Teachers' Incorporation of songs in the language classroom - a case study

Jamaiah, Rambli (2007) Teachers' Incorporation of songs in the language classroom - a case study. [Final Year Project Report] (Unpublished)

PDF (Please get the password by email to repository@unimas.my , or call ext: 3914 / 3942 / 3933) JAMAIAH BT RAMBLI FT.pdf Restricted to Registered users only Download (9MB)

Abstract

This study attempted to find out the reasons for teachers' incorporation of songs in the language class and investigate the techniques that primary school teachers adopted in incorporating songs to teach language. The study involved 30 English language teachers from five primary schools in Kuching, Sarawak. The instruments used for data collection were the semi-structured interview and analysis of documents, specifically teachers' lesson plans. Teachers' lesson plans were analysed based on Orlova's Model of Speech Development Through Songs (2003). interviews were conducted to find out the reasons for teachers incorporation of songs. The findings suggest that teachers incorporate songs in the language class for affective, pedagogical, cognitive and linguistic reasons. The two major methodological purposes for the teachers' use of songs were to teach pronunciation and vocabulary, for the reason that songs are effective teaching tools for pronunciation practice and memorization of vocabulary items. The findings also suggest that the teachers' teaching procedures only partially follow the famework adopted in the study.

Actions (For repository members only: login required)

View Item