Effects of Music-Based Intervention on English Proficiency among Primary School Pupils in Selangor ()
ABSTRACT
Based
on existing research, the current status of English literacy skills among low
performing pupils in national primary schools is a serious cause for concern.
Early intervention to tackle this problem is critical to help children catch up
with the expected educational standards which include speaking, listening,
reading, and writing skills at each level of study. Therefore, this study set
out to investigate the effects of music-based intervention on English
proficiency among primary school pupils by using improvised teaching materials
from the CEFR Year 3 syllabus as material which ought to be able to satisfy students’ require and, both present future
needs and to examine the participation level of pupils from the music-based
intervention. This research employed a
quantitative approach with a pre-test-post-test quasi-experimental design. A total of forty Year Three Students (N = 40 pupils, divided into 2 groups; quasi-experimental and control
group) participated in the study. Data was collected using speaking assessments
and observation checklist. The findings of the study showed that there was a
significant difference between the quasi-experimental groups following
music-based intervention with improvised materials. Students who had gone the
through music-based intervention using improvised materials had showed improvement
not only in the content and vocabulary in the materials, but also their speaking
skills, especially their pronunciation and fluency. Results also illustrated
that the inclusion of a music-based intervention and improvised materials in English
class appears to have motivated the pupils to participate actively in the class
discussion.
Share and Cite:
Yuen, L. (2022) Effects of Music-Based Intervention on English Proficiency among Primary School Pupils in Selangor.
Open Journal of Social Sciences,
10, 99-110. doi:
10.4236/jss.2022.102006.