Essay Writing.

1.0 Introduction.

According to Oxford Advanced Learner’s Dictionary, Language is defined as the system

of communication in speech and writing that is used by people of a particular country or area
(Oxford University Press, 2010). Meanwhile, Shafer, 2010 stated “art” is a way of
communicating an idea, whether it is done through music, paint, sculpture, or dance. Therefore,
language arts can be expressed as the ability to utilize the language proficiently in order to
communicate an idea. In Malaysia, Language Arts is one of the modules in the English
Language Curriculum for Primary School. The module is intended to steer the continuous
growth and development of pupil’s thinking, language abilities and allowing all pupils to engage
and enjoy stories, poems, songs, rhymes and plays written in English (Kurikulum Standard
Sekolah Rendah, 2012).

2.0 Language arts in song and visual.

Language arts create ample opportunities for pupils to master language abilities in a
very relaxed atmosphere. According to the National Council of Teachers of English (NCTE) and
the International Reading Association (IRA) (Standards for the English Language Arts, 1996) as
cited by Roe and Ross, 2006, the skills of listening, speaking, reading, and writing are also part
of the language arts. Therefore those four skills can be integrated into language arts in order to
encourage enjoyment in learning. Among of the strategies that can be used to teach the
language arts are song and visual which are identified to be appropriated because Level 1
students are in the phase of growth development.

2.1 Language arts in song.

As English Second Language Learner, level 1 pupils are easily fascinated by songs.
Songs is defined as a short piece of music with words which are sung (Cambridge, Advanced
Learner’s Dictionary, 2010). Songs play important role in the development of second language
in young children. It may provide an enjoyable learning of the second language, increase the
pronunciation and polish the listening skills (Millington, 2011). Hence, teacher can use song to
teach listening and reading.
“A 2016 study at the University of Southern California’s Brain and Creativity Institute found that
musical experiences in childhood can actually accelerate brain development, particularly in the
areas of language acquisition and reading skills (Bright Horizon, 2017).”

2.1.1. Choice of song and the relationship with biblioteraphy and multicultural
elements.
Using songs during teaching and learning session requires the teacher to be aware of
certain aspect in order to make sure the lesson’s objective is achieved. Thus, teacher has to
pick the right song and introduce it slowly if it is a new song. There are also few types of songs
that are suitable for the young learner like nursery rhyme song, lullabies, sing-along and stories
(Music Genre List, 2015). Teacher may choose one type of song for each teaching learning
session. One example of the song is “Hello to All The Children of The World” which started
being popular during May 2007 (Fandom, 2010). This song is about hello in 9 different
languages. Among of the country in the songs are America, France, Mexico, Australia, Jerman,
Japan, Itali, Rusia and Israel. It is a good song to be taught to the children as they can learn
other languages and also other cultures which is never been exposed to them.

“Shen 2009 state, songs reflect culture language and music are interwoven in songs to
communicate cultural reality in a very unique way
(Millington, 2011)”.

Although this is probably more applicable to songs for older learners, young learners can
be given the opportunity to learn about seasonal or historical events in the target language
through songs. Teacher can introduce the song by using picture of other country which can be
obtained from books of culture. The book that teacher’s provide must display the picture that
represent the culture of the country like their flag, clothes, food and buildings. It may help the
students to apprehend the meaning of the lyrics by looking at the picture from the book. It is also
to familiarize the students with books and to build the reading habit in their life.

Furthermore, by using book, all students can see and touch the picture easily as they
can have direct contact to the pictures’ illustration which may attract their attention and interest.
Teacher can also drill the students with the vocabulary and the pronunciation before start to sing
the song. Therefore, the students will not face any problems in understanding the song which at
the same time they learn new knowledge of other cultures.
 2.1.2 The assessment of song
On the other hand, teacher may organize singing competition for the students’
assessment. Teacher should assess the students individually to identify their ability.

“An Individual Assessment is the ideal instrument for evaluating potential, for assessing
current status or selecting employees for specialist or management positions”
(Mensch psychology wirtschaft, 2016).

By using the same song, students are free to manipulate their creativity and imagination
in order to win the competition. The aspect of assessment should include the harmony of the
song, tempo, costume and song’s lyric. The Individual assessment is to encourage student
involvement and responsibility as well as the development of student’s judgment skills.

2.2 Language arts in visual.

The second strategy in teaching language arts is visual. Visual is described as

something connected with seeing or sight (Oxford Advanced Learner’s Dictionary, 2010). It also
means pictures, piece of films, or display used to illustrate or accompany something
(Cambridge, Advanced Learner’s Dictionary, 2010). In the concept of teaching and learning,
visual can be meant as visual literature which is the ability to interpret, negotiate, and make
meaning from information presented in the form of an image, extending the meaning of literacy,
which commonly signifies interpretation of a written or printed text (Erin, n.d.). However, in class
teacher use visual as teaching aids in assisting the effectiveness of a speech.

Students are capable of retaining more information through visual learning when teacher
use the video, graphs, images and charts during the teaching and learning lesson (Zane, 2017).
It also builds students’ interest and engagement for that lesson. Using visual in the classroom
may improve students understanding and memory. It also can serve as notes and provide
clearer organization of the idea for the students. The visual aids on the other hand, may boost
students reading skills and speaking skills.
 2.2.1 Ways to teach visual.

There are few ways to teach the students using visual. First, teacher may introduce
visual aid before talking about the information contained in it. Teacher also needs to make sure
the visual aid supports the message. Avoid distributing materials before the speech begin to
make students enthusiastic and ready for a lesson. Through visual, teacher can manipulate it to
teach writing, reading, and speaking.

2.2.2 Choice of visual and the relationship with biblioteraphy and multicultural
elements.

The teaching and learning activity in class can be held through visual literacy with picture
book. The picture book is one example of teaching aid which gives a great way to encourage
visual literacy in your young language learners. Teacher can use the picture book like The Very
Hungry Caterpillar which provides many opportunities to engage the students. Teacher can ask
questions about the images, colours, setting and allow them to share their ideas about what is
happening in the story. Open-ended questions can extend the discussion on how the images,
characters, and story might relate to things in their own lives further building an understanding
of the meaning behind the pictures and text. Teacher can ask the students if they encounter the
same event or have they saw such caterpillar in their life. Apart from that, students also may
crawl, walk and pretend to be like the caterpillar. These questions and conversations promote
critical thinking, help boost self-confidence and polish the speaking skill. By using such
interesting picture book, students will be happy to engage in the learning process.

2.2.3 The assessment of visual.

For the assessment of the visual literacy above, teacher can have flowchart assessment
activity to examine the students’ comprehension upon the activity held. Flowchart is a diagram
of the sequence of movements or actions of people or things involved in a complex system or
activity (oxford Advanced Learner’s Dictionary, 2010). Conducting the flowchart assessment
requires the learner to synthesize new knowledge and understanding. Students have to
explain what is happening from the picture or when decisions need to made. For instance,
teacher give the sequence pictures of The Very Hungry Caterpillar story to the pupils and ask
them to rearrange the picture and them write the story accordingly. Therefore, teacher can
evaluate the students’ understanding from the sequence and the storyline in order to
identify their ability level.
3.0 Conclusion.

As a conclusion, songs and visuals are the strategies that can be used in enhancing the
Language Arts learning. The song, Hello to All The Children of The World is the song that
comprise the multicultural element where, the lyric contain languages other than English which
can be taught through book of culture. It is also being assess through singing competition. On
the other hand, visual strategy that use the picture book of The Very Hungry Caterpillar display
the multicultural element when the students relate the content of the story with their life. It is also
assess by using flowchart assessment activity and the flash card activity. Both strategies use
book in the teaching and learning process in order to motivate the students to love reading. The
strategies chosen are able to nurture the learning of language arts through books with the
integration of the multicultural elements that can be assessed separately.
APPENDICES
Hello to All The Children of The World Song.

Hello, Bonjour, Buenos dias!

G'day, Guten-Tag, Konichiwa...
Ciao, Shalom, Do-Brey dien,
Hello to all the children of the world!
We live in different places from all around the world.
We speak in many different ways!
Though some things may be different,
We're children just the same- And we all like to sing and play!

Hello, Bonjour, Buenos dias!

G'day, Guten-Tag, Konichiwa...
Ciao, Shalom, Do-Brey dien,
Hello to all the children of the world!
There are children in the deserts,
And children in the towns,
And children who live down by the sea!
If we could meet each other,
To run and sing and play-
Then what good friends we all could be!
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