“Saya akui bahawa saya telah membaca karya ini dan pada pandangan saya karya ini

adalah memadai dari segi skop dan kualiti untuk tujuan penganugerahan Ijazah Sarjana

Muda Sains Serta Pendidikan (TESL)”

Tandatangan :……………………….

Nama Penyelia :PUAN WAN ZARINA BINTI WAN ZAKARIA

Tarikh : 22 MAC 2004

TEACHER PERCEPTIONS ON MOTIVATING STUDENTS THROUGH MUSIC

IN THE ENGLISH LITERATURE CLASSROOM IN SECONDARY SCHOOLS

OF KUCHING, SARAWAK.

WILLIE NELSON UBIE

Laporan projek ini dikemukakan sebagai memenuhi sebahagian daripada syarat

penganugerahan Ijazah Sarjana Muda Sain serta Pendidikan (TESL)

Fakulti Pendidikan

Universiti Teknologi Malaysia

MAC 2004

“Saya akui karya ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang

tiap-tiap satunya telah saya jelaskan sumbernya.”

Tandatangan : ………………………….

Nama Penulis : WILLIE NELSON UBIE

Tarikh : 22 MAC 2004

ACKNOWLEDGEMENTS

I would like to acknowledge my heartiest thanks and deepest appreciation for the

following persons who have in one way or the other contributed enormously in the

matter of time, energy, cooperation, advice and guidance in the smooth production of my

study from the beginning to the end.

First and foremost I wish to express my gratitude to my supervisor Puan Wan

Zarina bte. Wan Zakaria for her patience, advice, time and encouragement, both

academically and professionally throughout the duration of my project. I would not have

finished this project without her assistance.

Also, I wish to extend my sincere thanks to all English teachers who have

answered the questionnaires, I really appreciate your cooperation.

Last but not least, I am grateful to my steadfast and considerate parents and

youngest sister whom with their consistent morale support see me through the think and

thin of my project.

A big THANK YOU to my supportive boyfriend and all persons who have

helped in the process of completing this project.

For my beloved parents and family

ABSTRACT

Teaching literature in the classroom has been the main concern for many training

teachers as they are not trained to teach literature in schools. In relation to this, students

are not motivated to learn literature. The subjects in this study were the English language

teachers who teach in schools. This study investigated solely on teachers’ perception of

the use of music in the teaching and learning of English literature, whether the use of

music can help motivate students in learning literature and teachers’ attitude towards

using music to motivate students in literature classroom. Questionnaire was employed as

the main source of data collection and the data was presented in the form of frequency

and percentage. Tables, bar graphs and pie charts are inserted in order to illustrate results

obtained in different sections and categories. The results show that it is useful to use

music to motivate students but it is a burden for the teachers. However, they are ready to

use music but only some were confident about it. A majority of the English teachers

gave their positive attitude towards using music for motivation in their literature

classroom.

ABSTRAK

Mengajar Sastera Inggeris dalam bilik darjah merupakan masalah utama bagi

guru pelatih disebabkan mereka tidak diberi latihan untuk mengajar Sastera Inggeris di

sekolah. Sehubungan itu, pelajar tidak bermotivasi untuk belajar tentang Sastera

Inggeris. Subjek dalam kajian ini adalah guru-guru Bahasa Inggeris yang mengajar di

sekolah. Kajian ini adalah mengenai pandangan guru semata-mata terhadap penggunaan

muzik dalam pengajaran dan pembelajaran Sastera Inggeris, samada penggunaan muzik

memberi motivasi kepada pelajar dalam kelas Sastera Inggeris dan juga sikap guru-guru

terhadap penggunaan muzik dalam memotivasi pelajar dalam kelas Sastera Inggeris.

Soal selidik digunakan sebagai bahan utama untuk mendapatkan data. Data telah dikira

dalam bentuk peratus dan purata, jadual, graf palang dan graf pie digunakan untuk

menerangkan hasil daripada kategori-kategori yang berbeza. Hasil-hasil kajian

menunjukkan bahawa penggunaan muzik adalah berguna tetapi membebankan guru-

guru. Namun mereka bersedia untuk menggunakan muzik tetapi hanya sebilangan sahaja

yang yakin dengan penggunaanya. Kebanyakan guru-guru bahasa Inggeris memberi

sikap positif mereka terhadap penggunaan muzik sebagai motivasi dalam kelas Sastera

Inggeris.

TABLE OF CONTENT

CONTENT

PAGE

CHAPTER I INTRODUCTION

1.1 Introduction 1

1.2 Background Of Problem 3

1.3 Statement Of Problem 4

1.4 Objective Of The Research 6

1.5 Research Questions 6

CHAPTER II LITERATURE REVIEW

2.1 Using Music in an ESL classroom 7

2.2 KBSM Syllabus

2.21 Literature

2.2.2 Alternative approaches to the teaching of literature

9

11

13

2.3 Theories of using media

2.3.1 The use of music in teaching 14

2.4 Motivation

2.4.1 Extrinsic

2.4.2 Intrinsic

2.4.2.1 The need for autonomy

2.4.2.2 The need for competence

2.4.2.3 The need for belonging and relatedness

2.4.2.4 The need for self-esteem

2.4.2.5 The need for involvement and enjoyment

16

17

18

19

19

20

21

23

CHAPTER 3 METHODOLOGY

3.1 Research Design 25

3.2 Subjects 26

3.3 Instrumentation

3.3.1 Questionnaires

26

3.4 Methodology 27

3.5 Data Analysis 28

3.6 Limitation 28

CHAPTER 4 FINDINGS AND DISCUSSION

4.0 Introduction 30

4.1 Findings

4.1.1 Background of teachers

4.1.1.1 Age

4.1.1.2 Qualifications of Teacher

4.1.1.3 Teaching Experience

31

31

31

32

33

4.1.2 Motivation of Students 34

4.1.3 Use of music in classroom 35

4.1.4 Training or preparation of teachers in literature classroom 38

4.1.5 Teachers’ feelings of using music in teaching literature 39

4.1.6 Implementation of music in literature classroom 40

4.1.7 Attitude of teachers in using music to motivate students in

literature classroom

41

4.1.7.1 Effectiveness 42

4.1.7.2 Management 42

4.1.7.3 Assessment 43

4.1.7.4 Flexibility 44

4.1.7.5 Appeal 44

4.2 Conclusion 45

CHAPTER 5 DISCUSSION, SUMMARY, CONCLUSION AND

RECOMMENDATIONS

5.0 Introduction 46

5.1 Discussion 47

5.1.1 Motivation of Students 47

5.1.2 Teachers’ use of music in classroom 48

5.1.3 Training or preparation of teachers in literature classroom 50

5.1.4 Teachers’ feelings of using music in teaching literature 50

5.1.5 Implementation of music in literature classroom 51

5.1.6 Attitude of teachers in using music to motivate students in

literature classroom

51

5.1.6.1 Effectiveness and Management 51

5.1.6.2 Assessment 52

5.1.6.3 Flexibility and Appeal 52

5.2 Summary 53

5.3 Recommendation

5.3.1 Suggestions for teacher training for literature using music

in English teachers

54

5.4 Conclusion 55

REFERENCES

APPENDICES

57

Appendices A-D 60

LIST OF TABLES

TABLE NO. TOPIC PAGE

1 Age of English Teachers 32

2 Qualifications of Teachers 32

3 Teaching Experience 33

LIST OF FIGURES

FIGURE NO. TOPIC PAGE

4.1 Music and Learning Motivation 34

4.2 Teachers’ Use of music in Literature Classroom 35

4.3 Training or Preparation of Teachers in Literature

Classroom 38

4.4 Teachers’ feelings of using music in teaching

Literature 39

4.5 Implementation of music in literature classroom 40

4.6 Attitude of Teachers in Using Music to Motivate

Students in Literature Classroom, Effectiveness 42

4.7 Attitude of Teachers in Using Music to Motivate

Students in Literature Classroom, Management 42

4.8 Attitude of Teachers in Using Music to Motivate

Students in Literature Classroom, Assessment 43

4.9 Attitude of Teachers in Using Music to Motivate

Students in Literature Classroom, Flexibility 44

5.0 Attitude of Teachers in Using Music to Motivate

Students in Literature Classroom, Appeal 44

LIST OF ABBREVIATIONS

ESL - English as Second Language

EFL - English as Foreign Language

KBSM - Kurikulum Bersepadu Sekolah Menengah

APPENDICES

APPENDICES TOPIC PAGE

A Questionnaire 59

B Data for Different Sections of the 67

Questionnaires

CHAPTER I

INTRODUCTION

1.1 Introduction

Gardner’s Theory of Multiple Intelligence has show n that not all people have the

same interests and abilities and not all of us learn in the same way. There are 7

intelligences where each one plays its own role. The verbal or linguistic intelligence

involves talking, reading, writing, listening and memorizing sounds and symbols while a

person with logical or mathematical intelligence is good at reasoning, analyzing,

problem solving and as well with numbers and shapes. Those who have strong

imagination, like to form pictures in their head, drawing, painting, use varieties of color

and diagrams are blessed with the visual or spatial intelligence.

In contrast, those who are good in expressing themselves physically usually

involve themselves in sport, dance and drama. This type of intelligence is called the

body / kinesthetic intelligence. However, there are also people who are good at

distinguishing tones, singing, humming, tapping a rhythm and speaking accents. They

are categorized as the musical / rhythmic intelligent people. Two other multiple

intelligences are interpersonal and intrapersonal intelligence. Those who are good at

talking and influencing others, leading people, resolving conflicts and consoling others

are grouped as the interpersonal while intrapersonal involves solitude, reading,

reflecting, knowing one’s strengths and weaknesses and thinking out solutions on one’s

own.

Musical intelligence is a way to awaken and stimulate memory and learning.

Music is an effective memory aid (Anton,1990). Students seem to enjoy music and it

helps them relax and become more receptive to language learning. Anton also further

points out that music combine the right hemisphere of the brain with the left hemisphere.

The right side deals with creative activities, non-verbal and emotional processes while

the left side governs specific verbal and logic-based learning.

While, music is a subject to be studied and appreciated as a separate skill, it can

also be used as a means for acquiring other knowledge (Lazear, 1991). Singing can build

students’ c onfidence by allowing them to enjoy a degree of fluency in English before

they have achieved it in speaking (Zatorre, 2000). Also, songs can be incorporated to all

language skills (listening, reading, writing and speaking).

Using music in the classroom has its own beneficial purposes. Singing helps

students to improve their pronunciation and stress (Wilcox, 1995). Students would feel

happy as memory is generally associated with an emotion. Music can help them to learn

structures and expressions far more complicated than they could learn through a

grammar lesson which only involve verbal skills. Often not, students are able to

improve their listening skills where words often rhyme or are repeated. They also may

be able to remember what they have learned, and are able to call upon the material when

needed as they begin to produce language (Newham, 1995).

Using music may also break the monotony of the lesson where usually people

have a 20 minute-attention span and after the songs, students become more alert. With

higher-level students, using very soft rainforest music helps their concentration and

music without words is good for relaxation (Lozanov, 1978). Generally, listening to

music in class requires engaged attention and in turn, both for reflection and for the

development of imaginative responses to what students hear and read (Dvorak, 1984).

1.2 Background of problem

In 1990, literature in English was incorporated as part of the English language

programme beginning at the lower secondary level. The implementation of this subject

has provoked the positive and negative attitude of the teachers and even students. The

government has decided to implement a small literature component to all secondary

schools and creates certain havoc among the teachers as most of them were not fully

equipped or trained to teach literature. It has been a dilemma to the teachers as they

have to come out with whatever methods they can to teach literature but usually they

ended up teaching meaningless lesson. A lack of clarity about what literature is and can

be, and about the teaching and learning which occur in the study of literature (Herr,

1982) can be a contributing factor to the implementation of literature.

Students, on the other hand, may regard literature as a boring subject. This is not

surprising as students have never been exposed to any literary text since the beginning of

their school days. Instead, they develop an interest in other subjects, apparently more

relevant to them. This could be worse if teachers do not come out with effective

methods to teach literature. Students usually get bored very easily when a literature

lesson is taught in the traditional way which is dull and lame. What is even worse when

it comes to literature as this subject deals with metaphor, similes, characters and other

components thus require teachers to put extra effort to make it more exciting.

In relation to this, lack of motivation among the students also may contribute to

the lack of learning literature, inside or outside the classroom. They may be also

concern about the degree of preparation required for success in literature. When

students are not motivated in learning, it is a waste of time even though the methods of

teaching are interesting and fun. Thus, it is imperative that students need to be

motivated because without motivation, teachers would have a hard time teaching the

lesson effectively. Alm (1963) claims that teachers sometimes expect too much of the

students where achievable goals must then be set. Demands which the students cannot

meet should not be made in order to avoid frustrations. With the right motivation,

learning would take place in a fascinating and fun way. Thus, teachers play an important

role here as the motivator. Getting the desired motivation would help students to

perform better in their studies. Learning would be enjoyable when teachers are able to

capture the students’ interests.

1.3 Statement of problem

A meaningful classroom activity can be established by helping students to see the

world through literature. However, students have negative impression and lack of

exposure towards literature. They consider literature as a form of extra subject which is

not as important as the mathematics and sciences. With this attitude, it is hard to teach

literature meaningfully and effectively.

Furthermore, literature is not an easy subject to learn if students have limited

understanding of the language itself. While short stories and novels are routinely used in

ESL classroom, poetry is often neglected because of its extensive use of figurative

language. Understanding the meaning of such language requires inference and

interpretation which seem to be a difficult task for English as Second Language (ESL)

students. Furthermore, in many literature classes, students are not given enough

opportunity to discover and develop the literary experience for themselves (Alm, 1963).

Nevertheless, poetry has the power to stimulate the imagination and motivate students to

be creative in their use of the English language (Povey, 1967).

In relation to the problem discussed, teachers should be thoughtful that teaching

language should be done in an entertaining way to enhance learning. With all the

background knowledge of a teacher, there are varieties of methodology which can be

applied in a classroom. However, it seems that teachers seldom come out with

interesting and fun methods in their teaching of literature due to time constraint and lack

of materials.

According to Alm (1963), teachers often select the wrong books for the class.

This occurs when the capabilities and reading interest of the class are not taken into

consideration. Nevertheless, with the knowledge that they have learnt, teachers should

put more passion in their teaching career. This is important because the way a teacher

presents his or her lesson is very much influential to the students. Students’ learning is

also dependant to the methodology of the teaching in the classroom.

1.4 Objectives of the research

The objectives of the research are to:-

1) determine teachers’ perception of the use of music in the teaching and learning of

English Literature.

2) find out whether the use of music can help motivate students in learning

literature.

3) find out teachers’ attitude to wards using music to motivate students in literature

classroom.

1.5 Research Questions

The research questions for this study are as follows:-

1) How do teachers feel towards the use of music in English literature classroom?

2) Does teacher think the use of music can help motivate students in learning

literature?

3) What are teachers’ attitudes towards using music to motivate students in

literature classroom?