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.