Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 4 (2025)

Song-Based Approach to Grammar Learning Among Intermediate Learners

Claress Dalleda | Carmelin Mosa

Discipline: Education

 

Abstract:

This study evaluated the grammar competency level of intermediate learners at Sohoton Elementary School, Malimono, Surigao del Norte, through the use of a song-based approach to grammar instruction. It specifically assessed learners’ proficiency in eight grammar components—nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections—using pre-test and post-test measures. A quasi-experimental design was employed, involving an experimental group taught with researcher-developed song-based lessons and a control group taught using conventional methods. Data were analyzed using mean, standard deviation, and t-tests. Findings revealed that both groups initially exhibited developing competence in basic grammar categories, with the lowest performance in adverbs and conjunctions. The experimental group showed marked improvement after the intervention, achieving proficient competence in interjections and developing competence in conjunctions and adjectives. In contrast, the control group showed only minimal gains and even declined in some areas. The post-test results indicated a statistically significant improvement in the experimental group, confirming the effectiveness of the song-based approach. Hence, the study concluded that integrating a song-based approach into grammar instruction is both engaging and effective in enhancing grammar teaching and learning. A compendium of these lessons was developed and is recommended as a practical resource for wider adoption by educators.



References:

  1. Abdul-Majeed, M. R. Hillo, S. S. (2023). Investigating Intermediate pupils Difficulties in Adverbs of Frequency The Statement of the Problem. Journal of English Language for Linguistics and Literary Studies, 1(1), 63-70. https://jellls.aliraqia.edu.iq/index.php/jellls/article/view/10
  2. Abrar, E. Y., & Thamrim, S. W. (2020). Improving Students’ Ability to Identify Parts of Scpeech Through Grammar Translation Method. Jurnal Ilmu Tarbiyah Dan Keguruan, 23(2), 319-327.https://doi.org/10.24252/lp.2020v23n2i11
  3. Adams, S. (2024). Reading Through Music: A Unit of Study Designed for Secondary English Language Arts Students. Hamline University,36-61. https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=2048&context=hse_cp
  4. Ajaj, I. E. (2022). Investigating the Difficulties of Learning English Grammar and Suggested Methods to Overcome Them. Journal of Tikrit University for Humanities, 29(6),45–58.https://doi.org/10.25130/jtuh.29.6.2022.24
  5. Aldaghri, A. A. (2024). Incorporating flipped model in learning English grammar: Exploring EFL students’ intrinsic motivation and attainment. Journal of Language Teaching and Research, 15(3), 642–653. https://doi.org/10.17507/jltr.1503.19
  6. Alrabai, F. (2022). The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention. System, 107.https://doi.org/10.1016/j.system.2022.102821
  7. Anwar, Y.  (2020). How Many Emotions Can Music Make You Feel?, UC Berkeley News. https://news.berkeley.edu/2020/01/06/music-evokes-13-emotions/
  8. Assalamah, T. M. (2020). Enhancing English learning for  elementary students through children’s songs. Sintaksis: Jurnal Bahasa dan Sastra Indonesia, 2(4). https://doi.org/10.61132/sintaksis.v2i4.957
  9. Astutik, D., Sari, R. N., & Nurhayati, S. (2024). Music listening in foreign language learning: Perceptions, attitudes, and its impact on language anxiety. Frontiers in Education, 9, Article 137278. https://doi.org/10.3389/feduc.2024.137278
  10. Bao, D. (2023). Exploring the impact of songs on student cognitive and emotional development. International Journal of Visual and Performing Arts, 5(2), 134–143. https://doi.org/10.31763/viperarts.v5i2.1217
  11. Bhāshā, Y. (2020). Teaching English Vocabulary using Song. Journal of English Language Education, 3(1),91-93. https://www.researchgate.net/publication/341988504_Teaching_English_Vocabulary_using_Song
  12. Bsharat, T., Barahmeh, M. & Turkman, J. (2021). The influence of music and educational songs on EFL students’ achievement from their teachers’ perspective in Jenin Region. African Educational Research Journal, 9(2),728-738. https://www.netjournals.org/z_AERJ_21_106.html
  13. Chawla, N. (2022). Some Common Difficulties in the Usage of Different Parts of Speech. Journal of English Language Teaching, 64(4),36-38.https://journals.eltai.in/jelt/article/view/JELT640406
  14. Chaudhary, A., Sampath, A., Sheshadri, A., Anastasopoulos,   A., & Neubig, G. (2022). Teacher perception of automatically extracted grammar concepts for L2 language learning. arXiv preprint arXiv:2211.05604. https://arxiv.org/abs/2211.05604
  15. Dingemanse, M. (2021). Interjections. The Oxford Handbook of Word Classes, ed. Eva van Lier. Oxford: Oxford University Press.  https://doi.org/10.31234/osf.io/ngcrs
  16. Embogama, S. N. (2023). Exploring the Efficacy of Utilizing Song Texts as an Instructional Tool for Teaching the Present Perfect Tenses. Journal of Research in Music, 1(2), 26-34. https://jrm.sljol.info/articles/10.4038/jrm.v1i2.9
  17. Faiqoh, A. T. (2023). Creative approaches to grammar  instruction: A literature review. Teaching English as a Foreign Language Journal, 3(2), Article 1246. https://doi.org/10.12928/tefl.v3i2.1246
  18. Fernandez, A., Mato-Vazquez, D., & Chao-Fernandez, R. (2020). Influence of Musical Learning in the Acquisition of Mathematical Skills in Primary School. Department of Specific Didactics and Research Methods and Diagnosis in Education, 8(11). https://doi.org/10.3390/math8112003
  19. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
  20. Greene, A. (2021). Pronouns: The Importance of Our Everyday Language. Curiosity: Interdisciplinary Journal of Research and Innovation, 2, 1–16. https://curiosity.scholasticahq.com/article/18864-pronouns-the-importance-of-our-everyday-language
  21. Gutiérrez, M. R. (2022). Grammatical Rhapsody: a new perspective on learning grammar using songs Marta Rosell Gutiérrez. Departamento de Filología Inglesa Curso, 41-48.http://uvadoc.uva.es/bitstream/handle/10324/58549/TFG_F_2022_211.pdf?sequence=1
  22. Hamilton, C., Schulz, J., Chalmers, H., & Murphy, V.A. (2024). Investigating the substantive linguistic effects of using songs for teaching second or foreign languages to preschool, primary and secondary school learners: A systematic review of intervention research. System, 124.  http://dx.doi.org/10.1016/j.system.2024.103350
  23. Hunsaker, D. J. (2023). The effect of musical training on second language grammar acquisition. Brigham Young University, 25-34. https://scholarsarchive.byu.edu/etd/9891
  24. Iranpour, S. (2022). Effect of music in grammar teaching on EFL students’ motivation and achievement. Journal of New Trends in English Language Learning, 1(3), 74–87.
  25. Irfan, R., Dr. Ali, s. & Naveed, M. Investigating The English Grammar Learning Difficulties Among Elementary-Level Students. Palarch’s Journal Of Archaeology Of Egypt/Egyptology, 20(2), 1875-1891.https://archives.palarch.nl/index.php/jae/article/view/11973
  26. Jones, B. D. (2020). Engaging second language learners using the MUSIC model of motivation. Frontiers in Psychology, 11, 1204. https://doi.org/10.3389/fpsyg.2020.01204
  27. Kasap, S. (2023). The impact of musical skills on foreign language anxiety. European Journal of English Language Teaching, 8(2), 1–12. https://doi.org/10.46827/ejel.v8i2.4782
  28. Kim K., Joo K.-J. (2021). L1 transfer in the interpretation of L2 reflexive pronouns by child learners of Korean. The International Journal of Bilingualism: Cross-Disciplinary, Cross-Linguistic Studies of Language Behavior, 25(6), 1529–1544.https://doi.org/10.1177/1367006921102890
  29. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press
  30. Kumar, T., Akhter, S., Yunus, M. M., & Shamsy, A. (2022). Use of music and songs as pedagogical tools in teaching English as a foreign language. Education Research International, 2022, Article 3384069. https://doi.org/10.1155/2022/3384069
  31. Lan, Y.-J., & Shadiev, R. (2020). Facilitating EFL students’ grammar learning performance and behaviors: A contextual gaming approach. Educational Technology Research and Development, 68(5), 2451–2471. https://doi.org/10.1007/s11423-020-09720-5
  32. Levy, A., Granot, R., and Peres R. (2024). Lyrics do matter: how “coping songs” relate to well-being goals. The COVID pandemic case. Frontiers in Psychology, 15.https://doi.org/10.3389/fpsyg.2024.1431741
  33. Ly, C. K. (2024). The Importance of Grammar in Language Teaching and Learning. Ho Chi Minh University of Food Industry,187-189. https://ssrn.com/abstract=4897169
  34. Maherni, N. K. D., & Ratminingsih, N. M. (2021). The implementation of song technique in teaching English for junior high school students. Language and Education Journal Undiksha, 4(2), 125–131. https://doi.org/10.23887/leju.v4i2.34637
  35. Maili, S. N., Ayu, D., & Sondari, E. (2022). Student Perceptions on Parts of Speech After Taking Integrated English. Jurnal Basis, 9(2), 343. https://doi.org/10.33884/basisupb.v9i2.6349
  36. Murphey, T. (1990). Song and music in language learning: An analysis of pop song lyrics and the use of song and music in teaching English to speakers of other languages. Peter Lang.
  37. Omolara, I. (2023). The Method of Teaching English Using Music. International Journal Papier Public Review, 4(1), 1-7. https://doi.org/10.47667/ijppr.v4i1.187
  38. Papadimitriou, I., & Jurafsky, D. (2020). Learning music helps you read: Using transfer to study linguistic structure in language models. arXiv preprint. https://arxiv.org/abs/2004.14601
  39. Pavia, R., et al. (2022). Effects of songs on implicit vocabulary learning: Spoken‑form recognition, form‑meaning connection, and collocation recognition of Iranian EFL learners. Frontiers in Education, 7, 797344. https://doi.org/10.3389/feduc.2022.797344
  40. Quan, W. (2024). Innovative Approaches to English Grammar Teaching and Learning Outcomes. International Journal of New Developments in Education, 6(5), 172-177. https://doi.org/10.25236/IJNDE.2024.060527.
  41. Rahayu, R.A., P. (2022). The Effect of Song as Medium Towards Students’ Grammar Mastery Across Perceptions. IOSR Journal of Research & Method in Education (IOSR-JRME, 27(4), 2279-0837. https://www.iosrjournals.org/iosr-jhss/papers/Vol.27-Issue4/Ser-1/A2704010105.pdf
  42. Ramadhani, S., & Ovilia, R. (2022). Understanding parts of speech by EFL students to ease them in constructing an english sentence. Journal of English Language Teaching, 11(4), 359-368. http://ejournal.unp.ac.id/index.php/iel
  43. Robertson, K. (2020). Music and language learning. Colorín Colorado. https://www.colorincolorado.org/article/music-and-language-learning
  44. Rosyada-AS, A., & Apoko, T.W.(2023). Investigating English vocabulary difficulties and its learning strategies of lower secondary school students. Journal of Languages and Language Teaching, 11(3), 489-501.https://doi.org/10.33394/jollt.v11i3.8404
  45. Saengboon, S.,  Panyaatisin, K. & Toomaneejinda, A. (2022). The Roles of Grammar in English Language Teaching: Local Viewpoints. PASAA, 63(1), 179-204. https://digital.car.chula.ac.th/pasaa/vol63/iss1/7
  46. Saldıraner, G. & Cinkara, E. (2021).  Using Songs in Teaching Pronunciation to Young EFL Learners. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 119-141. https://files.eric.ed.gov/fulltext/EJ1335005.pdf
  47. Schurz, A., & Coumel, M. (2023). Grammar teaching in ELT: A cross-national comparison of teacher-reported practices. Language Teaching Research, 27(4), 577–600. https://doi.org/10.1177/13621688211065445
  48. Sermsook, O., Hashim, H., & Dik, B. (2021). Navigating grammar challenges: Students’ struggles and paths to success. Language Education Today, 12(1), 52–67.
  49. Shao, K., Nicholson, L. J., Kutuk, G., & Lei, F. (2020). Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model. Hypothesis and Theory article, Frountiers Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02142
  50. Shin, S. (2021). Teaching English through songs: Improving grammar and vocabulary acquisition in EFL classrooms. Asian EFL Journal, 25(3), 142–159.
  51. Sonali, P. S., Thadhee, H., & Wasana, M. (2021). Songs as Listening Materials to Achieve Grammatical Competence in Grade Eleven Learners of English as a Second Language. Proceedings of the 7th International Research Conference on Humanities & Social Sciences (IRCHSS.  https://ssrn.com/abstract=3809167
  52. Sonomura, M., & Choe, A. (2020). Neural overlap in music and language processing: A neurocognitive perspective. Neuroscience Review, 17(1), 44–58.
  53. Tran, T. & Sukying, A. (2024): Overcoming Barriers: Enhancing English Adverbial Mastery among EFL Learners, Journal of Language and Communication 29(46),61-82.https://lcjournal.nida.ac.th/main/public/abs_pdf/journal _v29_i46_3.pdf
  54. Valentino, M. A. (2022). Effects of music on second language acquisition. International Journal of Scientific and Engineering Research, 13(5), 1099–1105. https://www.researchgate.net/publication/361450224_Effects_of_Music_on_Second_Language_Acquisition
  55. Vallejo, J., & Ortega, M. I. (2024). The impact of song-based english lessons in the motivation of efl students. Religación Revista de Ciencias Sociales y Humanidades, 9(42. https://doi.org/10.46652/rgn.v9i42.1244
  56. Váradi, J. (2022).  A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning. SAGE Publications, 12(1). https://doi.org/10.1177/2158244021106850
  57. Vidhya, V. & Sreelatha, S.  (2025). Effectiveness of Rhymes in Leraning Grammar at Middle School Level. Online Open Access, 58(2). https://tianjindaxuexuebao.com/dashboard/uploads/1.14831973.pdf
  58. Weijters, B., Baumgartner, H., & Schillewaert, N. (2023). The impact of background music on learners: A systematic review and meta-analysis. Psychology of Music, 51(6), 1598–1626. https://doi.org/10.1177/03057356231153070
  59. Widya, L. F. S., & Soegianto, G. F. (2020). Intermediate grammar students’ motivations in learning English. Satya Widya Journal, 36(1), 35–44. https://doi.org/10.24246/j.sw.2020.v36.i1.p35-44
  60. Yuliarini, N. L. E. (2022). The use of song in improving students’ listening skill. Indonesian Journal of Educational Research and Review, 5(2), 226–233. https://doi.org/10.23887/ijerr.v5i2.48760
  61. Zaatar, M., Alhakim, K., Enayeh, M.,  & Tamer, R. (2024). The transformative power of music: Insights into neuroplasticity, health, and disease. Elsevier Inc, 35, 1-8. https://doi.org/10.1016/j.bbih.2023.100716.
  62. Zeromskaite, E. (2014). The potential role of music in second language learning: A review article. Psychology of Music, 42(5), 743–758. (Cited in 2024 research)

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic