CRITICAL JOURNAL REPORT

Assessing English Vocabulary and Enhancing Young English as a Foreign

Language (EFL) Learners’ Motivation Through Games, Songs, and Stories
(Mu-hsuan Chou)

Sound and Sight: The Use of Song to Promote Language Learning

(Robyn Margaret Trinick)

NAME : - Aldi Aditya Arniz

- Dian Hidayati
- Marcella Simbolon
- M. Azra Syam Putra
LECTURER : Nora Ronita Dewi, S.Pd., S.S., M.Hum.

SUBJECT : English for Young Learners

CLASS : English Education C 2019

ENGLISH EDUCATION

LANGUAGE AND ART FACULTY

MEDAN STATE UNIVERSITY

2021
 PREFACE

First of all, thanks to Allah SWT, because of the help of Allah, we can finish this
Critical Journal Report about English for Young Learners right in the calculated time. The
purpose in writing this CJR is to fulfill the assignment that given by Nora Ronita Dewi,
S.Pd., S.S., M.Hum. as lecturer in English for Young Learners.
In arranging this paper, we trully get lots challenges and obstructions but with help of
many indiviuals, those obstructions could passed. We also realized there are still many
mistakes in process of writing this paper. Because of that, We would like to say thank you to
all individuals who helps in the process of writing this paper. Hopefully, Allah will replies all
helps and bless you all give.
We realized that this paper still imperfect in arrangement and the content. We hope
the criticism from the readers can help the writer in perfecting the next paper. Last but not the
least, hopefully, this paper can helps the readers to gain more knowledge about English for
Young Learners.

Medan, October 2021

Author

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 TABLE OF CONTENTS
PREFACE ..................................................................................................................................ii
TABLE OF CONTENTS ......................................................................................................... iii
CHAPTER I PRELIMINARY ................................................................................................... 1
A. Rationalization of the CJR Importance ............................................................................. 1
B. Purpose of CJR Writing..................................................................................................... 1
C. Benefit of CJR Writing ...................................................................................................... 1
D. Journal Identity .................................................................................................................. 1
CHAPTER II JOURNAL SUMMARY ..................................................................................... 3
A. Main Journal ...................................................................................................................... 3
B. Comparison Journal ........................................................................................................... 4
CHAPTER III DISCUSSION .................................................................................................... 6
A. Main Journal ...................................................................................................................... 6
B. Comparison Journal ........................................................................................................... 6
CHAPTER IV CLOSING .......................................................................................................... 7
A. Conclusion ......................................................................................................................... 7
B. Recommendation ............................................................................................................... 7
REFERENCES .......................................................................................................................... 8

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 CHAPTER I
PRELIMINARY
A. Rationalization of the CJR Importance
Critical Journal Review (CJR) is very important for education, especially for students
and college students because by criticizing a journal, students or critics can see which journal
need to be improved and which journals that are good for use based on research conducted by
the author of the journal. After being able to criticize the journal, it is expected that students
can make a journal because they already know a good and correct journal criteria are to be
used and already understand how to write or what steps are needed in writing the journal.

B. Purpose of CJR Writing

The purpose of writing this Critical Journal Report is to fulfill our assignments in the
English for Young Learners subject and be able to review the contents of the journal.

C. Benefit of CJR Writing

1. Can examine the contents of the journal properly and correctly.
2. As a source of knowledge and insight.
3. Practice the writer to formulate and draw conclusions from the analyzed journal.
4. Adding more knowledge about how to write a good journal.

D. Journal Identity
1. Main Journal
Article Title : Assessing English Vocabulary and Enhancing Young English as a
Foreign Language (EFL) Learners’ Motivation Through Games, Songs,
and Stories
Journal Name : Education
Author : Mu-hsuan Chou
Publication City : London
Publication Year : 2014
Volume : Volume 42

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2. Comparison Journal
Article Title : Sound and Sight: The Use of Song to Promote Language Learning
Journal Name : General Music Today
Author : Robyn Margaret Trinick
Publication City : Iowa, US.
Publication Year : 2011
Volume : Volume 25

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 CHAPTER II
JOURNAL SUMMARY

A. Main Journal
When teaching young EFL learners and adults, their cognitive and emotional
development as well as influences from the first language(s) (L1) must be taken into account.
The fact that children do not find it easy to use language to talk about language or to
understand grammar and discourse before the age of 8. She, therefore, suggests that the
cognitive demands of in-class tasks should be commensurate with children’s age-related
abilities. Owing to the short attention span of young learners, teaching them should be
sufficiently versatile to allow all pupils to become involved.
Auditory and visual stimuli are important inputs for children to model pronunciation
and body language and to join conversations with teachers and other pupils, they love
physical activities, which they play for fun and fantasy, and that they actually tire more easily
from sitting than from running. The teaching method Asher developed is known as Total
Physical Response (TPR). TPR can be used as a type of classroom activity in communicative
and interactive classrooms because it provides both auditory input and physical activity. The
fact that children live, to some degree, in a world of fantasy and make-believe
English has often been taught with a strong focus on learning about language forms
by using methods such as Grammar-Translation. Thus, it is important to investigate the
degree to which different types of activities, such as games or songs, when integrated into
TPR activities can benefit primary school children’s learning of English.
The relationship between play and learning is closely related where cognitive
processes are involved (Cook 2000; Wood and Attfield 1996). ‘Games’, according to Cook
(2000, 127), refer to ‘intricate, rule-governed, and culturally variable competitive activities’,
which can provide insights into language play. Wood and Attfield (1996) stated that play can
be seen as a means whereby children try to impose some structure or organisation onto a task,
such as exploration, practice, or repetition, and that it influences children’s attitudes towards
learning.
The present study makes it clear that games, songs and stories can be beneficial to
young pupils’ learning of English vocabulary when those activities are integrated with clear
teaching and learning objectives. By using storytelling and songs about international
festivals, the young pupils simultaneously increased their knowledge of global cultures and
expanded their vocabulary size. The social-psychological view of motivation argues that

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having favourable attitudes towards the target language culture may well increase
motivations to learn a second language (Cohen and Do¨rnyei 2002). In this case, such
positive motivation served as a starting point for the Taiwanese primary pupils to learn
English, instead of simply learning for the purposes of passing their English courses.

B. Comparison Journal
At the macro level, schools and communities intermingle to produce major events
such as choir festivals and cultural festivals. At all levels, the singing repertoire selected
should reflect the cultural capital of the children in the group, recognizing and celebrating
cultural diversity and giving insight into a range of cultures through song . In New Zealand
primary schools, assembly singing is commonplace, and it is an integral and historical part of
schools’ rituals. Many schools have adopted the Māori practice of singing a waiata to
welcome guests or to follow a speech.
The use of song as an integral part of a primary school day or week is neither new nor
innovative. The inclusion of traditional rhymes and chants, particularly in early childhood
and junior school settings, may be considered by some to be common practice. Deliberate and
purposeful use of song lyrics as shared reading text is, perhaps, more awareness than
innovation.As Lee says, «Music is all around us but is not used as much as it should be in the
language classroom.
It could be argued that music in collaboration with other learning areas compromises
music in its own right .Lowe argue that there is, indeed, value in using music to enrich
existing literacy programs, learning through music, outside the formal music education
context. Patel states, «The central role of music and language in human existence and the fact
that both involve complex and meaningful sound sequences naturally invite comparison
between the two domains»
1. The Affective Domain, Imagine a classroom in which children sing every day,
establishing singing as an important social and cultural experience in each child’s life.
Singing is celebratory and social, establishing meaningful connections to children’s lives
and experiences, such as birthdays, welcomes, sports events, and festivals.
2. The Sociocultural Domain. Teachers expect, and are faced with, the challenge of
recognizing and acknowledging cultural practices of their students.
3. The Cognitive Domain. The past decade has seen a wealth of new discoveries about the
cognitive connections between language and music, and although neuroscientists and

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 music educators may appear to live in quite distinct worlds, there may be opportunities for
both to benefit .
4. The Linguistic Domain. Children absorb as well as acquire language through song, so that
after several repetitions the language begins to be internalized. In this way, children begin
to make meaning of the ideas they are receiving .Romeo , believes that enhanced
visualization arising from the reading aloud of rich descriptive texts leads to improved
comprehension.
Song Choice, Clearly, to unpack every song that children enjoy might diminish the
aesthetic appeal and sheer joy of singing. Teachers’ tacit knowledge and common sense must
prevail when selecting when and how to use texts of particular songs for language-learning
outcomes. To help teachers locate authentic and appropriate cultural repertoire, the New
Zealand Ministry of Education has provided schools with a range of useful singing
Considering the wealth of supporting literature that argues the benefits of song for
language learning, the question must be asked: Why is this not common practice? Macias
offers several reasons for this, such as lack of teacher expertise, skepticism, concern about
noise levels and behavior, fear of detracting from the main curriculum, wasting of time, and
inappropriate models of language. This whakatauki, or Māori proverb, uses imagery to
convey not only the essential nature of singing as a form of expression but also the
importance of ensuring that the environment is right for singing. Increasing demands to
provide evidence of achievement in the areas of numeracy and literacy can cause anxiety for
both teachers and students.

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 CHAPTER III
DISCUSSION
A. Main Journal
This journal is great to read, it makes us want to read more because it’s a good topic
for nowdays student. The detail was great, include the data. However, it might be debatable
topic for some people for using game or another media for learning.

B. Comparison Journal
Second article give readers a lot of information about the importance of songs in
classroom environment. It explains to us how songs can impact learner’s motivation,
cognitive, affective, sociocultural and linguistic learners in study. This journal is easy to
understand because the writer uses the simple sentence to explain the material. However, this
article only talks about song that can motivate learners even there are many activities that can
involve such as games and stories. Besides that, this article doesn’t explain to readers about
how teaching young EFL learners.

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 CHAPTER IV
CLOSING
A. Conclusion
Learning English is simple for children. Teachers can use the above technique to
teach in a very effective way. The use of games in English classes for young pupils can
capture their attention and encourage them to enjoy studying English. Students can learn
vocabulary and improve their speaking skills by employing songs in the classroom. Teaching
English to Young Learners is a method of introducing English to young students as a foreign
language. Young learners are defined as children who are between the ages of three and
eleven or twelve. Young learners, unlike adults, have physical, psychological, social,
emotional, conceptual, and cognitive deficits. Young learners in this study are between the
ages of 6 and 9. Learning English at an early age has a huge impact on a child's cognitive
development. They will improve their focus abilities and become much more agile and adept
problem solvers. Another intriguing benefit is that your youngster will be able to multitask
effectively.

B. Recommendation
1. For College Students
They should study and read the journal in order to know widely about English for
Young Learners more deeply.
2. For the Author
Author should pay attention to every writing that will be published so that there are no
errors in writing.
3. For Readers
Can be used as reference material in making scientific papers.

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 REFERENCES

Chou, Mu-hsuan. 2014. Assessing English Vocabulary and Enhancing Young English as a
Foreign Language (EFL) Learners’ Motivation Through Games, Songs, and Stories.
Education. Volume 42(3): 284 – 297.
Trinick, Robyn Margaret. 2011. Sound and Sight: The Use of Song to Promote Language
Learning. General Music Today. Volume 25(2): 5 – 10.