tailored to their characteristics According to Brown (2001), techniques encompass a variety of exercises and activities designed to achieve lesson objectives in language learning These techniques are crucial for facilitating successful vocabulary acquisition, making it easier and more enjoyable for young learners Various methods, such as games, songs, memorization, and dictation, can be effectively employed in vocabulary instruction Among these, using songs is particularly beneficial, as children generally find listening to music enjoyable, enhancing their learning experience.
A study by Purwoharto (2002) explored vocabulary teaching techniques for fourth-grade students at MIN I Malang, Indonesia, aiming to identify the methods used by teachers and the most effective technique Utilizing a descriptive qualitative design, the research revealed that the teacher employed two main techniques: guessing pictures and singing songs Among these, students showed a greater interest in singing, expressing their creativity and enthusiasm, which contributed to a joyful learning experience.
Since 2010, English has been taught to grade 3 students in Vietnam's primary schools, leading to various challenges in language instruction Research has identified key issues such as teaching methods and material selection Several studies have investigated the use of modern equipment and techniques to enhance the effectiveness of English teaching for young learners.
A study conducted in 2007 examined the use of games in teaching English to primary school children, highlighting their effectiveness as a teaching technique While 90% of teachers in the study acknowledged the benefits of games for language learning, they expressed concerns about the lack of resources, specifically books on game-based teaching methods As a result, many educators resorted to using a limited selection of games repeatedly.
This research identifies the challenges of teaching techniques at the primary level, particularly in vocabulary instruction, which is crucial for enhancing students' English proficiency The study, titled "Using Songs to Teach English Vocabulary to Primary School Children: An Action Research at Dien Bien Primary School, Thanh Hoa Province," aims to explore the effectiveness of using songs as a teaching method The researcher believes that incorporating songs into vocabulary lessons can significantly support the learning process for young English learners.
Aims of the Study
This research aims to enhance teachers' awareness of incorporating songs into vocabulary instruction, offering an effective teaching technique that can engage students in language learning By utilizing songs, the study seeks to boost interest among students, ultimately improving the effectiveness of the English teaching and learning process at Dien Bien Primary School.
Objectives of the Study
This study aims to evaluate the effectiveness of using songs as a method for teaching vocabulary to elementary students, as well as to assess the learners' responses to this technique The primary research questions focus on understanding how songs can enhance vocabulary acquisition and the overall impact of this approach on student engagement and learning outcomes.
1 How effective is the use of songs in teaching vocabulary to elementary students?
2 How are the learners‟ responses toward the technique?
Scope of the Study
The research focused specifically on third-grade students at Dien Bien Elementary School, without the intention of addressing all challenges faced by Vietnamese learners of English.
1.5 The Significance of the Study
This study aims to provide valuable insights for elementary-level teachers, offering guidelines to enhance language teaching and learning, particularly in vocabulary It encourages teachers to improve their instructional methods and suggests the use of songs as an effective technique for teaching vocabulary.
This study aims to enhance the researcher’s understanding of effective vocabulary teaching techniques while also serving as a valuable resource for other researchers focused on mastering language components, particularly vocabulary.
The Significance of the Study
This chapter provides a literature review that establishes the theoretical framework for the study It focuses on key references, including the characteristics of young learners, strategies for teaching English to this age group, the importance of vocabulary, effective vocabulary instruction, various vocabulary teaching techniques, and the role of songs in vocabulary acquisition.
Young learners achieve optimal understanding when educators actively facilitate their learning and adapt teaching methods to align with their unique learning styles According to Piaget (1967, as cited in McCloskey, 2002), children progress through distinct developmental stages, which should be considered in the teaching process.
1 Sensor-Motor Stage (from 0 – 2 years) in which children seemed to learn through physical interaction with the world around them
2 Pre-operational stage (from 2 - 7 years) when children need concrete situations to process ideas
3 Concrete Operational Stage (from 7 - 11 years) in which children begin to conceptualize and do some abstract problem solving, though they still learn best by doing
4 Formal Operational Stage (from 11-15) in which children are able to use abstract thinking
Third-grade students in elementary school are in the concrete operational stage of cognitive development, which indicates that they are learning language and thinking more concretely about actions, objects, and properties This understanding is crucial for teachers as they tailor their instructional strategies to meet the developmental needs of their students.
LITERATURE REVIEW
Characteristics of Young Learners
Young learners thrive when educators actively facilitate their learning by considering individual learning styles in their teaching practices According to Piaget (1967, as cited in McCloskey, 2002), children progress through distinct developmental stages that are crucial for effective learning.
1 Sensor-Motor Stage (from 0 – 2 years) in which children seemed to learn through physical interaction with the world around them
2 Pre-operational stage (from 2 - 7 years) when children need concrete situations to process ideas
3 Concrete Operational Stage (from 7 - 11 years) in which children begin to conceptualize and do some abstract problem solving, though they still learn best by doing
4 Formal Operational Stage (from 11-15) in which children are able to use abstract thinking
Third-grade students in elementary school are in the concrete operational stage of cognitive development, which means they learn language and think concretely about actions, objects, and properties To enhance their understanding, teachers should utilize a variety of objects and pictures, as well as leverage the school environment and surroundings By engaging in hands-on activities and visual aids, students can grasp lessons unconsciously, allowing for a more natural learning experience.
Harmer (2007, p.82) summarizes young learners‟ characteristics into several points as follow:
First, children have their own culture and learning preference It means that the instruction should be child friendly Therefore, they will find the instructions easy
Children acquire language skills effectively through hands-on activities and physical engagement Engaging in physical activities enables students to internalize the language they are learning, reinforcing their understanding through practical experience.
Third, children have relatively attention and short concentration span; unless the activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so
Children naturally learn through active exploration of their environment, which allows them to accumulate knowledge and experiences This process helps them construct an understanding of how things work, including the development of language as both a system and a tool for communication.
Children thrive in their learning when it is meaningful, engaging, and practical They are more likely to connect with concepts that relate to their personal experiences and needs, making the learning process more effective and enjoyable.
Sixth, non- verbal language is important because children will indeed attend very sensitively to the teachers‟ facial features, gestures, and touches
Children frequently acquire knowledge indirectly, absorbing information from their surroundings rather than concentrating solely on the specific subject matter being taught This holistic approach to learning allows them to understand and integrate various concepts and ideas from the world around them.
Effective strategies for teaching children should align with their unique characteristics to facilitate optimal language learning A key principle in teaching English to young learners is to create a fun and natural learning environment.
Teaching English to Young Learners
Childhood is often regarded as a golden period for language acquisition, as children are naturally receptive to learning new languages Teaching English to young learners is particularly complex, as it requires tailored approaches that differ from adult education Each student's level necessitates specific strategies, and young learners demand more focused attention compared to adults According to Larsen-Freeman (2000), children are believed to learn foreign languages more effectively when certain conditions are met.
Teaching English to young learners requires teachers to effectively manage children and keep them engaged while possessing a solid understanding of the language and its teaching methodologies According to Piaget (as cited in Cameron, 2001), children are active learners who thrive when they engage in hands-on activities and construct their own understanding of concepts (Mooney, 2000) This perspective emphasizes that children do not merely absorb knowledge from teachers; instead, they actively interact with and manipulate the information presented to them.
Cameron (2001) suggests that children exhibit greater enthusiasm and liveliness in learning compared to adults, often engaging in activities even without fully understanding their purpose In the context of learning English as a foreign language, it is essential for children to play with the language, experimenting, receiving feedback, and retrying Therefore, teaching materials must align with children's needs to effectively support their mastery of English.
Learning a foreign language should be enjoyable and instinctive for young learners, as a stress-free environment is essential for their success It is widely recognized that traditional language learning settings can induce anxiety, which hinders effective learning Instead of focusing solely on language forms, children benefit from receiving commands that help them understand meanings This approach can alleviate self-consciousness and reduce stress, promoting a more effective language acquisition experience.
Language acquisition should start with sounds rather than written symbols Young learners first focus on listening and speaking, creating meaningful utterances related to physical objects and personal experiences Once they can produce sounds in the target language and connect these sounds to real-life contexts, they can begin to read written symbols This progression occurs after children develop listening comprehension and the ability to speak the language effectively.
Young learners are highly responsive to tactile and sensory experiences, making it essential to incorporate physical objects in language instruction By engaging their senses—touch, listening, smell, and even taste—students can better connect linguistic signs to the realities they perceive This sensory approach enhances their understanding and retention of language.
To enhance understanding, meaning should be conveyed through tangible objects or experiential presentations Instead of correcting language learners' mistakes through translation, teachers should demonstrate concepts visually to clarify meanings effectively.
Effective teaching should begin with what students already know to enhance their ability to make associations, particularly benefiting children By connecting new material to prior knowledge, students become more aware of their learning process and engage meaningfully with the content This association is crucial for effective learning, especially in language acquisition Therefore, language teachers should build on existing knowledge by introducing new language segments that relate to what learners have already mastered, fostering a more coherent and impactful learning experience.
Vocabulary
Vocabulary serves as the foundational element of language, enabling individuals to tap into background knowledge, articulate ideas, and grasp new concepts Without a robust vocabulary, effective communication and the expression of thoughts—both spoken and written—become significantly hindered.
According to Nunan (1983, p.125), acquiring a sufficient vocabulary is crucial for effective foreign language communication, as a limited vocabulary hinders the ability to utilize learned structural and functional words, ultimately impacting comprehensibility.
According to Hocket (1978), vocabulary acquisition is the simplest component of learning a second language, often requiring minimal formal classroom focus Hornby (1995) further emphasizes the importance of vocabulary in language learning, highlighting its foundational role in effective communication.
Vocabulary refers to a collection of words utilized in a specific language, often accompanied by definitions and translations According to Hatch and Brown (1995), vocabulary can be understood as a set of words relevant to a particular language or the words that individual speakers may employ in their communication.
However, vocabulary itself is more complex than these definitions above Lehr, Osborn, and Hiebert as cited in Mardiana (2008) explain two kinds of vocabulary description as follow:
First, words come in two forms: oral and print
1 Oral vocabulary includes those words that we recognize and use in listening and speaking
2 Print vocabulary includes the words that we recognize and use in reading and writing
Second, word knowledge also comes from in two forms, receptive and productive
3 Receptive vocabulary includes words that we recognize when we hear or see them It is the ability to comprehend passive vocabulary that is used in reading and listening contexts
4 Productive vocabulary includes words that we recognize when we speak or write
Cameron (2001) emphasizes that understanding words involves grasping both their "form" and "meaning." The "form" refers to aspects such as pronunciation, spelling, and grammatical variations, while "meaning" encompasses the conceptual content and its relationships with other words in various contexts He categorizes words into two groups: content words, which convey lexical meaning independently of context, and function words, which serve grammatical purposes.
„function words‟ act as complementary that carry grammatical meaning.
Teaching Vocabulary
Vocabulary is one of important aspects in teaching language, as stated by Edward in his book:
“Vocabulary is one of the important factors in all language teaching, student must continually be learning words as they learn structure and as they practice sound system”
Vocabulary is essential for students as it provides a foundation for learning language structures; however, it should not be the sole focus of language education Teaching vocabulary is equally important as teaching grammar and sentence structure, as it enhances students' ability to recognize and comprehend unfamiliar words By prioritizing vocabulary instruction, educators can significantly improve students' overall language proficiency.
Teaching vocabulary goes beyond merely introducing new words; it requires teachers to be well-versed in various techniques Selecting the most effective method based on specific conditions is essential for enhancing student comprehension of the material.
Wallace (1982, p.207) explains that teaching vocabulary should consider these following factors:
The aim of teaching vocabulary is to make the teacher easy to formulate the materials, which will be taught to the students
Teachers must carefully determine the number of vocabulary items for students to learn, as an overwhelming number of new words can lead to confusion and discouragement To enhance comprehension and retention, it is essential for educators to select vocabulary that is easily understandable for learners.
In teaching vocabulary, the teacher has to choose the words really needed by the students in communication
To ensure students master target vocabulary, teachers should provide ample practice through repetition and encourage opportunities for students to use these words in both writing and speaking activities.
In teaching vocabulary, the teacher should present target words in such a way that the meaning of the target words are perfectly clear and unambiguous
Teachers emphasize the importance of using words appropriately, as the context and audience significantly influence language choice.
Mary Slattery and Jane Willis (2003) provide effective strategies for teaching foreign languages to learners They emphasize the importance of making English learning enjoyable and fun while encouraging children to participate without fear of making mistakes Utilizing gestures, actions, and pictures can enhance understanding, alongside frequent verbal interaction in English about observable objects Engaging activities such as games, songs, and rhymes foster a lively learning environment Storytelling with visuals and varied voices can captivate learners, while allowing the use of their mother tongue can ease communication; responding in English and recasting their statements helps reinforce language skills It's crucial to consistently recycle new vocabulary while introducing fresh terms, and to plan lessons with a mix of activities that include both quiet and active elements.
Vocabulary Teaching Techniques
According to Brown (2001), teaching techniques encompass a range of exercises and activities designed to achieve specific lesson objectives in the language classroom The effectiveness of these techniques significantly influences student achievement, particularly in vocabulary acquisition English teachers must be well-versed in various methods to present vocabulary effectively, ensuring that students not only understand but can also use and comprehend new words For young learners, it is essential that these techniques are not only straightforward but also engaging, as this helps facilitate understanding and prevents classroom passivity Therefore, employing simple and interesting techniques is crucial for fostering an effective learning environment for young students.
Thornbury (2002) gives some ways to teach vocabulary to the students who are learning foreign language The common techniques are as follows:
Young learner teachers frequently utilize a technique involving the collection of flashcards from various sources like magazines and calendars These flashcards typically feature engaging images related to topics such as food, clothing, and home interiors, making them ideal for interactive practice activities For instance, a set of pictures depicting different types of food can effectively introduce vocabulary items like bread, rice, and fish This method is particularly effective for teaching young learners.
Translation has long been the primary method for conveying the meaning of words, offering a direct path to understanding It serves as an effective tool for monolingual groups, helping to illustrate the risks of false cognates and clarify abstract terms For instance, the English word "enthusiastic" translates to "hăng hái, nhiệt tình" in Vietnamese, demonstrating the importance of accurate translation in language comprehension.
Experts in language teaching agree that games are an effective method for young learners to acquire vocabulary By incorporating games, teachers can create diverse contexts that encourage students to communicate, exchange information, and express their opinions Lee (1995) highlights several benefits of using games, such as providing a refreshing break from traditional classroom routines, enhancing motivation, presenting challenges, and facilitating practice across various language skills Consequently, games not only make learning enjoyable but also allow students to practice the language in a natural and incidental manner.
Incorporating songs into English classes can significantly enhance the learning experience by breaking the routine and providing an engaging way to reinforce previously learned language patterns while introducing new material According to Orlova (1997), songs not only encourage learners to speak English, especially in non-English environments, but also aid in word recognition and comprehension when paired with visuals and actions Additionally, songs foster a positive emotional connection to language learning, making them particularly effective for young learners who naturally enjoy singing.
Using Songs in teaching Vocabulary
The significance of songs in vocabulary acquisition has been extensively explored (Orlova 1997, Murphey 1992, Phillips 1993) While explicit instruction plays a crucial role in vocabulary learning, it is equally important for learners to have incidental learning opportunities, where they acquire vocabulary without direct focus (Schmitt 2000) Songs provide a rich context by exposing learners to numerous examples of words used meaningfully, facilitating indirect vocabulary learning.
Songs can be a valuable teaching tool, but careful selection is crucial Teachers must choose songs that align with the language, vocabulary, and sentence structures commonly used in spoken English, as these can differ significantly in some lyrics.
Teachers often assess their students' errors and seek out songs or rhymes to address these challenges, tailoring their selections to meet specific student needs However, it is crucial for educators to exercise caution in their song choices According to Curtain & Pesola (1988), certain criteria should guide the selection process to ensure the effectiveness of the chosen material.
1 The song should contain limited vocabulary
2 The song should contain language compatible with that being used in the classroom
3 The song should present a limited musical challenge
4 The rhythm should be straightforward and repetitive
5 Song topics should be within the experiences of children
6 For primary level 4 and 5 it is useful if songs are accompanied by actions
7 It is also helpful if the words of the songs are highly repetitive and if they have a refrain: a repeated stanza, between verses of the song
To enhance the benefits of using songs in language learning while addressing their limitations, transforming songs into language learning tasks can be effective While this approach may not expand teachers' song selections, it can effectively convert songs into valuable resources for language instruction (Cameron, 2001, p 31).
Cameron (2001) defines an activity for young learners as any event that children engage in, but emphasizes that not all classroom activities qualify as tasks To be deemed a task, an activity must involve carefully planned and structured events centered around learner participation (Cameron, 1997) He also offers a list of defining features of tasks specifically for teaching foreign languages to children (2001).
• Have coherence and unity for learners
(From topic, activity and outcome)
• Have meaning and purpose for learners
• Have clear language learning goals
• Have a beginning and an end
The defining features of lesson planning serve as essential reference points for teachers, facilitating effective lesson preparation and analysis According to Cameron (2001), tasks designed for young learners should encompass three key stages: preparation, core activity, and follow-up He emphasizes that the core activity is crucial for the success of the language-learning task, and without it, the entire task may fail Preparation activities are vital as they equip students with the necessary skills and knowledge to engage in the core activity, which may involve pre-teaching language items or activating relevant vocabulary Finally, the follow-up stage is designed to reinforce and build upon the insights gained from the core activity.
To effectively prepare students for singing during the core activity stage, it is essential to activate vocabulary and establish basic sentence structures in the preparation phase This can be achieved through various methods, tailored to the teacher's resources and class size Ultimately, the goal is to ensure that by the end of the preparation stage, students are fully equipped and ready to engage in singing the song.
To engage students effectively and enhance their interest, it is beneficial to sing the song multiple times during the core activity, varying the pace and volume each time Encouraging students to perform actions while singing along in unison can further boost their involvement and enjoyment.
The follow-up stage aims to reinforce the successful completion of the core stage by encouraging students to utilize the vocabulary and sentence structures from the song they have sung Depending on the teacher's circumstances, this stage can focus on enhancing written production through activities like writing sentences or gap-fills, or it can promote oral production by engaging students in situational role-plays that incorporate the newly learned vocabulary.
RESEARCH METHODOLOGY
A Brief Introduction to Context of Teaching and Learning English at Dien Bien Primary School
English education at the primary level has been actively implemented in many schools since 2010, primarily in larger cities This initiative is part of the project "Teaching and Learning of Foreign Languages in the National Education System from 2008 to 2020," established by Decision No 1400/QD-TTg on September 30, 2008, by the Prime Minister.
Dien Bien Primary School, located in Thanh Hoa city, Thanh Hoa province, has been teaching English as an optional subject since 2010, starting from grade 3 with two periods per week The school utilizes the "Let’s Learn English" textbooks (Books 1, 2, and 3) published by The Educational Publishing House and SNP Panpac Publishing House, Singapore However, after two years of implementation, the school faces challenges in English teaching and learning, including a lack of equipment and teaching aids, which has led teachers to primarily rely on the "Let’s Learn" textbook.
Research Design
Research design, as defined by Ary (2002, p.426), is the strategic plan that guides researchers in understanding a group or phenomenon within its natural context This descriptive study employs qualitative methods to naturally address questions related to the current status of the subject matter Specifically, it focuses on the teaching techniques utilized by teachers in instructing English vocabulary to third-grade students at Dien Bien Primary School.
Subjects
The study focuses on 102 third-grade students, aged 8, from Dien Bien Primary School during the second semester of the 2011-2012 academic year All participants are beginner English learners, representing three classes within the school.
Research Instruments
In this study, the researcher used some research instruments to collect the data Those were observation and questionnaires
Observation is a fundamental method for gathering data in qualitative research, focusing on providing a comprehensive description of behavior within a natural setting rather than quantifying occurrences It is categorized into participant and non-participant observation, with this study utilizing participant observation This approach allows the researcher to gain deeper insights into class activities and experience events alongside the participants.
The study aimed to evaluate the effectiveness of using songs for teaching vocabulary to elementary students Key findings highlighted that songs significantly attract learners' attention to vocabulary learning, enhance their comprehension of teacher instructions, improve students' mood during lessons, and foster a positive classroom atmosphere.
Field notes were used to observe the situation of the class during each lesson Three components that were observed are
(1) The situation of the class
If there were a lot of students enthusiastically raising their hands when the teacher asked them, she might conclude that they gave much attention to the vocabulary learning through songs
(2) The participation of the students
If the students did what the teacher requested, she would conclude that they were motivated to learn
(3)The pronunciation of the students
The researcher documented students' pronunciation errors, aiming to assess their progress If students could sing the assigned song clearly or pronounce the vocabulary correctly without assistance by the end of each lesson, it would indicate that they were making significant advancements in their language skills.
According to Ary (2002, p.414), questionnaires are the primary tool for data collection in surveys, making it essential for these instruments to be both valid and reliable To enhance usability, questionnaires should be designed to be visually appealing and easy for respondents to read and answer, while also facilitating convenient coding and scoring for researchers Questionnaires can be categorized into two main types: structured (closed) questionnaires and unstructured (open) questionnaires.
In this study, the researcher utilized a structured questionnaire to facilitate data collection and analysis among primary learners The questionnaire was administered to third-grade students, and to ensure comprehension, it was translated into Vietnamese This approach aimed to gather information to address the second research question: “How are learners’ responses toward the technique?”
Data Collection Procedures
The procedures of collecting data in this study involves two main phase as follows
1 The researcher observed the classes to see how the vocabulary teaching technique was applied in the class The researcher had 8 classroom observations in total, in which there 4 lessons the teacher used CD, 4 lessons the teacher used video to introduce songs
2 After conducting classroom observations, the researcher distributed the questionnaire to the third grade students to know their responses toward the technique used by the teacher The questionnaire was administered after classroom observations Before the questionnaire was delivered the researcher took time to explained the purpose of the questionnaire and answer any questions made by the respondents into Vietnamese The respondents were also encouraged to ask if there was anything in the questionnaire they did not understand.
Data Analysis
After collecting the data, the writer analyzed them through the following steps:
(1) Identifying and classifying the data
The data is classified according to students' responses to vocabulary teaching techniques by first tallying the number of answers provided by each student and then assigning scores to each student's responses on the questionnaire.
The data of questionnaire were presented in the form of percentages system It would be used to describe the students‟ responses toward the techniques used by the teacher
According to Sudijono (2004), there is formula to find out the percentage, it is:
P = the percentage of the students‟ responses
F = the number of frequency of the respondents‟ answer
N = the total number of respondents
Making the categories of students‟ responses based on the table of range of scale criterion below:
Table the categories of students‟ responses
Range of Scale (%) Students’ Responses
(3) Reporting the finding in the form narrative.
DATA ANALYSIS
Analysis of Data from Observation
Between February and April 2012, the writer conducted eight classroom observations, which included detailed notes and informal discussions with teachers These observations provided valuable insights into classroom dynamics and significantly contributed to the research findings.
4.1.1 The Situation of the class
During the initial observation of the lesson, a mix of nervousness and enthusiasm was evident among the students as they awaited the writer's arrival To ease their tension, the teacher encouraged them to relax and enjoy the learning experience The students showed great excitement when informed about the upcoming tape or video, particularly enjoying the cartoon songs, which elicited laughter as they reacted to the amusing characters.
During the lessons, students actively participated by raising their hands and responding enthusiastically to the teacher's questions and character prompts from videos To engage those less attentive, the teacher occasionally called on them to answer, fostering their interest At the end of the lesson, many students expressed a desire to sing in the next class, with some excitedly exclaiming, "Yeah, song again!" This enthusiasm indicates that the technique used in the lessons effectively captured their attention and engagement.
4.1.2 The Participation of the students
Students actively engaged with songs during the lesson, eagerly raising their hands to participate and expressing joy through laughter and actions Their enthusiasm was evident as they quickly wrote down and memorized the lyrics, demonstrating a strong motivation to learn Additionally, they enjoyed collaborating with their partners in pair work, further enhancing their active involvement in the activities Overall, the use of songs effectively motivated the students to participate and engage in the learning process.
4.1.3 The Pronunciation of the Students
In the teaching and learning process, the teacher focused on pronunciation, identifying that a common mistake among students was the omission of the ending sound "s." This frequent omission can be attributed to the fact that Vietnamese speakers typically do not pronounce ending sounds Additionally, some students mispronounced sounds, such as /p/ as /b/ in "pet" and "bird," or /ʃ/ as /s/ in "ship." To address these issues, the teacher emphasized repetition of the words to reinforce correct pronunciation.
The students showed significant improvement in their pronunciation throughout the project Initially, many students omitted the ending sound /s/, but after two or three lessons, this error decreased notably By the end of two months, only two or three students occasionally made this mistake, demonstrating their progress in articulation.
Students actively participated in song-related activities, displaying enthusiasm as they sang joyfully Their eagerness was evident when they requested, "Teacher, can we sing one more time?" This engagement suggests significant progress in their learning experience.
From the analysis of classroom observations, the writer comes to the following conclusion:
1 The writer and the teachers think that the use of song could attract the students‟ attention to learning activity; it could be seen from eight times observation that all of students liked songs
2 The writer found out that the students looked more active to ask and answer the questions or join in activities with songs
3 According to the observations the writer and the teacher could see that students kept their interest during the whole lesson They always focused on the lesson The students were not boring at all
4 It is true that the atmosphere in teaching and learning getting more active by using songs It could be seen from all lessons that almost all of the students were eager to ask and answer questions or take part in activities.
Analysis of Data from Questionnaire
The writer utilized a questionnaire to assess students' responses to a specific technique, distributing it to three third-grade classes, which included a total of 102 students Out of these, 96 students participated, while two were absent and four provided inadequate answers The questionnaire consisted of four items, requiring students to respond with a simple "yes" or "no."
Question number 1 asked about the students‟ opinion whether they were interested in learning vocabulary through songs or not There are 92 (96.88%) students answering “yes” and only 4 (3.12%) students answering
“no” Based on the answer of the question number 1, it is clear that the majority of the students were interested with the technique
Figure 1: Are you interested in learning vocabulary through songs?
A survey revealed that a significant majority of students enjoy participating in activities that involve songs, with 84.38% (81 students) expressing a positive response, while only 15.62% (15 students) indicated they do not This indicates that most students favor engaging in song-related activities.
Figure 2: Do you like joining in activities with songs?
A recent survey revealed that an overwhelming 94.79% of students believe that songs aid in vocabulary learning, while only 5.21% disagreed This indicates a strong positive impact of music on students' language acquisition.
Figure 3: Could songs help you in learning vocabulary?
In a recent survey, 88.54% of students supported the continuous implementation of the technique, while 11.46% expressed opposition, indicating a strong preference for its ongoing use.
It is obvious that the majority of the students expected the teacher using songs regularly and continuously
Figure 4: Do you like the teacher to use songs in English lessons regularly?
The results of the questionnaire indicate that students respond very positively to the technique, emphasizing its importance and advocating for its continuous implementation in their learning process.
CONCLUSION AND SUGGESTIONS
Conclusion
Vocabulary plays a crucial role in language teaching and learning, as students need to continually acquire new words alongside learning grammar and pronunciation However, many students lack interest and motivation in this process To address this challenge, the writer incorporates songs as an effective teaching technique, which offers numerous benefits to enhance student engagement and vocabulary acquisition.
Based on the research, the writer conclude that
1 The use of songs makes the vocabulary learning more enjoyable and interesting because they can memory the meaning of the words by singing the song with action and without asking another person or looking them up in the dictionary Moreover, songs allow learners to repeat and to memorize chunks of language because repetition helps learners remember words
2 The use of songs makes the class more active and alive
3 The use of songs could attract the students curiosity in learning new vocabulary
Research indicates that incorporating songs into language learning significantly enhances vocabulary mastery, with learners expressing highly positive feedback about this method Consequently, educators should consistently integrate this technique into their teaching practices.
Suggestions
This study presents valuable suggestions aimed at enhancing teacher creativity in English instruction, particularly in vocabulary lessons These recommendations are intended for both English teachers and researchers to effectively improve teaching practices.
Incorporating songs into vocabulary lessons is essential for English teachers, particularly when teaching children aged 7 to 10, as it significantly boosts their motivation to learn the language Additionally, educators should be encouraged to implement diverse teaching techniques to create engaging and dynamic classroom environments.
This study was conducted at a single elementary school, limiting the generalizability of the findings to other institutions Future research is recommended to explore the effectiveness of various teaching techniques employed by different educators in diverse educational environments.
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Song used in the lesson: Counting song
The teacher asked students to look at the new words in the textbook and read after her They read the numbers three times
The teacher provided each student with a copy of the song and translated the lyrics into Vietnamese After playing the CD for the class to listen, they sang the song twice, following the teacher's lead, with hand signals indicating each verse.
The whole class stood up, sang the song and performed as teacher‟s instruction Then, each side of the class sang the song one time
The teacher wrote the number on the board in random and asked them to read Then, they wrote down the new words
Song used in the lesson: Ten little numbers (video)
The teacher instructed her students to follow along as she read aloud She played a video, pausing at each number to allow them time to read Afterwards, the students practiced reading the numbers again from memory, without the aid of the video.
The teacher gave each student a copy of the song She played the video, asked them to listen Then, the class sang the song following the video two times
The class was divided in group of ten and numbered from 1 to 10 Each group made a line The teacher explained the rule for them in Vietnamese:
Participants step forward when their number is called, and those who do not must step out of the line The activity is repeated twice, and the group with the most members remaining at the end of the song is declared the winner.
The teacher checked their understanding by asking them to count from
1 to 10 in each line Then, they wrote the vocabulary in their notebook
Song used in the lesson: Counting song
The teacher asked students to look at the new word in the textbook and read after her They read the numbers three times
The teacher distributed copies of the song to each student and provided an explanation of the lyrics in Vietnamese After playing the CD for the class, she encouraged them to listen attentively The students then sang the song together twice.
The class was divided in group of ten and numbered from 1 to 10 Each group made a circle The teacher explained the rule for them in Vietnamese: “
In a classroom activity, students were instructed to step forward and announce their number, followed by stepping back for a re-numbering by the teacher This process was repeated three times, creating an engaging and interactive learning experience.
The teacher signaled the number by hand and asked the class to read After that, she instructed them to write the new word
Vocabulary: the weather (cloudy, sunny, windy, rainy)
Song used in the lesson: The weather song (video)
The teacher engaged her students by asking them to read aloud after her while watching a video She paused at each word, allowing them time to read, and demonstrated actions corresponding to each word To reinforce learning, she invited the class to stand up, read together, and mimic her actions.
The class sang the song following the video one time Next, they stood up, sang and acted as teacher‟s instruction
The class was divided in two sides Each side sang each sentence of the song in turn They sang two times and changed their turn
The teacher played the video again, stopped at each word and asked to check their understanding
Vocabulary: the weather (cloudy, sunny, windy, rainy)
Song used in the lesson: How‟s the weather
The teacher drew 4 simple pictures of the weather on the board, asked learners to read after her two times
The teacher engaged the class by directing their attention to the board while playing a CD She illustrated the lesson by pointing to pictures and singing, followed by singing questions that prompted students to respond with answers related to the images By the next session, students were able to sing the song independently, demonstrating their understanding and retention of the material.
The class was divided in two sides Each side sang each sentence of the song in turn They sang two times and changed their turn
She pointed to the pictures and asked “How‟s the weather?” She called some students to give their answers
Vocabulary: the weather (cloudy, sunny, windy, rainy)
Song used in the lesson: How‟s the weather
The teacher introduced new vocabulary from the textbook by demonstrating actions for each word She guided the students to read aloud and mimic her actions, allowing them to practice the words through repetition The students engaged in this activity three times to reinforce their learning.
The teacher played the CD, sang and acted as model for learners Next, she requested them to stand up, sing and perform following her three times
The class was organized into groups of five, where students practiced by singing questions and answers Each member took turns, and after five minutes, the teacher selected some groups to perform in front of the class.
The teacher gave the action for each new word, asked the class to ask and answer in pairs
Vocabulary: pets (a dog, a cat, a bird, a fish)
Song used in the lesson: The pets song (video)
The teacher instructed her students to follow along as she read aloud, using a video as a visual aid She paused at each word to allow them time to read, and then had them practice reading the words again without the video assistance.
The teacher played the video, asked them to listen Then, the class sang the song following the video two times
The learners were organized into groups of five, where four students received names of pets while one student, without an animal name, sang a song The remaining group members acted out the pet names and made corresponding sounds as demonstrated in the video, with the opportunity for everyone to switch roles throughout the activity.
The teacher made the sound of the pets and asked learners to guess
Vocabulary: pets (a dog, a cat, a bird, a fish)
Song used in the lesson: The pets song (video)
The teacher drew 4 simple pictures of the pets on the board, asked learners to read after her two times
The class sang the song following the video one time Next, they stood up, sang and acted as teacher‟s instruction
The teacher organized the class into groups of four, assigning each member a pet name The groups formed a circle and sat down while the teacher replayed the video Whenever a student's pet name was called, they stood up, acted out, and mimicked the corresponding sound from the video.
The teacher pointed to the picture and called some students to read the word and act as in the video
Please, tick ( ) on the appropriate responses
(Hãy dánh dấu vào ô mà con cho là thích hợp)
1 Do you like learning English vocabulary through songs?
Con có thích học từ vựng qua các bài hát không
2 Do you like joining in activities with songs?
Con có thích tham gia các hoạt động khi học các bài hát không?
3 Could songs help you in learning vocabulary?
Việc sử dụng bài hát có giúp con trong việc học từ vựng không?
4 Do you like the teacher to use songs in
Con có thích cô giáo sử dụng bài hát trong giờ học tiếng Anh thường xuyên không?
1 Ten little numbers (Unit 8, Let’s learn book 1)
One little, two little, three little numbers
Four little, five little, six little numbers
Seven little, eight little, nine little numbers
Four Five Six Six little number Seven
2 Counting song (Unit 8, Let’s learn book 1)
Five, four, three, two, one
Counting is so much fun Counting up and then Counting back down to one Now let‟s count again
3 The weather song ( Unit 10, Let’s learn book 1)
No, no How‟s the weather
Yes, yes It‟s sunny today Let‟s go out and play
It‟s sunny How‟s the weather?
It‟s sunny It‟s sunny today.