USING JUNC-FUNC SONG TO IMPROVE THE USE OF COORDINATING

CONJUNCTIONS AMONG YEAR 5 PUPILS

ACTION RESEARCH PROPOSAL

TSL 3133
ACTION RESEARCH 1 (METHODOLOGY)

AMIR AZIZI BIN MOHD SANUDIN

910610-02-6105
K11
PISMP TESL JANUARY 2012 INTAKE
IPG KAMPUS IPOH, PERAK

1.0

BACKGROUND OF THE STUDY

1.1 Introduction
Nowadays, English plays a great role in human life as it is recognised as an
international language in the world, and in Malaysia it is considered as a second

language. As English is one of the core subjects that the pupils need to learn is
school, teachers have to constantly try to implement teaching methods that will make
the teaching and learning process more valuable and meaningful for the pupils.
Pupils in primary schools may experience difficulties in taking the learning process
seriously considering that they are young and at their young age, they are more
interested in playing games and doing fun activities. Therefore, teachers should
adhere to the needs of the pupils by selecting interesting activities and provide a
great variety resources and materials for them. In teaching, there are plenty of
resources and materials that can be manipulated for use in the English classroom to
make the pupils in the class more interested in learning the language.
One of the ways that can be interesting for the pupils is by using songs in the
classroom. Songs have always been a part of human life and it can greatly affect a
persons mood and behaviour. This can be applied in the classroom as according to
Schoepp, (2001), song is an integral part of our language experience, and it is used
in coordination with a language class. When using songs, teachers can deviate from
the usual rigid classroom routine that pupils tend to dislike because they feel
burdened with all the work that they have to do. This is the case of the pupils in my
Year 5 class in Sekolah Kebangsaan Methodist Malim Nawar where I can observe
that, sometimes they will show disinterest in the worksheets and lessons where they
just have to sit and listen to my explanation, and do the work that I prepared for
them. Even though it is not possible to say that using songs will entirely change the
perspectives of the pupils when it comes to learning English, it will certainly generate
more enthusiasm among the pupil as according to Millington (2011), perhaps the
greatest benefit of using songs in the classroom is that they can be fun. The fun
factor is an important factor that needs to be attended to when it comes to learning
English so that the pupils will not feel stressed in learning a foreign language.

Teachers can manipulate the use of songs to teach the four language skills in
English which are listening and speaking, reading and writing. From these language
skills, teachers can branch out to other aspects of language such as grammar. The
teaching of grammar has always been an important concern in the teaching of
English as a foreign and second language generally (Mukundan & Roslim, 2009).

Grammar is often seen as a tedious and boring language aspect as it focuses more
on the rules of the language. Grammar is the knowledge speakers have about the
units and rules of their language rules for combining sounds into words, rules of
word formation, rules for combining words into phrases and phrases into sentences,
as well as the rules of assigning meaning (Fromkin et. al, 2011). This is why it is
important to use more than the traditional approach of teaching grammar and for the
purpose of this research, using songs seem to be the best approach to be taken.
Using songs as the means of teaching grammar in the English language classroom
is said to bring many advantages, one of which is, they entertain and relax the
learners while they are learning or practicing a structure, they often eliminate the
students negative attitude towards learning and through providing authenticity and
context they make the grammar points more understandable and easy (Saricoban &
Metin, 2001).
The selection of the songs that can be used to teach grammar has to fulfil the
variety of age, needs and interests of the learners in a particular classroom.
Furthermore, the songs should be selected in accordance to the grammar aspect
that the teacher wishes to teach so that the pupils will benefit from the lesson. One
aspect of grammar that should be given focus on is conjunctions, as conjunctions
are the basic form of grammar that should be mastered by pupils in order for them to
connect two parts of a sentence together. It is important to teach the use of
conjunctions to primary school pupils as they need to know how to join sentences
together so that they can express their ideas through their written work more
systematically. To help in the process of making the teaching and learning process
more effective, the use of songs can be motivating and more memorable for the
pupils. Based on a research done by Brand, (2007), he concluded that there is
theoretical and physiological support for the inclusion of music in the teaching of
spoken English.
Taking into account of these researches, I have decided to focus my research
on employing the use of songs in teaching conjunctions to my Year 5 pupils of
Sekolah Kebangsaan Methodist Malim Nawar. This decision was made based on the
observations that have been done in the class during my months of practicum in this
school. With this research, it is hoped that the use of songs to teach conjunctions will
be able to help the pupils to improve in their learning.

1.2 Reflection of Past Teaching Experience

During my first practicum, I was sent to SK Methodist ACS, Ipoh, where I was
assigned to teach a Year 4 class that consists of 38 male pupils. As for my second
practicum, it was done at SK Jalan Panglima Bukit Gantang where I taught a Year 3
class of 38 pupils as well. For my third practicum, I was assigned to teach at Sekolah
Kebangsaan Methodist Malim Nawar. In all the three classes that I have taught, I can
identify that the pupils experienced more or less similar problems when it comes to
learning English.
When it comes to learning English, the main problem faced by pupils is the
lack of motivation among them. English is commonly regarded as a difficult subject
especially for pupils who are of weak proficiency levels as it difficult for them to
understand the rules and patterns that exist in English. During my first practicum in
SK Methodist ACS, Ipoh, I have identified that most of the pupils in my Year 4 were
unable to give me their full attention in learning and most of them lack interest when
it comes to doing the written work assigned to them. As the pupils were all boys, they
were very active during class but not in a positive way because they tend to disturb
each other during the lesson and there were some that refused to complete the work
that I have given. I understand that at their age, they like to experience fun things
and my teaching methods might not be interesting enough to make them want to
learn English, especially since they find English to be a difficult subject for them.
Based on this, I tried to vary my teaching strategies whereby I used materials
that suit the interest of the pupils such as songs and games. The games that I
conducted in my lesson were language games such as Charades, Simon Says, and
Riddles and I employed the use of songs that were related to the topic of my lesson.
I observed positive feedback from the pupils when I used these materials, compared
to when I used the traditional teaching methods of talking and writing on the
whiteboard, and giving them worksheets. By using a different approach in teaching, I
was able to give the pupils motivation in learning, especially when it comes to
playing games because they were intrinsically motivated to do the best that they can
to achieve the best scores in the games. This shows how important it is to ensure

that the methods teachers employ will motivate and inculcate a positive attitude
towards language learning.
As for my second practicum which was done in SK Jalan Panglima Bukit
Gantang, most of the pupils were of weak proficiency level and were not confident to
use English in the classroom. Whenever I ask them to speak in English individually,
they will hesitate to do it as they feel shy and this has caused them to be speak in a
very slow voice. The reason for this was maybe because they have a limited
vocabulary and they feel unsure of their pronunciation when they stumble upon
unfamiliar words. I can take into consideration of the fact that they were still in Year
3, however it is quite frustrating for me especially when they could not even utter
simple sentences such as asking permission to go to the toilet, even though it is
something that is very simple and they should have already mastered. Thankfully I
managed to teach them how to properly ask for permission to do certain things, one
of which was asking permission to go to the toilet. Instead of just saying teacher,
toilet, whenever they want to ask for permission, they managed to remember and
utter the correct sentence which is, Teacher, may I go to the toilet?. This was an
accomplishment for me because I can clearly see the pupils improvement compared
to when I first entered this class.
Another problem that I faced with this class was when they could not
understand my instructions and this has hindered the teaching and learning process
in the classroom. I had to resort to the use of Malay when giving instructions to the
pupils as they really found it difficult to understand what I was saying when I used
English. Due to the fact that the pupils hardly use English outside of the classroom, I
had to work hard to ensure that the time that I have to teach them English will be
beneficial for them. At their age, they mostly think about having fun with their friends
and they might not be able to see learning in school as a fun experience for them.
Hence, I have decided to use resources and materials that suit their age, interest
and needs during my English lesson. From this, I can see positive feedbacks from
my pupils as I did not constrict them to a stressful learning environment. From the
experiences that I have gained in this second practicum phase, I can conclude that
the selection of the right teaching approach and teaching aids will create an effective
teaching and learning process.

2.0

FOCUS OF STUDY

2.1 Research Issue

During my third practicum, I was assigned to teach a Year 5 class throughout
the 3 months practicum in Sekolah Kebangsaan Methodist Malim Nawar. I was given

8 times a week with them in the timetable to conduct the teaching and learning
process. Besides, I also need to conduct my research on the problem that the pupils
faced in English subject during the time given for the teaching and learning process.
Based on my experience in teaching this class, I have identified that the main issue
that I want to focus on in this research is that the pupils are still unable to use the
correct coordinating conjunctions to link sentences. Based on the Year 5 KBSR
Curriculum Specifications, at the Year 5 level the pupils should learn how to use the
coordinating conjunctions of and, or, but, because, so. However, the pupils in my
class were still unable to master the correct use of all these coordinating
conjunctions in their writing. This may be because they are still confused about the
correct usage of the conjunctions as they may look at the conjunctions as having the
same meaning and they thought that any conjunction can be used to connect the
sentences together.
This is why I think that the choice to carry out this research on teaching
coordinating conjunctions using song will be able to help them understand the
correct use of conjunctions because I am employing a fun strategy that will help
them to learn and not be bored with the grammar lesson, compared to teaching
using a traditional method. Murphey (1990) stated that, songs, with their repeated
lyrics and rhythms have been examined by researchers as possible tools for
enhancing learning/memory of vocabulary development and other language
competencies such as grammatical structures and pronunciation, especially for ESL
students. Based on my context of research, the use of songs to teach grammatical
structures which is coordinating conjunctions will be analysed to see whether it will
produce the desired outcomes of improving the Year 5 pupils use of coordinating
conjunctions. However, I will only focus on teaching 3 coordinating conjunctions
which are and, but and or, because of the limited time that I have in my one
month internship period.

2.2 Analysis of Research Issue

Based on the observations that I have done, I can see that most of the Year 5
pupils have the perception that learning English is boring especially when it concerns
grammar. Usually, English language teacher will face problems in teaching grammar

as the pupils have this negative perception that grammar is a boring aspect of the
language. Clearly (2014) stated that grammar should not be taught in a traditional
way, and I fully agree with this opinion as it is about time to deviate from the usual
traditional method of teaching grammar and instead move on to modern approaches
of using fun activities to assist the teacher in teaching and the pupils in learning.
My research title is Using Junc-Func Song to Improve the Use of Coordinating
Conjunctions among Year 5 Pupils. This is based on my pupils problem in using the
correct coordinating conjunctions during the grammar exercises. The pupils were
having problems in linking the sentences together by using the correct coordinating
conjunction. They tend to misuse the coordinating conjunction, for example the
coordinating conjunction and, or and but. This may be because they were
confused about the meaning of these coordinating conjunctions as they thought that
all of it carries the same meaning and can be used in linking any sentences. As I
have stated before, the pupils in my Year 5 class are of weak proficiency levels and
they have a hard time to understand even the instructions that I gave during my
lessons. This shows that other than grammar, the pupils do experience problems in
other areas of the language. Regarding this aspect, there is only so much that I can
do to help them as it is quite impossible for me to help them master the English
language in only 3 months. The only thing I can do now is to set a goal and focus
that I would like to see them achieve during the duration of my 1 month internship
period.
Therefore, I have decided on the teaching of coordinating conjunction as the
main focus of my research. This is due to the fact that there are a lot of fun strategies
that can be used to teach the conjunctions, based on the researches that I have
made. When I discovered the existence of the Junc-Func song, I thought to myself
that, this song would be perfect to be used in teaching coordinating conjunctions to
my Year 5 pupils. The use of songs as a teaching material can greatly affect the way
the pupils learn, especially when it comes to learning grammar. An English language
teacher must strive to use different types of teaching and learning techniques that
are new and fun to help the pupils understand more about grammar so that they will
be able to achieve much more in their learning process. I have this opinion that by
learning grammar, or in this context, learning coordination conjunctions, pupils will be
able to write more than just simple sentences because they will be able to link

sentences to form compound and complex words in their writing and also in
speaking. It may not be right to assume that if a pupil is unable to use coordinating
conjunctions, they will fail in their writing test. However it is important to understand
that coordinating conjunctions will help the pupil to join two or more parts of a
sentence. If the pupils are unable to achieve even this, how can it be possible for
them to excel in their writing tests especially when it concerns wiring sentences,
which is a popular type of question in tests conducted in primary schools?
This is why it is imperative for a teacher to employ the use of fun techniques
to liven up the grammar lesson so that the pupils will be able to learn grammar more
effectively. Using songs will benefit teachers and learners in all phases of teaching
and learning grammar. However, it is essential to consider the age, interests of the
learners and the language being used in the song while selecting a song (Saricoban
& Metin, 2001). For example, approaches taken in using songs among children
would be different from those used for teenagers and adults (Harmer, 2004). Among
the 18 pupils in my class, even though they are of weak proficiency level, they do
give their full participation whenever I employed the use of games and songs for my
lesson. This shows that their age and interest are still at the level where they much
more prefer to learn if it is filled with fun and meaningful activities where they can
have fun and learn at the same time. The pupils are familiar with songs as it has
become an integral part of their life where they will listen to songs almost every day.
Even in the school setting, they are exposed to routine songs such as the national
anthem, the state anthem and the school song. I have chosen the song Junc-Func
as the tune of the song is catchy and the lyrics contain simple use of words that will
not be that difficult for the pupils to understand if I guide them to understand the
song. The song lyric (Refer Appendix 2) contains the coordinating conjunctions that I
wish to teach the pupils which are and, but, or. It also provides examples as to
how the coordinating conjunctions can be used. This will provide an authentic
learning to the pupils and this is in accordance with Saricoban & Metin, (2001),
where they said that, using songs in the teaching of grammar in language
classrooms is said to have many advantages. For instance, they entertain and relax
the learners while they are learning or practicing a structure, they often eliminate
students negative attitude towards learning and through providing authenticity and

context they make the grammar points more understandable and easy. (Saricoban &
Metin, 2001).
To conclude this analysis, I believe that the use of the Junc-Func song to
improve the use of coordinating conjunctions will be able to help me achieve the
desired outcomes if it is carried out appropriately and methodically. I will elaborate
more on the steps that will be taken to carry out this intervention later on in this
proposal.

3.0

RESEARCH OBJECTIVES & QUESTIONS

Research Objectives

1. To improve the effectiveness of learning coordinating conjunctions by using

songs.
2. To improve the use of coordinating conjunctions in a sentence by using JuncFunc song to teach coordinating conjunctions.
Research Questions
The research questions are as follows:
1. Does the use of song helps to improve the learning of coordinating
conjunctions among Year 5 pupils?
2. What is the effect of using Junc-Func song to improve the use of coordinating
conjunctions among Year 5 pupils?

4.0

TARGET GROUP
This research will involve pupils from Year 5 in Sekolah Kebangsaan

Methodist Malim Nawar, Kampar, Perak. I will select 5 pupils out of 18 from this class

to be my respondent in my research. All of the 5 pupils are of weak proficiency levels

and compared to the rest of their classmates, these 5 pupils do seem to experience
more problems in learning English compared to the others. This is why I have
chosen them to be the research participants of this research as I want to determine
whether or not the intervention of using the Junc-Func song will be able to help these
5 pupils to achieve more in using the correct coordinating conjunctions to link
sentences together.
As the 5 pupils are of weak proficiency level, I will only focus on the
coordinating conjunctions of and, but, or as I do not think that they will be able to
learn effectively if I introduce the other coordinating conjunctions at the same time. It
is better if I focus on the three coordinating conjunctions first and make sure they
understand how to use them correctly. Thus, I am hoping this research will be able to
help these 5 pupils in achieving the desired outcome which is improving their use of
coordinating conjunctions to link sentences.

5.0

DATA COLLECTION METHOD

In collecting the data for this research, I have decided on the use of Data
Triangulation Method so that I can ensure that the research results will be valid. Data
triangulation is the practice of using multiple methodologies or data sources to verify
the findings of an investigation and prove its credibility (Goh. L. H., 2012). I have
decided on the use of pre and post-test, observation notes/checklist and interview as
the methods of data collection. Pre and post-test falls under the category of
quantitative data and observation notes/checklist falls under the category of
qualitative data.
I will conduct a pre-test prior to the implementation of the intervention to test
how well the pupils can use the coordinating conjunctions of and, but and or. I
will then implement the use of the Junc-Func song to teach coordinating
conjunctions, and test the effectiveness of using the intervention by giving the pupils
a post-test. The results of the pre-test and post-test will then be compared to see
whether there is significant improvement in the pupils results after the intervention of
using the Junc-Func song has been carried out. This is considered as a quantitative
data as quantitative data is defined as a systematically approach to investigations
during which numerical data is collected (Bryman, 2006). The numerical data for this
instrument is the results obtained in both tests that will then be compared.
The second data collection method will be observation notes/checklist. This
falls under the category of qualitative data as according to Goh. L. H., 2012,
qualitative data is a mass of words obtained from recordings of interview, fieldnotes
observation notes, and analysis of documents as well as reflective notes of the
researcher. There are many positive aspects of the observational research
approach, namely, observations are usually flexible, and observations research
findings are considered to be strong in validity (Goh. L. H., 2012). This can be further
validated with a reliable checklist that I have to adhere to when making my
observation so that I know what aspects that I need to observe.
The third instrument that I will use is interview. The research interview is
defined as a two person conversation initiated by the interviewer for the specific
purpose of obtaining research-relevant information, and focused by him the content
specified by research objectives of systematic description, prediction, or explanation
(Cannel & Kahn, 1968, quoted in Goh. L. H., 2012). I will conduct a semi-structured

interview where I will ask a set of questions and the pupils can give their answers
based on the questions asked. The interview will be conducted before, during and
after the implementation of the intervention.The benefit of using semi-structured
interview is that I can add-on questions during the interview session to probe for
more data that will be useful for my data collection. I will record this interview with a
video device and I will then use the recorded material to help me in the process of
transcribing the interview.

6.0

ACTIONS TO BE CARRIED OUT

In every research, there will be an action research model used. There are
several action research model that can be used such as Stephen Kemmis model
(1983), John Elliot model (1991), Dave Ebbutt model (1985), Jack Whitehead model
(1988), Jean McNiff model (1988) and Kurt Lewin model (1949). For this research of
Using Junc-Func Song to Improve the Use of Coordinating Conjunctions among Year
5 Pupils, I have decided to use the Kurt Lewin model of Action Research as it is
suitable to be used when a teacher is only able to carry out one cycle of the research
due to the time constraint.

Diagram 1: Kurt Lewin Action Research model (1949)

The production of general ideas is the beginning to the action research which
is to clarify and identify the issue faced by the pupils. This includes the process of

identifying the research questions and objectives, choosing the target group for the
research, planning the intervention strategy and choosing the instruments to gather
the data needed for the research (Plan). During the internship period, I will prepare
the pre-test that will be conducted prior to the implementation of the selected
intervention and administer it to the participants. The intervention is then conducted
to determine whether it will be able to produce the desired outcomes for the targeted
pupils. Then, I will conduct a post-test to determine whether there is improvement in
the results of the participants after the implementation of the intervention (Act). Then,
observation will be done during the implementation of the intervention to check
whether the intervention works in helping the pupils to learn coordinating
conjunctions effectively. The observation will be done by referring to the observation
checklist that I will prepare before the intervention is carried out (Observe). After
carrying out the intervention and identifying the result obtained from the intervention,
reflection is done to decide whether the actions done shows positive feedback. If not,
the intervention needs to be improved on (Reflect).
These four stages in the Action Research model will be carried out according
to the assigned time frame that can be seen in table 1.

Stage
(2nd Month of Third Practicum)

i.

Action
Identify focus of investigation or

issues of concern

(3rd Month of Third Practicum)

ii.

Objectives/Research Questions

iii.

Choose target group

iv.

Recommended action

v.

Plan of action

vi.

Data gathering methods

vii.

Data analysis methods

i.

Submission of action research

i.

proposal
Conduct pre-test prior to

the

intervention
ii.

Intervention: Junc-Func Song

iii.

Conduct observation during the

implementation of the intervention

iv.

Conduct

post-test

after

the

implementation of the intervention

(Internship Period)

v.

Compare the results of pre-test

and post-test

vi.

Analyse the data of pre-test and

post-test.

vii.

Reflect on the effectiveness of the

intervention based on the results
obtained by the pupils during the
post-test

Table 1

7.0

DATA ANALYSIS
In the process of collecting the data using the chosen instruments, the data will be

analysed based on the suitable procedure of data analysis. For the pre and post-test, the

data obtained would be the results that the pupils achieved during both tests. The result of
the pre-test will be compared to the result of the post-test after the intervention was carried
out. This is done to compare the effectiveness of the intervention and whether there is
significant improvement in the results of the pupils after the implementation of the
intervention. The result will also be compared in the form of a bar graph.

Participants

Pre-test (%)

Post-test (%)

Improvement
(%)

Pupil 1
Pupil 2
Pupil 3
Pupil 4
Pupil 5

Table 2: Pupils Percentage Marks Analysis for Pre-test and Post-test

Grade
A
B
C
D
E

Marks
80-100
60-79
40-59
20-39
0-19

Achievement
Excellent
Above Average
Average
Below Average
Weak

Table 3: Marks percentage (Malaysian Examination Board 2007)

For the observation method, the information obtained from an observation can be
analysed through content analysis. Content analysis involves the examination of data by
highlighting important details that pertain to the research questions (Goh. L. H., 2012).
Therefore, the content in the observation checklist should be directly related to the topic of
the study.
For the third method that is interview, I will transcribe the interview that I conducted
with all the 5 pupils so that I can further analyse the findings of the research. As this is

considered as qualitative data, the information gained have to be organised, summarised,

described and interpreted. The interview will be recorded using a video device that I will later
transcribe and include in my action research.

Appendix 1 :Song Lyric

Junc Func (Conjunctions) by Melissa Corbett
Chorus: To join together or show contrast,
using a conjunction is where it's at.
Using conjunctions when you write,

will make your writing dynamite!

(chorus)
Verse 1: And combines phrases, sentences, words.
I'll walk the dog and feed the birds.
But shows differences you may know.
You were invited, but you can't go!
(chorus)
Verse 2: Or gives choices. What should I do...
go to the park or go to the zoo?
If adds conditions, you will see.
I'll go to the park if you come with me!
(chorus)
Verse 3: Conjunctions add variety to the mix,
when simple sentences need a fix.
and, yet, or, if, therefore, but
nevertheless, however, thus, because..
chorus

Appendix 2: Observation Checklist

Aspect
1. Pupils are motivated to learn when the Junc-Func song is
used to teach coordinating conjunctions.
2. Pupils are able to identify the correct coordinating
conjunctions to be used in linking sentences after the
implementation of the Junc-Func song.
3. Pupils are able to give their full attention during the
lesson.

Yes

No

Remark(s)

4. Pupils are able to understand the correct use of

coordinating conjunctions as stated in the Junc-Func song
lyric.
Appendix 3: Interview

1. What is your opinion about learning grammar?

2. What do you know about coordinating conjunctions?
3. Do you understand how to use coordinating conjunctions to link sentences?
4. What is your opinion towards the use of the Junc-Func song to help you learn how to use
the coordinating conjunctions of and, but and or?
5. Do you think that you can learn more effectively when songs are used in a lesson?

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