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1.0 INTRODUCTION 1.1 Background Georgi Lozanov (1979) argued that human brain could process great

quantities of material if given the right conditions for learning among which

were a state of relaxation created by music (as cited from Brown, 2001).

Music seems to enhance the process of learning as what underlay

Suggestopedia method that had once prevailed as a language teaching

method. However, In ‘Program Pemantapan Wawasan Dan Pembangunan

Akademik”, a programme held in UiTM Faculty of Education on 19 to 20 July,

2008 which had been attended by approximately 70 B.Ed TESL part 3

students, Mrs. Rosilawati Sueb, an education lecturer, stated that people can

study better in a quiet place without the use of music.

The effect of music in learning is questionable because the two theories seem

to contradict as both theories respectively support and reject the use of music

in learning. It is important to identify the effects of music in learning since the

practice of listening to music while studying specifically in reading and writing

is prevalent among the students of faculty of education in the lecture room,

library and other places. Thus, an investigative report must be carried out in

order to investigate the effects of the music on their performance in written

language skills. The skills are narrowed to written language skills since these

skills are really important in learning and they constitute the most applied skills

in academic activities. The investigation was carried out on TESL students of

the faculty in order to identify the effects of listening to music in the written

language skills.

1.2 Terms of Reference

On 23 July 2008, Madam Usdiyati, a senior lecturer at Academy of Language

Studies for BEL 422: REPORT WRITING, had requested Mohd Sirhajwan

Idek, Ahmad Taufik Mohd Tahir and Ibrahim Ismail as the students of ED220

TESL in Faculty of Education, UiTM, to carry out an investigation of an issue

which was the effects of listening to music on the written language skills

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among TESL students at UiTM. She requested the report to be submitted on

24 September 2008.

1.3 Purpose

The purpose of this report is to investigate the effects of listening to music on

the written language skills among B.Ed TESL UiTM students. It aims to

identify the influences of music on the factors of reading and writing, how they

affect the factors and the application of music on the students’ performance in

the written language skills; reading and writing. As the required information is

obtained, the students and the faculty itself will be able to consider the

appropriate practice of reading and writing in order to help them to perform

these skills better.

1.4 Scope

The focus of this report is on the effects of listening to music on the written

language skills by both male and female TESL students of the sophomore

year in the faculty. The investigation was centred on the effects of music on

reading and writing in order to identify the influences of music on the factors of

reading and writing and the application of music in the two skills on the basis

of these effects. Only TESL students of the sophomore year part 3 were

selected as the respondents which consist of 50 students. The survey was

conducted on 16 August 2008 from 8 A.M. to 7 P.M in the faculty of education,

UiTM.

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2.0 METHODOLOGY

Background information was acquired from the survey conducted on the 50

TESL students in the faculty and it was supported by relevant literature.

2.1 Survey

There were 50 respondents involved. They were the TESL students of

sophomore year in the faculty, who were all selected from the two streams of

students, namely the mainstream programme and the link programme. Two

teacher training institutes were involved in the link programme. In order to

ensure the validity of our findings, all the different streams of the TESL

students were excluded. There were 186 TESL students of sophomore year in

the faculty and 50 of them were selected as the respondents. The suggested

10 percent of respondents was exceeded by the percentage of our

respondents, which was 27 percent. The questionnaires were distributed to

the respondents both individually and as a group and were collected within 5

to 10 minutes, immediately after the respondents had completed the

questionnaires. The questionnaires which were in the form of brochures were

made up of 15 questions of closed and open-ended questions.

2.1.2 Pilot Survey

Prior to the implementation of the survey, a pilot survey had been done to

ensure the effectiveness of the questionnaires. It was conducted on 10 TESL

students at 6 August 2008, at the Faculty of Education. The responses

received were good as they answered the questions appropriately and a solid

finding was produced from the responses. The viability of the topic and the

practicability of the methodology were justified by the responses.

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2.1.3 Limitation

The limitation of the investigation was the geographical width. It was narrowed

to the TESL students of Faculty of Education due to the time and

management factors that imposed difficulty on wider geographic area of

investigation. The efficient implementation of the survey on all students was

hindered by the conflicting schedule among the students on the basis of

programmes and parts. In addition, the location of the Faculty of Education

was separated from the other faculties which were mostly situated in the main

campus of UiTM. Thus, the respondents were selected from the TESL

students of sophomore years especially part 3 in order to facilitate the

investigation.

2.2 Library Search

Library search had been also carried out in INTEC Library of Faculty of

Education to obtain pertinent and relevant works which can be utilized to

support the data we have analyzed.

2.3 Data Analysis

The data from the survey were collected and analyzed. Frequency counts

were obtained from closed questions through the use of tally marks and the

grouping of similar responses was utilized for open-ended questions. Overall

totals were converted to graphs.

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3.0 FINDINGS AND DISCUSSION

3.1 Observation

Observation had been carried out randomly in several places in the faculty;

lecture room, library, cafeteria and TESL square. It was found that a quarter of

the students actually adopted the habit of listening to music while doing

reading and writing. The habit was most prevalent in the library followed by

the lecture room.

MP3 players and mobile phones were the most used devices by the students

to listen to music. The portability and efficiency of these devices were the

reasons that they were most preferred by the students. The range of reading

materials and type of writing materials read by the students who listened to

music varied from academic materials to non-academic materials.

3.2 Survey / Questionnaire

A questionnaire, consisting of eight items, was administered to 50 students of

the Faculty of Education.

3.2.1 Detail of Respondents

All of the respondents were studying in Faculty of Education in UiTM on the

third semester of their course.

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3.3 Genre of Music

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37

9

8Pop

R & B

Rock

Country

Others

Figure 1: Genre of Music

Figure 1 shows the genre of music that the respondents listen to. Out of 50

respondents, 9 (18%) preferred R&B music, followed by Pop music with 8

respondents (16%). 7 respondents (14%) went for Rock music and 3 (6%)

voted for Country music. The rest of the respondents (36%) chose more than

one genres of music to be listened when they were reading and writing. The

genre of music preferred by the respondents was crucially vital in the

investigation because it affected their reading and writing. According to

Whitley (1940), he claimed the different kind of music had different effects

upon the learning process (as cited from Lundin, 1967).

R&B, Pop and Rock music were among the most preferable music as

compared to Country music. The respondents preferred to listen to strongly

rhythmic, loud and exciting music rather than soft and slow number such as

country. Whitley (1940) added that tempestuous type of music was more

distracting than smoother music. In this case, most respondents presumably

were confronted with difficulty in learning while listening to music since the

genre they chose served to distract attention (as cited from Farnsworth

(1969).

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3.4 Places to be Equipped with Background Music

Figure 2: Place to be Equipped with Background Music

Figure 2 shows the percentage of places that could be equipped with

background music in the faculty. 31 (62%) respondents preferred cafeteria as

their favourite place to be equipped with background music, followed by library

with 8 (16%) respondents, as well as hall with 7 (14%) respondents. The

remaining 1 (2%) respondent had answered more than one option.

Cafeteria is the most preferable place because it is a place for the

respondents to have their leisure and meal. Thus, the availability of

background music meets their need of music in the place. In fact, music can

boost their pleasure and benefit them when they are having their meals.

According to Pavlov (1928), he said that music could promote the flow of

digestive juices by arousing the pleasurable emotions (as cited from Lundin,

1967). Lundin (1967) added that in fashionable eating places, dinner music

accompanied the meal. He also added that music could serve to elicit a

pleasurable response while one was eating and gave a feeling of repose. The

functions of music fulfilled the need of the respondents who came to the

cafeteria for leisure and to have their meals.

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7

31

8

3

0

5

10

15

20

25

30

35

Lectureroom

Library Cafeteria Hall Others

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The background music was compatible to the purpose of leisure and eating in

the cafeteria. Litch (1946) mentioned that music should be unobtrusive and

lack stimulating qualities that attracted attention if the music was to aid

digestion. Thus, the most appropriate music was soft and slow (as cited from

Lundin, 1967). These characteristics correspond with the background music

which is instrumental and smooth.

3.5 Reasons of Listening to Music while Reading and Writing

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6

30

53

Boost concentration

Handle stressGain relaxation

Generates ideas

Others

Figure 3: Reasons of Listening to Music during Reading and Writing

The main reasons of listening to music during reading and writing by the

respondents are show in Figure 3. Out of 50 respondents, 30 (60%) of them

listened to music in order to gain relaxation, while 6 (12%) respondents

answered that it helped them in generating ideas. 5 (10%) respondents

believed that music could help them in handling stress while the other 3 (6%)

respondents turned to music in order to boost their concentration. The

remaining 6 (12%) respondents believed that that they had other reasons why

they listened to music.

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3.6 Types of Reading Materials

3

30

3 3

11

0

5

10

15

20

25

30

35

Academicwriting

Magazine Newspaper Blog Others

Figure 4: Types of reading materials

Figure 4 shows types of reading materials read by the respondents when they

are listening to music. In reading part, 30 (60%) respondents preferred to

listen to music when they were reading magazine. Equally, 3 (6%)

respondents preferred to listen to music when they were reading each

academic writing, newspaper, and blog. 11 (22%) respondents preferred other

reading materials.

3.7 Types of Writing Materials

1011

8

12

9

0

2

4

6

8

10

12

14

Academicwriting

Diary E-mail Blog Others

Figure 5: Types of writing materials

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Types of writing materials written by the respondents when they are listening

to music are shown in Figure 5. In contrast with writing part, 12 (24%)

respondents preferred to listen to music when they were writing diary. 11

(22%) respondents listened to music when they were writing blog, while 9

(18%) respondents turned to music when they were writing academic writing.

Only 8 (16%) respondents listened to music when they were writing e-mails.

The remaining 10 (20%) respondents listened to music when they were doing

other types of writing.

3.8 The Effects of Listening to Music in Reading and Writing

0

5

10

15

20

25

30

35

Moderate Good Excellent

Concentration

Attention span

Speed ofperformanceEnthusiasm

Relaxation

Figure 6: Factors which are influenced when listening to music during reading

0

5

10

15

20

25

30

35

Moderate Good Excellent

Concentration

Attention span

Speed ofperformanceEnthusiasm

Relaxation

Figure 7: Factors which are influenced when listening to music during writing

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Figure 6 and Figure 7 both show the factors which are influenced when

listening to music during writing and reading. These five factors are

concentration, attention span, speed of performance, enthusiasm and

relaxation. The results are as follows:

3.8.1 Concentration

Reading

It was found that 30 respondents (60%) claimed that their concentration in

reading was moderate when they listened to music while 19 (38%) of them

answered that their concentration was good. Only 1 respondent (2%)

answered that his or her concentration became excellent in reading while

listening to music.

Writing

Of the total 50 respondents, it was found that 30 respondents (60%) claimed

that their concentration in writing was moderate while listening to music and

13 (26%) answered that their concentration became well. Only 7 respondents

(14%) answered that their concentration increased.

Most respondents stated that their concentration in both reading and writing

was moderate when listening to music because the presence of music

required them to actually divide their attention on reading or writing and

listening to music. According to Purdie (1997, 212), music could arouse

attention, and thus actively engaged attention and memory system (as cited

from Thaut, M.H (2005)). Thus, the respondents were confronted with the

difficulty of giving full concentration in reading and writing as the music

consumed some of their concentration which resulted in their moderate

attention. This was strongly supported by McFarland and Kennison (1987)

who assumed through their studies that the right hemisphere of the brain

processes music. They found that participants required greater effort to

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successfully learn a task with the presence of music (as cited from Andrea, et

al., 2008).

3.8.2 Attention Span

Reading

It was found that 25 respondents (50%) stated that their attention span in

reading remained moderate while listening to music. 20 respondents (40%)

claimed that their attention span increased while the remaining 5 (10%)

answered that their attention span in reading was excellence while listening to

music.

Writing

It was found that 26 respondents (52%) answered that their attention span in

writing remained moderate while listening to music. 15 respondents (30%)

claimed that their attention span was good while the other 9 (18%) stated that

their attention span became excellent.

Almost half of the respondents stated that their attention span increased in

both reading and writing while the other half asserted that their attention span

remained moderate. The attention span increased because the presence of

music actually stimulated their attention as what has been suggested by

Mortal et Al (1990) that music improved capacities for attention and decreased

distractibility (as cited from Thaut, M.H, 2005). However, if they failed to

balance their attention in juggling two activities at one time, their attention

would probably remain either moderate or decrease. Thauth,M.H (2005)

claimed that music provided multiple layers of information, and thereby

stimulated more than one level of attention. Thus, their complete attention

would be divided into two activities; reading or writing and listening to music

which required extra efforts from the respondents to cope with.

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3.8.3 Speed of Performance

Reading

Of the total 50 respondents, it was found that 20 (40%) of them stated their

speed of reading was good as they listened to music while 26 (52%) believed

that their speed in reading remained moderate. Only 4 (8%) answered that

their speed was excellent.

Writing

It was found that 24 respondents (48%) answered that their speed in writing

remained moderate while listening to music and 21 (42%) of them claimed

that their speed in writing was good. Only 5 (10%) of the respondents claimed

that their speed in writing reached excellence.

Music exerted some influence in increasing the speed performance of reading

as it boosted their ability to comprehend the text. A study conducted by Hall

(1952) found that 60% of his junior high-school students did better on the

Nelson Silent reading test while listening to background music (as cited from

Lundin,1967). This study indicated that listening to music while reading could

boost the performance in reading. However, there were many respondents

claimed that music did not enhance their speed in reading. The level of

difficulty of the reading materials is essential to be considered as the factor of

the moderate speed because Frendrick (1937) demonstrated that music

served as a definite distraction on reading very difficult material ( as cited from

Lundin, 1967)

On the other hand, music increased a proportion of the respondents’ speed of

performance in writing but another proportion of the respondents claimed that

their speed of performance in writing remained moderate. The respondents’

speed in writing was moderate because they tended to slow down while

writing since they were inclined in making more errors. According to

Farnsworth (1969), he asserted that if rhythm was not adapted to the rhythm

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of the work, it reduced accuracy in typewriting and handwriting; the result

would be shown in an increase number of errors. However, if the rhythm was

compatible to the rhythm of the work, it could probably enhance the speed

because it would produce the opposite result. This explained the reason that

another proportion of the respondents believed that music increased their

speed in writing.

3.8.4 Enthusiasm

Reading

It was found that 27 of the respondents (54%) answered that their enthusiasm

in reading became good while the other 15 (30%) stated that their enthusiasm

in reading remained moderate. Only 8 (16%) stated that their enthusiasm

increased to excellence.

Writing

It was found that 21 respondents (42%) claimed that their enthusiasm in

writing became good while listening to music while the other 20 (40%) stated

that their enthusiasm remained moderate. Only 9 (18%) answered that their

enthusiasm was excellent.

A majority of the students claimed that the presence of music enhanced their

enthusiasm when they were reading and writing. According to Lundin (1967),

he claimed that music gave rise to changes in the rate of physiological

reactions which among was excitement. Weld (1912) stated that music

increased blood pressure and heart rate (as cited from Lundin, 1967).

The changes in these physiological reactions were the factors which led to the

increase of enthusiasm of the respondents when they listened to music while

reading and writing because enthusiasm is associated with the active

increasing in heart rate and blood pressure which spur the emergence of

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excitement. Thus, the students became more enthusiastic in reading and

writing with the presence of music.

3.8.5 State of Relaxation

Reading

It was found that 21 (42%) of the respondents responded that their state of

relaxation became good as they read while listening to music while the other

18 (36%) stated that their state of relaxation became excellent. Only 11 (22%)

respondents answered that their state of relaxation remained moderate.

Writing

Of the total 50 respondents, it was found that 17 (34%) claimed that their state

of relaxation in writing became excellent while listening to music. Similarly,

another 17 (34%) answered that their state of relaxation remained moderate.

The other 16 (32%) answered that their composure was good.

Majority of the respondents said that the presence of music enhanced their

relaxation. Paul R. (1969) said that there was a fairly strong relationship

existed between the feeling of restfulness and the pleasantness of music. He

added that after listening to our favourite composition, most of us would feel

more alert and rested. This suggested that the respondents gained relaxation

as they were listening to the music that they liked since the interest on the

music was inextricably linked with the relaxation elicited from the music.

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3.9 Summary of Findings

Following is a summary of the major findings of this study.

• It was found that only 6% of respondents listen to country music.

• 62% of respondents preferred cafeteria to be equipped with

background music.

• 60% of respondents listened to music in order to gain a sense of

relaxation.

• Nearly three-quarters of respondents read magazines while they were

listening to music.

• It was found that 24% of respondents chose to write their diary when

they were listening to music.

• 40% of the respondents gained better concentration in both reading

and writing while listening to music.

• Half of the respondents had moderate attention span in reading and

writing while listening to music.

• 56% of respondents had better speed of performance when they were

reading and writing while listening to music.

• Nearly three-quarters of respondents felt very enthusiastic about their

reading and writing while listening to music.

• 72% of respondents claimed that they gained a sense of relaxation

when they were reading and writing while listening to music.

• Out of 72%, 35% had gained an excellent relaxation.

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4.0 CONCLUSIONS

From the findings, several major conclusions can be deduced:

4.1 The Selection of Music Genre

The genre of music which is selected by the respondents affects most of the

factors. Smooth and soft instrumental music serves to enhance the speed of

performance and state of relaxation of the respondents while the loud and fast

music is inclined to serve as a disturbance on these two categories.

4.2 The Preference of Music

It can be concluded that the use of music in reading and writing is more on the

purpose of leisure or entertainment as to provide relaxation to the

respondents rather than academic purpose. The application of the music for

such purpose can be clearly seen in types of reading and writing materials:

4.2.1 Types of Reading Materials

It can be concluded that there is an apparent lack of the use of music for

listening in reading academic reading. It is caused by the effect of music that

does not enhance concentration of the respondents. Their concentration

remains moderate. Majority of the respondents prefer to listen to music while

reading magazine. They only listen to music while reading for leisure or

entertainment.

4.2.2 Types of Writing Materials

It can be concluded that the writing performance in academic writing while

listening to music received the least percentage. Listening to music is not

effective in increasing the concentration respondents in writing academic

writing. In fact, their concentration and attention span remain moderate. The

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majority of the respondents prefer to listen to music while writing diary and

others.

4.3 Level of Concentration

It can be concluded that listening to music while reading and writing has less

effect on the enhancement of respondent’s concentration. Majority of the

respondents’ concentration remained moderate while performing these two

language skills. In fact, music can even interrupt their concentration.

4.4 Provision of Background Music

There is an apparent lack of preference on the provision of background music

in lecture room since the use of music will only interrupt the concentration and

attention span of majority of the respondents. Majority of the respondents

prefer that cafeteria should be provided with background music. The provision

of background music is more preferable in the cafeteria since it is a place for

leisure while lecture rooms involve good concentration and attention span

during lecture.

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5.0 RECOMMENDATIONS

On the basis of the conclusion, the B.Ed TESL students and the Faculty of

Education itself should consider several recommendations:

5.1 The Selection of Music Genre

It is recommended that the B.Ed TESL students and the Faculty of Education

should consider the selection of the genre of music if it is to be used in

reading and writing because it affects the performance of the two skills. It is

advised that soft and smooth instrumental music should be selected as it

serves to provide an environment conducive to learning more than loud and

fast music with songs.

5.2 The Application of Music in Reading and Writing

It is recommended that the effectiveness of the students’ performance in

these two skills should be effective and efficient especially for academic

purpose. It is vital for the students to be able to create or obtain atmosphere

conducive to their performance of reading and writing. Thus, the B.Ed TESL

students and the Faculty of Education especially the lecturers as educators

should not use or reduce the use of music in reading and writing for academic

purpose since it does not enhance the concentration and attention span of the

students during any academic activities such as revision and lecture.

5.3 Level of Concentration

It is recommended that B.Ed TESL students should reduce the use of music in

writing and reading because music is not effective in increasing the level of

concentration for most of the respondents. Thus, the prevention of the use of

music in reading and writing can maintain or enhance their concentration in

their performance.

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5.4 Provision of Background Music

It is recommended that background music should be provided in cafeterias.

The faculty should equip the cafeterias with background music as majority of

the respondents preferred cafeterias to be provided with background music.

Cafeteria is associated with leisure activity especially eating and it does not

necessarily require atmosphere conducive for studying. Thus, the presence of

music suits the leisure purpose.

6.0 CONCLUSION

As undergraduates, reading and writing are inextricably linked with the

students’ performance in their study. The implementation of the

recommendations will better benefit the students. The B.Ed TESL students

should be able to perform more efficient and effective performance in the two

language skills which will produce quality outcome of their reading and writing.

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REFERENCES

Andrea et al (2003, September 10). Does music really help? Retrieved August

09, 2008, from http://juscience.wcp.muohio.edu/nsfallo3/proposal

articles/doesmusicreallyhelp.htmp

Brown (2001). Teaching by Principles: An Interactive Approach to Language

Pedagogy. New York: Addison Wesley Longman.

Farnsqorth, Paul R. (1969). The Social Psychology of Music. Iowa: The Iowa

State University Press.

Lundin, Robert W. (1967). An Objective Psychology of Music (2nd Edition).

USA: The Ronald Press Company.

Thaut, M. H. (2005). Rhythm, Music and the Brain. USA: Taylor and Francis

Group