The Importance of Using Song as Part of Learning Activity

Songs have always been part of the human experience. Since the teaching methods have changed over the past decades in favor of the communicative and learner-centered approach, it is natural to encounter them in English classrooms as well. Using songs can be motivating to students who enjoy music, which most of them really do. Schoepp (2001) claims that songs have become an integral part of our language experience and that they can be of great value if used in coordination with a language lesson. They can be incorporated into a variety of activities fostering all language skills (listening, reading, writing and speaking), as well as language systems such as pronunciation, grammar and vocabulary. Furthermore, using songs can create a relaxing and pleasurable classroom atmosphere and significantly enhance pupils’ intrinsic motivation to learn English. Music is a powerful stimulus for student engagement precisely because it speaks directly to our emotions while still allowing us to use our brains to analyze it and its effects if we so wish. A piece of music can change the atmosphere in a classroom or prepare students for a new activity. It can amuse and entertain, and it can make a satisfactory connection between the world of leisure and the world of learning in the classroom. That is why using song for part of learning activity in the classroom is truly important.

Music is purposely used to teach language and culture. Using music in the classroom can create a soothing atmosphere for learners and helps them not to feel threatened. It also can strengthen the relationship between teacher and students. Sleve and Miyake (2006) claim that learning a new language can benefit from structural and motivational properties of music in songs because these musical activities can develop auditory perception and metacognitive knowledge and aid phonological memory. They continue that music and songs can increase sensibility, aid memory, improve concentration, and help develop reading and writing abilities. Jolly (1975) states that the use of songs in lessons can improve four skills of language: listening, speaking, reading and writing. Songs activate both parts of the brain. The pronunciation of words, understanding, rhythm and musical execution correspond to the left hemisphere, whereas, melodic expression, emotions, and tone correspond to the right hemisphere. Kraus and Chandrasekaran (2010) state that musical training develops auditory skills as well as verbal memory. Listening to songs and singing them improve listening skills in a foreign language that is one of the essential skills for language learning.

One of most useful kinds of text for students to work with is song lyrics, especially where the song in question is one which the students are very keen on. According to Sylvan Payne, the ideal song repeats key phrases; attracts students’ attention; and teaches some natural, interesting language without offending anyone’ (2006: 42). Once a song has been selected, the teacher´s real work starts. The teacher has to decide what the song is best suited for, design appropriate learning tasks and integrate the activities with each other and with the aims of the lesson and the curriculum (Horner, 1993). Firstly, songs can provide practice in listening skills. Secondly, they can be used to focus on the form of the language, including grammar, vocabulary and pronunciation. In the third place, songs can provide topics for discussion and are often an excellent springboard into oral and written extension activities. As such, songs are a wonderful teaching device for communicative language teaching. The activities suggested here are classified according to their focus on listening skills, form of language and topic, and are partly adopted from Hancock´s Singing Grammar (1998).

They claims that using pop songs have poor vocabulary; there is too much slang and bad grammar. Of course, bad pop songs exist but it is the teacher´s task to choose the good ones with rich vocabulary, good grammar examples and strong messages. There are plenty of good songs that can be use for classroom activity. They believe that students do not like the songs the teacher chooses. However, it is really rejected. Teachers can let students to give tips on songs they like, for example, in form of a brainstorming activity or questionnaire about their favorite singers, bands and songs. Students also can bring their own favorite songs to class. (Harmer, 2011).

To sum up, there are many concerns among teachers about using pop songs. The above presented list of possible disadvantages is far from being complete. When working with pop songs, teachers need to be enthusiastic about the songs themselves so that they can pass on their enthusiasm to students. However, as with any other teaching method, some activities work well with one class and do not work with another class and vice versa. Therefore, it is important to know the class and their musical tastes and choose the right songs. The fact that songs belong to the real lives of the students allows the teacher to support the idea that the language the students are learning can be used in the real world (Vettorel, 2007).

References

HANCOCK, Mark. 1998. Singing Grammar: Teaching grammar through songs. Cambridge: Cambridge University Press.

HARMER, Jeremy. 2011. The Practice of English Language Teaching 4^th edition. Pearson: Longman.

HORNER, David. 1993. Classroom Ideas: songs and music. Modern English Teacher vol. 2.

LENKA, Ornerova. 2009. The Use of Pop Songs In The EFL Classroom. Thesis.

VETTOREL, Paola. 2007. A musical experience. English Teaching professional.

Argumentative Writing Task 6                                                                      INDRIANI DWI PUTRI

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