Teaching EnglishThrough Songs

Desi Ratna Sari Simbolon 15220274

Farida Rizkiyah Khairun Nisa 15220288
Melani Siti Khalifah 15220431
Definition

(Jolly, 1975:14; Shin, J.K., 2006) songs are useful

teaching aids which raise and maintain students’
motivation, especially in cases when they are
catchy and supported with colorful visuals, realia
(objects from real life used in classroom
instruction), and movement.
Shin 2014;557
Using Song and movement is one of the best
way to ensure the second and foreign
language classroom demonstrate all these
qualities.
The advantages of using song in the classroom
(Griffee 1992: 4) 1. Classroom atmosphere

2. Language input

3. Cultural input

6. Teaching and student

interest

5. Supplement
4. A Text
 Benefits of teaching songs
started its business in Seoul Korea
in Brewster et.al. (2003: 164)
viding better internet services to the
world.

Linguistic resource

Psychological

Cognitive

Cultural and Social resource

Benefits
of Brewster et.al. (2003: 164)
1. Linguistic resource
3. Cognitive
a. help the children’s concentration,
teaching a. Accessing a new language to be introduce
by its structure and vocabulary reinforce
memory and coordination
b. stimulate the children’s sensitivity

songs b. presenting familiar language in a new form

and existing in a rich imaginative context
c. giving a lots of natural and enjoyable
repetition
d. Integrating all the skills
e. getting better improvement in
pronunciation
2. Psychological
a. can motivate to the positive attitude
toward the target language
b. non- threat so the children will feel enjoy
when singing and chanting
c. build the children confident
c. predict the next to do
d. can make the atmosphere of teaching
and learning different situation.
4. Cultural and Social resource
a. Song can be an authentic source
for the cultural component of the
language
b. singing and chanting together can
express the social experience of the
children so it can make the children to
make identification of the class and
group
Benefits
of Brewster et.al. (2003: 164)
1. Linguistic resource
3. Cognitive

teaching
a. help the children’s concentration,
a. Accessing a new language to be introduce by memory and coordination
its structure and vocabulary reinforce b. stimulate the children’s sensitivity

songs b. presenting familiar language in a new form and

existing in a rich imaginative context
c. giving a lots of natural and enjoyable repetition
d. Integrating all the skills
e. getting better improvement in pronunciation
4. Cultural and Social resource
2. Psychological
a. can motivate to the positive attitude toward
the target language
b. non- threat so the children will feel enjoy
when singing and chanting
c. build the children confident
c. predict the next to do
d. can make the atmosphere of teaching
and learning different situation.
a. Song can be an authentic source for
the cultural component of the language
b. singing and chanting together can
express the social experience of the
children so it can make the children to
make identification of the class and group
 8

“
THE REASON WHY TEACHER NEED TO USE SONG AS THE INSTRUCTIONAL’S INSTRUMENT (murphey 1993: 3)

Song appears to precede and aid the development of language in young children, works on our short and long term
memory, may strongly activate the repetition mechanism of the language acquisition device, is more motivating than other
texts, relaxing, short, self-contained texts, recordings, and films that is easy to handle in a lesson.
 Paul (2003;58)

Songs add a whole dimension to children’s classes,

and make it easier for the children to remember
words and patterns and natural chunks of language.
Songs can add feeling and rhythm to language
practice that ,might otherwise be flat, help children
remember things more easily and draw children
03 more deeply into a lesson.
 Choosing song to young learners

The poem or There is an The tone taught is

sentence is not educational easily mastered
too long mission by the child

2 4 6

1 3 5
Easily Based on the the song has
memorized by character and been known or
the child world of the liked by students
child

According to Hidayat (in Mindradini, 2012: 16)

 Principles of Using Songs
Brewster et al (2002: 168)

The teacher should set the context (by

Students present or
telling the purpose or background 1. 7.
perform the songs
information).

The teacher is suggested

to pre-teach any necessary 6. Teacher encourages them
vocabulary using visual 2. to compare with similar
aids, actions, realia, type in their language.
puppets, etc.

Playing on cassette or sing the 3. 5. Teacher gives a written

song should be done to allow
record of the text.
children to listen, show 4.
Teacher invites children to
understanding, familiarize
listen, repeat and practice
themselves with the rhythm,
by joining in and learning
tune, etc.
to sing.
 The Technique of Using Songs

Direct Method
Audio-Lingual or Aural-Oral Method
Direct Method of teaching a foreign
language, especially a modern
With the Audio-lingual method
language, through conversation,
students learn foreign language
disscussion, and reading in the
through extensive, repetition of a
language itself, without the use of
variety of drills so as to project the
student’s language, without
linguistic pattern of the language
translation and without the study of
into their minds to form a habit.
formal grammar. The words are
taught by pointing to objects or by
performing actions.
.
 Silent
Way
This method “ aimed to
develop human values, self-
awareness and empathy,
sensitivity to feelings and
emotion, and students
involvement in their own
learning” (House 2011:33)
This method also emphasises the
autonomy of the learner and
encourages students to have an
active role not only in class but
also at home by means of simple
exercises based on the songs
used in class which they can
carry out on their own and with
other family members.
Total
Physical Total Physical Response (TPR) is a language
Response teaching method built around the coordination
of speech and action, it attemps to teach
(TPR) language through physical (motor) activity.

14
Exemple Circle part of the body below
exercise
 The wheels on the
bus

Place your screenshot here

provide natural
repetition of words,
practice pronunciation,
practice memory, and
practice making
predictions
 Head shoulders
knees and toes

learn the names of

limbs, physical
movements, channel
students' excessive
energy, exercise
memory, coordination
and concentration,
develop grammar and
present a cheerful
atmosphere
 Bingo

practice letter spelling,

get to know one type of
profession and animals,
creating a cheerful
atmosphere
Old Mc Donald had
a farm

know the names of

various livestock and
their sounds (this sound
can be very diverse that
students know in their
mother tongue)
 3 little pigs

to teach conversation
and grammar.
 ABC

introduce Latin letter

names and how to
pronounce them in
English
 Any
question ?