Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
403
Topic: Using Songs as a Supplementary Material for Grammar Lessons
Ms. Vannida SAVANNALY
Laos
Abstract
The main purpose of the present study is about using Songs as a Supplementary
Material for Grammar Lessons. The questionnaires were used to investigate how the teacher and
students think about using songs in teaching grammars. 108 participants from year III classes in
the afternoon session and 15 teachers who teach them were selected as the sample of this study.
The item s in the questionnaires is in the form of statements. The subjects responded to an item
by indicating one of (usually) five degree of agreement. The collected data were screened and
coded before being analyzed. The Statistical Package of Social Sciences (SPSS) was use in the
analysis.
The most important findings that the researcher found are (1) the rates of respondents
interests on songs. (2) Teacher should use deductive techniques. (3) Using songs in teaching
makes the classroom atmosphere more interesting. (4) Using audio teaching aids (tape, song) in
class. (5) Songs help students be familiar with new words, and structure and (6) the use of songs
help students prefer using English for real-life situation.
The result from the questionnaire show that most of the students prefer learning through
songs, and using songs in grammar subject would be interesting for them. Furthermore, the
teachers also agreed that using songs in teaching could motivate and improve the students to
learn the lesson.
This research also shows some suggestion for using songs in teaching grammar, and one
of the most important suggestions is that the types of songs are very important, and the songs
should match the students‟ age.
Keywords: Songs, Grammar Lessons
Statement of the problem
Language is a means of communication
that is used to transfer information, ideas, and
feelings from one person to another. In Laos
English teaching aims at mastering four basic
skills and the students are expected to master
those four skills in order to be able to use
English communicatively of language, which
include listening, speaking, reading, and
writing skills. The aim of our curriculum will
not be successfully achieved if the language
teaching does not consider the language
components such as grammatical structure,
vocabulary, spelling, and pronunciation.
Therefore, grammar needs to be mastered by
the students since it is the basic rule of
language.
According to Freeman and Diane
(2000), one of the primary problems for
students learning English is grammar. Their
point isn‟t that perfect grammar is an
essential prerequisite for effective
communication. It isn‟t, but that too many
Lao students often lose motivation or interest
because of difficulties studying grammar; this
is mainly due to the fact that grammar is
perceived as being very difficult to
understand and that it cannot be presented or
taught in a manner which is meaningful or
interest or fun for Lao students.
In fact, grammar could be taught in
many different ways. On teaching method
which teachers commonly use is the
deductive teaching. This method teacher can
simply give students grammar rule before
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
404
letting them do exercises (Freeman, 2000),
this method might be boring to both teacher
and learners. Other approach that teacher can
use to teach grammar is inductive teaching,
the teacher gives many examples to the
students then encourages them to figure out
the rules (Freeman, 2000). One problem in
teaching grammar is how to teach students
successfully, the most important thing for
teachers is to find interesting and useful
methods to help students learn language.
The concept of fun is an important
feature of Lao culture, It is generally
accepted that many students will become lack
of interest if a particular lesson is boring; on
the other hand, they do tend to enjoy studying
when they believe that they are having fun or
playing entertainment games while learning.
This is not meant to imply that games ought
to replace academic integrity or achievement;
the point is that learning and fun can be
complementary nexus, making the study of
English grammar meaningful and interesting
to students, that forms the substantive thrust
of this study; to be sure, the use of song to
teach particular English grammar skills, the
precise focus of this study, assumes academic
relevance and a larger social significance.
A study of songs, accompanied by oral
singing, therefore, offers teachers and school
an excellent strategy to both improve and
sustain student interest in otherwise difficult
or boring classes. Songs can easily be used in
English-language classrooms and help the
teacher to improve student motivation,
comprehension, and ability because there are
so many different ways of using songs in the
English classroom. The challenge, therefore,
is whether using songs as a tool to teacher
certain English grammar points would benefit
Lao students.
Purpose of study
The reaction of students and teacher
toward the use of songs in teaching grammar
To propose some techniques of using songs
in teaching Grammar?
Research question
How do students and teachers react
towards the use of songs in English grammar
class? What are some suggestion techniques
in teaching English grammar through songs?
Scope of the study
This study will cover on year III
(semester I) students at Faculty of Education.
The book that they used to teach in this
semester is basic grammar. Will make the
questionnaire to find out what are they
thinking about using songs in grammar
lesson, if is it possible to use or not.
Definition of terms
English grammar: the rule governing
the ordering of words and phrases in order to
construct complete sentences; in this study,
only selected grammatical patterns and rules
will be analyzed.
Supplementary materials: in language
teaching, learning materials which are used in
addition to course book. They often deal
more intensively with skills that the course
book does not develop or address in detail.
Songs: song lyrics, as selected by the
researcher to teach specific grammar
patterns, and use as a tool to motivate the
students to learn.
Literature review
Problems of grammar with EFL
students
There are many sources and causes of
grammatical mistakes. Some students may
have bad teachers; some students may
attempt to emulate slang or taboo language
which they have learned from the mass
media, and some students have difficulty
separating the grammar of their native
language from the grammar of the target
language.
Laos, the subject of this study, is not
different than other countries; more
specifically, there are certain features of the
Laolanguage-phonological, rammatical…etc.
That makes certain English concepts difficult
to understand and to master. Banker (2006),
in research designed to identify specific
problems confronted by students studying
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
405
English, referred to grammatical problems
arising from descriptions of the physical
world. It is therefore necessary, as this study
has done, to simplify these differences in an
effort to concentrate on the English grammar
alone rather than relying on Lao grammar to
provide similar rules; to be sure, the absence
of similar rules in certain instances is one of
the primary causes of confusion and
difficulty. Again, Lao teachers admonish
native speakers against speaking a little Lao
in class and then Lao teachers translate
almost everything rather than compelling
students to learn English without this
intellectual support.
Deductive Teaching
Deductive teaching is the teaching
process in which the teacher presents a
general concept or a formal rule. It is means
the teacher presents the rule directly to the
students and then gives student‟s example
after that allow them to practice the
exercises. The deductive approach is more
teacher-centered because the teacher gives
the rule and explains directly to the students
then let them do exercise. However, it is
easier for the teacher to control the class and
it is more understandable for the learners to
learn grammar point, Al-Kharrat (2000)
states that the deductive teaching may not
motivate students in learning because the
students do not have to induce the rule. It‟s
taught by the teacher.
Inductive teaching
Inductive teaching is an approach
where the teacher presents new lesson by
giving students „example first, then follow by
the rule. The teacher doesn‟t explain the rules
explicitly, in this approach helps teachers to
assess what the learner already know about a
particular structure and make any necessary
adjustments in their lesson plan. On the other
hand, this approach is take more time for the
learners to understand the grammar point and
the students usually make mistakes about the
language base upon the examples given by
the teacher (Brown, 2011; Nunan, 2003)
The influence of song in foreign language
classes
Using songs as tools for teaching a
foreign language has many benefits.
According to Lo and Li (1998), songs are
able to change the monotonous mood in the
class and with the smoothing effect of music;
they provide a comfortable class environment
so that students can develop their lingual
skills more easily. Besides, utilizing songs in
class environment amuses students, helps
them feel relaxed and get rid of their negative
attitudes towards a foreign language while
learning a lingual structure through a song
(Sarıçoban, 2000). In this direction, the
amusing and relaxing mood brought by songs
to the class eases the effects of certain
emotional cases such as excitement, anxiety,
lack of self-confidence and the feeling of
being threatened, in addition to influencing
learning process positively or facilitating it
by stimulating the student emotionally
(Kramsch,1993). Also songs help motivating
the learners as they provide a pleasant
atmosphere. The students are encouraged to
actively involved in the learning process by
making use of their musical knowledge. In
this way songs help students to develop
confidence for language learning.(Şahin,
2008)
Additionally, being authentic texts
themselves, songs provide students with the
opportunity of meeting authentic texts
belonging to the target language. According
to Schoepp (2001), as they feature examples
of daily language, songs help students get
prepared for the language they will encounter
in daily life. Besides, as a part of daily life,
they are the tools of informing the students
about the culture of the target language. A
song is a literary text and literary texts harbor
cultural elements belonging to the language
in which they are written. When the
relationship between literary texts and life
itself is examined, it is seen that the reality of
life and human conditions in literary texts are
narrated by being processed in the inner
world of the author. In this regard, literary
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
406
texts have a significant role in
comprehending human beings and society
with their different aspects. In literary texts
written in a foreign language, it is possible to
find the reflection of the world of that
language, a life which is stranger to us (Polat,
1993).
Song: definition and lyric
When choosing songs with lyrics it is
important to begin with songs that the
students are familiar with so that the teacher
can see where their students‟ interest lies and
also to get their full attention.Song can be
broadly divided into many different forms,
depending on the criteria used. Some
classifications include art songs, popular
music songs, and folk songs. Other common
methods of classifications are by purpose
(sacred VS secular) by style (dance and
ballad) or by time of origin (Renaissance or
Contemporary) Wikipedia (2006). These
lyric often, though not always, present
repetitive grammatical patterns which this
study argues can improve student motivation
and grammatical proficiency.
Music for all levels of learning
Music contains a variety of vocabulary
that can easily be adjusted to the appropriate
age or level of learning. It is full of phrases
and expressions that will prepare children for
using genuine language. It teaches grammar
and many songs can be used as grammar
exercises, especially for adolescents since “in
order to make a grammar lesson effective,
beneficial, and interesting a teacher should
use some well-developed and fascinating
techniques in the classroom” (Saricoban &
Metin, 2010).
Learning grammar through song:
motivation and aptitude
Teaching grammar can easily be done
through song lyrics that are written especially
with that in mind. There are also popular
songs that teenagers can relate to that teach
grammar. Pop music is an important
component of that experience and makes
learning a foreign language more fun and,
potentially, more meaningful. It encourages
the students to make an active part in the
language process by contributing their own
unique musical interests and musical
knowledge. There are many ways in which
song lyrics can be used to aid in an English
language course. In terms of listening
comprehension, a teacher may ask questions
about the lyrics or about the characters in the
song. A teacher may teach context clues by
creating fill-in-the-blanks exercise or ask
students to write an advice letter to one of the
characters in the song. A teacher,
emphasizing writing and critical thinking,
may instruct the students to rewrite the lyrics
and therefore the underlying story. Finally, as
is relevant to this study, and as noted by
Lococo (2005), songs are superior tools for
illuminating parts of speech, semantics, and
repetitive grammatical patterns.
The main rationale is that songs engage
students, that songs transform passive
students in to active learners, and that a
difficult subject becomes more meaningful
and more comprehensible than when using
older teaching method and learning styles.
For example, in each activity replying upon a
song, the students are required to listen very
carefully in order to complete the tasks set
for them, whether it is to fill in gaps or
answer comprehension questions. In reading
a song, to Illustrate a separate language skill,
students need to pay specific attention to a
particular language aspect, such as a
repetitive past event (“my baby left me” or
“love will find away”) according to the
demands of the particular educational task.
Grammar can be taught in a variety of
ways; as presented by Kristen and Lems
(2001) students can fill-in-the-blank before,
during, or after listening to a song, and then
check to see whether their word choices
made sense semantically, even if they did not
pick the exact word used. This integrates
both grammar and different learning styles;
in short, more than one answer may be
perfectly correct from a semantic or
grammatical point of view. This also helps to
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
407
build the important skill of forming
hypotheses based on context (predicting).
Matching theory and learning styles: pop
songs as prefers style
Many teachers use foreign language
songs in class, but it is especially important
and useful to use pop songs which are part of
the youth culture represented by the students.
Pop music is an important component of that
experience and makes learning a foreign
language more fun (Shtakser. 2001).
An example of a grammar exercise
could be to learn about nouns and verbs
through a pop song. Many song lyrics that
can be found in pop songs include a good
amount of grammar exercises, such as;“She
loves you” by The Beatles that teaches the
present tense, “Yellow” by Coldplay that
teaches irregular past tense verbs, “Lately”
by Stevie Wonder where the students can
learn about present simple and continuous
and “Every breath you take” by The Police
that teaches future continuous, and is also
ideal to use for other activities such as
analyzing lyrics and creating discussions
Another example of an exercise would
be to learn about past tense through a pop
song where the students get the lyrics to a
song and are supposed to underline the verbs
that are in past tense while listening. Post-
listening the students can write a short story,
using the verbs from the song in the past
tense. This way, the students can actually
enjoy learning through music, which is rarely
used to teach grammar in the EFL/ESL
classrooms.
Methodology Population and sample
The population of this research is all year III
students (afternoon section) with the total
population 146 students, and 15 teachers that
teach in year III. To determine the sample
size from a given population, a quotation is
taken from the table of Morgan (1970 pp
607-610) in Educational and Psychological
Measurement. “Determining sample size for
Research Activities”. Finally, 108 students
were selected as the sample of this study.
The instruments for the study
The instrument used for data collection
is the structured questionnaires. This
questionnaire is designed to look forward to
using songs as a supplementary material for
grammar lesson. 27 questions are asked
eliciting different thought of students and 24
questions are asked eliciting different thought
of teacher about songs as a supplementary
material for grammar lesson.
Data collection
A set of items provided in a
questionnaire to be answered by the students
and the teacher to get facts as well as
information about the reaction toward the use
of songs in grammar lesson. The type of the
questionnaire used is based on a Likert‟s
scale.
Data analysis
The collected data were screened and
code before being analyzed. The Statistical
package for Social Sciences (SPSS) was used
in the analysis. Descriptive statistics was
used in part 1 of the questionnaire to present
the respondents‟ demographic background
information, and results were presented in
frequency tables and percentage. In part 2 of
the questionnaires which focuses on the
feeling of if the activity could help the
students learn grammar subject and how they
think about if the teacher used songs as a
supplementary material for grammar lesson;
descriptive statistics was also used to analyze
the collected data and the outcomes displayed
in tables and percentage.
Results
The most important findings that the
researcher found are (1) the rates of
respondents interests on songs. (2) Teacher
should use deductive techniques. (3) Using
songs in teaching makes the classroom
atmosphere more interesting. (4) Using audio
teaching aids (tape, song) in class. (5) Songs
help students be familiar with new words,
and structure and (6) the use of songs help
students prefer using English for real-life
situation.
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
408
Table: 1 “The rate of respondent‟s interests on songs”
Respondents Frequency Percentage (%) Valid Percentage (%)
Pop 57 52.8 58.8
Rock 33 30.6 34.0
Folk song 7 605 7.2
Total 97 89.8 100.0
Table 1 shows that 59% of the students
were liked pops songs, 34% of them were
likes rocks and follow by 7% likes folk
songs. From the result we know that more
than half of the students like to listen to pop
music. As we know that teachers use music
and songs in Foreign Language classes for
several reasons, students relate to songs as
part of entertainment rather than work and
find learning vocabulary through songs
amusing rather than tedious. This is true
especially with pop songs which are part of
youth culture because those songs also tend
to deal with problems interesting to young
people and the students identify with the
singers and want to understand the words
from the song.
http://www.laits.utexas.edu/hebrew/music/
music.html
Table : 2 “Teacher should use deductive technique”
Respondents Disagree Undecided Agree Strongly Agree Total
Frequency (%) Frequency (%) Frequency (%) Frequency (%) Frequency (%)
Students 22 20.4 55 50.9 24 22.2 7 6.5 108 100
Teachers 1 6.7 2 13.3 4 26.7 8 53.3 15 100.0
Table 2 show that 51% of the students
were undecided about teacher should use
deductive technique to teach, 22% agreed,
20% disagree and 7% strong agree. Some of
them said that using deductive technique is
easy to remember the structure but it was
hard for them to think of the example and
making sentences. Matching with Freeman,
2000 said that when teachers use this method
to teach grammar it might be boring to both
teacher and learners. According to the result
on the table 4.53% of the teacher strongly
agreed, 27% agreed, 13% were undecided
and 7% disagree with the teachers should
deductive technique to teach grammar. From
the finding, many teachers said that whether
or not the deductive and inductive techniques
are suitable for the students depends in the
difficulties of the lesson.
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
409
Table : 3 “Using songs in teaching make the classroom atmosphere more interesting”
Respondents Disagree Undecided Agree Strongly Agree Total
Frequency (%) Frequency (%) Frequency (%) Frequency (%) Frequency (%)
Students - - 15 13.9 39 36.1 54 50.0 108 100
Teachers - - 6 40.0 7 46.7 2 13.3 15 100.0
According to the table 3, 50% of the
students strong agree, 36% were agree with
using songs could help the classroom
atmosphere more interesting. And the
students suggested that if teachers use songs
in grammar subject, it could help the students
to relax, and enjoy learning. Furthermore,
47% of the teachers agreed, 40% of them
were undecided and 13% strongly agree.
Teachers though that using material make
classroom atmosphere interesting. Many
teacher also said that using songs in teaching
is the best way to change the boring class into
an interesting class. When young people
listen to songs, they usually feel relaxed and
interested in what will happen next and what
teachers will do.
Table: 4 “Using audio teaching aids (Tape, song)”
Respondents Disagree Undecided Agree Strongly Agree Total
Frequency (%) Frequency (%) Frequency (%) Frequency (%) Frequency (%)
Students - - 7 6.5 62 57.4 39 36.1 108 100
Teachers - - 3 20.0 6 40.0 6 40.0 15 100.0
Table 4 shows that 57% agree and 36%
of them strong agree that they prefer to learn
when teacher use audio aids in teaching.
Using audio aids in teaching help students to
understand or familiar with new vocabulary,
they can remember the pronunciation, or
sentences that might use in their real life
situation, help them practice listening, and
make the class more interesting.
40% of the teachers agreed, 40% strongly
agreed. 20% of them were undecided. That
means teachers preferred using audio aids to
explain the lesson because it could help them
to clarify the lesson, its also good for the
students to practice listening to how native
speaker speaks.
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
410
Table: 5 “Songs help students be familiar with new words and sentence structures”
Respondents Disagree Undecided Agree Strongly Agree Total
Frequency (%) Frequency (%) Frequency (%) Frequency (%) Frequency (%)
Students 1 9 18 16.7 54 50 35 32.4 108 100
Teachers - - 2 13.3 6 40 7 6.7 15 100.0
Table 5 shows that 54% of the students
agree, 32% strong agree, 17% were
undecided and 3% were disagree about songs
help students be familiar with new words and
sentence structure. They said that the
atmosphere created by the music. It enhances
the ability of the students to remember
vocabulary words, structure and thus shortens
the study period of the foreign language. The
result of this table also shows that 47% of the
teachers strongly agreed. 40% agreed.
Teacher thought that using songs could help
students understand more about grammar.
While the students listen to music (songs),
they usually know the situation that happened
in that song, and at the end of the song, they
will understand what happens and know
about the structure of the current lesson. But
on the other hand, one thing that teacher are
always worry about using song is the non-
standard grammar. In many of the songs, the
„non-serious‟ image of the pop songs confuse
the foreign language students. The answer to
this in current research is that not all songs
are suitable for foreign language classes. But
students usually can deal with the non-
standard grammar issue step by step. After all
non-standard grammar is fairly common in
daily usage of most languages and the
students have to learn to deal with it in a
language they learn.
Table: 6 “The use of songs help students prefer using English for real-life situation”
Respondents Disagree Undecided Agree Strongly Agree Total
Frequency (%) Frequency (%) Frequency (%) Frequency (%) Frequency (%)
Students - - 12 11.1 41 38 55 50.9 108 100
Teachers - - 1 6.7 6 40 8 53.3 15 100.0
Table 6 shows that 51 % of the students
strongly agreed, 38% agreed. That means
more than half of them thought that the uses
of songs help students prefer using English
for real-life situation because the students
find the exposure to the singers, as authentic
foreign language speakers.53% of the
teachers also strongly agreed, 40% agreed.
Most of them thought that using songs in
teaching grammar is the way that can
improve student‟s learning. English songs
can be used for a wide variety of learning and
teaching activities. Songs are also great for
teaching listening. One of my favorite
exercises with music is completing the blanks
while students are listening. At the same
time, the students have the chance to choose
the correct words in the box. For example,
“cry” and “try”. Of course teacher can teach
new vocabulary with songs, and students can
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
411
understand it better in the context of the song.
These are just a few of many ideas for using
songs in teaching.
Conclusions
From the research questions and the
researcher‟s finding in chapter IV, the results
can be concluding as follow:
How do students and teachers
react towards the use of songs in English
grammar class?
The result from the questionnaire show that
most of the students prefer learning through
songs, and using songs in grammar subject
would be interested for them. On the other
hand, the teachers also agreed with using
songs in teaching might motivate and
improve the students to learn the lesson.
Form all the finding above is relevant
to those of Saricoban and Metin (2000),
whom claimed that songs can be used
successfully in the English classroom and can
significantly help teachers to improve
students‟ performance and understanding
because there are many ways of using songs
in the English classroom. The grammar
points to be studied really do become more
interesting and students do grasp the
grammar points quickly. It must be noted,
however, that is success depends greatly on
the creativity of the teacher.
The finding also support the research
attributed to Cakir (1999); more specifically,
songs are wonderful materials multiple
respects. They are comprehensible, they are
enjoyable, they are authentic, and they are
full of chunks of language that students need
to use in real life situations. The students
remembered the repetitive patterns and
structure well.
What are some techniques in
teaching English grammar through songs?
There are many advantages of using songs in
the classroom. Through using contemporary
popular songs, which are already familiar to
teenagers, the teacher can meet the
challenges of the teenage needs in the
classroom. Since songs are highly memorable
and motivating, in many forms they may
constitute a powerful subculture with their
own rituals. Furthermore, through using
traditional folk songs the base of the learners‟
knowledge of the target culture can be
broadened. Correctly chosen, traditional folk
songs have the dual motivating attack of
pretty tunes and interesting stories, plus for
many students- the added ingredient of
novelty (Hill, 1999:29). Most songs,
especially folk songs, follow a regularly
repeated verse form, with rhyme, and have a
series of other discourse features, which
make them easy to follow.
In consequence, if selected properly
and adopted carefully, a teacher should
benefit from songs in all phases of teaching
grammar. Songs may both be used for the
presentation or the practice phase of the
grammar lesson. They may encourage
extensive and intensive listening, and inspire
creativity and use of imagination in a relaxed
classroom atmosphere. While selecting a
song the teacher should take the age, interests
of the learners and the language being used in
the song into consideration. To enhance
learner commitment, it is also beneficial to
allow learners to take part in the selection of
the songs.
There are various ways of using songs
in the classroom. The level of the students,
the interests and the age of the learners, the
grammar point to be studied, and the song
itself have determinant roles on the
procedure. Apart from them, it mainly
depends on the creativity of the teacher.
Proceedings of the 7th
International Conference on Educational Reform (ICER 2014),
Innovations and Good Practices in Education: Global Perspectives
412
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