Global Journal of Educational Studies

ISSN 2377-3936
2020, Vol. 6, No. 2

Teachers’ Attitude towards Using Songs in English

Vocabulary Classes
Lana Hussain Ahmed Shahata
English Department, First Common Year, King Saud University - KSU
Tel: 966-537-303-120 E-mail: [email protected]

Received: June 14, 2020 Accepted: August 4, 2020 Published: November 15, 2020
doi:10.5296/gjes.v6i2.17977 URL: https://doi.org/10.5296/gjes.v6i2.17977

Abstract
This paper aims at identifying teachers’ attitude towards using songs in English vocabulary
classes. The study is descriptive in nature. It uses a sample of closely related group members;
formed of teachers of English from different Sudanese schools. That group is made up of 35
teachers. The data collection tool used is a 5-point Likert scale questionnaire for the teachers.
The data from the questionnaire are treated statistically by using SPSS program. The
weighted means for the individual items and for the whole aspects of the tool are calculated.
The results are used to answer the study questions and to verify the hypotheses. The study
comes out with some important results that include (1) Teachers strongly agree that songs
make the teaching English vocabulary classes fun, so they have positive attitudes towards
using them. (2) There are many difficulties that face teachers in using songs in English
vocabulary classes. The paper offers five recommendations concerning the following: (a)
songs have to have their due weight in classroom practice. They have to be used more
frequently. (b) Teachers should be trained on how to avoid the pitfalls of songs and they
should be trained on how to maximize their benefits. (c) School administrations should be
made aware of the importance of songs and they should provide more opportunities for the
teachers to use them. (d) Class tests and continuous assessment have to include songs. (e)
Parents should be educated on the value of songs as effective techniques for learning English.
Songs should be a constant feature in the Parents Day. The paper also suggests three areas for
further research. These include (a) the ability of songs to develop listening and speaking
skills. (b) The potentiality of songs to develop cultural awareness. (c) The potentiality of
songs to match the characteristics of the new generations (Alpha Gen in particular).
Keywords: Song, Attitude, Sentimental, Cognitive, Motivation, Memory

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1. Introduction
Songs have been part of the human experience for as long as we can remember. As
Gugliemino (1986) stated, adults sing at religious services, bars, in the shower, and listening
to the car radio. Songs have become an integral part of our language experience, and if used
in coordination with a language lesson they can be of great value. Fortunately, with the
expanding prevalence of the Internet and specifically the World Wide Web into both the
classrooms and lives of students, access to music and lyrics has been made easier. This
research focuses on the teachers’ attitude for using songs by demonstrating students’
effectiveness as a learning tool.
1.1 Statement of the Problem
Based on a fairly long experience of teaching English language at PYP Al-Majmaah
University in the Kingdom of Saudi Arabia, the researcher observes that a considerable
number of her students have a low level of achievement and that the teachers use a very
limited set of tools and techniques during their lessons. For instance, “students, including L2
students, are often required to write theses and, as growing literature reveals, L2 students
often experience difficulties in the four skills of this genre” (Bitchener & Basturkmen, 2006,
p. 4). Students who learn English as a foreign language also face some difficulties due to
various reasons such as lack of interest in studying English, insufficient knowledge of four
language skills, and limited exposure to inadequate teaching modern tools in classroom. The
researcher asks herself some questions which kept recurring in the mind. Can modern tools
be used in teaching English? Is it possible to use modern tools applicable in teaching all skills?
Will modern tools be effective in teaching English as a foreign language and if so, how?
These questions trigger a strong desire in the researcher’s mind and encourage her to
investigate this area of research.
1.2 Questions of the Study
1) What are teachers’ attitudes towards the use of songs in teaching English vocabulary?
2) What are the difficulties that encounter the use of songs in English vocabulary?
1.3 Hypothesis
1) Teachers have positive attitude towards using songs in teaching English vocabulary
classes.
2). There are some difficulties that encounter teachers in utilizing songs in teaching English
vocabulary classes.
1.4 Objectives of the Study
1) To examine the general teachers’ attitude towards to use of songs in teaching English
vocabulary.
2) To discover the difficulties those encounter the use of songs in teaching.

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1.5 Significance of the Study

This study addresses one of the most important, but relatively neglected methods techniques
of teaching using songs in classroom. It is intended to increase understanding of the
effectiveness of classroom songs in English teaching as a foreign language. Furthermore, the
study is pedagogically significant as it is expected to provide some recommendations about
most effective English classroom songs teaching method and technique.
2. Literature Review
2.1 Definition of Songs
The well-known online encyclopedia Wikipedia cites song as a musical composition
containing vocal parts and lyrics that are performed by the human voice, commonly
accompanied by musical instruments. Popular songs contain any number of musical styles
that are accessible to the general public and are distributed by one or more forms of mass
media. This is in contrast to highbrow music, such as classical, which historically has always
been the music of the elite and higher echelons of society, and traditional music which was
normally disseminated orally. It is sometimes abbreviated to pop music and typically has a
dance-along rhythm or beat, simple melodies and a repetitive structure, although pop music is
more often used to describe a narrower branch of well-liked music. Moreover, Middleton
(1990/2002, p. 139) stated that "While repetition is a feature of all songs and music of any
sort, a high level of repetition may be a specific mark of “the popular songs”, enabling an
inclusive rather than exclusive audience". As a result, the unique characteristics of the music
and songs; repeating composition, memorable lines or words, a catchy rhythm or beat, enable
the language learners to memorize new words, as well as creating a pleasant ambiance
motivating certain attitudes within the listeners. Songs utilization that allows learners to
communicate widely and directly with other learners without time or place limitations has
provided the language teaching field with many advantages such as increasing students’
motivation , providing them with authentic material and allowing them to interact effectively
in real and social contexts . Songs is one alternative way to improve English especially on
vocabulary. Wrenshall (2002. p. 43) stated: “there is also plenty of evidence that songs help
memorization, and the rhythm and rhyme of the lyrics can certainly help vocabulary as well.”
According to (Peacock 1997, p. 51), “Songs also give students the opportunity to enrich
vocabulary by vocalizing the language”.
They are aurally and orally transmitted, they both contain phonetic, syntactic and semantic
components and they develop early in life as social interactive media”.
2.2 Definition of Attitude
‘Attitude’ refers to a favorable or unfavorable evaluative reaction by the teachers toward the
use of English songs in the English teaching classroom. In psychological terms, attitude is a
hypothetical construct that represents an individual's like or dislike of an item. According to
Ajzen (1988), “attitude is the disposition by which one responds favorably or unfavorably to
an object, person, institution, or event”. Furthermore, Myers (1980, p. 36) defines “attitude as

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a favorable or unfavorable evaluative reaction toward something or someone”. Attitudes,

unlike physical characteristics or actions, cannot be directly observed or measured. Most of
the time an individual's attitudes are hidden and can only emerge as reactions to specific
stimuli in the form of stated beliefs, expressed feelings, or exhibited behaviors. Similarly,
Baron and Byrne (1984, p. 126) define” attitude as long-term clusters of feelings, beliefs, and
behavioral tendencies directed towards specific persons, ideas, objects or groups”.
2.3 Reasons for Using Songs in English Classroom
2.3.1 Sentimental Reason
The Affective Filter Hypothesis is one of five proposed hypotheses developed by Steven
Krashen. Basically, it is an explanation of how the affective factors relate to language
learning. It is particularly appealing to teachers because it provides an explanation to why
some learners learn and others do not.
Teachers have long recognized the need for students to have a positive attitude in regard to
learning. Krashen (1982) explains that for optimal learning to occur the affective filter must
be weak. A weak affective filter means that a positive attitude towards learning is present. If
the affective filter is strong the learner will not seek language input, and in turn, not be open
for language acquisition. The practical application of the Affective Filter Hypothesis is that
teachers must provide a positive atmosphere conducive to language learning. Songs are one
method for achieving a weak affective filter and promoting language learning. With the
affective filter weak, Saricoban and Metin (2000) have found that songs can develop the four
skill areas of reading, writing, listening, and speaking. Eken (1996, p.46) states that songs can
be used:
- To present a topic, a language point, lexis, etc.
- To practice a language point, lexis, etc.
- To focus on common learner errors in a more direct way.
- To encourage extensive and intensive listening.
- To stimulate discussion of attitudes and feelings.
- To encourage creativity and use of imagination.
- To provide a relaxed classroom atmosphere.
- To bring variety and fun to learning.
Lo and Li (1998) stated that: learning English through songs develop a non-threatening
classroom atmosphere in which four language skills can be enhanced. The belief that songs
provide enjoyment and develop language skills is also noted by several other authors
(Adamowski, 1997; Bechtold, 1983; Domoney & Harris, 1993; Griffee, 1992; Guglielmino,
1986; Lems, 1984; Little, 1983; Monreal, 1982). The enjoyment aspect of learning language
through song is directly related to affective factors

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2.3.2 Cognitive Reasons

Songs also present opportunities for developing automaticity which is the main cognitive
reason for using songs in the classroom. Gatbonton and Segalowitz (1988, p. 473) define:
“automaticity as a component of language fluency which involves both knowing what to say
and producing language rapidly without pauses." Using songs can help automatize the
language development process. Traditionally, it was believed that automatization would occur
through repetitive exercises in a no communicative environment. However, the major shift
towards the communicative teaching methodology requires that automatization occur in a
different manner. Gatbonton and Segalowitz (1988, p. 476) stated that:
We must "place students in an environment in which it is appropriate to use target utterances
in a genuinely communicative fashion.” the nature of songs is fairly repetitive and consistent.
For example, a song such as "Sailing" by Rod Stewart provides ample opportunities for
students to focus on the present progressive tense. The repetitive style of the song lends itself
to an activity in which students create their own present progressive sentences based upon
their own interest. After listening to the song, students create their own lyrics following the
same tune as the song. Lyrics such as: I am writing, I am writing, in my notebook with my
friends, are common examples of the type of language that students produce.
2.3.3 Verbal Reasons
Besides automatization, there is also a linguistic reason for using songs in the classroom.
Some songs are excellent examples of colloquial English, that is, the language of informal
conversation. A song such as "My Best Was Never Good Enough" by Bruce Springsteen is a
prime example of a song that demonstrates colloquial language use. This song is full of
phrases like "Every cloud has a silver lining." and "Every dog has his day." Of course, the
majority of language most ESL students will encounter is in fact informal. Using songs can
prepare students for the genuine language they will be faced with. Finally, two studies,
Domoney and Harris (1993) and Little (1983) investigated the prevalence of pop music in the
lives of EFL students. They justified that music is often that major source of English outside
of the classroom .The exposure to authentic English is an important factor in promoting
language learning. It relates directly to both the affective filter and automaticity. If students
are exposed to songs which they enjoy, more learning is likely to occur since they may seek
out the music outside of the classroom. The repetitive style of songs then helps to promote
automatization of colloquial language.
2.4 Song Helps Learning
Studies on songs have shown that it increases concentration, improves memory and decreases
stress. Simply playing classical music in the background as you instruct or your students
study will make a difference in their performance. And let’s not forget that music is also one
of the learning styles many of your students will possess, so including music in your
classroom will help your students pay attention and remember the information you present.

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2.5 Songs as a Motivation Source

The notion of motivation is difficult to explain because “different people are motivated by
different things” (House, 1997, p. 10). As House explains, children need to be motivated
individually or within a group. By encouraging an individual child, the teacher stimulates and
maintains interest in English. During this process teachers should be realistic about each
individual student’s abilities. Teachers also need to vary the group dynamics and in this way
support the development of social interaction within a group of learners. In order to maintain
positive motivation, these techniques should be planned in advance for each lesson.
Motivation of young foreign language learners needs to be built gradually, making sure that
the target structures are introduced in an easily attainable order. For this reason, songs serve
as a perfect medium for achieving motivation. By using songs, children can get the feeling of
success on an individual level, but also as being part of a group.
2.6 Song and Memory
As stated by Thornbury (2006), “There is no learning without memory, and language learning
in particular, with the enormous load of vocabulary that it requires, is largely a memory task”.
Successful second language learning implies that learners can memorize the studied material
and call on it whenever they need it while using the language. Several authors point out that
music and songs can facilitate the long-term retention of the words, phrases and formulaic
sequences that learners need to memorize Contemporary memory models differentiate
between three components of memory:(1) Sensory memory, which captures the information
in the environment detected by the sense organs and lets it go quickly if no attention is paid.
(2) working memory, which has limited capacity and processes in the short term new
information coming from an external source or old information recalled from long-term
memory; and (3) long-term memory, which has enormous capacity and durability and stores
information more permanently (Atkinson & Shiffrin, 1968; Thornbury, 2006). It is usually
necessary for information in working memory to be rehearsed for some time (silent mental
repetition) so that it can move to long-term memory as a result of strengthening the memory
trace. However, information should be frequently retrieved lest it decays and disappears
(Thornbury, 2006). Thus, the key to storing material in long-term memory is rehearsal and
retrieval. According to Calvert and Tart (1993), “songs present content in a form that may be
easily stored, rehearsed, and retrieved.
As stated by Thornbury (2006), “There is no learning without memory, and language learning
in particular, with the enormous load of vocabulary that it requires, is largely a memory task”.
Successful second language learning implies that learners can memorize the studied material
and call on it whenever they need it while using the language. Several authors point out that
music and songs can facilitate the long-term retention of the words, phrases and formulaic
sequences that learners need to memorize Contemporary memory models differentiate
between three components of memory:
(1) Sensory memory, which captures the information in the environment detected by the
sense organs and lets it go quickly if no attention is paid.

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(2) working memory, which has limited capacity and processes in the short term new
information coming from an external source or old information recalled from long-term
memory; and (3) long-term memory, which has enormous capacity and durability and stores
information more permanently (Atkinson & Shiffrin, 1968; Thornbury, 2006). It is usually
necessary for information in working memory to be rehearsed for some time (silent mental
repetition) so that it can move to long-term memory as a result of strengthening the memory
trace. However, information should be frequently retrieved lest it decays and disappears
(Thornbury, 2006). Thus, the key to storing material in long-term memory is rehearsal and
retrieval. According to Calvert and Tart (1993), “songs present content in a form that may be
easily stored, rehearsed, and retrieved
As stated by Thornbury (2006), “There is no learning without memory, and language learning
in particular, with the enormous load of vocabulary that it requires, is largely a memory task”.
Successful second language learning implies that learners can memorize the studied material
and call on it whenever they need it while using the language. Several authors point out that
music and songs can facilitate the long-term retention of the words, phrases and formulaic
sequences that learners need to memorize Contemporary memory models differentiate
between three components of memory: (1) Sensory memory, which captures the information
in the environment detected by the sense organs and lets it go quickly if no attention is
paid.(2) working memory, which has limited capacity and processes in the short term new
information coming from an external source or old information recalled from long-term
memory; and (3) long-term memory, which has enormous capacity and durability and stores
information more permanently (Atkinson & Shiffrin, 1968; Thornbury, 2006). It is usually
necessary for information in working memory to be rehearsed for some time (silent mental
repetition) so that it can move to long-term memory as a result of strengthening the memory
trace. However, information should be frequently retrieved lest it decays and disappears
(Thornbury, 2006). Thus, the key to storing material in long-term memory is rehearsal and
retrieval. According to Calvert and Tart (1993), “songs present content in a form that may be
easily stored, rehearsed, and retrieved.
2.7 Advantages of Using Songs
Language teachers can and should use songs as part of their classroom teaching repertoire.
Songs contain authentic language, are easily obtainable, provide vocabulary, and are fun for
the students.
1) Songs almost always contains authentic, natural language.
2) A variety of new vocabulary can be introduced to students through songs.
3) Songs are usually very easily obtainable.
4) Songs can be selected to suit the needs and interests of the students.
5) Vocabulary can be introduced through songs.
6) Time length is easily controlled.

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7) Students can experience a wide range of accents.

8) Students think songs are natural and fun.
2.8 Previous Studies
(1) Mustafa Sevik (2011) .Teacher views about using songs in teaching English to young
learners. The primary aim of this study was to explore the views of Turkish state primary
school EFL teachers about songs and using songs in teaching English to young learners.
English language teachers’ (n= 52) opinions were collected through a questionnaire and the
results demonstrated that Turkish EFL teachers have strong beliefs about the pedagogical
value of songs and about the effectiveness of using songs in teaching EFL to young learners.
However, findings showed that teachers had difficulty in accessing to appropriate songs to
use in their classes and in measuring student success when they use songs. Therefore it was
suggested in this study that teachers be provided with song materials to use in their classes.
Measuring student success was closely related to how to teach songs, and therefore it was
suggested that teachers be given in-service training about how to teach songs. To conclude,
we may argue that the findings of this study strengthened previous research findings about
the role of songs in teaching English to young learners.
(2) Nihada Delibegovic (2016) the effect of using songs on young learners and their
motivation of learning English. Songs are appreciated for their linguistic, pedagogical,
cultural and entertaining features and they are precious language learning materials. They can
be used to teach and develop every aspect of a language. This paper aims to verify these
claims and confirm the effectiveness of using songs as a means to improve young learners’
English language vocabulary and to determine whether songs influence young learners’
motivation to learn English. The paper deals with theoretical explanations of young learners,
listening skills, and different aspects of using and teaching songs. It also discusses how songs
influence motivation and the connection of songs with some language learning theories. The
analytical part of the paper explains the procedure and the results obtained from the pre-tests,
post-tests and delayed tests for three different children’s songs as well as from the
questionnaire that was done in order to collect information about motivation provided by
songs. The results showed that songs have a positive influence on vocabulary retention of
young learners. Whatever setting is used, aural or aural/visual, the results prove that songs are
suitable for different learning styles; they encourage positive learning experience, and
enhance their knowledge. Songs aid motivation and help learners develop a love for language
learning. Students motivated in this way are imaginative, creative, and eager to learn and
succeed.
(3) Mohammed A. A. Farrah (2016) the effectiveness of using children’s songs in developing
elementary grades’ English vocabulary and pronunciation in Jerusalem, Palestine. This study
aimed at investigating the effect of using children's songs in developing the elementary
graders' vocabulary and pronunciation. It aimed also to investigate teachers' attitudes towards
the use of songs in their English classes. The participants were 123 EFL students of the fourth
grade; 72 females and 51 males. Arabic is their native language. Both groups are from four
private schools in Jerusalem; two groups for boys, and two groups for girls. One boys’ school

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and one girls’ school were chosen to be the experimental group consisting of 58 participants,
while the other boys’ and girls’ schools were chosen to be the control group consisting of 65
participants. Study data were collected via students' pre and post tests and teachers'
questionnaire. Exams results showed that students have improved their vocabulary and
pronunciation due to the use of songs in learning. Questionnaire results showed that
teachers have positive attitudes towards the use of songs in their classes as songs have
positive effects in increasing students' achievement, interest and motivation. Finally, results
revealed that students' achievements were not affected by gender.
3. The Methodology
This study followed a descriptive method. A questionnaire was given to the teachers for the
purpose of having their opinions on the songs. This is the first research Instrument for
collecting relevant data and information and both the validity and reliability of the research
will be confirmed.
3.1 Sample of the Study
The study was conducted in Saudi Arabia Majmaah University. A purposive sample was used
for this study which includes (35) respondents from different English college teachers in
Majmaah University.
4. Data Collection Tool
The researcher used a questionnaire as an instrument for data collection and relevant
information for this study. The questionnaire was designed to teacher’s attitude towards using
songs in English vocabulary classes. The questionnaire was distributed to (35) participants of
English teachers to gather their perceptions and views on the English language teaching.13, D
Hypothesis (1): Teachers have positive attitude towards using songs in teaching English
vocabulary classes.
Statement No (1): Songs can enhance students’ memories and improve their learning
vocabulary.

Table 1. The frequency distribution for the respondents’ answers of statement No (1)
Valid Frequency Percentage
Strongly agree 19 54.2
Agree 15 42.8
Neutral 1 3.0
Disagree 0 0
Strongly Disagree 0 0
Total 35 100

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60
50
40
30
20
10
0
Strongly Agree Neutral Disagree Strongly
agree Disagree

Figure 1. The frequency distribution for the respondents’ answers of statement No (1)

From the above table 1 and figure 1, It is clear that there are (19) persons in the study's
sample with percentage (54.2%) strongly agreed with "Songs can enhance students’
memories and improve their learning vocabulary". There are (15) persons with percentage
(42.8%) agreed with that, and (1) persons with percentage (13.3%) was neutral. and (0)
persons with percentage (0%) disagreed and (0) persons with (0%) are strongly disagreed.
Statement No (2): Using songs in the classroom makes teaching and learning English more
interesting.

Table 2. The frequency distribution for the respondents’ answers of statement No. (2)
Valid Frequency Percentage
Strongly agree 18 51.3
Agree 16 45.7
Neutral 1 3.0
Disagree 0 0
Strongly Disagree 0 0
Total 35 100

Figure 2. The frequency distribution for the respondents’ answers of statement No. (2)

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From the above table 2 and figure 2 It is clear that there are (18) persons in the study's sample
with percentage (51.3%) strongly agreed with “Using songs in the classroom makes teaching
and learning English more interesting. There are (16) persons with percentage (45.7%) agreed
with that, and (1) persons with percentage (3.0%) was neutral. and (0) persons with
percentage (0%).
Statement No (3): Using songs in teaching vocabulary motivates learners.

Table 3. The frequency distribution for the respondents’ answers of statement No. (3)
Valid Frequency Percentage
Strongly agree 15 42.8
Agree 18 51.2
Neutral 2 6.0
Disagree 0 0
Strongly Disagree 0 0
Total 35 100

Figure 3. The frequency distribution for the respondents’ answers of statement No. (3)

From the above table 3 and figure 3 It is clear that there are (15) persons in the study's sample
with percentage (42.8%) strongly agreed with "Using songs in teaching vocabulary motivates
learners." There are (18) persons with percentage (51.2%) agreed with that, and (2) persons
with percentage (6.0 %) was neutral. and (0) persons with percentage (0%) disagreed and (0)
persons with (0%) are strongly disagreed. Disagreed and (0) persons with (0%) are strongly
disagreed.
Statement No (4): Using songs can decrease students’ anxiety about English vocabulary.

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Table 4. The frequency distribution for the respondents’ answers of statement no. (4)
Valid Frequency Percentage
Strongly agree 19 54.0
Agree 12 34.0
Neutral 3 9.0
Disagree 1 3.0
Strongly Disagree 0 0
Total 35 100

Figure 4. The frequency distribution for the respondents’ answers of statement no. (4)

From the above table 4 and figure 4, It is clear that there are (19) persons in the study's
sample with percentage (54.0%) strongly agreed with "Using songs can decrease students’
anxiety about English vocabulary." There are (12) persons with percentage (34.0%) agreed
with that, and (3) persons with percentage (9.0 %) was neutral. and (1) persons with
percentage (3%) disagreed and (0) persons with (0%) are strongly disagreed.
Statement No (5): Students use new words and phrases outside classroom.

Table 5. The frequency distribution for the respondents’ answers of statement no. (5)
Valid Frequency Percentage
Strongly agree 9 25.7
Agree 19 54.3
Neutral 7 20.0
Disagree 0 0
Strongly Disagree 0 0
Total 35 100

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Figure 5. The frequency distribution for the respondents’ answers of statement no. (5)

From the above table 5 and figure 5, It is clear that there are (9) persons in the study's sample
with percentage (25.7%) strongly agreed with “Students use new words and phrases outside
classroom. “There are (19) persons with percentage (54.3%) agreed with that, and (7) persons
with percentage (20.0 %) was neutral. and (0) persons with percentage (0%) disagreed and (0)
persons with (0%) are strongly disagreed.
Statement No (6): Songs provide a large amount of repetition which results in automatic use
of the target language.

Table 6. The frequency distribution for the respondents’ answers of statement no. (6)
Valid Frequency Percentage
Strongly agree 15 42.8
Agree 15 42.8
Neutral 4 11.4
Disagree 1 3.0
Strongly Disagree 0 0
Total 35 100

Figure 6. The frequency distribution for the respondents’ answers of statement no. (6)

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From the above table 6 and figure 6, It is clear that there are (15) persons in the study's
sample with percentage (42.8%) strongly agreed with “Songs provide a large amount of
repetition which results in automatic use of the target language. “There are (15) persons with
percentage (42.8%) agreed with that, and (4) persons with percentage (11.4 %) was neutral.
and (1) persons with percentage (3%) disagreed and (0) persons with (0%) are strongly
disagreed.
Statement No (7): Students prefer songs being incorporated as a part of the lesson.

Table 7. The frequency distribution for the respondents’ answers of statement No. (7)
Valid Frequency Percentage
Strongly agree 8 22.8
Agree 16 45.7
Neutral 10 28.5
Disagree 1 3.0
Strongly Disagree 0 0
Total 35 100

Figure 7. The frequency distribution for the respondents’ answers of statement No. (7)

From the above table 7 and figure 7, It is clear that there are (8) persons in the study's sample
with percentage (22.8%) strongly agreed with "Students prefer songs being incorporated as a
part of the lesson." There are (16) persons with percentage (45.7%) agreed with that, and (10)
persons with percentage (28.5 %) was neutral. and (1) persons with percentage (3.0%)
disagreed and (0) persons with (0%) are strongly disagreed.
Hypothesis (2): There are some difficulties that teachers encounter in utilizing songs in
teaching English vocabulary.
Statement No (8): I assume that students use the vocabulary lesson of songs after repeating
them several times.

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Table 8. The frequency distribution for the respondents’ answers of statement No. (8)
Valid Frequency Percentage
Strongly agree 9 25.7
Agree 21 60.0
Neutral 5 14.3
Disagree 0 0
Strongly Disagree 0 0
Total 35 100

Figure 8. The frequency distribution for the respondents’ answers of statement No. (8)

From the above table 8 and figure 8, It is clear that there are (9) persons in the study's sample
with percentage (25.7%) strongly agreed with "I assume that students use the vocabulary
lesson of songs after repeating them several times.". There are (21) persons with percentage
(60.0%) agreed with that, and (5) persons with percentage (14.3%) was neutral. and (0)
persons with percentage (0%) disagreed and (0) persons with (0%) are strongly disagreed.
Statement No (9): It is difficult to choose an appropriate song for every topic of the English
vocabulary.

Table 9. The frequency distribution for the respondents’ answers of statement No. (9)
Valid Frequency Percentage
Strongly agree 13 37.0
Agree 15 42.8
Neutral 5 14.2
Disagree 1 3.0
Strongly Disagree 1 0
Total 35 100

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Figure 9. The frequency distribution for the respondents’ answers of statement No. (9)

From the above table 9 and figure 9, It is clear that there are (13) persons in the study's
sample with percentage (37.0%) strongly agreed with “It is difficult to choose an appropriate
song for every topic of the English vocabulary." There are (15) persons with percentage
(42.8%) agreed with that, and (5) persons with percentage (14.2 %) was neutral. and (1)
persons with percentage (3.0%) disagreed and (1) persons with (3.0%) are strongly disagreed.
Statement No (10): I face some difficulties in applying songs in my class.

Table 10. The frequency distribution for the respondents’ answers of statement no. (10)
Valid Frequency Percentage
Strongly agree 4 11.0
Agree 9 25.7
Neutral 18 51.3
Disagree 3 9.0
Strongly Disagree 1 3.0
Total 35 100

Figure 10. The frequency distribution for the respondents’ answers of statement no. (10)

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From the above table 10 and figure 10 It is clear that there are (4) persons in the study's
sample with percentage (11.0%) strongly agreed with "I face some difficulties in applying
songs in my class." There are (9) persons with percentage (25.7%) agreed with that, and (18)
persons with percentage (51.3 %) was neutral. and (3) persons with percentage (9%)
disagreed and (1) persons with (3%) are strongly disagreed.

Table 11. Chi –Square Test for Hypothesis NO. (1): Teachers have positive attitude towards
using songs in teaching English vocabulary classes
No Statement Mean SD Chi square p-value
1 Songs can enhance students’ memories and improve 2.7 4.1 22 0.000
their learning vocabulary.
2 Using songs in the classroom makes teaching and 2.6 0.5 19 0.000
learning English more interesting.
3 Using songs in teaching vocabulary motivates learners. 2.5 0.9 31 0.000
4 Using songs can decrease students’ anxiety about 2.9 1.6 22 0.000
English vocabulary.
5 Students use new words and phrases outside classroom. 2.8 2.1 27 0.000
6 Songs provide a large amount of repetition which 2.7 1.5 29 0.000
results in automatic use of the target language.
7 Students prefer songs being incorporated as a part of the 2.6 0.5 34 0.000
lesson.
There are some difficulties that teachers encounter in utilizing songs in teaching English
vocabulary.
8 I assume that students use the vocabulary lesson of 2.4 1.6 27 0.000
songs after repeating them several times.
9 It is difficult to choose an appropriate song for every 2.7 4.1 22 0.000
topic of the English vocabulary.
10 I face some difficulties in applying songs in my class. 2.6 0.5 19 0.000

The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 1st statement was (22) which is greater than the tabulated value of chi-square
at the degree of freedom (4) and the significant value level (5%) which was (11.7). This
indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.8) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“Songs can enhance students’ memories and improve their learning vocabulary.
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 2nd statement was (19) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.6) which is greater than the

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hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“Using songs in the classroom makes teaching and learning English more interesting..”
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 3rd statement was (31) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.5) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“Using songs in teaching vocabulary motivates learners....”
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 4th statement was (22) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.9) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“Using songs can decrease students’ anxiety about English vocabulary.
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 5th statement was (27) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.8) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“Students use new words and phrases outside classroom.
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 6th statement was (29) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.7) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“Songs provide a large amount of repetition which results in automatic use of the target
language.
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 7th statement was (34) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.6) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“Students prefer songs being incorporated as a part of the lesson.
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 8th statement was (27) which is greater than the tabulated value of

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chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.4) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement “I
assume that students use the vocabulary lesson of songs after repeating them several times..
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 9th statement was (22) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.8) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement
“It is difficult to choose an appropriate song for every topic of the English vocabulary.
The calculated value of chi-square for the significance of the differences for the respondent’s
responses in the 10th statement was (19) which is greater than the tabulated value of
chi-square at the degree of freedom (4) and the significant value level (5%) which was (11.7).
This indicates that, there are statistically significant differences at the level (5%) among the
responses of the respondents, and also the calculated mean is (2.6) which is greater than the
hypothesized mean (2.3) which supports the respondents who disagreed with the statement “I
face some difficulties in applying songs in my class. According to the previous results it’s
obvious that the hypotheses of this study are accepted.
5. Findings
Although teachers strongly agree that songs make the teaching vocabulary classes language
fun, they have positive attitudes towards using them. They think that songs:
1) May lead to controllable fun among the pupils.
2) May be suitable for the large classes.
3) May shift the attention of the pupils away from the language focus.
4) May be relevant to the learners’ needs.
5) May encourage the use of correct language.
There are many difficulties that face teachers in using songs in English vocabulary classes.
Some of these are:
6) Songs consume a lot of time. This will be at the expense of explaining the language
material in question.
7) The school administration does normally welcome the using of songs in English
vocabulary classes.
8) Some pupils do not feel at ease when songs are used in the English vocabulary classes.
9) It is not easy for teachers to integrate the four skills in songs.

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5.1 Recommendations
This study offers the following recommendations:
(1) Songs have to have their due weight in classroom practice. They have to be used more
frequently.
(2) Teachers should be trained on how to avoid the pitfalls of songs and they should be
trained on how to maximize their benefits.
(3) School administrations should be made aware of the importance of songs and they should
provide more opportunities for the teachers to use them
(4) Class tests and continuous assessment has to include songs.
(5) Parents should be educated on the value of songs as effective techniques for learning
English. Songs should be a constant feature in the Parents Day.
5.2 Suggestions
The following topics can be potential areas for further research:
(1) The ability songs to develop listening and speaking skills.
(2) The potentiality of songs to develop cultural awareness.
(3) The potentiality of songs to match the characteristics of the new generations (Alpha Gen
in particular).
Acknowledgements
All the praise is due to Allah alone, who helps me finish this work. I will not forget, of course,
to express my great gratitude to any person who has contributed to this research.
References
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Appendix
Dear Teacher,
The following questionnaire is a part of a scientific paper about teacher’s attitude towards
using songs in teaching English vocabulary classes Kindly, bear in mind that your responses
will be treated confidentially, and used only for this study. Your contribution is highly
appreciated.
The researcher
Please choose the appropriate response for your opinion.

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SA= strongly agree, A = Agree, N = Neutral, DA= Disagree, SDA = strongly disagree

Aspect 1: Teachers have positive attitude towards using songs in teaching English vocabulary classes.
Item SA A N DA SDA
1) Songs can enhance students’ memories and improve their learning
vocabulary.
2) Using songs in the classroom makes teaching and learning English
more interesting.
3) Using songs in teaching vocabulary motivates learners.
4) Using songs can decrease students’ anxiety about English vocabulary.
5) Students use new words and phrases outside classroom.
6) Songs provide a large amount of repetition which results in
automatic use of the target language.
7) Students prefer songs being incorporated as a part of the lesson.
Aspect 2: There are some difficulties that teachers encounter in utilizing songs in teaching English
vocabulary.
8) I assume that students use the vocabulary lesson of songs after
repeating them several times.
9) It is difficult to choose an appropriate song for every topic of the
English vocabulary.
10) I face some difficulties in applying songs in my class.

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