HORACIO DELA COSTA HIGH SCHOOL

SENIOR HIGH SCHOOL

Influence of Nursery Rhyme in Language Development of

Kindergarten Pupil in Horacio Dela Costa Elementary School in
School Year 2019-2020

A Research Paper
Presented to the

Horacio Dela Costa High School Department

In partial fulfillment of the Requirements for the Subject
Practical Research II

Submitted by:

Bernardo, Gemmalyn

Cahucom, Remuel Y.

Delos Reyes,Carl Bryan Y.

Guiterrez, Jerilyn

Puerta,John Emmanuel S.

Submitted to:

Ms. Joellyn Manguera

Research Adviser
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APPROVAL SHEET

This research entitled “INFLUENCE OF NURSERY RHYMES IN LANGUAGE

DEVELOPMENT OF KINDERGARTEN PUPIL IN HORACIO DELA COSTA
ELEMENTARY SCHOOL IN SCHOOL YEAR 2019-2020” prepared and submitted
by REMUEL CAHUCOM, CARL BRYAN DELOS REYES, JOHN EMMANUEL
PUERTA, GEMMALYN BERNARDO and JERILYN GUTIERREZ in partial
fulfillment of the requirements for Practical Research II in Grade 12, has been examined
and recommended for ORAL DEFENSE on October 15, 2019.

Recommending Approval by:

JOELLYN MANGUERA
Research Adviser

Noted by:

EASTER SANDY B. BORALLO

SHS Coordinator

Accepted and approved in partial fulfillment of the requirements for Practical Research II
in Grade 12.

_______________ _______________________________
Date EASTER SANDY B. BORALLO
Research Coordinator
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Chapter 1

The Problem and Its Background

1.1 Introduction

"Knowledge of languages is the doorway to wisdom.”, as stated by Roger

Bacon. Every person was born without wisdom and knowledge in mind and to be

able to have knowledge to the things around us, you must adopt everything you

see as a youngster. Language is one of the things that the child needs to develop.

Typically, before the child develops their verbal or expressive language, they

develop first their receptive language ability. Receptive language is the ability to

understand information. When receptive language of a child continually develops,

the expressive language will also began to develop. To learn to speak every child

has various ways to acquire it (Graven & Brown, 2008).

Language is important to every child because language is the bridge for

wisdom and there’s one having a big contribution to learn language, the school.

The school helps to develop every aspect of life of every student, one of those

aspects is the language development. Teachers have various strategies to teach

their pupils in terms of language development. Some teacher uses music for their

teaching strategy to make their pupils familiarize words. The common kind of

music that able to use by teachers is nursery rhymes that designed for the pupils
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of kindergarten. They use it as atool to make their pupils more interested active in

class.

A nursery rhyme is a traditional poem or song for children. In the mid-

16th century, nursery rhymes began to be recorded in English plays, but the most

popular rhymes that emerged was from the 17th and 18th century. Ash Ryan

(author of the origin of lullabies) says, "The use of nursery rhyme throughout

history is for educational tool to teach children.". Nursery rhyme is a type of

music that use in school. Music also affects cognitive activities not only nurture

emotions (Patel, 2010). Music education in early childhood is important for every

child's language skills. (Wan, Schlaug, 2010).

In this study, the Researchers will know if nursery rhymes can influence

the language development of kindergarten’s pupils in Horacio Dela Costa

Elementary School for school year 2019-2020. Also, the researcher wants to

prove if nursery rhymes can affect the efficiency in speaking of pupils who use

nursery rhyme, therefore the researcher can conclude that nursery rhyme can

influence language development. This study will show an information, statistics,

evidences, and data of how nursery hyme influences the language development.
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1.2 Background of the Study

This study paper focuses on how nursery rhymes affects the language

development of pupils in Horacio Dela Costa Elementary School. Children,

especially in kindergarten are interested in singing song, teachers use rhythmic

sound in classroom for learning a foreign language.

The researchers came-up with this study because they are curious and

interested on how nursery rhymes really affect the the pupils especially to their

language development. They wanted to know if the nursery rhymes are effective

for teaching and how this study help the Horacio Dela Costa Elementary School.

The researchers would like to identify how the nursery rhymes help to

language acquisition, how this help to pupil speech development also how this

improve the performances of pupils in Horacio Dela Costa Elementary School.

In addition, the researchers also want to know the importance of having

nursery rhymes teaching method in school, what are the observation of teachers

on the behavior of their pupils while singing or watching nursery rhymes and also

to know the perspective of teachers on the benefits that gives by nursery rhymes

and also how this help and how this help for teaching.

Fisher's (2001) study compared language learning differences between

two music classroom and two non-musical classroom each classroom has 40

students. This study concluded that the active use of music in elementary

classroom is viable means increasing student linguistic performance. Statistical

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analysis at the end of the study revealed that at the end of 19 months 71 of 80

(89%) students in musical classroom actually did acquire more English.

Avari et al. (2002) study looks on relationship between musical training

and linguistic development. They examined phonological awareness, early

reading skills and music perception skills in 100 children between ages of 4-5

years. They found that both phonological awareness and reading development are

correlated.

Chau & Riforgiate (2010) study is concerned on the development of

children from the influence of music they concluded that music involvement in

children's lives to help develop memory, perception, language, vocabulary,

spoken skills and reading skills.

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1.3 Statement of the Problem

This research aims to explain to everyone on how the nursery rhyme

influences language development and benefits of this to kindergarten pupils. Also,

determine the effects of nursery rhymes in terms of their skills. The following are

questions that need to be answered;

1. What are the effects of nursery rhyme in terms of:

a. Behaviour?

b. Memorization? and;

c. Academic performance?

2. What are the benefits of nursey rhyme to language development, in terms

of:

a. Vocabulary?

b. Reading Skills? and;

c. Perception?
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1.4 Hypothesis

The researchers hypothesize that nursery rhyme has a great impact for

developing language skills such as perception skill, vocabulary, reading skill and

academic performance. Also, this study states that nursery rhyme is an effective

tool for teaching technique.

1.5 Scope and Delimitation

This study only focused on the influence of nursery rhyme in language

development. This is to be conducted to the parents of the pupils and two teachers

of kindergarten in Horacio Dela Costa Elementary School for S.Y. 2019-2020.

This quantitative research will use a survey questionnaire method to gather data

and information. The proponent of this study will use random sampling for the

parents and convenient sampling for the teacher as sample techniques to gather

data. The respondents who will undergo for the survey are 44 parents and 2

teachers of kindergarten pupil from afternoon session in Horacio Dela Costa

Elementary School along Dela Costa Homes 2, Caloocan City, Philippines.

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1.6 Significance of the Study

This study is significant to the following:

Students. The results will provide the students some knowledge about the

influence of nursery rhymes. It will give the student’s realization that nursery

rhyme is useful to children’s language development.

Teachers. The given data will give guide to the teachers regarding to the effects

of nursery rhymes in language development to their students. The teachers will be

able to understand how important of having a nursery rhymes in the class.

Parents. Like teachers, the parents too will understand why their children develop

their language skill.

Researchers. The researcher will understand and answers their curiosity about

the influence of nursery rhymes in language development.

Future Researcher. The study will serve as future researcher’s related literature

in their study.
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1.7 Definition of Terms

Expressive Language. Ability to put thoughts into words and sentences.

Kindergarten. The school prepares for children to play and learn.

Language Acquisition. Capacity to understand and comprehend language.

Language Development. It pertains to the development of language skills.

Nursery Rhymes. Traditional poem or song for children.

Phonological Awareness. Key to learn on how to read.

Receptive Language. Understanding information.

Rhythmic Sound. It is a pattern or beat.

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Chapter 2

Review of Related Literature and Studies

2.1 Local Literature

Music: A Positive Way to Impact Learning and Social Behavior in Children

Children love music; just does a keyword search of children and dancing on

YouTube and you’ll find a lot of smiling faces. But beyond enjoyment, music also

positively impacts learning and social behavior in children, according to the International

Journal of Music Education musical training enhances the areas of the brain responsible

for executive functioning, which enables information processing and retention, regulates

behavior, and is responsible for problem solving and planning, as well as other cognitive

processes (Traitses, 2015).

This literature took musically trained children, ages nine to 12, who received at

least two years of private lessons, and compared them with children in the same age

range that had no musical training, concluding that children with musical training had

enhanced activity levels in the prefrontal cortex. Long-term results include heightened

IQs, stronger SAT scores and an overall better academic performance.

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2.2 Local Study

The Effect of Songs on Students’ Attitude and Achievement

Based on the study of Mabborang-Caban, there’s a significant effects in academic

achievement of student who exposed in music. The use of songs in teaching improves

academic achievement of students. When exposed to songs, students learn better. Songs

can develop the skill areas of reading, writing, listening, and speaking (Mabborang-

Caban, 2016).

Castronuevo & Maningas (2017) this study used descriptive correlation design to

address the hypotheses presented on this research. The participants to this study were 108

Asian college students currently studying in eleven universities and colleges in Metro

Manila. Also, to answer whether there is a significant association between music

preference and personality traits of the respondents. This research found that there is

significant association between Extraversion and music reference. Rhythmic music and

Upbeat and Conventional music since it was found out the most respondents preferred

these music genres.

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2.3 Foreign Literature

Six benefits of nursery rhymes

Dr. Williams (2016), based on her study, nursery rhymes help child's brain

segment words into syllables, hear similarities between words that rhyme or start with the

same sounds, and enjoy sound play. Having developed sensitivity to language, children

are ready, at the age of five or six, to think about the sequence of sounds in a whole word,

a skill that is crucial for learning to read and spell. They introduce the idea of listening

from beginning to end as the narrative develops, however they are short, so youngster

doesn't have to sit still very long. Also nursery rhymes has a social benefits, this will help

to connect to other children (Dr. Williams, 2016).

Benefits of music don’t end with the infant years. Carrying a musical education

into the formative years can go a long way toward helping develop reading

comprehension skills, and even help children further recognize tricky spoken verbal cues.

The whitepaper builds upon the idea that babies can pick up on the language of music as

a template of sorts when it comes to understanding speech: “Put another way, infants use

the musical aspects of language as scaffolding for the later development of semantic and
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syntactic aspects of language. Infants are not just listening for affective cues nor are they

focused exclusively on meaning: they are listening for how their language is composed.”

2.4 Foreign Study

Music and Language Development: Traits of Nursery Rhymes and Their Impact on

Children's Language Development

Gonzales, 2016 in this study the researcher will analyze 21 nursery rhymes

regarding these lesser-researched characteristics in an attempt to find whether or not the

characteristics of nursery rhymes are consistently prevalent. Base on the data gathered by

the researcher, she concluded that music has a profound effect on the mind and can

increase neural networks to promote brain growth. This is also the case for young

children and their nursery rhymes; there are many aspects that make up a song, and all

these aspects help create memorable music that stays with them throughout adulthood.

Of these aspects, only two have been studied at great length-rhythm and

repetition of words. By analyzing 21 nursery rhymes, the proponent determined that pitch

interval, melodic contour, phrasing, and harmony all seemed to contain similarities that

suggest that indeed these characteristics have potential to be more pertinent to children's

language development than just rhythm and word repetition alone. She found that those
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nursery rhymes cannot represent the hundreds of nursery rhymes in the world, but it does

offer a glimpse into the possible shared characteristics (Gonzales, 2016).

Early Influence of Musical Abilities and Working Memory on Speech Imitation

Abilities: Study with Pre-School Children

Chritiner, (2018) In this investigation proponent selected 35 (16 female and 19

male) pre-school children at the age of 5 to 6. All of them visited a private kindergarten,

were German monolinguals and naïve in formal language and musical training. None of

them grew up bilingually or participated in a specific language program. A questionnaire

revealed that neither the participants nor the parents had had contact to the language

material (stimuli) which was tested.

This research resulted hat Musical ear, singing ability/behavior and working

memory capacity are linked to speech imitation abilities already at a very early stage in

development. Also, Group comparisons of children with high versus low music

perception abilities reveal, that the high musicality groups perform better in novel speech

imitation, can sing better and show enhanced WM capacity. Children at this particular

age are less influenced by educational input than adults, which hint at early

developmental factors contributing to individual differences in musical abilities and

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(novel) speech learning abilities. This shows that music and language capacities are

ultimately linked in children and adults (Christiner, 2018).

2.5 Synthesis of the Study

Music positively impacts learning in children and social behavior, musical

training also enhances the areas of the brain responsible for executive functioning. It

develops the social interaction of a child when they’re engaging to music training. The

use of songs in teaching improves academic achievement of students. When exposed to

songs, students learn better. Songs can develop the skill areas of reading, writing,

listening, and speaking.

Additionally, nursery rhyme that used by teacher as their teaching technique helps

the child to identify words, familiarize sounds, and hear similar between words that

rhymes and same sounds. Moreover, by analyzing nursery rhymes, it determined that

pitch interval, melodic contour, phrasing, and harmony all seemed to contain similarities

that suggest that indeed these characteristics have potential to be more pertinent to

children's language development than just rhythm and word repetition alone. Also, in

hearing a music this will help singing ability and working memory capacity are linked to

speech imitation abilities already at a very early stage in development and to help speech

learning ability and language capacities.

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All in all, the more the child engages in music training specifically nursery

rhymes, the more they are active to develop their language skills. Music makes the child

become more interactive in their social behavior. The child that was exposed in music

makes their mind become more complex in language skill.

2.6 Theoretical Framework

Howard Gardener produced a theory of multiple intelligences (1983), which

explained the concept of how intelligence, in addition to linguistic and mathematical

ability, can incorporate music, spacial relations, and interpersonal knowledge. He

believes music can be especially beneficial for helping young children to develop their

musical rhythmic intelligence. Gardener shares that a musical learner learns best through

rhythm, melody, and music.

Children excel at noticing different pitches and rhythms, keeping time, recalling

melodies, and picking up different sounds (Gardener, 1983). His theory would stress the

use of music in literacy experiences to help students develop a wide range of

intelligences. This also justifies the integration of art through music with literature in

early childhood education. In this theory, it explains that the music is beneficial to the

development of linguistic ability of young children.

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Lev Vygotsky's beliefs in social constructivism (1987) would additionally

advocate for the use of Melodic Learning in the classroom. This theory centers on the

idea that children learn through observation, interactions, and by doing. Through the use

of songs, chants, and rhymes, students observe the teacher, interact with others, and

perform orally to enhance language development.

Language plays a central role in mental development, and learning and this

development happen simultaneously. As children often learn as a result of social

interactions, this is significant and supports the transition from oral reading to silent

reading (Vygotsky, 1987). This theory said that through music the students were able to

learn to interact with others and they become more observable on what the teacher doing.

Also, students became more vocal on what they want to say and think because they’re

able to enhance their oral skill.

The idea of using songs, chants, and rhymes in the classroom goes along with S.

J. Samuel's strategy of repeated readings (Samuels, 1997). With the concept of repeated

readings, students will read a short, meaningful passage of text over and over until

mastery is reached. This method has been researched by many and known to increase

fluency. The idea of fluency requires readers to read with proper speed, accuracy, and
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expression. Especially in beginning readers, exposure to high frequency words is

necessary to promote literacy skills.

While some teachers believe that "the repeated reading method will lead to

boredom" (Samuels, 1997), the idea of pairing this method with songs, chants, and

rhymes can prove to be extremely engaging for young students. As word recognition is

necessary for emergent readers, these strategies can provide students with practice of

these words until they become automatic. Samuels encourages this strategy to create

automaticity while reading, allowing students to focus more on comprehension than

decoding (Samuels, 1997). Through the use of music, student helps to enhance their

reading and comprehension skill. The students became more fluent when they repeatedly

reading every passage and understand it.

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2.7 Conceptual Framework

Input

• Know how nursery rhymes influence the language

development of kindergarten pupil in Horacio Dela Costa
Elementary School.

Process
• Conduct survey through questionnaires to the teachers and
parents of kindergartens pupil.

Output

• Understanding and awareness on how nursery rhymes

influence the language development of children.

The researchers will determine the influence of nursery rhymes to the

language development of the kindergarten pupils in Horacio Dela Costa Elementary

School. The proponents will conduct survey questionnaires to the teachers and to the

parents of kindergarten pupils, through that everyone will have the understanding and

awareness about it.

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Chapter 3

METHODOLOGY

This chapter presents and discusses the research design, respondents of the study,

population, sample size, sampling techniques, data gathering instruments, and data

gathering procedures that will be use by the proponent of this study.

3.1 Research Design

The proponent of the study will use a correlational research design. This design is

a type of non-experimental research method, in which a researcher measures two

variables, understands and assesses the statistical relationship between them with no

influence from any extraneous variable. This study will determine the relationship of

using nursery rhymes to the pupils of Horacio Elementary School to their Language

Development in terms of their behavior and academic performance.

3.2 Respondent of the Study

The researchers selected the pupil’s parent and kindergarten teachers from

Horacio Dela Costa Elementary School as respondent of the study, those mentioned

respondent will be the sample in gathering data. The proponent will use research
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instrument to gather data, the researcher will get information to both parents of pupils and

teachers. Specifically, 44 parents from two sections of kindergarten class and 2 teachers

in PM shift class of kindergarten.

Formula for getting the sample size of parents:

𝑵×𝑿
𝒏=
(𝑵 + 𝑿 − 𝟏)

Where:

𝐙𝛂/𝟐𝟐 × 𝐩
̂(𝟏 − 𝐩
̂)
𝑿= 𝟐
𝜺

Wherein:

N- population size

n- sample size

𝐙𝛂/𝟐- critical value of the Normal distribution at α/2

̂- sample proportion
𝐩

𝜺- margin of error
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3.3 Sampling Technique used in the Study

The proponent will use simple random sampling for the parents. It is a sampling

technique where every item in the population has an even chance and likelihood of being

selected in the sample. Here the selection of items completely depends on chance or by

probability. Through this sampling technique, researchers were able to determine the

respondents that will undergo survey questionnaire. While on the teacher, the researcher

will use convenient sampling as sampling technique for gathering data. Convenience

sampling is a specific type of non-probability sampling method that relies on data

collection from population members who are conveniently available to participate in

study. Convenience sampling is a type of sampling where the first available primary data

source will be used for the research without additional requirements. In other words, this

sampling method involves getting participants wherever you can find them and typically

wherever is convenient. The researchers use convenient sampling because two teachers of

kindergarten are the only available for the afternoon shift.

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3.4 Instrument used in the Study

The researcher will use survey questionnaire to congregate the require data from

the sample. The design of the instrument was in good data collection to the provision of

the instrument. Close-ended question will supply to accommodate the thoughts and free

formatted views linked to the study. In this way, the proponent can provide valid

response from respondents that can serves as evidences and information that supports the

study.

3.5 Validation of the Instrument

According to (Paole, 2008) and (Gray, 2004), an instrument is valid if it measures

and covers all research issues both in terms of content and detail. The researchers conduct

a pilot testing to validate the questions provided. Also, by the confirmation of the

research adviser, the reliability of the questionnaire was able to obtain the unbiased data

collection.
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3.6 Data Gathering Procedure

The proponents decided to have survey questionnaire as research instrument, so

that the researchers made questions with regards to the influence of nursery rhymes to

language development of kindergarten pupils. Then, researchers will conduct the said

research instrument to gather data that supports the research study and serves as

evidences. The researchers will escort first, the parents of pupils, then the teachers. After

that, the data gathered will be analyzed by the researchers. Through that way, the

researchers can conclude the study base on the analyzation of data gathered.

3.7 Statistical Treatment

The response of the parents and teachers to the survey questionnaires were

statistically analyzed with the data requirements of research study. Also,

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Questionnaire:

For parents

QUESTION(TANONG) NEVER SELDOM SOMETIMES ALWAYS

(HINDI) (BIHIRA) (MINSAN) (PALAGI)
1. How often you play nursery
rhymes to your child at home?

Gaano kadalas mong iparinig ang

mga nursery rhyme sa iyong anak sa
inyong tahanan?
2. How often you heard your child
singing nursery rhymes?

Gaano kadalas mong marinig ang

iyong anak na umaawit ng mga
nursery rhyme?
3.