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

8
Pop
R&B
23 9 Rock
Country
Others
7
3

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

35 31
30
25
20
15
8 7
10
5 3 1

0
Lecture Library Cafeteria Hall Others
room

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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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

3
6 5
Boost concentration
6
Handle stress
Gain relaxation
Generates ideas
Others
30

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

35
30
30

25

20

15 11

10
3 3
5 3

0
Academic Magazine Newspaper Blog Others
writing

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

14 12
12 11
9 10
10 8
8
6
4
2
0
Academic Diary E-mail Blog Others
writing

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

35
Concentration
30
25 Attention span
20 Speed of
15 performance
Enthusiasm
10
5 Relaxation

0
Moderate Good Excellent

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

35 Concentration
30
Attention span
25
20 Speed of
15 performance
10 Enthusiasm
5
Relaxation
0
Moderate Good Excellent

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

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