This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework draws on theories of second language acquisition like Krashen's Input Hypothesis and Output Hypothesis to support the hypothesis that exposure to songs can increase students' confidence and ability to communicate in English through comprehensible input and practice with oral production.

1. Seminar
Using Songs to Improve Vocabulary
Production of Low English Proficiency
Students
By
Tam Suet Yet (GS 26565)

2. Chapter 1
 Introduction:
- Background of study
Malaysians have been urged to be conversant in English in order to secure
prospective jobs in the private sector. However, there is a wide gap between the
policies which many know are about encouraging English learning as well as
usage and the real teaching and learning along with the support provided (Koo &
Hazita, 2010). In the process of completing the syllabus and having a washback
effect teaching practices in the limited time of formal instruction at school,
students especially those whose exposure to English is only limited to school
lessons do not get the appropriate chance and support in developing their
English language.
- Vocational Schools
Students in vocational schools are usually substandard as they are viewed to be
weaker in academic because of the minimum requirement needed to enter.
Based on an application requirement booklet for 2010 intake, only students
taking Computer Programming has the minimum requirement to get a B for
English. The other vocational subjects need the minimum level of D or below
depending on which subjects from the PMR result that students would like to
submit as a prerequisite for entering their elective choices (Kementerian

3.  Statement of problem
1. Students are not able to answer questions and communicate in English with
their English teachers. Students generally understand simple English instructions
and explanations used by their English teachers but will not use the language to
communicate or respond.
2. Students do not have enough English vocabulary to send across their
message and meaning if they were to respond in the target language. Moreover,
the response (if any) in English are usually of simple or limited to one to two word
answers.
3. Students are highly thought to be not confident in speaking the language. It is
found that the students find it awkward to verbalize the English words.
 Aim of Study
1. Is there an improvement in students’ capability to communicate in English before
and after treatment?
2. Will the different genres exposed to the students affect students’ interests in
English vocabulary production?
3. Will the different themes of songs used affect students’ English vocabulary
production

4.  Significance of Study
i. Education system
ii. Teachers
iii. Students
• Definition of Terms
i. Songs –Songs are usually related to another keyword which is music. While
music is the art or combining instruments and voices to produce a score, songs are
specifically the scores with the lyrics for singing purposes (Hawkins, Weston &
Swanell, 1992). In this case study, the songs are narrowed down to the nine popular
songs chosen for the low proficient students to develop their productive vocabulary.
ii. Theme – In this study, the theme here are the topics found in the Form Four
English Textbook. The three topics chosen are:-
a) Chapter 1: Portrait of a Young Person
b) Chapter 4: Dare To Dream
c) Chapter 7: A Culture If Peace
iii. Oral Production – Oral production is considered to be the speaking ability for
students in communicating to send their message across. In this case study, the
speaking ability is more towards the usage of English words or phrases during their
discussion on task in class.
iv. Low Proficiency Students – There are standard and goals to be achieved by
students which are linked to their aptitude in being proficient with the language (Stern,
1992). In that sense, students who are of lower proficiency are students who have not
met the standard and goals which in this case study is given the scope as being
competent in their language skills; be it reading, writing, speaking and listening which
set by the Ministry of Education in the aims and objectives of teaching English as a
Second Language to students in Malaysia.
v. Vocabulary Production – Counting of each vocabulary that suits to the

5. Chapter 2
 Concepts
i. Communication and Speaking
Clark (1996) attributes communication as a form of language usage which is operated
simultaneously with actions which is coordinated with that of a response from the
addressee(s) to convey a meaning. In another words, communication happens when there
is a purpose and language is used to transmit that purpose.
ii. Receptive VS Productive Vocabulary
The size of vocabulary knowledge is when the student understand the primary meaning of
the words that he/she has (Nakanishi & Shimamoto, 2003; Nation & Waring, 2007),
whereas the depth would be the degree of the student in knowing the various other
meanings of a word besides its primary meaning (Nakanishi & Shimamoto, 2003).
Generally, it is important to have a large size of vocabulary in order for us to communicate
with someone as there will be a misunderstanding in expressing meanings; especially when
some words are missing from the communication or used wrongly.
iii. Frequency Words
The frequency of words in the English language is generally divided into two main
categories which are high frequency words and low frequency words. High frequency words
are the basic essential words of the language
iv. Song and Music Concepts
a. Pop
b. Rock
c. R & B
v. Brain studies on songs and language learning
This has been proposed by Wallace (1994) where the repetition of phrases or chunks of
words in the lyrics as students sang along can help to assist them in recalling for the

6.  Theories
- Krashen’s Five Hypothesis
Krashen Input Hypothesis - a comprehensible input is
important for second language acquisition.
Affective Filter Hypothesis - affective filter system
influences the student’s readiness on whether they want or
need to learn a particular aspect.
- Social Constructivism Theory - in learning a new knowledge,
an individual will have to have a basis or foundation in order
to make sense of the new information being shared with
other individuals setting in. this consistent new information
will then be assimilated into their understanding; further
developing their capacity of knowledge
- Zone of Proximal Development (Vygotsky) - He proposed
that the difference of what the child already knows from the
potential understanding can be minimize as students
collaborate with more competent peers or with the teacher.
- Output Hypothesis - language learning will take place if a
student writes or speaks
- Review of past researches

7. Research Conceptual Framework
Concepts of
Theories Speaking and
Communicatio
n
Intervention/ Treatment
of Songs
Students’ Low Oral
Vocabulary Increase
of Oral
Vocabular
y

8. Chapter 3
 Research design – Quasi Experimental Design
 Instrument
- Vocabulary test
- Demographic Survey to know students’ interest towards English songs, English
and using English words to talk
- Recording of speaking activities to keep track of oral production by the students
- Transcription of the English words spoken
- Observation checklist to observe students’ work
 Stage one:
i. Vocabulary test to check on vocabulary knowledge
ii. Pretest using MUET style for Speaking Test ( Valid and Reliable as a National
Standardized Test
 Stage two: Treatment of 9 lesson plans; each lesson plan 1 song
 Stage three:
i. Vocabulary test to check on any changes towards the vocabulary expansion
ii.Post Test using the MUET style.

9.  Sample participants
Form four class with weak results during the Mid Term examination
• Data Analysis
Using SPSS to find on mean and standard deviation for the demographic survey.
Descriptive explanation of students’ behaviour during lesson
Percentage on the amount of words spoken during pretest and posttest
• Research timeline
From Chapter 1 to Chapter 3 – One month to write drafts and handed in for checking with the
supervisor concerned
Collection of data – 1 ½ months to implement and collect data
Analysis of data and Discussion – One month to write and handed in for checking with the
supervisor concerned
 3 ½ months = One semester of University accodring to UPM’s Academic Calendar