Using the melody and rhythm of music to teach english sentence types m a

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DUY DUC LE USING THE MELODY AND RHYTHM OF MUSIC TO TEACH ENGLISH SENTENCE TYPES SUBMITTED IN PARTIAL FULFILMEN

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

DUY DUC LE

USING THE MELODY AND RHYTHM OF MUSIC TO TEACH

ENGLISH SENTENCE TYPES

SUBMITTED IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER IN TESOL

SUPERVIOR SIDSEL MILLERSTROM, Ph D

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

DUY DUC LE

USING THE MELODY AND RHYTHM OF MUSIC TO TEACH ENGLISH SENTENCE TYPES

SUBMITTED IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER IN TESOL

SUPERVIOR SIDSEL MILLERSTROM, Ph D

HO CHI MINH CITY, APRIL 2009

CERTIFICATE OF ORIGINALITY

I hereby certify my authorship of the thesis submitted today entitled:

USING THE MELODY AND RHYTHM OF MUSIC TO

TEACH ENGLISH SENTENCE TYPES

In terms of statement of Requirements for Theses in Master’s

Programmed issued by Higher Degree Committee

Ho Chi Minh City, April 2009

DUY DUC LE

RETENTION AND USE OF THE THESIS

I hereby state that I, DUY DUC LE, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s theses deposited in the Library

In terms of these conditions, I agree that the original of my thesis deposited

in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses

Ho Chi Minh City, April 2009

DUY DUC LE

ACKNOWLEDGEMENTS

First, I would like to express my gratitude to my thesis supervisor, Madam Sidsel Millerstrom, Ph.D who read my manuscript with great care, detailed and sensible guidance and encouragement, gave thoughtful and insightful comments, and provided valuable support in the preparation and completion of the thesis

I would like to express special thanks to Tuan Hoang Nguyen, Ph D for his kind introduction to Madam Sidsel Millerstrom, Ph.D

I am also grateful to thanks to Mr Dung Minh Nguyen, a Bachelor of music, who helps me with the melody and rhythm of music to make English songs My special thanks go to the teachers and the students of Binh Dinh College who were very responsive to the survey questionnaires

In addition, Mr Tuan Minh Tran, my colleague, was particularly of great help in my experiment of the thesis and I am indebted to my colleagues and friends who give me valuable advice and assistance in developing the study

Finally, I am greatly indebted to Minh Duc Le and Sau Thi Vo, my parents who, as always, have been whole heartedly supportive For the months of writing the thesis, Dad and Mum have taken care of everything so that their son could devote all his time to the writing of the thesis

ABSTRACT

In this thesis I investigate the effectiveness of using music in teaching English sentence types to the students of the English majored class of Binh Dinh College Especially, I will offer some solutions in teaching grammar with music

In order to find out the answer to the effectiveness of teaching English sentence types through music, a two week-experiment was implemented in two classes of English major at Binh Dinh Teacher’s Training College After the experiment, the test’s scores were compared to regular classes to prove the effectiveness of using music in teaching English Beside the experiment, questionnaires and interviews were also carried out to the teachers and students of different colleges and universities The data collection and analysis from the questionnaires and interviews were the answer of students’ involvement and the possibility of using music to teach English at the English major class at the college

From the findings, educational implications and recommendations were pointed out and further research was suggested with the hope that more English grammar should be composed to become songs that can help students to become motivated and aid in memorization

TABLE OF CONTENTS

Certificate of originality I Retention and use of the thesis II Acknowledgement III Abstract IV Table of contents V List of tables X List of abbreviations XII

CHAPTER 1: INTRODUCTION 1

1.1 Background to the study 1

1.2 Rationale of the study 5

1.3 The research questions 6

1.4 Assumption 6

1.5 Definitions of terms 6

1.6 Research methodology 9

1.7 Significance of the study 9

1.8 Summary 10

1.9 Organization of the remainder of the study 11

CHAPTER 2: LITERRATURE REVIEW 13

2.1 What is music? 13

2.1.1 The definition of music 13

2.1.3 The function of music 17

2.2 The role and position of music in learning and language teaching 19

2.2.1 Music in learning 19

2.2.2 Music in language teaching 22

2.3 The errors of English sentence types 26

2.3.1 Run on sentences 26

A) What is comma splice? 26

B) What is a fused sentence? 26

C) What cause the problems? 27

D) How to correct the mistakes? 27

2.3.2 Fragments of sentences 28

A) What is a sentence fragment? .28

B) What cause the problems? 29

C) The problems 29

D) How to correct the mistakes? 30

2.3.3 Misplaced modifiers 30

A) What are misplaced modifiers? 30

B) What cause the problems? 31

C) The problems 31

D) How to correct the mistakes? 32

2.3.4 Types of parallel structure 33

A) What are the types of parallel structure? 33

B) What cause the problems? 34

C) The problems 34

D) How to correct the mistakes? 35

2.4 The definitions of sentence types from different view points 36

2.4.1 Simple sentence 37

2.4.2 Compound sentence 38

2.4.3 Complex sentence 40

2.4.4 Mixed sentence .42

2.5 Summary 42

CHAPTER 3: METHODOLOGY 44

3.1 Research design 44

3.1.1 Population 44

3.1.2 Students 45

3.1.3 Teachers 46

3.1.4 Instruments 46

3.1.4.1 Experiment 46

3.1.4.2 Survey questionnaire 48

3.1.4.3 Questionnaires to students 49

3.1.4.4 Questionnaires to teachers 50

3.1.4.5 Interview 51

3.2 Data analysis 52

3.3 Summary 53

CHAPTER 4: FINDING AND DISCUSSTION 54

4.1 Result from the experimental teaching 54

4.1.1 Pre- experiment 54

4.1.2 The differences in the post-test versus 58

4.2 Questionnaire results 61

4.2.1 Questionnaire analysis with the students 61

4.2.1.1 Questionnaire filler’s background 61

4.2.1.2 Students’ writing mistakes 62

4.2.1.3 The importance of the English sentence types to the students 62

4.2.1.4 The importance of music to the students 63

4.2.1.5 English sentence types with the melody and rhythm of music and their attraction to the students 65

4.2.1.6 The VCD of the English sentence types can become an excellent visual aid for the students 67

4.3 Interview results 68

4.3.1 The benefits of using music to teach English 68

4.3.1.1 Providing a relaxing atmosphere to the students 68

4.3.1.2 The new teaching method and its effect on the class 69

4.3.2 Frequency of using music in the classroom 71

4.3.3 The teachers’ role 74

4.3.4 Problems and solutions 77

4.3.4.1 Problems with high noise level 77

4.3.4.2 Misunderstand the sentence types of the English songs 79

4.3.4.3 Difficulty to sing the songs 80

4.4 Summary 80

CHAPTER 5: CONCLUSION .82

5.1 Summary of the finding 82

5.2 Recommendation to teaching with music 82

5.3 To summarize the evidence .83

5.4 Limitations .85

5.5 Further research 86

BIBLIIOGRAPHY

APPENDIXES

LIST OF GRAPHS, AND TABLES

Graph 4.1: Comparison of The two classes

Table 4.2: The age of the students

Table 4.3a: The gender of TA3a class

Graph 4.3b: The gender of TA3a class

Table 4.4: Students’ years of learning English

Graph 4.5a: The test’s scores of TA3a class

Graph 4.5b: The test’s scores of TA3b class

Table 4.6a: Comparison of TA3a class

Table 4.6b: Comparison of TA3b class

Graph 4.7a: The result of TA3a class

Graph 4.7b: The result of TA3b class

Table 4.8: Students’ mistakes in writing the sentence types in a paragraph Table 4.9: Students’ wanting to improve the English sentence types

Table 4.10: The students’ wanting to listen to music such as English songs

in their English class Table 4.11: Music should be used to relax when the class is too tired

Table 4.12: How often should music be used in the English class?

Table 4.13: The students have never learn about the new method before Table 4.14: Students’ wanting to learn English sentence types with the

melody and rhythm of music Table 4.15: Is learning the English sentence types through the melody and

rhythm of music more interesting than the traditional method?

Table 4.16: Do you think that learning the English sentence types through

the melody and rhythm of music can stay in your mind longer? Table 4.17: Do you want to have the VCD of the English sentence types to

help you study English outside the class?

Table 4.18: Do you think the VCD of the English sentence types can

improve your writing, listening, reading, speaking skill?

Table 4.19a: Which of the following time periods do most of your students

think is the best time to listen to some music?

Table 4.19b: Which of the following time periods do most of your students

think is the best time to listen to some music?

Table 4.19c: Which of the following time periods do most of your students

think is the best time to listen to some music?

Table 4.20a: In your class, when your students are tired how do you

Table 4.21: Do you think English songs can help your students improve

their vocabulary, grammar, speaking, and listening?

LIST OF ABBREVIATIONS

CD: Compact Disc

DVD: Disc Video Disc

EFL: English as a Foreign Language

IC: Independent Clause

IQ: Intelligence Quotient

TESOL: Teaching English as a Second Foreign Language TV: Television

SPSS: Statistic Pack for Social Science

VCD: Video Compact Disc

CHAPTER ONE

INTRODUCTION 1.1 BACKGROUND

After teaching English at Binh Dinh Teacher’s Training College for four years, I discover that my students often make mistakes in sentence writing

or paragraph writing They do not know about the grammatical rules in writing such as the use of articles or coordinators; thus, they often produce grammatically incorrect sentences or badly organized paragraphs

Grammar, a set of rules, is seen as the most problematic factor In fact, an

English educator noted:

Grammar is the set of ruler for choosing words and putting words

together to make sense A language is a building; the words are the

building blocks (or bricks) and the grammar is the architect’s plan You

may have a million bricks but they do not make a building without a

plan Similarly, you can know a million English words but if you do not

know how to put them together you cannot speak English (Seaman,

1997:54)

Some of my students told me that they studied English at high school but they just studied grammar such as tenses and some sentences such as conditional sentences, positive, negative, and interrogative sentences

Now, at Binh Dinh College, they hardly know how to write a paragraph

In English-majored class, some students are interested in paragraph writing but they are using too many simple sentences, unparallel sentences or even

just fragmented sentences to express their ideas thus devaluing their good thoughts What are the reasons? In fact, they study the grammar in class at Binh Dinh College such as writing subject but they seem not to have sufficient knowledge of sentence types They do not know how to use conjunctive adverbs and subordinating words well This is the result of their studying grammar and writing with traditional teaching Many students cannot remember or do not know how to focus on the conjunctions, connecting words, or subordinating words I always make an effort to help my students with their writing; however, the problems seem not to be improved as much as I expect

Music is an important element of every culcure Rerearch has proven to be

of great benefit to most people For instance, classical music can play an

important role to stimulate unborn babies Expecting mothers may, for

example, play Mozart's symphonies to their unborn child Pratt (2007), a

professor of musical medicine at Brigham Young University in Provo Utah, has studied the effects of playing music to unborn babies He remarks that

if you do not pump up the volume higher than 70 decibels, about as loud as the background music at a store, soothing music can increase oxygen levels, lower blood pressure, and decrease stress to a developing baby

Furthermore, he writes that high decibel sounds can hurt or startle the baby

in the womb But how long should one play the music to an unborn baby?

And how should a mother or a father play the music to their unborn baby? Carr (2007) points out that you can take a Walkman and stretch the

headphones around the belly but you should limit music playing to no more than an hour a day Neuroscientist Dr Eliot (2006) writes that playing classical music and reading to an unborn child might improve the child’s

IQ Eliot also suggests that a mother can play music to her unborn child three months before she gives birth and to try to avoid anesthesia during labor These are the reasons why some hospitals are actively using music

as therapy for the unborn child

Many newborn children cry as they cannot express themselves with words

or gestures A sentence as "Do not cry baby!" is meaningless to the child, but the mother's soothing songs can stop the child’s crying and help the

baby sleeps well when he/she hears the songs Machlis writes this about

music:

Music has been called the language of emotions This is a not

unreasonable metaphor; for music like language, aims to communicate

meaning Like language too it processes a grammar, a syntax and

rhetoric But it is a different kind of language Words are concrete; tone

is fluid and intangible A word taken by it self has a fixed meaning; a

tone assumes meaning only from its association with other tones Word

conveys specific ideas; music suggests elusive of mind (Machlis,

Music offers several advantages for college students Firstly, classical music can steady a rapid heartbeat For example, a student’s heartbeat may increase due to test anxiety An adagio-tempo song might slow the heartbeat and help the students loosen up and relax Additionally, physicists Rauscher, Shaw, and Ky (1993:611), professional cellist and expert in cognitive development, initiated the idea of the Mozart Effect These researchers are from the University of California at Irvine They designed an experiment to prove that listening to Mozart’s music has a positive effect on the human brain The subjects used in their study were

college students These students were asked to listen to ten minutes of

Sonata for Two Pianos in D Major After listening to the music, the students were given the Stanford-Bitnet IQ Test The test’s results showed

a temporary enhancement of spatial reasoning and memory Rauscher, Shaw, and Ky (1993:611), repeated the same experiment several times using different testing techniques Students showed improvements of up to

51 points on the Standardized Achievement Test Students were also given other tests including one that involved paper cutting and folding After listening to a relaxation test and a moment of silence, students’ scores increased 8 to 9 points Researcher Flohr (1999), found that when students listening to classical music in the background, they scored higher in math than students who were not listening to any music At the same time, the researcher discovered that listening to soft rock, jazz or fast pace background music in the work place could enhance worker productivity and performance efficiency

Numerous studies for over two centuries have been conducted to show the significant role music play in the development of the brain and in the

organization and refinement of our entire neurological system Listening to music and singing can aid in the acquisition of early language and motor skills These actions can strengthen the emotional bond between parent and toddler and can increase listening skill, memory, and concentration, or

it can accelerate learning in math and reading Music develops imagination, invention, creative thinking, and communicable skills as well

as teaching the child such values as self-discipline, perseverance, and responsibility Music has been proven to offer several benefits for infants,

young children, young adults, as well as for adults

1.2 RATIONALE OF THE STUDY

The study, carried out at high schools, universities and colleges aim to explore teachers and students’ belief, attitude, and behavior in learning English by music In particular, the aims of this research are (1) to examine some sentence type issues and the effectiveness of using the melody and rhythm of music in teaching English sentence types; (2) to suggest solutions

to help students overcome the difficulties in learning the grammatical category; and (3) to apply this teaching technique to a variety of students of different English levels

1.3 THE RESEARCH QUESTIONS

Questions guiding this study:

1) Can English sentence types be taught by means of the melody and rhythm of music rather than by traditional method?

2) How are the melody and rhythm of music chosen for teaching?

3) What kinds of melodies and rhythms of music are chosen for teaching at the first year level of the English majored class at Binh Dinh College?

4) What are the students’ attitudes towards the learning of sentence types with the melody and rhythm of music?

1.4 ASSUMPTION

The study tests the following hypotheses:

1) The effectiveness of the melody and rhythm of music in teaching and learning English sentence types can be measured

2) The majority of students want to get involved in the melody and rhythm

of music

3) The melody and rhythm of music can be used by a variety of students 4) The students prefer teachers to use the traditional method to teach the English sentence types

5) Teachers find it hard to apply the melody and rhythm of music to teach the sentence types at Binh Dinh Teacher’s Training College

1.5 DEFINITIONS OF TERMS

Attitude: Attitude refers to “Disposition to react favorably or unfavorably

to a class of objects” (Sarnoff, 1966:279)

Motivation: Motivation toward a language can be defined as “the

combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language” (Gardner, 1985:10) Generally speaking, motivation can be divided into extrinsic and intrinsic types Extrinsic motivation is provided when a subject is required

as a compulsory examination (Jakobovits, 1970:12) The other type, intrinsic, in Gardner and Lambert’s (1972:3) terms “integrative” (“if the student wishes to learn more about the other cultural community because he/she is interested with an opened-minded way, to the point of eventually being accepted as a member of that other group”) and “instrumental” (“if the purposes of language study reflect the more utilitarian value of linguistic achievement”)

Melody: Melody refers to that element of music which makes the widest

and most direct appeal It has been called the soul of music Melody can be defined as:

A melody is succession of tones perceived by the mind as an untidy

Some modern theorist maintains that any succession of tones, if

repeated sufficiently, will take on melodic significance Be that as it

may, in order to perceive a melody as an untidy we must find a

significant relationship among its constituent tones (Machlis, 1955:14)

Rhythm: Rhythm, according to Machlis (1955) can be defined as:

Rhythm- the word means “flow” in Greek- denotes the controlled

movement of music in time It is the principle of organization of the

tone Rhythm is the element of music most closely allied to body

movement, to physical action Its simpler patterns when repeated over

and over have a hypnotic effect on us For this reason rhythm has been

called the heartbeat of music, the pulse that betokens life (Machlis,

1955:24)

Intelligent quotient (IQ) measures a person's intelligence as indicated by

an intelligence test; the ratio of a person's mental age to their chronological age (multiplied by100) Cited from:

http://lookwayup.com/lwu.exe/definition;intelligence_quotient/n/9955110

English sentence types: All the sentence types fall into four basic

sentence type categories in English

Simple: Simple sentences contain no conjunction (i.e., and, but, or, etc.) Compound: Compound sentences contain two statements that are connected by a conjunction (i.e., and, but, or, etc.)

Complex: Complex sentences contain a dependent clause and at least one independent clause The two clauses are connected by a subordinator (i.e., which, who, although, despite, if, since, etc.)

Compound – Complex: Compound - complex sentences contain at least one dependent clause and more than one independent clause The clauses are connected by both conjunctions (i.e., but, so, and, etc.) and subordinators (i.e., who, because, although, etc.) Cited from: http://esl.about.com/od/intermediatewriting/a/sentence_types.htm

1.6 RESEARCH METHODOLOGY

The survey of these issues is based on the following;

1) A two week experiment was implemented in two classes of TA3a and TA3b at Binh Dinh Teacher’s Training College in Qui Nhon City The students’ ages range from 18 to 20 years old Both of the classes are the same number of students (TA3a with 22 and TA3b with 22)

2) Questionnaires were given to the English majored classes of the first year students of the English Department at Binh Dinh Teacher’s Training

College There were a total of 66 students

3) Interviews were conducted with teachers from Binh Dinh Teacher’s Training College, An Giang and Qui Nhon Universities, Nong Lam University, Binh Duong College, the University of Ho Chi Minh Transport and Traffic, the University of Ho Chi Minh Security, Binh Thanh Children Foreign Language Center, Ton Duc Thang University, and Le Khiet

Special High School in Quang Ngai province Twenty-two teachers were

1.7 SIGNIFICANCE OF THE STUDY

The study makes a contribution to both the practice and the theory of

pedagogy There are many methods of using English songs in class room

teaching However, this study will bring an alternative method into the teaching and learning arena of grammar

Firstly, music creates a relaxed and enjoyable atmosphere The atmosphere reduces the student’s apathy; thus, enhances the mood and promote the students to learn the language Hence, using the melody and rhythm of music to teach the English sentence types in English class will be advantageous to the students It can aid memorization, intonation, patterns, speech rhythms, and grammatical structures Especially, the four English songs are recorded by a native speaker; this learning will help to develop students’ listening skill In addition, this activity can provide moments of fun and relaxation for everybody Most teachers like to think that the more fun teacher and learners have together, the more successful the English class will be Hence, teaching and learning the English sentence types through music may serve as a mean which leads the students to have a better understanding of using the English sentence types

1.8 SUMMARY

A major problem is that students are often bored and unmotivated while

studying the English sentence types in paragraph writing by the traditional method The reason why the new method was carried out in Binh Dinh College is that I want to help the students improve their memory, and to motivate them in learning the articles This will help the students to further

improve their skills in the study of paragraph writing, and essay writing In addition, the research will help the students improve their writing, reading, speaking, and listening skill not only in their class but also in other settings

Some questions for English teachers to think about are: How can teachers teach English sentence types in a captivating way, and how can we make the students feel less tired and enjoy their lessons? How can we help create

a more relaxing atmosphere in learning a foreign language?

Music is science; music is mathematic; music is a foreign language; music

is physical education; and music is art A researcher states:

Music is a moral law It gives soul to the universe, wings to the mind,

flight to the imagination, a charm to sadness, gaiety and life to

everything It is the essence of order and lends to all that is good and just

and beautiful (Plato, 2002)

I agree with Plato (2002) who said that musical training is a more potent instrument than any other form of education These are the some of the reasons why I carry out this research

1.9 ORGANIZATION OF THE REMAINDER OF THE STUDY

Chapter 1 provides the background, the rationale, and the research questions with the assumptions of the research A brief introduction of methodologies is also concerned with definitions of terms and the significance of learning English with the use of music Furthermore, I discuss the practical benefits of the research

Chapter 2 is concerned with the review, the literature on what is music? The role and position of music in learning and teaching language are discussed In particular, the melody and rhythm of music is seen from different view points In addition, the literature in relevant points of grammar is reviewed The important part is the errors in the English sentence types Finally, the definitions of the sentence types from different viewpoints are mentioned I end the chapter with a summary

Chapter 3 presents the research methodology The study involves experimental teaching in two classes The questionnaires were delivered to sixty six students of the first year of the English majored classes of Binh Dinh College The interviews from a number of English teachers were also conducted

In chapter 4, I analyze the finding from the experiment teaching questionnaires and the interviews The statistical analysis is clarified with tables and charts The statistic analysis and implication for teachers are examined

Chapter 5 concludes the study The summary of the main findings and the limitations will be discussed The implication of the research as well as recommendation for further research is discussed

CHAPTER TWO

LITERATURE REWIEW

2.1 WHAT IS MUSIC?

2.1.1 THE DEFINITION OF MUSIC

“What is music?” is a difficult question to answer If I ask “What is a table?” you could answer by pointing at an object that is standing in a room

or in a classroom and say “It is over there.” Or a full explanation of what a table is We would mention wood, legs, nails, table surface and other things that make a table But what is music? It is what comes out of the speakers when we play a CD or a tape on our stereo; it is what we hear on the radio Music often accompanies a singer and it is what musicians play

in the theaters or on the streets Music is a sound that most of us enjoy hearing Scientifically, music is described by 5 characteristics 1-Melody 2-Harmony, 3-Rhythm, 4-Tempo, and 5-Timbre But any one of these can have a major effect on us if we used it in a wrong way According to Simkin (1971) the characteristics of harmony is defined as two or more notes played at the same time which is then called a “chord.” He remarks that consonant and dissonant are two types of harmonies According to Simkin (1971), consonant harmony is a chord that sounds pleasant to most people when we play alone; whereas, dissonant harmony is a chord that sounds harsh or unpleasant to most people when we play alone Simkin (1971) explains that the rhythm of music has an effect on our bodies, since

name only two Tempo is how fast the rhythm is played and timbre is the tonal quality of the musical sounds

2.1.2 THE EFFECTS OF MUSIC

Some people are happy and want to listen to music; whereas, some people are sad and want to listen to music too Musical researchers say:

Music! There are different tunes, sounds and meanings There's every

type of music for many individuals There's Bachata, Merengue, salsa,

Reggae, Caribbean Reggae, hip hop, R & B, Rock & Roll, Metallic, and

Romantic music, my favorite So there you go any type of music you

wanna listen too, you would have a great selection (Brisk & Harrington,

2006:182)

When listening to rock music, we receive it into our body and the body rebels in some ways, perhaps in many ways simultaneously Actually, it can present problems to all parts of the body; it can even make us sick Furthermore, rock music can even cause problems with plants Tame (1984) shows that:

Rock music actually kills plants, while other music causes plants to

thrive Most animals, for example parrots, birds, skunks, raccoons and

others, do not tolerate rock music The unnatural rhythms or beats of

rock music do cause problems with living forms of any kind in this

world By the way, music can convey very emotional essence, reality or

actually convey the emotion itself not just a symbol of it This would

explain why music has the effects it does on the body and mind (Tame,

1984:143)

Furthermore, Tame believes that (1984):

Who can doubt that music influences our emotions? It is surely true that

music is only listened to in the first place because it makes us feel

something But now this is very interesting, for if music gives us

feelings, then these feelings-of uplift, joy, energy, melancholy,

violence, sensuality, calm, devotion, and so forth-can certainly be said

to be experienced And the experiences which we have in life are a

vitally important factor in the molding of our character (Tame,

1984:146)

As discussed above, music consists of 5 characteristics, and each has a randomly effect on our body, brain, and emotions Campbell offers the following explanation on the effects of the various elements of music:

Rhythm affects both the body and the emotions Since organic life is

based on various rhythms such as rhythms of respiration, heart-beat

muscular movements, activity and rest, various bodily functions, even

the rhythm of cells, molecules and atoms, it is not surprising that the

rhythm of music influence organic rhythms (Campbell, 1991:100-102)

Campbell notes that musical rhythms stimulate or calm organic rhythms The writer also reports that in the psychological life of individual rhythms are affected by the rhythms of music; the author shows that these include rhythms of elation, and depression, alterations of sorrow and joy of fervor and lassitude, of strength and weakness, or extroversion and introversion Tone and sound are very important in music as tone has both physical and psychological effects; sound has power over inorganic matter, being able to cause geometric figures to form on sand and objects to shatter Furthermore, Campbell says melodies are ideal means for expressing emotions and they also arouse sensations, images and urges, and influence the nervous system, respiration and circulation In his remarks, harmony results in either a harmonious blending or a jarring discord both of which

have definite physiological or psychological effects Dissonances in modern music are expressing discord, conflict and crisis Timbre or tone color is the special quality of the sound of an instrument or the human voice These evoked special emotional responses

Tame (1984:146) proposes that words are mere symbols of real things ideas, etc., only symbols of real inner feelings Music conveys the very emotional essence or reality In other word, music actually conveys the emotion itself, not just a symbol of it This can explain why music affects both the body and mind Music can affect other aspects of life as well For example, “Students in bands or orchestras were shown to have had the lowest percentage of drugs, alcohol, or tobacco use” (Plato, 2002) This can mean that students involve in music programs in school are less likely to have problems with police and school officials

Music can benefit everybody It has the power to lift our spirits, soothe our frayed nerves, and move us to dance; music can also help people bond According to Davies (2000), an associate professor of education at Northern Arizona University in Flagstaff, music also helps to reduce stress, increase productivity, regulated energy, set an appropriate mood and stimulated creativity For instance, filmmakers use music to create the mood for a movie in order to bring out the feelings of actors or actresses Without the background music, the movie might be boring, dull and lifeless

2.1.3 THE FUNCTIONS OF MUSIC

There are many thoughts about music Music can be science, the art of tones, or music is a universal language Some anthropologists (e.g Haviland, 2007:427 a social anthropologist with university of Vermont, USA), they think that music can be experienced in a variety of ways thus people can discuss music according to their level and their emotion Here

is an example of one anthropologist’s view on music:

Music is a form of communication that includes a nonverbal component

The information transmitted is often abstract emotion rather than

concrete ideas, and it is experienced in a variety of ways by different

listeners This, and music’s communication of something is verbally

incommunicable, makes it very difficult to discuss music In fact, not

even a single definition of music can be agreed upon, because different

peoples may include or exclude different ideas within that category

(Haviland, 2007:427)

Music has the great power of bringing people together despite the many forces in this world acting to drive wedges between people Actually, music is one way for young people to connect with themselves, but it is also a bridge for connecting with others According to Miller (2007:123),

An American social anthropologist with George Washington University, an

important topic for ethnomusicologist is gender differences in access to performance roles in music The author also states that a cultured

materialist’s analysis of this issue will predict that in cultures where gender

roles and relationships in society are more egalitarian, access to and meaning in music will tend to be more egalitarian as well This is the case, for example, among the Temilar, a group of foragers in the highland

Malaysia Foragers are, as a rule, egalitarian Their musical traditions emphasized balance and complementary between males and females

Music is used as a mean of self-expression, communication, and expression of feelings and emotions to others For example, for fun and to connect, music is used at weddings, birthdays, conferences, political and religious meetings, and in schools Hodges (2006) claims that music makes

us smarter because music helps us understand ourselves as a human being

and our relationship to the world Haviland (2007:429) writes that music is

also a powerful identifier and many marginalized groups have music for purposes of self-identification, bringing the groups together, and in many cases contra posing their own forms against the onslaught of a dominant culture or voicing social and political commentary Regarding group identity, Haviland presents a noteworthy remark:

Music plays an important part at these events, thus becoming closely

bound to the group identity, both from without and from within the

group It should be understood, too, that these associations of music with

groups are not dependent upon words alone but also upon particular

tonal, rhythmic, and instrumental conventions For example, Scottish

gatherings would not be “Scottish” without the sound of the Highland

bagpipes and the fiddle (Haviland, 2007:429)

Music is a good kind of entertainments because it is frequently found in the doctor's office, dentist's office, restaurants, and it is often on TV and radio We encounter music everywhere and we can enjoy it when we are tired Likewise, music can be described as a sport People learn to sing and keep rhythm to develop coordination so they can study how to blow a flute,

trumpet, or saxophone From this exercise they can promote a healthy body Moreover, music can replay some kinds of sports; for example, most people cannot play soccer or football at 70 or 80 years of age, but they can sing and they can play the piano or some other instruments Sometimes, people are angry but when they hear Tchaikovsky's 5th Symphony playing

on the stereo, the anger is released by the powerful music Additionally, young students may be restless and find it is difficult to settle down to study but when they listen to music, it helps their mind to focus, to plan and execute their thoughts To learn to appreciate music is a gift you can give your child that will last their entire lives

2.2 THE ROLE AND POSITION OF MUSIC IN LANGUAGE LEARNING AND TEACHING

2.2.1 MUSIC IN LEARNING

Music is very important in learning It has a positive affect on students in that it helps reading comprehension, and is statistically shown to improve test’s scores in a variety of subject areas Charles (1975:56) echoes these sentiments "The purpose of music education is to reveal to students what music can do for their lives and to offer as many opportunities for musical learning as they desire and are capable of assimilating." Music has a positive affect on students’ mental wellbeing Actually, studies conduct on preschool children that are taught with music and songs, show that at the age of 15, they have higher reading and math skills, Campbell (2003:16) According to the writer (2003:16), “Remedial first graders who receive

music instruction for 7 months caught up with peers in coordination, mathematics, and reading.” Pitts (1944:43), who did much to develop general music in the middle grades during the 1930s, saw this as a key issue He has continued to challenge music educators that there is a need to teach all children music, not just the talented children:

If the aims and purposes of music education are identical, ultimately,

with the aims of education in general, music is but another, though

powerful means of making a difference in the way children conduct

themselves and their lives; what they are inside of themselves and what

musical expression can do to enlarge the personalities and enrich the

social living of all, not just a few children (Pitts, 1944:44)

This is an example of how necessary music is in learning Because musicians have to concentrate during practice and performances this concentration can actually enlarge their brain The younger the people are when they start musical training, the bigger this area of the brain appears to

be Wilson (1997), a neurologist, writes that musicians use approximately

90 percent of their brain when they play According to Wilson (1997), no other activities use the brain to this extent We can conclude then that children who regularly play or sing are exercising almost the entire brain and stimuli general intelligence more than his/her counterpart who do not play or sing Music helps students to achieve in areas of intelligence Researchers are unanimous in finding that musicality and high intelligence

go together (Mussel and Glenn 1931:25) Cooke explains:

Music is no more incapable of being emotionally intelligible because it

is bound by the laws of musical construction than poetry is because it is

bound by the laws of verbal grammatical construction (Cooke,

1959:211)

Moreover, music at school influences all other academic areas There is a close and definite correlation between musical and mathematical ability according to Mussel and Glenn (1931:26) Music helps students succeed academically Music makes the day more alive and interesting, which in turn promotes further learning Clinton (2002), former President of the United States of America, points out that music is about communication, creativity, and cooperation By studying music in school, students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective

Music in education is just as valuable as other subjects, and should not be compromised, because music enriches life and it is a way to understand our cultural heritage as well as other past and present cultures Likewise:

Music has positive affect on human behavior and mental health Music

is said to help people when they are feeling down Many have

suggested that there are psychological benefits for students who study

music (Hoffer, 1983:47)

Music in educational programs has great potential for the future If music can be successfully integrated into our education; then, it will have many benefits In the 1930s, Birge (1932:22) writes about the purpose of musical education in schools It is still true today Why should people have music? First of all, it is a great aid to keep our emotional life stable Secondly, it

tends to broaden our sympathy and understanding of our own lives and the lives of other people Thirdly, it promotes and stimulates comradeship,

fellowship, and solidarity

Mora (2000:150) agrees that music and language should be used in tandem

in the EFL (English as a Foreign Language) classroom She asserts that verbal practice associate to musical information seems to be more memorable, using melody with new phrases lowers the student's anxiety, and foreign sounds pair with music will be stored in long-term musical memory and accessible for mental rehearsal and memorization Mora (2000:148) also writes “The musicality of speech has an effect not only on the pronunciation skills of EFL students but also on their entire language acquisition process.”

2.2.2 MUSIC IN LANGUAGE TEACHING

According to Mora (2000:148), music and the musicality of language teaching provides a rich environment of sound and cut out other auditory distractions The author writes: “The musical method enhances the EFL learner's awareness of sounds, rhythms, pauses, and intonations and encourages them develops linguistic fluency through imitation and sub vocal rehearsal” Mora (2000:152) Music can increase vocabulary and expand cultural knowledge or expand students who are weak presentations Music has been reported to help second language learners acquire vocabulary and grammar, or improve spelling and develops the

linguistic skills of reading, writing, speaking, and listening, (Jalongo and Bromley, 1984:840-845; Martin, 1983:505-506; Jolly, 1975:11-14)

Music can play an important part in the language classroom It is necessary

to use music in the beginning of the class to promote a happy feeling among the students It is an important method that should be used in teaching a class because music can change the atmosphere in the room within seconds In addition, music provides ways for the teachers to spice

up their lessons Music creates a relaxed and enjoyable atmosphere in the classroom while the students work at tasks such as looking up information

on line, listening to CDs, or watching DVDs It is believed that students can better focus on the lesson that the teacher wants to perform because they are relaxed and happy Eken (1996:46-47) writes that many educators report success using musical instruments such as a warm up and relaxation tool, a background for other activities, and the inspiration for writing activities Consequently, some learners feel less threatened, which in turn lowers the affective filter or mental barrier that is caused by low motivation, high student anxiety, and low student self-esteem As a result

of this lowered affective filter, the motivation to study may increase.

Teacher can use music to improve students’ listening and oral activities because music such as English songs helps students to fill gaps; when listening to the songs, the students can study the target language Moriya (1988:33), points out the value of using songs for pronunciation practice

with Asian learners because of the many phonemic differences between Asian languages and English However, students from any language background can benefit from a choral or individual reading of the lyrics of the songs mentioned above, practicing the natural reductions that occur in spoken English To improve speaking skill, teacher may ask students to summarize orally the action or theme of a song or give oral presentations about a song or musician To involve the whole class, students can fill out response sheets about each presentation, answering questions about the featured topic, something new they learned, and something they enjoyed Some teachers use music such as English songs to help students to improve their reading and writing activities For example, when the songs are sung,

students look at and keep the songs in their mind Sometimes the teacher

asks the students to read the songs loudly before they start to listen One popular activity for reading is to cut the lyrics into lines and have students put them in the correct order as they listen to the songs After the lines of the song have been put in order, the song can be played once more as students read or sing along Other, students can rewrite the song to become another story by using their own words

English songs is a teaching tool that teacher can use to help their students learn vocabulary and grammatical structure Firstly, students remember the new words of the songs because the rhythm and melody can remain in their mind when hearing the songs Neurologists find that musical and language

processing occur in the same area of the brain There appears to be

parallels in how musical and linguistic syntax are processed according to (Maess and Koelsch, 2001:540-545) Moreover, when students love the songs and they learn them by heart, the vocabularies can be learned, too

By doing this, students will be able to comprehend the significance of the song's lyrics when they actually sing the song later on Language acquisition cannot occur unless the second language is made comprehensible to the learner Secondly, when the songs are sung, there are some repetitions of structures as dependent sentences, independent sentences, the verb tenses, and idioms This imprints the structures in the memory of students, into which spontaneous or new utterances may be later created, and it is a great jumping off point for patterned writing or parallel sentences

Some teachers also use music such as English songs to teach culture because songs can be used in expressions of culture They are a rich mine

of information about human relations, ethics, customs, history, humor, and regional and cultural differences Likewise, a song can be part of a unit that also contains poems, video footage, or still photographs so students can easily learn about the other cultures

There are numerous ways in which music can be used to instruct a second language Teachers should feel confident to use music to facilitate the

language acquisition process Furthermore, the benefits of music are supported by linguistic and psychological research The activities

examined above serve to illustrate the many ways in which teachers can

maximize the effects of music with their second language learners

2.3 THE ERRORS OF ENGLISH SENTENCE TYPES

2.3.1 RUN ON SENTENCES

Run-on sentences are the most common writing errors and many students have trouble locating and fixing run-on sentences Run-on sentences have two complete sentences that lack correct punctuation Thus, run-on sentences can be confusing to readers because they do not show where one idea ends and the next idea begins There are two types of run-on sentences They are comma splice and fused sentence

A) WHAT IS A COMMA SPLICE?

A comma splice is a serious punctuation error in which it is separated in to two complete sentences with a comma For example, “The boy went to the store, he never returned.”

B) WHAT IS A FUSED SENTENCE?

A fused sentence is a sentence that has two or more complete sentences

without the corrected punctuation between them For example, “Bob went

to the store he bought some apples.” Beason and Lester give their comments on a fused sentence:

A fused sentence occurs when two complete sentences are put together

with nothing to separate them-no punctuation and no and, but, or In

other word, the error occurs when a compound sentence has nothing to

show where one idea ends and another begins A compound sentence is

a sentence that combines what could be at least two separate sentences