Use of Action Songs and Total Physical Response to Promote the Development of Listening Skills among Year 4, Low Enrolment-Tamil Vernacular Primary School Students in Malaysia
DOI:
https://doi.org/10.11113/lspi.v5n2.81Abstract
Total Physical Response (TPR) is built around the coordination of speech and actions. Action songs promote dance or acts while singing. In this study, we look at action songs as part of TPR to investigate its effectiveness in enhancing students’ listening skills to develop their mastery of the English Language. Seven Year 4 students from a Low Enrolment (SKM) Tamil Vernacular Primary school type (SJKT) were selected as the participants of a within-group experimental design. Upon completing a pre-test on listening skill, students were given six treatment lessons, whereby one hour per lesson was allocated. The treatment was conducted once a week, for every listening lesson. The data was collected while and after the pupils were taught through a series of lessons or interventions that incorporated songs and TPR to complete a variety of listening tasks. The finding shows that even though action songs and TPR are not commonly used among English Language teachers, teachers should implement the method especially for students from Low Enrolment Vernacular Primary School Type as the students in this study showed a significant increase in their post intervention scores of the listening test. The findings also discusses SJKT English Language teachers perceptions on the use of songs and TPR and suggests that there is still a lack of understanding among the teachers on the potential benefits of action songs and TPR for their particular students who have high levels of anxiety and inhibitions to learning English.
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