IMPROVING THE MUSIC READING PERFORMANCE

OF THE II 4 STUDENTS THROUGH

THE USE OF THE SO FA SYLLABLES WITH MUSICAL
SCORES O
F THE NARVACAN NATIONAL CENTRAL HIGH SCHOOL
S.Y. 2014 2015

ACTION RESEARCH

FEBE NAMNAMA L. BOSE

Master Teacher I

NARVACAN NATIONAL CENTRAL HIGH SCHOOL

Narvacan, Ilocos Sur
S.Y. 2014 2015
I. INTRODUCTION
Music has been always a part of mans life, whether you are a music
lover or not. You can hear music everywhere. Music that influence mans life.
Its inspire man to work. The study of music may insure the development of
the so called well integrated or well rounded personality which allows an
individual to live fully, happily and efficiently especially in a democratic
society.
Music plays an important role in promoting creative democracy. Many
musical activities like in rondallas, orchestras, band group dancing and glee
clubs are developed through music. These activities provides intimate
sharing of experience through social situations.
Music and the study of phases and aspects develops mental prowess.
When we read music, we coordinate the physiological functions of seeing the
rhythm, reading the lyrics and properly interpreting the song.
II. PROBLEM:
Observation shows that students find difficulty in reading musical
notes.
III. PROBABLE CAUSE:
1. No interest in music and reading musical notes
2. Non exposure of the lesson during their classes on the lower years
IV. ALTERNATE COURSE OF ACTION:
1. Giving more exercises on reading musical notes
2. Use the so fa syllables to improve the music reading performance
in music class.
With the desire of the researcher to improve the music performance of the II
4 students, the alternate cause of action is the use of the sofa syllables
with musical scores.
V. STATEMENT OF THE PROBLEM:
This action research aims to determine the improvement of music
reading performance of the II 4 students of the Narvacan National Central

High School, Narvacan, Ilocos Sur during the S.Y. 2014 2015, through the
use of so-fa syllables with musical scores.
Specifically, the action research will answer the following questions
1. What is the level of music reading performance before and after the
use of SO-FA syllables?
2. Is there a significant difference between the achievement level of the
music reading performance of the II 4 students before and after the
use of so-fa syllables?
VI. SIGNIFICANCE OF THE STUDY:
Music education as one of the component areas of MAPEH has been
neglected as subject and is taken for granted by most secondary students
and teachers. This is due to inadequate knowledge on the part of the teacher
teaching the subject and the lack of interest on the part of the students. The
role of music in the development and in shaping the students personality
should not be overlooked especially this time of moral crises. With the
increasing importance of music in the secondary schools marked in the
legalization of teaching music, making it as a part of the curriculum and the
significant role that music plays an important role on the life of the school
youth, there is a need to strengthen the secondary music education.
According to Maceda, Maceda and Atabug (1964) it is the job of a
teacher to start and help the students develop in an over widening and
enriching series of experiences.
Ramos (1974) of the UP college of music, expounded his in his lecture
entitled New Development in Music on Teachers Training Level for the
rhythmic movement and instrumental playing is very vital in music teaching.
An integral aspect of all these subject areas in music are reading a process
which puts to task a number of specific skills. The need for music education
has been consistently emphasized by authorities in music teaching.
Leonhard and House (1959) maintain that music reading provides the
key that will open us for every child increasingly large areas of music
understanding and resources. The ability to read musical score helps lead to
the development of music mindedness and high degree of musicianship.
VII. DEFINITION OF TERMS:
1. Music reading the coordination of the eye and the ear to transfer
musical symbol to music, with the eye and the mind interacting in
comprehending and executing tonal and rhythmic relations.

2. Musicianship refers to an individuals general mastery of the

knowledge skills and aesthetic value or the music itself.
3. Musical score is the notation of the song and the music.
4. SO FA syllables are the singing names of the notes and these are
the do re mi fa so la ti do.
5. Teaching techniques means any regular way or orderly procedure
employed by the teacher in guiding the students in order to
accomplish the aims of the learning situation.
6. Effectiveness refers to the gains in achieving the result of instruction
as shown in the posttest.
VIII. HYPOTHESIS:
The researchers is guided with the alternate and the null hypothesis.
Alternative Hypothesis:
There is a significant difference between the reading performance
before and after the use of so-fa syllables.
Null Hypothesis:
It has no significant difference between the reading performance
before and after the use of sofa syllables.
IX. EXPERIMENTATION AND ACTION:
The action research will use one group pretest design. One section
used in the study. The design is illustrated below
PRETEST
Performance level in
music reading

POSTTEST
Use of SO-FA syllables

Performance level in
music reading

X. SOURCES OF DATA:
The data of this action research was gathered among the II 4
students taught by the researcher S.Y. 2014 2015. Result of the
achievement test administered from the pretest and the posttest were used.
XI. RESEARCH AND INSTRUMENTATION:

The Researcher constructed and validated musical reading notes for

the research. This instrument was used before instruction (pretest) and after
instruction (posttest). The use of the so-fa syllables with musical score was
used for every lesson.

XII. DATA GATHERING

Prior to the conduct of this action research the proposal was presented
to the school head for approval. Meantime the use of so-fa syllables was
used by the researcher during the instructional process in her music class.
XIII. STATISTICAL TREATMENT:
1. The arithmetic mean is used to described the performance level of
students in music reading performance of the II 4 checked with
norm for interpretation are as follows:
93 100 Outstanding (O)
87 93 Very Satisfactory (VS)
81 86 Satisfactory (S)
75 80 Fair (F)
Below 75
Poor (P)
2. T test for dependent samples was used to described the significant
difference between the pretest and posttest under the .05 level of
significance.
XIV. DUMMY TABLES:
Table 1. Mean and the level of music reading performance.

Table 1 Mean and the level of Performance in the pretest and the
posttest
Scores

Mean

Pretest
Posttest

50
80

Standard
Deviation
13.51
13.04

Level
Achievement
Poor
Fair

Table II Difference before and after the test

Statistic Used
Mean Before
Mean After
Mean
Difference
T Computed
T Tabled

Values
50
80
30
11.45
1.684

Interpretation
Poor
Fair
------------------------Significant
-------------------------

Decision

Reject HO

of

Under the .05 level of significance

XV. SUMMARY, CONCLUSION AND RECOMMENDATION:

This action research was conducted for the purpose of answering the
following questions.
1. What is the level of performance before and after the use of SO-FA
syllables?
2. Is there a significant difference before and after the use of SO-FA
syllables?
3. With the use of 40 students of the II 4 student, the use of SO-FA
syllables in music reading was employed. A one group of pretest
posttest design was used.
XIV. FINDINGS:
The action research yielded the following results:
1. There was a poor performance in music reading before the use of SOFA syllables with a mean of 50.
2. There was a fair performance in music reading after the use of SO-FA
syllables with a mean of 80.
3. As shown in the result of the t-test under the .05 level of significance.
XIV. RECOMMENDATIONS:
1. I recommend that music teachers should continue using the SO-FA
syllables to increase the readiness and effectiveness of reading music.
Remember that in this case we are developing our students to love
music.
2. Give students more reading activities to enhance their reading skills.
3. More trainings should be given to music teachers in order that they can
impart to the students their lesion well.

Prepared by:
FEBE NAMNAMA L. BOSE
Master Teacher I
Noted by:
JOCELYN V. THOMPSON
Head Teacher I
MAPEH Department
Approved by:

EMILIO G. AYSON JR.

Principal IV