Al-efeshat, H., & Baniabdelrahman, A. (2020). The EFL
teachers' and students' attitudes towards the use of
songs in learning English. International Online
Journal of Education and Teaching (IOJET), 7(3).
844-858.
https://iojet.org/index.php/IOJET/article/view/862
Received: 12.04.2020
Received in revised form: 15.05.2020
Accepted: 19.05.2020
THE EFL TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF
SONGS IN LEARNING ENGLISH
Research Article
Heba Al-efeshat
Directorate of Education for Wadi Al-Seir, Amman, Jordan
hebbahmansoor@yahoo.com
Abdallah Baniabdelrahman
Yarmouk University, Irbid, Jordan
baniabdelrahman@gmail.com
Heba M.N. Al-efeshat is the Head of the Supervision Department at the Directorate of
Education for Wadi Al-Seir/Amman /Jordan.
Abdallah Baniabdelrahman is a Professor of Curriculum and Instruction Department at
Yarmouk University / Irbid/ Jordan.
Copyright by Informascope. Material published and so copyrighted may not be published
elsewhere without the written permission of IOJET.
https://iojet.org/index.php/IOJET/article/view/862
mailto:hebbahmansoor@yahoo.com
mailto:baniabdelrahman@gmail.com
https://orcid.org/0000-0003-0766-1015
https://orcid.org/0000-0002-4875-5045
Al-efeshat & Baniabdelrahman
844
THE EFL TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS
THE USE OF SONGS IN LEARNING ENGLISH
Heba M.N. Al-efeshat
hebbahmansoor@yahoo.com
Abdallah Baniabdelrahman
baniabdelrahman@gmail.com
Abstract
The purpose of this study is to investigate the EFL teachers’ and students’ attitudes
towards the use of songs in teaching and learning English language. The participants were
(43) English teachers who teach Sixth Grade in public schools in the directorate of Education
for Wadi Al-Sier in Amman. (42) Sixth-grade students were participated as well in this study
from the same Directorate. Questionnaires were filled out by both EFL teachers and students.
The results show that students are of view that songs helped them learning English
vocabulary and it is also considered as good practice by teachers. Based on the results, some
recommendations for both teachers and students have been highlighted.
Keywords: EFL teachers and students, attitudes, songs and music
1. Introduction
English is an international language and fundamental to learning and communication in all
cultures. For Jordanian students, English is a Foreign Language (EFL). Thus, curriculum
should help the students to use the English Language properly. This, however, cannot be
achieved unless students have a vast vocabulary that allows them to be able to communicate,
comprehend, acknowledge, and interact with people from all around the world as well as
those who identify as Jordanians. Owing to the growing acceptance and popularity of
Information Technology (ICT), students are now required to stay up to date with the latest
technological trends and practices for which they must possess a firm grip over the English
Language so that they may advance in their respective careers. Learning English will enable
them to be self-confident and proficient in their pursuit of further education and the needs of
school-based employment opportunities.
Educating English, particularly in essential schools, points to propel and empower
understudies to be more certain in considering English. For essential understudies, instructing
English is uncovering them to lexicon in expansion to elocution when they learn for the
primary time (Burhayani, 2013). For this, instructors play a crucial part. They ought to keep
understudies interested, persuaded, and locked in in learning a outside dialect and accomplish
the lesson destinations (Ratnasari, 2007). Instructors are to assist understudies in overcoming
the challenges that they may confront whereas learning and securing a remote dialect
(Burhayani, 2013).
For decades, teaching English in our schools has been characterized by the employment of
a usual manner. Academics seldom use teaching aids. Recently, they have begun to use them.
However, due to restricted resources available in schools, flashcards and posters are amongst
mailto:hebbahmansoor@yahoo.com
mailto:baniabdelrahman@gmail.com
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 844-858
845
the most frequent and foremost used aids in displaying vocabulary. Listening and speaking
activities are almost always neglected and not given the amount of attention required or
deserved.
Students suffer from difficulties in saying bound words. Through technological
developments and alteration in teaching demands, several different studies prove the
effectiveness of using music and songs in teaching English, particularly for young learners.
Using music and songs in language schoolroom as good pedagogics has been suggested
particularly for young learners. Communication techniques from the Nineteen Fifties to
Seventies used songs in pedagogy lecture rooms to cut back the tedium that might occur from
repetitive drills (Kanel, 2000).
This study will explore the attitudes of both students and teachers towards the use of songs
to improve the acquisition of English vocabulary. For teachers, the study will examine their
use of unconventional methods such as the use of English songs to enhance individuals'
vocabulary of the said language. The focus of this study revolves around a group of sixth
grade EFL students and English teachers who teach this stage. Music and songs are known to
play an essential role in motivating students to learn new languages, and it also stimulates
their abilities to read, write, as well as verbally communicate with proficiency in phonetics,
pronunciation, and grammar (Lo & Li, 1998). The role of songs in improving vocabulary has
been extensively covered in several past studies. (Orlova1997, Murphy 1992).
The utilize of tunes in instructional method is regularly accommodating to amplify lexical,
syntactic, phonological, etymological, and social competencies, notwithstanding of person
instructing approach, fashion or melodic preparing, and without relinquishing center
competencies (McLaren & Lankshear, 1994).
Moreover, songs play a significant role in developing learners’ skills: reading, writing,
speaking and listening, pronunciation, rhythm, synchronic linguistics, and vocabulary (Lo &
Li, 1998).
Melodies encourage the presence of a wonderful and interesting air and exercises at school
(Ulate, 2008). Orlova (1997) recognizes that melodies will work as relate degree support for
learners to utilize English. They will encourage learners recognizing words basically in case
they are upheld with photographs and activities. Besides, they will eventually spur them
towards lexicon procurement (Al-Mamary, 2007).
In Jordan, the language of English has gained much importance, and English is taught as a
Foreign Language. Due to its importance, it has become a compulsory subject in the
Jordanian School's syllabus, and English is studied in their schools from grade one to grade
twelve (Tawjihi). The principal aim of making English compulsory in all schools of Jordan is
that all the students that are graduating from their schools must be speaking fluent English
and having full command in English. By learning English, they can deal with universal
developments (Abu Qulbein, 2004).
By making English subject compulsory in all elementary schools of Jordan, teachers can
make the students more confident, and they can encourage them to take part in different
English speech competitions so that they will have complete command of English. In the
elementary schools, teachers select the Basic English for the students so that they can
pronounce easily and they can quickly learn the vocabulary of the words because it is a
beginning for them to learn English as a language so we should develop their basics first
regarding the English language (Burhayani, 2013).
Teachers play an essential role in developing their English Learning skills because if a
teacher is motivated and wants to learn a new language, then he/she can also motivate and
Al-efeshat & Baniabdelrahman
846
encourage his/her students to learn the English Language. A teacher should have some aims
and goals to achieve only then he/she can motivate the students (Ratnasari, 2007).Thus, the
researchers investigated the attitudes of English teachers who mainly teach English for
primary stages in public schools in Jordan.
Teachers are responsible for taking care of every child and for seeing if anyone finds
difficulty in learning the vocabulary of the English words, or he/she can pronounce the words
correctly or not. It is their responsibility to teach every student and cope up with every
problem that occurs during their teaching session (Burhayani, 2013).
Every teacher should plan different techniques or develop some strategies to attain his/her
goals. But the methods should be chosen according to the objectives, and it should be a basic
level for the students, and the teaching style should be effortless so that the students can
understand it easily. A teacher should think before teaching that he/she is showing it to the
elementary classes because there is a vast difference in teaching to secondary learners and the
basic learners (Harb, 2007).
1.1. Advantages of the Use of Songs in the English Class
Many researchers, including (Mardliyatun, 2007; Asih, 2011; Millington, 2011; Apsari,
2012; Burhayani, 2013), observe that using songs in their English lesson class will be very
beneficial in learning English. And if there will be a variety of songs available in the
category, then the students can select their favorite songs, and they will be more encouraged
to learn the English language.
Songs help the students to improve their vocabulary, their English learning skills, and
develop the habit of learning the English language with more passion (Burhayani, 2013).
Music is a relaxation for the mind, and it involves different parts of the brain, including
the right hemisphere of the brain. By engaging different parts of the brain, it will be a more
relaxing and comprehensive behavior (Saeki, 1994). To include a fun element in the class and
to make the course more entertaining and to involve students in different activities, music and
songs are used in the class.
Including songs in the English class has many advantages because it enhances the
vocabulary of a person and improves their grammar skills and pronunciation. Playing music
in class helps improve your speaking skills, and these are the views of Orlova (2003).
1.2. Statement of the Problem
Learning a second language is influenced by several key factors. These factors include not
just the method of teaching or nature of learning but also individual readiness and willingness
to learn. It has also observed that social encouragement and modern methods of teaching
(using technology) are especially useful in such a case. In Jordon, English remains one of the
most challenging subjects, as reported by the students.
Teaching EFL, particularly for young learners, involves using creative and motivating
methods and techniques. Students might have problems in learning vocabulary.
Despite the communicative nature of the Jordanian English info, the students have lack of
vocabulary competency. Without adequate vocabulary learners cannot communicate
successfully or express their thoughts. Some learners contemplate learning vocabulary as a
tedious job, which ends up in a restricted vocabulary that stops them from learning a
language. The utilization of songs and music in teaching English is one methodology that is
used to facilitate learning (Lappi, 2009). Music plays a very important role in setting the tone
of the schoolroom, developing skills and ideas, serving kids to build transitions, and creating
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 844-858
847
a way of the community (Schiller, 2007). Jordanian English info encompasses a restricted
variety of songs and games (Dajani & Mclaughlin, 2009). Therefore, this study aims to
investigate the attitudes of English teachers and students towards the use of songs in teaching
elementary grade students' vocabulary.
1.3. Objectives of the Study
The primary purpose of this study is to investigate the English language teachers' attitudes
who teach English for the primary stages towards applying English songs in teaching
vocabulary in their classrooms as well as the attitudes students who learn English. The study
aims to answer the following question:
What are the EFL teachers' and students' attitudes towards the use of songs in learning
English?
1.4. Significance of the Study
The English Language remains as a source of pressure and stress for school (including
principals and teachers), pupils and parents alike. Therefore the importance of this study lies
in the relevance and intensity of the topic itself. It sheds lights on the attitudes of both
teachers and students towards applying English songs in the process of teaching and learning
English. Some teachers are unaware of applying some teaching methodologies in their
categories like songs. This study highlights the effectiveness of exploitation songs and their
effects on EFL teachers' and students' attitudes and teaching EFL vocabulary for the Sixth-
grade students. It is hoped that the results of this study will facilitate English language
teachers to make productive learning surroundings within the lightweight of exploitation
songs.
1.5. Definition of the Terms
Attitudes: people's beliefs towards certain topic and they can be positive or negative. In
this study they are the teachers’ and students’ beliefs towards using songs and music in
teaching and learning English.
Children's song: It is a nursery rhyme that is made by the students in their own different
words and is used for various purposes like education and culture. In this study they are a
number of songs selected for the sixth grade students in English language classes.
Sixth Grade Students: Six grade or class six are the students aging between 11-12 years.
1.6. Limitations of the Study
The limitations of this study are stated as follows:
1. This study is restricted to two sections of the sixth grade at Al-Swaysa High School for
girls and Al- Zeyoud Elementary School for boys in the Directorate of Educational for Wadi
Al –seir.
2. The small sample size limits the generalization of the results finding of the study.
2. Literature Review
Considers with respect to utilizing tunes in instructing are restricted; particularly the ones
that tend to examine the demeanors of instructors and understudies towards the utilize of
English tunes. Most ponders attempt to discover out how melodies can be consolidated in
instructing procedures, how they influence learners, how instructors utilize, and the benefits
of music and tunes in creating dialect aptitudes (Pasanen 2010).
Al-efeshat & Baniabdelrahman
848
Melodies are a combination of dialect and music that capture consideration. When
language and music are blended together, tunes ended up great source for educating social
subjects, expressions, lovely expressions in expansion as they may be utilized as a helpful
work (Shen, 2009). For this, Melodies are considered as educational apparatuses in dialect
educating (Millington, 2011).
Utilizing tunes in youthful learners’ classes has numerous benefits. Melodies are adaptable
and can be utilized for numerous purposes (Millington, 2011). Instructors can utilize tunes for
illustration to form the instructing and learning prepare more curiously and viable, plan
understudies for a modern movement, engage understudies and make them discover learning
through tune entertaining, make understudies be recognizable with the cadence of a outside
dialect and indeed culture of the nation of the dialect (Kuźma,2008).Adding to that, tunes are
too an successful instrument for, educating phonetics, language structure, elocution, lexicon
building and encouraging memorization (Forster, 2006).
Hejjawi (2007) investigated the attitudes of students and teachers toward the use of music
in UAE English classes. Her study examined 160 participants from two groups: the first was
secondary and collage male and female teachers. The second group was collage males and
females students in UAE. The qualitative data using interviews indicated that religious beliefs
toward the use of music decreased the use of music in English classrooms for both teachers
and students. Questionnaires were also used in the study. Other reasons including lack of
teaching materials, lack of time as well as difficulty of choosing music and songs decreased
the use of songs and music in classrooms. However, most students showed a positive attitude
toward the use of songs and music in classrooms.
Joel &Shah (2018) examined the attitude of rural primary Kanowit students toward the use
of songs in their English classrooms.60 students were participated in the study. The data
collected via a questionnaire .The results revealed that students had a positive attitudes
toward learning songs through songs.
Utilizing tunes may offer assistance in educating youthful learners. For illustration, Ara
(2009) expressed that children learn quicker than grown-ups particularly in case they weren't
instructed in conventional ways. So, the utilize of tunes and diversions is an successful
apparatus in instructing English for youthful learners particularly that they made them
oblivious that they are learning a dialect, i.e. they give an curiously and pleasant environment
for learning without the feeling of weight. Ara's discoveries investigation appeared that in
Bangladesh instructors are oblivious of the viability of utilizing tunes, rhymes and diversions
in children's classes as implies of intrigued and inspiration; they still utilize incapable
conventional ways of educating with memorization. The impact of the adequacy of melodies
will show up in afterward stages with least level of capability in English to manage with their
courses. Even great students need to battle to induce higher auxiliary exams CGPA
2.1. Importance of Vocabulary Development
According to Macaro (2003), vocabulary enhances teaching and learning English.
Vocabulary is important for the following purposes:
1- Rich vocabulary facilitates clear communication and effective expression.
2- Rich vocabulary results in enhanced reading comprehension and vice versa.
3- Thinking vocabulary is similar to Linguistic vocabulary.
4- People judge others on the basis of their vocabulary (Vocabulary, 2014).
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 844-858
849
Lexicon estimate is critical in success in school (Lehr et al., 2004; Pikulski & Templeton,
2004; Blachowicz, Fischer & Watts-Taffe, 2005; Sobolak, 2008; winter, 2010). Lexicon
measure is imperative particularly in essential levels to assist understudies anticipate be able
to comprehend (Johnson, 2004). Understudies with destitute lexicon may confront challenges
in perusing and composing. The Report of the National Perusing Board (2000) concluded,
“The significance of lexicon information has long been recognized within the improvement
of perusing abilities. As early as 1924, analysts famous that development in perusing control
depends on nonstop development in word knowledge” (Pikulski& Templeton, 2004. p.1).
3. Method
3.1. Study Population
Sixth grade students from all schools of the Directorate of Education for Wadi Al–Seir
were selected as study population. As per official record, there are about fifty-five schools in
the mentioned directorate. From this population of two thousand nine hundred and thirty
eight students who were enrolled in the first semester of the academic year 2019-2020, a
random selection was made for study sample.
3.2. Study Sample
Eighty students were randomly selected from this population of about two thousand nine
hundred and thirty eight students of all of the schools of the Directorate of Education for
Wadi Al–seir as study sample. Arabic was mother tongue of these sixth grade students and
these students were learning English as a second language. A comprehensively representative
sample of these EFL students was selected by the researchers.
The sample was further categorized into four groups; two groups of male students and two
groups of female students. The female students were selected from Al-Swaysa High School
for girls and the male students belonged to Al- Zeyoud Elementary School for boys in the
Directorate of Education for Wadi Al –seir. Out of these four groups, two were designated as
the experimental group (n =41 students) and the other two were placed in the control group.
The control group (n =39 students) was delivered instructions via traditional teaching
techniques while the experimental group was taught by using innovative techniques using
songs. In the pre-test, performance of the experimental group was lower than that of the
control group that is grades of the control group were higher than those of the experimental
one. The teachers' sample consists of (43) English teachers who teach English for the primary
stage in public schools in Jordan. For males teachers (n=26) while for female teachers
(n=17).Thus a total of (43) English teachers has been chosen as a sample for the teacher's
attitude questionnaire.
3.3. Study Instruments
3.3.1. Attitudes questionnaire for teachers
This questionnaire was devised for acquisition of quantitative data for the study. Objective
of this questionnaire was to get a glimpse of attitudes of the elementary grade teachers
towards the use of songs in English classes and to record their views regarding affectivity of
this teaching method in English learning.
The questionnaire items were developed for this current research from some significant
ideas identified in the related literature and in the previous studies. The first draft was
adapted and adopted from various recourses: (Yu-Ling; 2005, Sevic; 2011, Bevic; 2013,
Sevic; 2014 Tse; 2015). The questionnaire was composed of three sections. In every section,
the participants were asked to choose a suitable option as per his/her preference. First section
was related to personal information about participants like gender, education, years of
Al-efeshat & Baniabdelrahman
850
experience, and teaching diploma. Second section was related to participant's school
information like public or private, grades, class size, and curriculum taught. In the final
section, twenty five statements were arranged in four sub-sections. These statements were
given to explore the attitudes to beliefs towards using songs in English classes of the
participant teachers. The statements were aimed to collect responses of the teachers regarding
the educational value of songs, their role in enhancing academic performance of the students,
ease of songs’ accessibility and the suggested frequency at which songs should be used in the
classes. The teachers were also allowed to write any suggestion or additional comments.
Responses were scaled of 1 “Strongly Disagree” 2 “Disagree” 3 “Neutral” 4 “Agree” 5
“Strongly Agree”. The collected data was analyzed on Likert scale format.
Experts from the English Language University professors of ‘Evaluation and
Measurement department’, Faculty of Education at Yarmouk University, The University of
Jordan and AL-Hussein Bin Talal University as well as a group of English supervisors from
different Directorates of Education reviewed the first draft of the questionnaire. In the light of
these experts’ comments, a second draft was prepared. The updated and modified second
draft was then reviewed by researchers. Three parts were included in the final version of the
questionnaire which are:
Part One: In the first part, various demographic factors were included. Four such items
were included which are; gender of the participant, teaching diploma, academic qualification,
and teaching experience. These factors served as an additional variable for the study.
Part Two: Second part included information related to school, relevant classes, average
class size and English curriculum that school used.
Part Three: Twenty five statements were included in this final part. This part consisted of
25 items. A five-point Likert scale was utilized for rating the respondents from 1= strongly
disagree to 5= strongly agree (5= strongly agree, 4=agree, 3=neutral, 2=disagree, and 1=
strongly disagree). Purpose of this part was to know the beliefs and attitudes of teachers
towards incorporating songs in their teaching methodology. The statements were designed on
two dimensions:
1. Pedagogical value of using songs: It consisted of 17 items (1-17). These items
examined participants' beliefs and attitudes towards incorporating songs in teaching
methodology.
2. Frequency of using songs: It consisted of 8 items (18-25). These items examined the
frequency that participant use songs in classroom and when to use it. Participants were asked
to write any additional comments they would like to mention pertaining to songs usage in
teaching English language and their impact on language teaching.
3.3.2. Attitudes questionnaire for students
In addition to teachers’ questionnaire, a questionnaire for measuring the impact of songs
on the students’ learning attitude was also designed see (Appendix 2). This questionnaire was
a modified version of questionnaire of Huwari (1996). Twenty two statements were arranged
in the four sections of the questionnaire. In the first section of the questionnaire, six
statements were included whose purpose was to gauge the discovery skills of the participants.
There were also six statements in the second section of the questionnaire, the goal of which
was to measure activity skills of the participants. In the third section, four statements were
included for measuring word recognition skills of the participating students. In the final
section, six statements were included for measuring the attention skills of the participating
students. The participants were told to complete the questionnaire and their responses were
recorded for further analysis.
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 844-858
851
In the questionnaire, alternatives were used for recording responses of the participating
students. Each alternative was assigned a certain value for example ‘Always 4, Usually 3,
Sometimes 2, and Never 1’. A five point scale was used by the researcher that is, ‘Very High
5, High 4, Mid 3, Low 2, Very Low 1’.
3.3.2.1. Validity of the learning attitude questionnaire via songs
To establish the validity of the learning attitude questionnaire via songs, the questionnaire
was given to a panel of specialists in instructional technologies, specialists in evaluation and
measurement and psychologists at Yarmouk University, University of Jordan, Al-Hussien
Bin Talal University, as well as a group of English supervisors from different directorates of
Education in Jordan. They were asked to read the items of the questionnaire, and provide
their suggestions and modifications concerning the contents with regard to construction,
purpose, and clarity of the item. Their suggestions were taken into consideration in the final
format of the questionnaire.
3.3.2.2. Reliability of the learning attitude questionnaire via songs
The questionnaire was distributed on a sample consisting of 42 students out of 80 students
who were taught by using song in their English classrooms from males and females students.
Pearson coefficients were computed and found to be (0.78). Internal consistency coefficients
were also computed (Cronback alpha =0.84).
3.4. Data Analysis
A description of the sample and the findings are presented, concluding with a summary of
the findings. All analyses were performed using SPSS statistical package version 21.
Statistical significance was defined for two-sided p <0.05.
Students’ and teacher’s attitude towards use of songs in learning English was illustrated in
frequencies, mean, SD, minimum and maximum. Students’ and teacher’s attitude towards use
of songs in learning English was compared by independent sample t -test. The reliability of
student’s and teacher’s attitude questionnaire was tested using Cronbach’s alpha test.
4. Findings
4.1. Students’ Attitudes
Attitude of students were also measured and 42 students participated in it. Out of them, 25
of them were males while only 17 were females.
Table 1. Gender distribution of sixth grade students
Gender Number Percentage
Male 25 59.5
Female 27 40.5
The following table indicates the attitudes of students towards the use of songs in learning.
The attitude of students towards the learning of English using songs were assessed by
statements in which they were asked to rate their attitude in a scale of 5. Scale 1 indicates
strongly disagree while scale 5 indicates strongly agree.
Al-efeshat & Baniabdelrahman
852
Table 2. Students’ attitudes towards use of songs in learning
Statement Min Max Mean SD
I feel calm with songs. 1 5 4.33 .979
I feel that working with songs is interesting. 3 5 4.83 .437
I feel that songs enrich my knowledge. 1 5 4.38 .825
I like work by Which computer is used 1 5 4.38 .854
I feel that book's role began to vanish in the
communication era.
1 5 4.52 .943
I feel that songs increase my mental skills. 1 5 4.45 .739
I feel that learning English by songs is useful. 1 5 4.48 .890
I feel that songs enrich my vocabulary 1 5 4.00 1.082
I feel that songs enable me to communicate better than
the traditional one.
2 5 4.31 .897
I feel that songs make E. vocabulary more familiar 1 5 4.31 1.000
I feel that songs are better than traditional strategies to
learn
1 5 4.00 1.189
I feel that learning by songs Shortens lecture's time. 1 5 4.26 .989
I feel more serious towards my duties through songs 1 5 4.19 1.234
I feel that songs refresh the class environment. 3 5 4.76 .484
I feel that songs form a unique addition to grasp E-
Text
1 5 4.38 1.011
I think that using songs increases my desire to learn
more.
1 5 4.21 1.200
I feel that using songs to teach non- scientific subjects
is desirable
1 5 3.52 1.452
I feel glad to learn at songs lab. 2 5 4.00 1.012
My attraction is increased by songs during lecture. 1 5 3.67 1.373
I feel that songs are a loss of time 1 5 1.67 1.282
The table indicates that the students enjoy the use of songs in their studies as most of the
statements scored more than 3.5. They disagree with the statements of “I feel that songs are a
loss of time.”
4.2. Descriptive Statistics of Teachers
The following table indicates the gender distribution of teachers participated for this study.
Table 3. Gender distribution of teachers
Gender Number Percentage Valid percentage
Male 26 59.1 60.5
Female 17 38.6 39.5
Missed 1 2.3
Based on valid data, 60.5% of the teachers in this study are males while only 39.5% of
them are female teachers.
The educational level of teachers is as follows.
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 844-858
853
Table 4. Educational level distribution of teachers
Educational level Number Percentage Valid percentage
Bachelor 14 31.8 35.9
Masters 20 45.5 51.3
Diploma 5 11.4 12.8
Missed 5 11.4
As shown in the table above, based on valid data, the majority of the teachers hold a
master degree (51.3%) while 35.9% of them have bachelor degrees.
Table 5. Distribution of teaching diplomas among teachers
Have a teaching diploma Number Percentage Valid percentage
Yes 30 68.2 96.8
No 1 2.3 3.2
Missing 13 29.5
Based on valid data, 96.8% of the six grade teachers have a teaching diploma while only
3.2% do not have a teaching diploma.
The attitude of teachers towards the learning of English using songs were assessed by 17
statements in which the teachers were asked to rate their attitude in a scale of 5. Scale 1
indicates strongly disagree while scale 5 indicates strongly agree.
Table 6. Teachers’ attitudes towards use of songs in English learning
Statement Min Max Mean SD
Songs are considered a valuable pedagogical tool in
learning English.
3 5 4.45 .589
Songs help develop language acquisition. 4 5 4.48 .505
Songs can be used to illustrate themes or topics. 3 5 4.36 .532
Songs help learners become familiar with word stress,
intonation and rhythm.
2 5 4.36 .685
Songs enable learners to remember chunks of language 2 5 4.48 .628
Songs provide students with opportunity for great
exposure to improve vocabulary acquisition.
2 5 4.27 .694
Songs help improve students’ speaking skills. 3 5 4.45 .589
Songs help students to better understanding of the
culture of the target language.
4 5 4.59 .497
Songs are useful in the teaching of sentence structure 3 5 4.34 .680
Songs help learners improve their listening and
pronunciation skills.
3 5 4.50 .591
Songs increase students’ enjoyment of learning English 3 5 4.34 .645
Songs add interest to the classroom routine 3 5 4.50 .629
Songs improve student’s motivation. 3 5 4.43 .545
Songs help create a relaxed and non-threatening
environment of learning.
3 5 4.48 .664
Songs can be used to practice the four skills. 1 5 4.43 .759
Songs help create more students’ participation. 1 5 4.32 .771
Songs lower students’ anxiety toward learning English 2 5 4.39 .689
Al-efeshat & Baniabdelrahman
854
It is clear that the teachers have positive attitude towards the use of songs in English
learning. All of the statements scored above 4 which indicate a significant agreement. In most
of the statements, the minimum value of 3 or 2 indicates that almost all teachers believe that
the use of the songs in learning is an effective tool.
4.3. Comparison of the attitudes between teachers and students towards use of songs
in English learning
Independent sample t test was conducted to compare the attitudes between the students
and the teachers towards English learning. The independent sample t test results are as
follows.
Table 7. Paired sample t test for the difference in attitude between teachers and students
Group Number Mean SD Std.
Error
Mean
t value P value
Attitude
score
Student 84 4.1333 .45439 .04958 -3.445 0.001**
Teacher 84 4.37 .360 .039
There is a significant difference in levels of attitude between the teachers and the students
towards the use of songs in learning English. This is evident in the above independent sample
t test results that the teachers ( 4.37) have higher attitude than the students’ towards the use of
songs in English learning (4.1333), t (83) = - 3.445, p <0.05.
5. Discussion and Conclusion
The focus of this research study mainly is to investigate the teachers' and students'
attitudes toward using songs in teaching vocabulary. Combining the songs melody with the
target language offers many advantages in learning English language.
In order to achieve purpose of this research, study mode was designed using Attitudes
Questionnaire for Teachers, and Attitudes Questionnaire for Students The judges and jury of
all the assessment belongs to the Yarmouk University, University of Jordan, and Al-Hussain
Bin Talal University .In addition to a group of English supervisors from different
Directorates of Education who checked the first draft of assessment results and then directed
to design second draft of assessment. The data analysis was carried out by using SPSS
software for calculating standard deviation and means.
Through questionnaires for students and teachers, it is quite clear that students are of view
that songs helped them learning English vocabulary and it is also considered as good practice
by teachers. The taste and choice of the music for each individual is also very important as
most of the students search for their favorite music and then listen it every day. It should be
part of the teachers training that which type of music and song is more suitable for their
students and what are their interests towards them.
As a conclusive summary, it is clear that music plays a very big and important role in the
society because it is a part of human life as important events. Nowadays, teachers of English
language found it meaningful to use songs to teach vocabulary. In addition, Songs are
considered as source of motivation and beneficial in learning English language.
Teachers have very meaningful role in the process of the teaching English language
vocabulary. They are the one responsible for helping students to expand and improve their
knowledge of vocabulary. Songs bring interesting changes in the classroom by energizing the
learning environment, as student find listening to song as good approach to learn English
language because in order to understand what song is about, they read and then translate the
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 844-858
855
lyrics by their own. In this way, they learn new words of language subconsciously.
Additionally, another important benefit is that many words in the songs are repetitive making
easy for student to remember and memorize.
Analyzing results, it can be said that the use of songs is an effective teaching tool having
pedagogical values. Moreover, this teaching approach has ability to improve the listening and
speaking skills of the learners. Furthermore, with the use of songs in the English language
class, students will be motivated to learn English language with the addition of joy and
enjoyment. The findings of this study strongly demonstrate that songs have effective potential
of playing role in the language learning and teaching process. The results obtained are
strongly in favour of the believe that songs should be part of the teaching methods of
language learning.
In order to achieve the goal of using songs in the leaning process, major role is of teachers.
They should have different and interesting techniques to add song in the learning process
based upon the interest, age and curriculum design.
6. Recommendations
Through this study, it can be said we can say that it is a collective role of learners,
teachers, parents and educational institutes to implement the use of songs in learning process
of language. This study recommends them to effectively take part in this process of learning
English as it is need of today’s time in order succeed internationally in any field of life. In
addition, they should have positive attitudes towards the use of songs in teaching English
vocabulary.
6.1. Recommendations to learners
It is very important that students of every age should understand that English language is
very necessary, and it should not be neglected for many reasons. If students aim to have high
command of English, they should listen and follow the commands of the teacher. As this
research says, that teacher found songs and games more effective way to teach language, it is
a responsibility of the students that they should take part in the activities. One should learn
that beyond the concept of fun and enjoyments with songs, there are many other important
things to learn from them as well.
It is now up to the learners that they get maximum benefit from songs and games in term
of leaning language and other things.
6.2. Recommendations to teachers
Teachers should use the method of using songs in the learning classroom for effective
outcomes. They also work for enhancing the communicative abilities of their students by
using this practice as discussed in this research study. It should also important for teachers
that they do not worry about the results of their students in final exam, rather work on
enhancing theirs FEL and communication abilities.
7. Conflict of Interest
The authors declare that there is no conflict of interest.
8. Ethics Committee Approval
The authors confirm that the study does not need ethics committee approval according to
the research integrity rules in their country.
Al-efeshat & Baniabdelrahman
856
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