Musical intelligence activities and speaking skill

Abstract

This research aimed to determine how the use of musical intelligence activities influences the learning of speaking skill in third-year students of the "Juan de Velasco" School in Pelileo-Ecuador. The use of musical activities in the classroom was very useful for teachers because they were able to motivate students to improve their pronunciation, grammar and vocabulary in oral expression, which benefited students' academic performance. A quantitative approach was used and the type of research was pre-experimental, with a population of 22 students (13 girls and 9 boys aged 7-8 years). Furthermore, to collect data a pre-and post-test of the Cambridge Assessment English KET (Key for school) speaking section was administered with two parts. In addition, a Cambridge University rubric was used to assess the student's level of Englishspeaking skill. Ten interventions were carried out in which different activities were applied such as: interview, role play, pair work, group work, short presentations, description of pictures, among others. As a result, students can now give their personal information, make short conversations, describe pictures about activities of their free time, tell the time, talk about their likes and dislikes, etc. Data analysis was carried out using Statistical Package for Social Sciences (SPSS) software and represented in tables. As a result, the students had a significant improvement in oral skills as the pretest average was 3.2 points and the post-test average was 7.1 points out of 10, with a difference of 3.9 points.