UNIVERSIDAD PEDAGÓGICA NACIONAL FRANCISCO MORAZÁN

CENTRO UNIVERSITARIO REGIONAL DE LA CEIBA

FACULTAD DE HUMANIDADES

PROFESORADO EN LA ENSENANZA DEL INGLES

SONGS AS A DIDACTIC USE TO PROMOTE VOCABULARY AND

PRONUNCIATION ON INTERMEDIA STUDENTS OF UPNFM (CURCEI).

TEACHER:
DAVID BERTRAND

CLASS:
QUALITATIVE

STUDENT:
CARMEN CRISTINA RAMIREZ RIVERA
01011199700175

DATE:
TUESDAY AUGUST 21RST

LA CEIBA, ATLÁNTIDA 2018

1
 Introduction

Language is a very important means of communication in daily human life. Human being uses

language both in written and spoken forms to express their idea. As stated by Ramelan (1992:

10), language is an arbitrary system of speech sounds which is used in interpersonal

communication by an aggregation of human beings, and which rather exhaustively catalogs

thing, process, and events in the human environments. English has become an international

language. People of different countries speak English to communicate. English is a key, which

opens the door to scientific and technological knowledge.

Pronunciation is one of the most important parts of English to communicate with others since

there are differences between the symbol and its sounds. When we communicate with other

people we should not only have a good vocabulary but also have good pronunciation. Therefore,

it is important to teach pronunciation.

The students often find problem with pronunciation when they speak, read, or listen to English

words. It might be caused by some factors. Learning English is very complex since there are

many factors that determine the success or failure of learners in language learning.

As such, McCarthy (1990) argues that vocabulary is the biggest component of any language

course. As well as in all other parts of the world, where a dominant place and great emphasis is

placed onto the use of songs in order to introduce, consolidate and recycle such great bulk of

vocabulary. Songs play a very important role in motivating and developing young learners'

ability speaking, as well as in providing them with the opportunities to develop a better

understanding of the pronunciation, rhythm, grammar and vocabulary (Lo & Li 1998).

2
 TABLE OF CONTENTS

Introduction………………………………………………………………………………....2

Area of focus Statement…………………………………………………………………….4

Objectives……………………………………………………………………………………5

Defining Variables…………………………………………………………………………...6

Research Questions…………………………………………………………………………7

Intervention………………………………………………………………………………….8

The membership of the action research group ………………………………………….…...9

Negotiations to be undertaken…………………………………………………………….10

Timeline……………………………………………………………………………………11

Importance of Speaking Skill………………………………………………………………12

Elements of Speaking Ability…………...……………………………………………….….13

Definition of Vocabulary…………………………………………………….…………….16

Teaching Pronunciation…………………………………………………….……………...18

Songs as a Teaching Media………………………………………………………………...19

Reason to use Songs……………………………………………………………………….20
Advantages of the Use of Songs in the English Class………………………………….….24
Storytelling……………………….……………………………….………………….……26
Importance of Role-play……………………….……………………………………….….27

Data Collection…………………………………………………………………….……. .29

Data Analysis and Interpretation…………………………………………………………30

The Findings………………………………………………………………………………31

Action Planning…………………………………………………………………………...32

References…………………………………………………………………………….……33

Appendix…………………………………………………………………………………...35

3
 Area of focus Statement

The purpose of this study is to promote intermediate students of the UPNFM of the foreign

language that have problem with speaking skill can improve their vocabulary and

pronunciation. To improve speaking skill, it is not enough for a teacher just to give an

explanation to his / her students, but it is necessary for them to be brought in an experience in

practicing the language in a real situation. Therefore, the teacher needs a way of teaching that

is enjoyable and practical so that finally they can integrate into English. There are some ways

to improve speaking skill, for example, using picture to teach vocabulary and games to teach

pronunciation. In doing this study, the writer uses songs to improve the students’ achievement

in pronouncing English words.

4
 Objectives

1. Diagnose the lack of vocabulary and pronunciation in intermediate students of the

UPNFM-CURCEI.

2. Implement storytelling, song, role play and interview to promote speaking skill in

students of the UPNFM- CURCEI.

3. Evaluate the strategies to promote the speaking skill in students of the UPNFM-

CURCEI.

4. Propose communicative competence in intermediate students of the UPNFM-CURCEI.

5
 Defining Variables

The songs as a didactic use to promote vocabulary and pronunciation in

English
Definition of Reason Advantages Importance Step Advantage of
Author/s Year
pronunciation to use of using of focus using songs
songs songs pronunciation in the
song
1. Harnby 1995 X

2. Eken 1996 x

3. P. Roach 2000 x

4. Natalia 2003 X
Orlova
5. Nuria 2008 x
Villalobos
6. Adam J. 2015 x
Simpson
7. Anna 2016 x
Kusnierek

6
 Research Questions

1. What is the level of lack of vocabulary and pronunciation in students of the

UPNFM?

2. What speaking will help students to develop in the classroom?

3. What is the impact after the implementation to speaking skill to develop the

communicative strategies to students of UPNFM?

4. How to propose speaking strategies to develop the communicative competence in

students of the UPNFM-CURCEI?

7
 Intervention

In the first stage is going to be the experimental group, I am going to apply a pretest to

then to knew where they have weakness after that I am going to use the first strategy that

is storytelling. In the second stage is going to be the control group to them I am going to

do than same apply the pretest and after that I will use the strategy of an interview. In

the third stage is going to be the experimental group with them I am going to make the

second strategy that is the song. In the fourth stage is going to be the control group with

them I am going to use the same strategy that is an interview. In the fifth stage I am

going to apply a posttest to the experimental group to know how much they have

improved; after that I am going to use the third strategy that is a role play. And the sixth

stage is going to be the control group; I am going to apply a posttest to them to know

how much they have improved. After that I will use the same strategy that is an

interview.

8
 The membership of the action research group

With the group that I am going to work for the action research are four intermediate

students of the English Career at UPNFM – CURCEI. I which the students will going to

divide in two group the first group will be control group and the second group will be

experimental group. They are around 19 to 21 years. With the experimental group I will

implement the news strategies such as role play, songs, and storytelling.

9
 Negotiations to be undertaken

The teacher will support the action research process by making observation and giving

some advice. Finally make a conclusion of all the process. For this action research I will

need to negotiate with the students about the time because I need they helping me.

10
 Timeline

 June 25th – June 29th: I will implement a pretest and the first strategy “Story

Telling” to experimental group.

 July 2nd – July 6th: I will implement a pretest and the common strategy

“Interview” to control group.

 July 9th- July 13th: I will work with the experimental group using the second

strategy that is “Song”.

 July 16th - July 20th: I will work with control group using the common strategy

“Interview “with different topic.

 July 23rd - July 27th: In this week I will work with experimental group. I will

apply a posttest and the third strategy that it “Role play”.\

 July 30th – August 03rd: I will finish with the control group applying a posttest

and the common strategy “Interview” with another topic.

11
 Importance of Speaking Skill

Speaking is an important skill because one of the keys in English communication is

speaking ability. By students speaking skill, they can carry out conversation with others,

give ideas and change the information with interlocutor and people are able to know

the situation that happen in the world. Speaking is an interactive process of constructing

meaning, receiving, and processing information. Speaking is a means of communication

in expressing ideas, information and feeling to others. It is the most essential way in which

the speaker can express himself through a language. Brown (2001), states that speaking

is literally defined as to say things, express thought aloud, and uses the voice. Spoken

language and speaking are similar in meaning that how people use the voice loudly that

occurs in time cannot go back and change, and it is produced and processed on line.

12
 Elements of Speaking Ability

Heaton, (1995) divided the elements of speaking ability into three parts:

1) Accuracy

Pronunciation maybe heavily influenced by native language but should be

generally intelligible. No confusing errors of grammar or vocabulary. Accuracy in

speaking means someone can produce correct sentences in pronunciation, grammar and

word choice so can be understood. There are three components accuracy: pronunciation,

Vocabulary, and grammar.

1. According to Webster Dictionary ( 2003) pronunciation is the way in which a

word is pronounced, the spelling of words in accordance with their usual

pronunciation. Pronunciation teaching deals with recognition or understanding

the flow of speech and production of words.

2. Vocabulary: Hornby, (1995) is total number of words which (with rules for

combining them) make up a language. It consists of content words; noun, verb,

adjectives, and adverb, and function words such as preposition, conjunction,

article, and pronoun.

3. Grammar: is one of the major language components. Yule (1994) states that

grammar is a form of internal, linguistic knowledge which operates in the production and

recognition of appropriately structured expression in that language. Ur (1996) confirms

grammar is the way words are put together to make correct sentences. It pertains to

sentence and word. It figures the categories such as noun, subject, imperative clause, and

so on. While Lado (1999), states there is no language without grammar, and none can be

mastered without assimilation grammar. We often presuppose that speaking

communicatively does not have to use grammar. However, we sometimes do not realize

13
that by ignoring grammar, we can misunderstand which may be it is not bad in relax

conversation but it can really bring serious bad effect in formal conversation. Students

are expected to speak structurally and meaningfully

2) Fluency

The speaker may often have to search for a way to say. Contribution maybe limited

to one or two simple utterance. According to Brown (2001) states that fluency is the

ability to use a language spontaneously and confidently and without undue pauses a

hesitation. Fluency is an aspect that influences very much the students’ ability in speaking

English. The teachers have to guide the students to develop to master it to be fluent in

speaking. In this case, the students can speak spontaneously by using a right language or

the students do not use too many unnatural pauses but succeed in conveying the general

meaning and fair range of expression. Schuster (1997), defined fluency as the quality of

flowing, freedom, expressively, readiness or smoothness of speech. In a sense of

speaking, the speaker should speak comfortably as native speaker speed and rhythm

particularly in every day contexts for more abstract topic. Though he may speak with

some or more hesitation, and then he should always keep up to practice his speaking. This

condition will gradually release the hesitation. Moreover, in adequate communication

students should have more practice so that they could use and harness their natural speed

and rhythm, though they have to study ways of flowing the language system D(1998)

stated that speaking fluency is derived from experience of oneself. He also added that for

the purpose of communication, the language students must master the language system

as much as they can. However, mastering of grammar, vocabulary and pronunciation in

communication, should at the same time. Beside that he also convinced that a fluent

speaker wills easy the listener to catch his/her meaning

14
3) Comprehensibility

Comprehensibility is the process of understanding of the utterances sent by the

speaker done by listener. Clark states that comprehensibility has two common senses. In

its narrow sense, it denotes the building of meaning from sounds. Comprehensibility in

broader sense denotes the interpretation the meaning and utilizes the speech act conveyed.

In other words, if there are two people want to make communication to each other, they

have to be speaking because they have different information. The activity of speaking or

communication should be understood by the speaker and listener. For example, a

question, listener extracts the importation then tries to search the answer for it.

15
 Definition of Vocabulary

According to Howard,( 2000) is imperative to make distinctness between ‘lexis’,

‘lexicon’, and ‘vocabulary’ in one side and dictionary in the other. A dictionary is only a

selecting recording of a word stock at a given point of time while the other three have to

do with the total word stock of the language. These authors say that vocabulary is “the set

of words that form a language” and learning is a lifelong process. Also, they stay that

vocabulary is defined as a list or collection of the words or phrases of a language, all of

the words known and used by a person, and words that are related to a particular subject

need to be acquired by the speaker in order to convey a well-constructed message.

Argue that vocabulary is the list of words that speakers of a particular language

use. Words within this context does not only mean single items, like for example the word

"dog", but also a string of words which altogether form one whole lexical item, as in the

case of idioms, such as: "keep someone on his toe", or common expressions, such as:

"once upon a time". There is much arguments and discussions in the literature as on what

it means to know a word.

To support the concept of vocabulary, Alali, (2012) say that it is important to

consider vocabulary not only as meaningful elements of speech but to recognize that

words bring into existence different items as well, such as lexical chunks which are

phrases of two or more words, for instance: pleased to meet you or Good afternoon.

Phrases like these have more than one word; nonetheless, these have a clear meaning and

establish significant aspects in English so that it plays a remarkable role of written and

spoken language use. These utterances are key to English vocabulary learning and it is

worth noting that teachers focus on this as they introduce new words in the ESL

classroom. Similarly, Lewis reaffirms the importance of teaching lexical chunks to

16
learners by saying that “Rather than trying to break things into ever smaller pieces, there

is a conscious effort to see things in larger, more holistic.

As mentioned by Grigg (2012), there are two types of vocabulary, passive and

active; with passive vocabulary, you can listen and understand. When being exposed to

vocabulary through prompts you recall its meaning. In other words, you are being

prepared to recall it. On the other hand, active vocabulary involves vocabulary that a

person can recall and use at will when needed. The person actively relates the word with

its meaning and brings it from memory. That is to say that, a learner knows and recognizes

a word just simply because the meaning is understandable when other person is saying it.

When it comes to speak to someone it happens that learners find themselves stuck

considering vocabulary they cannot recall rapidly. It does not mean they will not be able

to remember a certain word while speaking, perhaps they need five seconds to do it, but

in a face to face interaction, hesitation and pausing happen to be too long even for 3

seconds. The author highlights the fact that in relation to passive vocabulary the

information students are looking for is already in their brain, but a sort of ‘boost’ is

necessary to make it come out. Then, by introducing new words in context students get

ideas based on common English language speech which in turn strives to empower active

vocabulary. Grigg,( 2012) also states that when an ESL learner is involved in a situation

to interact, it might happen that he/she is unable to recall some words, but if a term is

associated with context like places, smells, items, people, actions, activities and so forth,

it will be easier to remember.

17
 Teaching Pronunciation

Pronunciation is defined as the way in which a language is spoken Hornby, (1995). On

the other hand, Dalton (1998) defines pronunciation as the production of significant sound

in two senses. First, sound is significant because it is used as a part of a code of a particular

language. Second, sound is significant because it is used to achieve meaning in contexts

of use. From the definitions, it can be concluded that pronunciation is the way to sound

languages so that meaningful.

Instead, Dalton, (1998), also states about the importance of the students to be aware the

pronunciation elements. When it comes to a language teaching, it is important to note that

there is a difference between what is effective as appoint of reference or set of bearings

for learning (let us call this a model) and what is presented as an attainable behavioral

target (let us call this a norm). The task of pronunciation teaching, as in the teaching of

any other aspect of language, is (in these term) to establish models for guidance, not

norms for imitation.

18
 Songs as a Teaching Media

The teacher can select the media from the traditional ones up to the modern ones. In doing

this study the writer uses songs as the media in improving the students’ achievement in

pronunciation. And here the writer discusses more about songs first. Also, from the songs

we can learn many things, for example we can get some more new words, and we also

could learn how the words are pronounced. As songs are having magical effects, we can

use songs in the learning process.

Harmer, (2000) states that music is a powerful stimulus for student engagement precisely

because it speaks directly to our emotions while still allowing us to use our brains to

analyze it and its effects if we so wish. Songs are a good resource for English teaching.

First, they are funny. Second, they promote mimics, gestures, etc. associated to the

meaning. Third, they are good to introduce suprasegmentally phonetics (stress, rhythm

and intonation). Fourth, students play a participative role. Fifth, they can be applied to

comprehension stages (listening) or production (singing). Sixth, there are songs for all

levels and ages. Seventh, students learn English very easily, through echoic memory.

19
 Reason to use Songs

According to Lunch (2018), Language teachers can and should use songs as part of their

classroom teaching repertoire. Songs contain authentic language, are easily obtainable,

provide vocabulary, grammar and cultural aspects and are fun for the students.

They can provide valuable speaking, language practice in and out of the classroom. Some

key reasons songs can work exceedingly well in the foreign language classroom include

the following:

1.Songs almost always contain authentic, natural language

This often contrasts the contrived, stilted language found in many student texts. Of course

songs can also go to the other extreme by using overly crude, foul or otherwise

objectionable language. With careful screening, an extensive library of usable songs for

language learning can be compiled.

2.A variety of new vocabulary can be introduced to students through songs

Looking to boost student vocabulary with useful phrases, vocabulary and

expressions? Songs are almost always directed to the native-speaking population so

they usually contain contemporary vocabulary, idioms and expressions.

1. Songs are usually very easily obtainable

20
 Cibemba and Silozi non-withstanding, songs are usually not that difficult to obtain.

Local sources may be available including the students themselves. There’s always

the internet which can connect you with song downloads in all but the most obscure

languages.

2. Songs can be selected to suit the needs and interests of the students

In English especially, so many songs are available that selection of songs with

suitable themes, levels and vocabulary is not at all difficult. Allowances can also be

made for complexity or simplicity of language, depending on the students, by

selecting and using suitable songs.

3. Grammar and cultural aspects can be introduced through songs

Most if not all songs have a recurring theme or story. So excerpting cultural elements

is usually a possible, but often overlooked aspect of using songs. I still use “Hit the

Road Jack” sung by the late Ray Charles to illustrate spoken contractions. He uses

spoken contractions is virtually every line of the song.

4. Time length is easily controlled

Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used

in the course of a planned lesson. Use of songs is very flexible.

21
5. Students can experience a wide range of accents

A good thing about songs is that you can expose the students to many different kinds

of English. British English, American English, Caribbean English are all widely

available through songs. Accents too are well represented by songs from different

regions and in a variety of types and formats. Gospel, soul, R & B, Pop, Rock,

Reggae, Jazz and other styles change not only accents, but vocabulary and usage too.

6. Song lyrics can be used in relating to situations of the world around us

Songs have been used as vehicles of protest for civil rights, workers’ rights, even

prisoners’ rights along with an untold number of other causes. They’ve expounded

on pollution, crime, war and almost every social theme or cause. We won’t even

mention how many songs are about, related to or explore the theme of sex.

7. Students think songs are natural and fun

Well actually they are, aren’t they? Fun, even silly songs abound in English. Some

singers actually made a career out of them. (Ray Stevens, anyone?) They make

offbeat, fun changes of pace with classroom use.

These are only some of the many reasons songs are useful in the language learning

classroom. They contain authentic language, are easily obtainable, provide vocabulary,

grammar and cultural aspects and are fun for the students. They provide enjoyable

22
speaking, listening, vocabulary and language practice both in and out of the classroom.

So EFL, English as a foreign language, ESL, English as a Second language and foreign

language teachers should all consider using songs as a regular part of their classroom

activities.

23
 Advantages of the Use of Songs in the English Class

There are many key studies that have proved that including songs in learning English

processes is a very useful tool. Morales (2008) considers that when students sing they

may improve English speaking skills and practice pronunciation. In addition, they can

discuss the different topics in the lyrics like love, hate, revenge, and in this manner they

can practice speaking by expressing opinions and reflections about the contents of the

songs.

According to Orlova (2003) these are some of the advantages for working in class with

songs:

 Practicing the rhythm, stress and the intonation patterns of the English language.

 Teaching vocabulary, especially in the vocabulary reinforcement stage.

 Teaching grammar. In this respect, songs are especially favored by teachers while

investigating the use of the tenses.

 Teaching speaking. For this purpose, songs and mainly their lyrics are employed as a

stimulus for class discussions.

 Teaching listening. Music can be helpful for comprehension.

 Developing writing skills. For this purpose, a song can be used in a variety of ways;

for example, speculation as to what could happen to the characters in the future,

writing a letter to the main character.

24
 Storytelling

Storytelling is to retell the story having read or heard by using the storytellers’ own words

based on their understanding about the story. According, Akhyak & Indramawan (2013),

storytelling is an activity involving the interaction between storyteller and audience and

between an individual and the listener in the certain level. Next, Safdarian,( 2013) defines

storytelling as the way of the students to retell stories in a different word construction

after being told the stories by the teacher. Then, Ebrahiminejad, (2014) say that

storytelling is one teaching method by using short stories. According to Julia, (2015),

storytelling as a learner-centered method helps the students to use the information and

delivers the messages to others. Thus, it can be said that storytelling is a teaching method

in which the students are asked to retell the content of the stories in different word

constructions by involving a certain interaction between the storyteller and the listener.

Meanwhile, Samantaray,( 2014) describes the procedures of storytelling as follows: (1)

the teacher hangs different written stories with colorful papers on the white board, (2)

the teacher asks the students to make groups of five, (3) the teacher asks every group

take a paper from the white board, (4) the teacher asks them to develop a story in 15

minutes, (5) the teacher asks them to retell their story based on the group discussion, and

(6) the teacher gives award to the group considered as the best group. Additionally,

Fikriah, (2016), presents the procedures of storytelling as follows: (1) the students are

asked to sit in the groups, (2) then, the students make a story based on a sequence of

pictures having some key sentences given by the teacher, and (3) the teacher asks the

students to tell the story based on the result of their discussion in front of the class.

25
 Importance of Role-play

Role play is very important in teaching speaking because it gives students an opportunity

to practice communicating in different social contexts and in different social roles. In

addition, it also allows students to be creative and to put themselves in another person’s

place for a while. Role play is considered suitable for the student in classes that urge much

direct learning for their profession. Students are not only as passive learners but they

become active learners since there are various activities that put them in an active process.

According (Brown, 2008) as stated that the development of language performance occurs

in sociocultural interaction in learning process. Students do communication in context of

nursing profession. Students realize that their role for the future is presented in the

classroom. On the other hand, role play urges students to speak directly in the target

language to develop communicative competence as stated by Hymens and Savignon in

Savignon (2008).

Role play strategy is categorized as skill orientation development. In this context, it is

quite suitable to develop professional skills.

Savignon (2002) used the term communicative competence to characterize the ability of

language learners to interact with other speakers, to make meaning, as distinct from

their ability to perform on discrete-point tests of grammatical knowledge. Students have

ample opportunity to communicate in the target language. That is why they do not feel

shy or doubtful to speak English.

26
Providing role play in the class, it means that students play much role in learning. In

developing speaking skill, students are guided to speak and do some acting in pairs or in

groups. The teachers just function as facilitator and controller of the activity. Teachers

just help the learning when students get stuck such as finding difficult words to say or

some expression to say something. Students are given opportunity to be creative to do

some improvisations based on their knowledge or real experiences they read or see in real

life. This kind of learning makes students feel important in their participation. Learning

by doing has great effect in skill development. In context of speaking, the proverb says

that practice makes perfect. Role play allows a lot of student’s opportunity to speak since

they are the subject of learning. Some research found that generally lack of speaking is

caused by lack of opportunity to practice speaking in the classroom. Through role play

students get a lot of time to speak. So here they are focused speaking and building skills

totally for their profession. Role play provides students a deep learning. Since learning

through role play involves all senses of human beings. Cognitive, affective and motoric

aspects are developed simultaneously and comprehensively Doff, (1993).

27
 Data Collection

During this process, we used four data strategies to help me see how UPNFM intermediate

students (CURCEI) could develop their speech by improving their vocabulary and

pronunciation when interacting. These strategies will include:

1. Songs: when doing this study, the writer selected a song through this listening activity,

the students could hear and pronounce some words they did not know.

2.Storytelling: the narrative also promotes the learning of languages enriching the

vocabulary and the acquisition of students

new language structures. With this strategy, the students narrated a story based on an

optional theme.

3.Role play: students assume participation in the characters and create a story.

4.Interview: it was a specific topic with different questions related to the topic the students

tried to have interaction.

28
 Data Analysis and Interpretation

The observation and speech test became the data collection techniques used in this

investigation. Starting with the previous test that was applied before starting this process

and knowing the absence of vocabulary and pronunciation. The collaborator made the

observation by writing everything happening in the class in the field notes in each

meeting. So conversation tests took place on the established dates.

The four strategies were used on the dates indicated. All had positive answers as the

students saw that these strategies were very active and dynamic. In this way the

intermediate students during the process could see the improvement when they having an

interaction with new vocabulary and a better pronunciation.

However, of the four strategies that were used in the data collection process, all of them

fulfilled the same purpose, which was to improve the speaking skill by producing new

vocabulary and a better pronunciation in the UPNFM intermediate students so that they

could interact in an explanatory. The song was the strategy that stood out in the

intermediate students. Since it is a strategy in which it is very active and dynamic that the

students showed interest and achieved the goal that was to be able to know new

vocabulary and a better pronunciation when interacting.

29
 The Finding

Base on the data analysis and interpretation, there is the following finding of this study

of the effects of an altered curriculum on student achievement to the other teachers and

the principal:

1. Using songs with young learners gives teachers more opportunity and time for

realistic classroom teaching, and allows better and much varied opportunities for

the pupils, to practice the new vocabulary or learn any other relevant new

language skills.

2. That listening English songs is effective to improve the students’ pronunciation

achievement.

3. The use of songs in the teaching-learning process have some benefit for the

students. The students not only learn about how the words pronounced but also

master English vocabularies.

4. Most of the students are interested in learning English by using songs. It seems

that they feel more relax instead of threatened with the theory. Their motivation

in learning English increases and they expect that this kind of program will be

given regularly and continuously.

5. Using songs in classroom, students will remarkably increase their vocabulary

knowledge of lexical items and other multi-word structures.

30
 Action Planning

It is better for the English teachers to use songs on their teaching-learning process since

songs have a very big benefit for the students. Songs can be implemented when the

teacher wants to teach vocabulary, grammar, pronunciation, or kind of text. It is known

that almost all the students like songs, so it can be used as one of the ways to get the

students’ participation in the teaching-learning process.

31
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Cromwell Press, Trowbridge.
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in Taiwan . International Journal of Research Studies in Education .
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33
 Appendix

Pretest Speaking Skill

1. Tell me about yourself?

2. What do you do in your free time?

3. What have been the best moments of your life so far?

4. Could you tell me about your family?

5. What family occasions do you celebrate in your family and how?

34
 Posttest Speaking Skill

1. Tell me about yourself?

2. What do you do in your free time?

3. What have been the best moments of your life so far?

4. Could you tell me about your family?

5. What family occasions do you celebrate in your family and how?

6. How do you share housework in your family?

7. What are some of the things that your family usually do together?

35
 Rubric Speaking Skill

Criterin

5 Appears to Speaks in L2 Produces Speaks in Speaks in

understand with accurate complete and L2 very L2
everything without English words accurate fluently and Intelligibly
difficulty sentences effortlessly and has few
traces of
foreign
accent
4 Understands Speaks mostly Produces some Speaks in L2 Speaks
nearly everything in L2 with few phrases instead less fluently mostly in
at normal speed, L1 words of complete due to few L2
although sentences with problems of intelligibly
occasional consistent and vocabulary/ with mother
repetition may be accurate word selection of tongue
necessary order or word. accent
produces
consistent
omitted sentence
3 Understands most Produces 4-6 Produces Speaks Speaks
of what is said at English words inconsistent and mostly in mostly in
slower than incorrect L2 with L1, but
normal speed with sentences/ some long produces 1-
many repetitions phrases pauses and 3 English
hesitancy words and
pronounce
them in
intelligible
mother
tongue
accent
2 Has great Produces 1-3 Answers mostly Speaks Speaks
difficulty English words in L1, with 1-3 mostly in mostly in
understanding (brands or place English L1, Tries to L1, but
what is said, often names such as words/phrases speak in L2 produces 1-
misunderstands the KFC, Roppan, but so 3 English
Qs etc. do not halting with words,
count as so many Needs some
English pauses and repetition in
word/vocabula “er..” pronouncing
r y) due to very the words to
limited understand
vocabulary them

36
1 Unable to Vocabulary Unidentified Unidentified Unidentified
comprehend the limitations so because of because of because of
material so that extreme as to speaking in L1 speaking in speaking in
unable to make all the time L1 all the L1 all the
express/respond conversation in time time
the questions L2 virtually
correctly impossible so
that the student
speaks in L1 all
the time

37
 Resources

First Session Pre-test Group Evaluation

stage 1. Strategies Experimental Group Through rubrics

Second stage Pre-test Control Group Through rubrics

Strategies

Third stage 2. Strategies Experimental Group Through rubrics

Fourth stage Strategies Control Group Through rubrics

Fifth stage Post-test Experimental Group Through rubrics

3. Strategies

Sixth stage Post- test Control Group Through rubrics

Strategies

38
 Triangulation Matrix

Research Question 1 2 3

1. What is the level of Pretest Observation Pretest

lack of vocabulary
and pronunciation in
students of the
UPNFM?

2. What speaking will Strategies Teacher Interview

help students to Storytelling Observation
develop in the
classroom?

3. What is the impact Posttest Teacher Survey Posttest

after the
implementation to
speaking skill to
develop the
communicative
strategies to students
of UPNFM?

4. How to propose Survey Performance

speaking strategies to Teacher Rubric
develop the
communicative
competence in
students of the
UPNFM-CURCEI?

39
 Comparison of student responses from pre- to post-Assessment survey

Do you like to Do you think Do you think Do you think your Do you like to
speak? students should speaking is oral production is speak if it is by
have good something good based on an motivational
performance in boring? your level of and enjoyable
speaking skill? proficiency? form?
Student Pre post Pre post Pre post Pre post Pre post
Yes Yes Someti Yes No No Someti Yes Yes Yes
mes mes
1 Exp
No Someti Yes Yes Someti No Yes Yes Yes Yes
mes mes
2 Exp
Someti Yes Yes Yes Yes Someti Yes Yes Yes Yes
mes mes
3
Control
No No No Someti Yes Someti No Someti Somet Yes
mes mes mes imes
4
Control

40
 Steps to Action Chart

Who is
Summary of findings responsible? Who need Who
research questions T- teachers to be monitored Timeline Resources
S- students consulted and Collect
P- principal or Data
PA- parents informed?
Observation
1. What is the T S Test
level of lack of Teacher
vocabulary and Survey
pronunciation Strategies
Interview Outgoing
in students of
Rubric Throughout
the UPNFM? six week
of classes
2. What speaking Observation
will help T, S T,S Test
students to Teacher
develop in the Survey
Strategies
classroom?
Interview
Rubric
3. What is the Observation
impact after the Test
implementation Teacher
to speaking Survey
T T, S Strategies
skill to develop
Interview
the Rubric
communicative
strategies to
students of
UPNFM?

1. How to Observation
propose Test
speaking Teacher
strategies to Survey
Strategies
develop the
T S Interview
communicative Rubric
competence in
students of the
UPNFM-
CURCEI?

41
 Lesson Plan

Song

 Level: Intermediate (Experimental Group)

 Objective: Diagnose the lack of vocabulary and pronunciation in students of the

UPNFM (CURCEI).

 Length: 30-40 minutes

 Material: Lyric song

Perfect- Ed Sheeran

I found a love for me

Darling just dive right in
And follow my lead
Well I found a girl beautiful and sweet
I never knew you were the someone waiting for me
'Cause we were just kids when we fell in love

Not knowing what it was

I will not give you up this time
But darling, just kiss me slow, your heart is all I own
And in your eyes you're holding mine

Baby, I'm dancing in the dark with you between my arms

Barefoot on the grass, listening to our favorite song
When you said you looked a mess, I whispered underneath my breath
But you heard it, darling, you look perfect tonight

Well I found a woman, stronger than anyone I know

She shares my dreams, I hope that someday I'll share her home
I found a love, to carry more than just my secrets
To carry love, to carry children of our own
We are still kids, but we're so in love
Fighting against all odds
I know we'll be alright this time
Darling, just hold my hand
Be my girl, I'll be your man
I see my future in your eyes

Baby, I'm dancing in the dark, with you between my arms

Barefoot on the grass, listening to our favorite song

42
When I saw you in that dress, looking so beautiful
I don't deserve this, darling, you look perfect tonight

Baby, I'm dancing in the dark, with you between my arms

Barefoot on the grass, listening to our favorite song
I have faith in what I see
Now I know I have met an angel in person
And she looks perfect
I don't deserve this
You look perfect tonight

43
 Storytelling

 Level: Intermediate (Experimental Group)

 Objective: Implement storytelling, song, role play to promote speaking skill in

students of the UPNFM (CURCEI).

 Length: 30-40 minutes

 Material: Cards with printed words

44
 Role Play

 Level: Intermediate (Experimental Group)

 Goal: Propose communicative competences in students of the UPNFM
(CURCEI).
 Length: 30-40 minutes
 Material: Cards with printed words

Step 1: Ask students to sit in a circle.

Step 2: Tell a story in class.

Step 3: Say to students that they they will retell the story that have known, but some

changes will have to be made in the plot, creating a parody. Is possible to use a short

story, a summary of a movie, and many other options.

Step 4: Explain to students that a student will start the storytelling, and during this, the

teacher will show a card on which a random word will be written. Then the student will

have to continue the storytelling in some coherent way, fitting the shown word in the plot.

After, the next student will continue the storytelling and at one point he will also get a

random word to fit into his speech. So, successively, the task will continue until all

students participate.

Attachment:
AIRPLANE CALENDAR RING COAT MOUSE CELLPHONE SHOE

EARTHWORM KEY POPCORN HORSE LOLLIPOP PANR ROPE

45
 Interview

 Level: Intermediate (Control Group)

 Objective: Evaluate the strategies to promote the speaking skill an intermediate
student of the UPNFM (CURECI).
 Length: 30-40 minutes

Attachment:

 Could you describe the area where you live?

 Would you rather live in a big city or in the country? Why?

 Could you describe your house/flat and the rooms in it?

 Which is your favorite place at home and why?

 Could you describe the home you would like to have in the future?

 What do you and your family do to protect the environment?

 What kind of weather do you like the most/the least? Why?

 Which season of the year do you like best/the least? Why?

School

 Why did you choose to study in this school?

 What do you like most about your school?

 What are some of the things you would change about your school?

 What are your favorite subjects/lessons at school and why?

 What is an ideal teacher like for you?

 What are some of the best memories of your school years?

 What do you think? How can you use your English in the future?

46
Evidence

47