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The Effect of Using Songs On Young Learners and Their Motivation for Learning English
Abstract
Songs are appreciated for their linguistic, pedagogical, cultural and entertaining features and they are precious language learning materials. They can be used to teach and develop every aspect of a language. This paper aims to verify these claims and confirm the effectiveness of using songs as a means to improve young learners' English language vocabulary and to determine whether songs influence young learners' motivation to learn English. The paper deals with theoretical explanations of young learners, listening skills, and different aspects of using and teaching songs. It also discusses how songs influence motivation and the connection of songs with some language learning theories. The analytical part of the paper explains the procedure and the results obtained from the pre-tests, post-tests and delayed tests for three different children's songs as well as from the questionnaire that was done in order to collect information about motivation provided by songs. The results showed that songs have a positive influence on vocabulary retention of young learners. Whatever setting is used, aural or aural/visual, the results prove that songs are suitable for different learning styles, they encourage positive learning experience, and enhance their knowledge. Songs aid motivation and help learners develop a love for language learning. Students motivated in this way are imaginative, creative, and eager to learn and succeed.
... Because listening is a communication tool for everyone, students can develop their skills through listening. For example, social skills in the environment begin with mastering listening to other people's words (Bakoko & Pratiwi, 2021;Džanić & Pejić, 2016). Music can affect student performance of cognitive tasks (Gonzalez et al., 2019;Tuuri & Koskela, 2020). ...
... The main element in listening is responding. Listening as a skill is not limited to receiving sound and understanding meaning but also an attempt to conclude, refute analysis and interpret information (Apriati et al., 2021;Džanić & Pejić, 2016). Therefore, listening is an integrated performance that requires the listener to use their sight and hearing senses and the power of the mind in following up with the speaker's speech to understand, comprehend, and determine ideas (Chirico et al., 2015;Patrick & D., 2019). ...
The development of educational technology has become an essential factor in solving academic problems. Educational technology can provide accessible information and delivery of material so that the learning activities carried out do not become a significant obstacle to learning effectiveness. This study aims to analyze the use of digital musical storytelling to increase first-grade elementary school student listening skills. The method used in this research is the experimental method. The research design used in this study was a one-group pretest-posttest design. The population in this study was the first graders of elementary school. Data collection techniques were direct observation and measurement techniques. The data is ana-lyzing statistically using SPSS. The results showed that there is an average difference between pretest and posttest learning outcomes, which means that there is an effect of using digital music storytelling on stu-dents' listening skills. The contribution of this study is to help students learn music courses with more fun and easier understanding.
... En cuanto a la hebra de producción significativa, ya sea de forma oral o escrita, los aprendices deben comenzar por crear oraciones muy simples con palabras de muy alta frecuencia (Nation y Newton 2009), en actividades como juegos, diálogos, videos y representación de roles promueven interés por producir. Las canciones también serían una actividad que provee a los aprendices de kínder con suficiente espacio de producción (Džanić y Pejić, 2016). Además, el aprendiz podría ayudarse de herramientas como gestos y señas para compensar la falta de vocabulario al emitir un mensaje. ...
... En la primera, es posible que este tipo de actividades se encuentre limitado por la L1, ya que los aprendices aún están adquiriendo características de su lengua materna (Castañeda, 1999). En el caso del desarrollo de la fluidez, se presentan estrategias por medio de canciones y rimas, que podrían ser efectivas (Džanić y Pejić, 2016), pero la presencia de los recursos disponibles por sí solos serían insuficientes. Se hace relevante considerar que la implementación de estas actividades dentro del aula puede modificar el tiempo que se le da a esta hebra. ...
Las estrategias de adquisición léxica implementadas en formato multimedia han sido poco estudiadas, especialmente las que se utilizan en documentos diseñados para estudiantes en nivel preescolar. El objetivo de este artículo es identificar estrategias de adquisición léxica presentes en el documento digital que complementa al libro de texto de inglés para Kínder “Calibot 2”, único en su tipo de editorial chilena. Para esto, se llevó a cabo un estudio cualitativo de diseño análisis documental a la luz de la propuesta de Nation (2007) conocida como las Four strands o cuatro hebras a partir de la que se levantaron categorías de análisis que fueron aplicadas por medio del software Nvivo12. Se encontraron 11 estrategias de adquisición léxica presentadas de forma multimedia que apoyarían la adquisición efectiva de léxico en una L2. Si bien los resultados aportan al ámbito pedagógico al promover el conocimiento de estrategias de adquisición léxica de L2 que pueden ser implementadas en formato multimedia, la presencia de estas estrategias se limita al documento analizado y sus resultados no pueden ser generalizados
... As it is stated before that an activity that involves physical movement can help the students to remember. Meanwhile, according to Dzanic (2016) They can learn and have fun at the same time. ...
The study focused on investigating the teaching strategy used by an English teacher in teaching Elementary students through online learning. Teaching young learners needs creativity to keep the students active and enthusiastic about learning. Especially the condition required to conduct online learning. Teachers should keep the students motivated and understand the material easily. This study also elaborated on the challenges that the teacher faced during online learning. A qualitative method was used in this study. The data collection techniques are observation and interview. The data was gained from an elementary school in Surabaya. The observation was held in the first grade for twelve meetings. The result showed that the teacher used two learning models during online learning. It was synchronous and asynchronous learning. In synchronous learning, the teacher used Listen and Repeat, Listen and Do, Short Conversation, Question and Answer, Quiz and Sing and Move. Meanwhile, in Asynchronous learning, the teacher used three strategies. They were Role play, Daily Tests, and Video Blogs (Vlogs). Moreover, the teacher also admitted that she faced challenges during teaching through online learning. The challenges came from the teacher herself, the students, and the parents.
... Millington menambahkan bahwa lagu dapat digunakan untuk pengajaran kosakata, kalimat, pengucapan, juga kemampuan mendengarkan. Lagu memiliki dampak positif terhadap kosakata anak-anak (Dzanic & Pejic, 2016). ...
Artikel ini bertujuan memberikan informasi pelaksanaan kegiatan pengabdian kepada masyarakat yaitu memberikan pelatihan kepada siswa di PAUD Annur yang berada di Cogreg, Kecamatan Parung, Bogor, Jawa Barat. Penggunaan aktivitas belajar yang bervariasi dan menyenangkan merupakan yang dilakukan oleh beberapa dosen dan mahasiswa Sastra Inggris UNPAM sebagai solusi dari beberapa permasalahan yang dialami anak-anak usia dini di PAUD Annur dalam belajar kosakata bahasa Inggris dan dapat memotivasi mereka untuk belajar Bahasa Inggris. Tujuan utama dilaksanakannya kegiatan ini adalah untuk membantu siswa PAUD melafalkan, mengingat dan memahami kosakata bahasa Inggris dengan mengunakan aktivitas yang bervariasi. Metode yang digunakan dalam pembelajaran adalah drilling dengan media flashcard, game, dan song. Tujuan pembelajaran adalah pengayaan kosakata nomina bahasa Inggris dengan topik Animals. Hasil pelaksanaan pengabdian menunjukkan bahwa penerapan pembelajaran kosakata bahasa Inggris dengan menggunakan kegiatan bervariasi dan media flashcard, game, dan song efektif membantu siswa melafalkan, mengingat dan memahami kosakata. Siswa PAUD Annur termotivasi belajar Bahasa Inggris.
... Learning using learning models and applications that are updated with technology will help children gain a good learning experience. In line with (Džanić & Pejić, 2016) Unvariable and tending to be monotonous learning processes cause students to lose learning experience and poor student understanding of the concepts taught. ...
teaching materials with the help of 3D Pageflip Professional on the theme 6 subtheme 1 “temperature and heat” in grade 5 of elementary school. Based on preliminary study data through interviews that SDN 17 Kampung Baru, SDN 07 Kampung Jawa II, SDN 04 Rawang Pariaman city settlements that the use of less attractive printed teaching materials and materials that do not match the characteristics and environment of students. This development research uses the ADDIE model and uses instruments questionnaires, tests and observation sheets. Where after conducting research involving five validators for the validation aspect, three teachers and students in three schools for the practicality aspect, and fifth graders at three schools to test effectiveness. Obtained results of teaching materials are in the category of very validity, teaching material is in the class of very practicality, and the effectiveness of teaching materials is very effective.
... As in the educational objectives of the 2013 curriculum, which must provide complete learning and experience for students, it has not been accommodated in the teaching materials used today. Learning that presents complete experience and knowledge for students can make students be critical, creative and innovative which in the end will make students able to solve problems they encounter both in the learning process and in their daily lives (Džanić & Pejić, 2016;Edli & Mudjiran, 2015). Based on the facts found, this research enters the next stage, namely the stage of designing teaching materials. ...
Integrated thematic learning has the aim of presenting complete learning and experience for students. However, the data and information obtained at the research stage through interviews involving teachers and IV grade students Elementary School still obtained the use of printed teaching materials which were not attractive because the paper material used was paper newspaper type. So that the use of teaching materials cannot attract the attention of students, according to several studies, it causes students' understanding and knowledge to be not optimal. This study aims to create and determine the validity of integrated thematic teaching materials with the PjBL model based on the book creator application in the IV grade of elementary school. This development research uses the Borg and Gall model. Where the research starts from the stages of potential and problems to product trials. The instruments used in this research activity are interviews and validation sheets. Based on the problems found at the potential and problem stages, teaching materials were designed with the PjBL model based on the book creator application. Where after being validated by five validators, the following results were found, the language aspect in the valid category, the content aspect in the very valid category, the presentation aspect in the valid category, and the graphic aspect in the very valid category.
Bahasa Inggris sudah menjadi kebutuhan yang harus dipenuhi oleh seorang pelajar yang ada di Indonesia. Hampir sebagian besar kehidupan saat ini telah tersentuh oleh Bahasa Inggris. Pada kenyataanya pelajaran Bahasa Inggris dan penggunaan Bahasa Inggris di kelas tidak didampingi dengan proses penggunaan Bahasa Inggris di luar kelas.Hasilnya sebagian besar pelajar di Indonesia tidak dapat menggunakan dan memanfaatkan Bahasa Inggris dengan benar.Proses belajar mengajar Bahasa Inggris lebih menggunakan metode-metode direct, translation, atau one-way yang menjadikan siswa sebagai obyek dari pengajaran. Proses belajar mengajar menjadi kurang hidup dan menarik karena guru lebih sering mengajar siswa untuk mendengar, mencatat, dan menghapal. Proses belajar mengajar seperti ini sering dianggap kurang mendukung siswa untuk lebih dinamis dan termotivasi.Banyak hal baik disadari ataupun tidak telah menggunakan Bahasa Inggris, mulai dari kata-kata sehari-hari yang sudah merasuk seperti: handphone, television (tv), event organizer, reception, master ceremony dan lain-lainnya. Kata-kata yang jarang digunakan namun sebagian masyarakat sudah mengetahuinya cukup banyak dalam kosa kata Bahasa Indonesia, misalnya:on the way (otw), by the way (btw), brawling, bully, elderly people dan lainnya. Oleh karenanya kegiatan Pengabdian pada Masyarakat yang diselenggarakan oleh Institut Kesehatan Deli Husada Deli Tua, kali ini lebih menitikberatkan kepada pendekatan siswa/i pedalaman dimana di dalam percakapan sehari-hari mereka masih saja menggunakan bahasa ibu mereka, bahkan di sekolah pun mereka masih tetap juga melakukan komunikasi dengan memakai bahasa ibu mereka. Kata Kunci:Minat Belajar, Pembelajaran Bahasa Inggris, Lagu
The outbreak of the covid-19 virus in Indonesia has had major consequences for the world of education, which has issued a government policy through the ministry of education and culture regarding the prohibition of universities from holding lectures in order to break the chain of the spread of the covid-19 virus. One alternative learning method that is considered appropriate to replace face-to-face lectures with lectures held online by the campus as a facilitator of learning media providers as used on the STIKOM Uyelindo Kupang campus is by using zoom meeting media. In English courses, especially in speaking and listening classes, they have difficulty in giving lectures in online lectures. This will result in the level of mastery of students' speaking and listening skills. Therefore, the authors apply interactive multimedia learning methods using English films that are played during lectures. The purpose of this study was to analyze students' abilities in speaking and listening classes using interactive multimedia learning methods held online. The research method used is quantitative using questionnaires distributed by sampling to students related to the learning method by watching movies in English online classes. This method describes an interactive multimedia learning method held online at STIKOM Uyelindo Kupang in English courses (speaking and listening classes), with STIKOM Uyelindo Kupang students as research subjects. With the application of learning methods with interactive multimedia in speaking and listening classes in English courses, students can experience a fun learning process so that they can improve students' speaking and listening skills.
The modern era demands a radical pedagogical shift and a complete overhaul of traditional teaching methods that flaunt
teachers as the sole producers of knowledge and learners as impetuous consumers of knowledge. In this article I propose
interactive teaching methods and strategies as the pedagogical approach to be advocated by 21st-century isiZulu teachers so
that learners are empowered on all cognitive levels as producers of knowledge. This pedagogical shift in the isiZulu
classroom has the power to revoke the historical debt of the marginalisation of indigenous African languages, which native
speakers of these languages inherited from the apartheid education system of South Africa. Used as the guiding theoretical
framework, the transformative learning theory is set to challenge the status quo and disrupt the current instructional
classroom practice that is regressive to change demanded by the Fourth Industrial Revolution. The participatory action
research methodology, reflecting the encounters with student teachers at a teacher education institution in South Africa,
provides a critical analysis of how interactive teaching methods and strategies can be used in an authentic classroom
environment.
This article reports on the findings of a comparative study on songs in four English coursebook series for primary school learners, with two published in China and another two in the UK. Detailed analysis focuses on the number, the coverage, the teaching purposes, and the instructional arrangements of songs. The findings show that although the total number of songs in coursebooks from China outnumbers that from the UK, no correlation exists between learners’ grade levels and the number of songs in each fascicle. The study further demonstrates that the purposes of songs in all four series are mainly to arouse learners’ interest, to improve pronunciation, and to enhance vocabulary and sentence structure understanding, revealing a lack of due attention to fostering learners’ intercultural awareness. Regarding the pedagogical approach and other instructional arrangements, British coursebooks feature a more diversified approach, highlighting the integration of learners’ physical, psychological and cognitive development, whereas Chinese coursebooks concentrate on providing simplistic and unified instructions which may pose a challenge for novice teachers but an opportunity for experienced teachers. Based on the findings, recommendations are offered to future coursebook writers.
This collection provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. This book provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. The anthology offers a comprehensive overview to the teaching of English and illustrates the complexity underlying many of the practical planning and instructional activities it involves. Organized into 16 sections, the book contains 41 seminal articles by well-known teacher trainers and researchers. Also included are two sets of discussion questions - a pre-reading background set and a post-reading reflection set. This anthology serves as an important resource for teachers wishing to design a basic course in methodology.
Il bambino italiano con dislessia può incontrare notevoli difficoltà nell'accostamento alla lingua inglese a causa di alcune sue proprietà fonologiche ed ortografiche, che ne vanno a colpire le abilità deficitarie. In questo saggio si presenterà l'impianto teorico e metodologico alla base dei ‘Percorsi Sonori’ pubblicati dagli autori per Oxford University Press. Si tratta di percorsi glottodidattici strutturati e multi-sensoriali, basati su un impianto narrativo e finalizzati al potenziamento delle abilità di discriminazione fonetica, riproduzione orale e scoperta delle regolarità ortografiche della lingua inglese.
This book combines up-to-date listening theory with case studies of actual pedagogical practice. The paperback edition combines up-to-date listening theory with case studies of actual pedagogical practice. As an essential part of communicative competence, listening is a skill, which deserves equal treatment with the other basic skills of speaking, reading, and writing. The authors describe current models of listening theory and exemplify each with a textbook task. They address the role of technology in teaching listening, questioning techniques, and testing. This text is designed for use with both pre-service and in-service teachers who are involved in the teaching of listening or the design of pedagogic materials for listening.
