Writing Lyrics in English to An Indigenous Iban Song-Towards The Efficacy of

Culturally Responsive Pedagogy

Abstract

The purpose of this research is to examine the implementation of culturally responsive

teaching by writing lyrics in English to an indigenous Iban song at rural schools. Action
research was carried out in two cycles for the target respondents rural primary school and
they are consisting of 20 upper level respondents in total. Data was collected via pre and
post-test and survey questionnaires. Data was also analyzed descriptively. The results show
that the respondents were able to show their interest in learning English by writing the lyrics.
From the survey questionnaire, the respondents gave positive responses and they enjoyed
English lesson especially in writing skills. Hence, this study provides an insight on how the
implementation of culturally responsive pedagogy can actually impacted on young English
learners to write better. The limitations of past related studies and future directions for
research and practice were being further discussed.

Keywords: culturally responsive pedagogy, writing, indigenous Iban song, action research,
writing lyrics
CHAPTER 1 : INTRODUCTION

1.1 Background of the Study

It is well regarded that English is a global language. ( David 2003 cited in Yee and
Ganapathy 2017). In Malaysia, it is the second official spoken language. To be able to
master the languages in Malaysia’s education policy is beyond debate especially when it
comes to the use of Bahasa Malaysia and English languages (Malaysia Education
Blueprint 2013-2025). With that, it is best to create an atmosphere that can pull the
learners interest and ways of teaching that resembles the one which is natural to them.
In the education field especially for primary school level, learning English cannot be
based on solely on the provided textbook. The teachers should consider social and
cognitive developments of the learners while teaching the language. Thus, they should
consider creating or adapting materials to suit the learners’ interest, social and cognitive
developments.

One of the best ways to teach English is by using songs. Boothe and Jeff (2003) cited in
Datiin Dibya Tri Utami (2018) stated that popular music has the potential to relate to
people of all ages. This genre of music is of particular interest to young people across
the globe who are enthusiastic about top music artists and bands. Mashayekh and
Hashemi (2011), cited in Romero (2017) described music as a resource that promotes
international communication among people from a diversity of cultural and linguistic
backgrounds. In addition to it, researchers like Paquette and Rieg (2008), cited in
Romero (2017) have highlighted the cognitive, affective, and linguistic benefits of music
by debating how can the use of music helps to develop automaticity, have a weak
affective filter and promote genuine language interactions.

The main purpose of using song is to help the learners to understand English better. As
mentioned by Saricoban and Metin (2000) cited in Margarita Vishnevskaia and Zhen
Zhou (2019), the use of song can help in improving the four skill areas which consist of
listening, speaking, reading and speaking skills. The most vital part would be having the
learners to develop a positive attitude towards the learning process. The use of songs
can create a positive atmosphere and lowered the affective filter. It is believed to be an
efficient way of learning the four skills. With the help of using song lyrics, it can help them
to memorise better. Primarily, a learner may become accustomed to the literal translation
of the target language. The development of the four skills becomes slower as there is not
much exposure to the language. It may cause them to lost interest. Based on Berowa,
 Devanadera & David ( 2018), it is widely accepted that a positive language attitude is a
very essential component determining success in language learning.

Songs certainly been categorized in the group of fun activities which serve as a very
important tool in learning English. It will help the learners to be at ease as they have fun
in learning the language. What more to say when they understand the meaning better
because of the use of their own language. Using songs can be an effective way to
promote language acquisition. Furthermore, it helps in strengthening the grammatical
structures. Their cultural awareness will be developed too since music exists in different
cultures, environment and helps in reflecting one’s culture.

In reality, learners in remote area school are most likely to be exposed with catchy songs
not only during festival time but also in daily life. As the use of internet and other
technology are limited, they rely much on the radio, the only source of entertainment for
them. So, most of them get delighted when an Iban song is played on the radio. By
considering these factors, this study is conducted to find out the effectiveness of writing
an English lyric to an indigenous Iban song towards the efficacy of a culturally
responsive pedagogy.

The purpose of the grammar

translation method was
to help students read and understand
foreign language
literature (Larsen-Freeman, 2000). It
was an efficient
way of learning vocabulary and
grammatical structures.
Through focusing on the rules of the
grammar of the
target language students would
recognize the features
of two languages that would make
language learning
easier. A significant role of this
method is translating
one language into the other. In this
method mastery of
the grammatical rules and
vocabulary knowledge are
emphasized; there
1.2 Statement of Problem

Globalization has contributed to transformation and expansions in our life especially in

education. It is due to the broadening use of internet. As a result, teachers are
challenged to educate the learners in remote area to be a par with the urban area
learners to live in a global society. Across Malaysia, the schools consist of learners from
a diversity language, background, cultures, interests, races and life experiences. In order
to teach English to the learners from diverse backgrounds effectively, the schools in rural
area needs a teacher who can immerse and understand the impact of learners’
community cultures and are able to interact with them based on their background. In
other word, teachers should be the cultural transmitters so that the learners will be able
to learn English with their own cultural perspectives in place.
English is a well-known language. It is one of the most spoken language in the world.
Throughout the centuries, the British Empire expanded and ruled over many different
countries, including us in Malaysia. In many cases, the British forced the people they
ruled over to speak English and some of the uneducated folks can still speak English,
even if it isn’t their main language.

In this present world, the reasons for the variations in their performance in learning and
achievement are based on the geographical location, resources and availability of
technology. Urban area can best describe as an area that are surrounding by cities. It is
well populated areas with complete facilities and equipment compared to remote area
which is sparsely populated areas. It is usually located in the jungle, farmland or country
areas. Certainly, it might be difficult for them to get expose to English language.

One of the challenges in teaching English language in Sarawak mainly at the rural area
is oral communication. The learners often feel ashamed and lack of confidence to speak
in the foreign language. The environment and their background do not support them to
converse in English well. They could not even speak Bahasa Melayu fluently. It might be
a factor for them not to love English language since it is a foreign language. On the other
hand, some of them have set their minds that they have no expectations on studying or
working abroad in the future. They viewed Europe country as an “impossible goal” to be
achieved so there is no need to speak the language. In fact, learning English is one of
the requirements needed to get into next grade.

Motivation is one of the essential factors in learning English. Learners in SK school in

rural areas exhibit a high lack of motivation during English classes. In some cases, that
had been recorded, some of the learners were absence from English tuition class. When
been asked, they mentioned their nuisance with the learning process. These informal
interviews were systematized through a questionnaire aim to ask what demotivate them
in learning the language. This factor might restrain the learners to increase their
language skills as

In most of the remote area schools, learners are not provided with enough opportunities
to practice their English especially when it comes to the use of technology. The spoken
skill of the learners in Sekolah Kebangsaan in rural school is at pitiable level. The main
sources for the rural community to get news from outside world is radio, television and
newspapers. Chalk and talk or other conservative ways of teaching were making them to
feel bored. Especially those who are sitting for UPSR. The exam-oriented class will focus
more on memorising in order to score a better grade. They could not feel the excitement
and fun in learning the language. Their teacher focused more on the explanations on
grammar teaching and they only perceived the learning process as monotonous activity.
Most of them are reluctant to use music in the classroom as they fear that it might
hamper the learning environment and that the lyrics may be too complex for the learners
to grasp. Instead, they assumed that only those who are talented in singing or using
musical instruments can rock the class with the use of song.

Next is the implementation of Common European Framework of Reference or best

known as CEFR. It has made its way to Malaysia in 2013. ( English Language Education
Reforms 2015-2025). The shortage of the qualified English teachers is also there to
adverse the situation. The minimal level for a teacher must achieve is C1. It will be
challenging for the non-expertise to teach CEFR as they failed to reach the minimal
proficiency level as required in the baseline Cambridge English study. The imported
textbooks ( Super Minds) introduced are lack of local content, making it difficult for both
the teachers and learners to relate. It would be an obstacle to teach particularly in the
remote area without explanation on the cultural and contemporary foreign practices that
are unfamiliar to us. The contents are into British-ness. Some good materials should
adapt local context in which learners are being taught about their daily lives. It facilitates
more effective learning.

Mostly, only one teacher been allocated at one school as the rural area schools does not
consist of more than 50 pupils. Sometimes, the non-expertise teachers are asked to
teach the subject as they are lacking of teachers in the school. If we are lack of
experienced and knowledgeable English teacher, there is no way we could expect to
have a balanced society in future. There would be imbalance that the urban area pupils
will be good at English, but pupils in remote areas would always be deprived of getting or
learning English properly.

English teachers are helpless in this regard as they have to cover a lot of syllabus within
a very short period of time without proper knowledge and guidance. It is unfair since our
examination system is also not favourable to the spoken environment because there is
nothing in it, related to language. Therefore, this study inclines to discover and explore
the effectiveness of embracing the pedagogy of cultural responsiveness to pull the
learners’ interest in learning English language by writing English lyric to an Iban song.
 Understanding and valued a learner’s native language can help in providing a useful
base and tool to access English language.

1.3 Purpose of the Research

The purpose of this research is to examine effectiveness of writing an English lyric to an

indigenous Iban song towards the efficacy of a culturally responsive pedagogy. By
adapting the Iban culture into learning can help the learners in remote areas in building
interest and confidence in using English. As is often the case with the learners in rural
area school, they can thoroughly understand the language by explaining it slowly along
with using body gestures. So, with the help of using catchy Iban song and English written
lyric, it can help them to catch the meaning of the words by singing the lyric. At the same
time, helping the learners to improve their pronunciation through the lyrics created.

1.4 Objectives
The objectives of this research are:

1. To establish a rationale for the importance of this pedagogy using the current
sociocultural context on the learners’ performance in the class.

2. To engage the learners in the teaching and learning process through the use of song
lyrics.

3. To assess difficulties faced by students in learning English at the remote areas

school.

1.5 Research Questions

The research questions are :

1. Does the writing of English lyric to an Iban song affect the achievement of English
language in remote area school?

2. Does the use of songs in English language classes influence the level of motivation
and interest for learning English?

3. Does the learners able to adapt the lyric in English easier with the use of catchy Iban
song?
1.6 Conceptual Framework

Figure 1 below shows the entire concepts which underpin the study. In aligned with the
theme of identity and achievement, the pupils’ identities will be considered. Teachers
should aware that pupils from certain ethnic view and perceive themselves and others
differently than those who are living in urban area. It is in need to understand their own
biases. By that, to be culturally attuned to the identities of the pupils, teacher should
approach them by reconnecting own self with their backgrounds. It is the main key to
practice culturally responsive pedagogy.
Writing lyric in English to an indigenous Iban song is the input which will change their
attitude towards learning English. The use of Iban song was exploited in the study since
this can bring the researcher or educator closer to their culture. Merrell (2004) believes
that acquisition occurs when the learners receive input that is interesting. Ultimately, the
results or feedback before and after the implementation of the use of song will be
compared and analysed.

Principal of material Writing Lyrics in

adaptation Culturally Responsive English to An
Pedagogy Indigenous Iban Song
Krashen’s
Hypothesis

Figure 1 Conceptual framework of the research

1.7 Significance of the Study

The significance of this study was to gather information and outcomes that are beneficial
to teachers or educators who teach in remote area schools, by highlighting on the
benefits of approaching the learners with their interest, which is creating English song
into an indigenous Iban song to motivate them towards English language learning. Music
can be a phenomenal tool in the English classroom. The findings of this study will benefit
the learners, teachers and parents in promoting English language using song. It can be
seen that a wide range of studies have been conducted in various settings from
kindergarten to high school.

In fact, the main audience has been towards the young learners and also the indigenous
community. It can help to arouse their motivation in generating lyrics by using Iban song
for the teaching and learning process. At the same time, promoting the indigenous Iban
song to another level. It might also help the teachers to collaborate with the parents to
make sure that they can help the learners to learn English in a better way. The use of
songs can help to solve many problems in teaching English. For example, helping to
eliminate the distance between the teacher and learners, quickly and easily learn new
words and expressions, lower down stressful learning factors and make studying
complicated things easier.

Last but not least, the study would give an impact and benefit to other researchers who
are interested to carry out the study on the same field. It can help to broaden our ideas in
improving what is lack in rural area schools. Therefore, many findings can be deprived
and to fill in the gap pertaining to the use of English lyric to an Indigenous Iban song.
1.8 Limitations of the Study

This study has several limitations. Firstly, it is a small-scale case study that covers only
less than 45 learners as the school is not a big school. As such, the results obtained
could not be generalised as the sample size selected could not exemplify the entire
populations at large. Secondly is time constraint. The school in which this study been
conducted is a boarding school. They have been occupied with activities after the
schooling hours. Some could not escape as the lack numbers of learners will affect the
activities conducted. For this case, the researcher made a schedule to avoid clash with
other activities. The third limitation would be during the interview session. While
conducting the interviews, there is a possibility of being biased and judgemental due to
subjectivity and cultural background of the researcher.

1.9 Operational Definitions

a. Songs

According to Oxford dictionary (2005), song can be defined as a short poem or other
set of words set to music or meant to be sung. It can be widely divided into different
forms and types depending on the criteria used. Songs combine melody and vocals
and some might be composed only with instrumental pieces without words. Setia et
al (2012) defined songs as a form of language that employs tones and rhythm.

b. Indigenous Iban people

The Ibans are also known as Sea Dayaks. The term “Iban” was initially an external
name used by the Kayans. This community are located in South East Asia, Borneo.
Most of them live in longhouse called “rumah panjang”.
 c. Culturally Responsive Pedagogy

Based on Geveva Gay (2002) cited in Laura Rychly (2012), culturally responsive
pedagogy is best described as “using the cultural characteristics, experiences and
perspectives of ethnically diverse students as conduits for teaching them more
effectively”.” It is a student-centred approach to teach in which the students’ unique
cultural strengths are nurtured in promoting student achievement and a sense of
well-being about the students’ cultural place. In this study, the participants involved
are from Iban community, living in remote areas. In order to promote or motivate
them to learn English, the researcher has using this approach to bridge the language
gap.

1.10 Summary

Overall, this chapter provides an overview and background of the study. The possible
scope of the study and the reasons why this study been carried out also highlighted in
this section as well. It also stated the objectives of the study as well as the research
questions, conceptual framework, and the significance of the study. In the last two
section of this chapter has included the limitations of the study and operational
definitions. This study can contribute to making the case for the use of song lyrics with
positive effects at the cognitive, linguistic, and pedagogical levels and at the same time
promoting motivation.