paper tefl ten lengkap(1)
DESCRIPTION
paper tenTRANSCRIPT
SONG IN ENGLISH
(ANDI TENRI HARDIYANTI/1252040011/ENGLISH EDUCATION A)
A. INTRODUCTION
Nowadays, English becomes a common useful language in the world.
According to some statements that have found in www.Funeasyenglish.com, there are
over 500 million speakers of English as a second or foreign language. English also
becomes an international language since it used to unite all people in the world to
discuss about politics, science, technology, education, health and many other things
with people globally. In Indonesia, many people learning English. Even the students
start to learn English since in elementary school. English has chosen as the first
foreign language that be taught in the school.
There are many ways to increase the student’s English acquisition. It is
with theory, assignment, use a media such as games and picture. But so far, the
teachers still have problems to make the students influence in English.
According to Kristin Lems (2001) “Music can be used in the adult ESL
classroom to create a learning environment; to build listening comprehension,
speaking, reading, and writing skills; to increase vocabulary; and to expand cultural
knowledge”..
According to Hornby (1990), song is a piece of music with words that is
sung. Song is also a great language package that bundles culture, vocabulary,
listening, grammar and a host of other language skills in just a few rhymes. Songs can
also provide a relaxed lesson on a hot boring day. Considering this fact, the teacher
can use music in the process of learning. It will give a positive effect for the students
1
Music in this era is developing so fast. Many singers from abroad are loved
by people in Indonesia. Sometimes, they also concert in here. For the song, the
teacher can access it easily. Even the western song is really easy to get. We can buy it
in the store or we can download it and it’s free. That’s why using music in the
learning process of English class will be easy.
The analysis of this paper focuses on using music in English. It includes
using song in teaching English, the example of song in teaching English and the
reason why using English in teaching English.
B. DISCUSSIONS
1. How to use song in English classroom
a.) Listen to the song
Start things off by just listening. It’s important to remember that
this is supposed to be a fun activity; don’t make it too serious or boring. As
an alternative, you can show a video clip if you have. Ask learners if
they’ve heard it before, and don’t overload them with tasks at this point;
simply let them enjoy the music.
b.) Ask some question about the titles
Here are a couple of examples of the types of questions you can
ask:
For John Lennon’s wonderful ‘Jealous Guy’:
‘What is a ‘jealous guy’?’
‘What are three things a jealous guy might do?’
2
‘What kinds of jealousy are there?
For Queen’s classic ‘We are the champions’:
‘What is a champion?’
‘What kinds of champions are there in the world?’
‘What activities have champions?’
Such questions tend to work really well as conversation starters,
so group three or four learners together and then get feedback from each
group on their thoughts. If you think it would help, make this your first
step, i.e., before the initial listening.
c.) Listen the song again, this time with lyric
This time, you should give learners the chance to read the lyrics to
the song. At this point you might do one or more of the following
activities:
Learners can just read the lyrics while they listen. They can possibly
highlight unknown words for later discussion.
You can make a lyric worksheet as a gap fill; learners fill in the gaps
as they listen.
You can make cut-out strips of selected missing words and again
make a lyric worksheet as a gap fill; this time learners match the
word strips to the gaps as they listen.
3
d.) Focus on a particular verb tense or aspect grammar
Virtually every song centers on a particular verb tense. This is too
good an opportunity to pass up in terms of uncovering the grammar. There
are suggestion is to start with questions such as these:
How many examples can you find of the past simple in the lyrics?
Why did the writer of this song choose this verb tense?
This acts as a springboard for discussing the function of a specific
tense, as well as examining its form. Furthermore, it often tends to raise
awareness of grammatical flexibility and ‘poetic license’ in the
construction of song lyrics. Students often expect songs to obey the
grammatical rules that have been drummed into them.
e.) Focus on vocabulary, idioms and expressions
We’ve noted that many songs bend the rules of grammar. It’s also
useful to focus on the creative and artistic use of vocabulary we encounter
in lyrics. Start with questions like these (again, for Queen’s classic song
‘We are the champions’):
What does ‘I’ve paid my dues’ mean?
What does ‘my share of’ mean?
What does ‘I’ve taken my bows’ mean?
Go through the meanings, illustrating with other examples if
necessary. Songs often serve as really good contexts for phrases and
idioms, but it’s good to make sure that the meaning is clear.
4
f.) Round things off with some creativity
Creativity is an important part of maintaining motivation but
it shouldn’t be limited to the teaching approach. Here are a few examples
of things you can do to get the creative juices flowing:
Write another verse of lyrics, maintaining the same mood and style
as the original. This can be done individually or in groups. These
new lyrics can be presented to the rest of the class. Perhaps several
groups can work on this to come up with a completely new set of
lyrics for the whole song.
A song tends to give you the perspective of the singer. Write a
response (this can be a paragraph, i.e., not necessarily in lyric form)
from the point of view of the person the song is being sung about, or
any other protagonist.
Have the learners plan a music video for the song. In groups they
decide the location, the characters, and what happens. Then each
group explains their idea to the rest of the class and the learners vote
on the best one. The results can be surprising, as they frequently
come up with an interpretation that hadn’t even occurred to you!
Write a diary entry for a character in the song. Get learners to
examine the thoughts and feelings that inspired the story being
played out in the lyrics.
5
2. Activities in learning English by song
According to KristimLems (2001) there are several activites in learning
English:
a.) Listening and oral activities
Songs contextually introduce the features of supra-segmentals (how
rhythm, stress, and intonation affect the pronunciation of English in
context). Through songs, students discover the natural stretching and
compacting of the stream of English speech. For example, the reduction
of the auxiliary have to the sound /uv/ can be heard in the song by Toni
Braxton “You’ve Been Wrong for So Long: (2000). Similarly, the change
of word final t + word initial y to /ch/ can be heard in a line from the
Tracy Chapman song, “All that You Have is Your Soul” (1989), where
the singer says, “Don’t you eat of a bitter fruit.” Moriya (1988) points out
the value of using songs for pronunciation practice with Asian learners
because of the many phonemic differences between Asian languages and
English. However, students from any language background can benefit
from a choral or individual reading of the lyrics of the songs mentioned
above, practicing the natural reductions that occur in spoken English.
Students may summarize orally the action or theme of a song or give oral
presentations about a song or musician, playing musical selections for the
class. To involve the whole class, students can fill out response sheets
about each presentation, answering questions about the featured topic,
something new they learned, and something they enjoyed.
b.) Reading and Writing Activities
Students can fill in the blanks before, during, or after listening to a song,
and then check to see whether their word choices made sense
6
semantically, even if they did not pick the exact word used. This
helpsbuild the important skill of forming hypotheses based on context
(predicting). This activity, called cloze,is usually created by deleting
words at predetermined intervals, e.g., every 5th or 7th word.
However,words can be deleted instead to practice a target grammar point,
such as past tense verbs, prepositions, orcompound nouns, or to identify
key words (Griffee, 1990). example, in the popular Enya song,
“OnlyTime”(2001), the auxiliary “can” could be omitted. (“Who can say
where the road goes, where the dayflows, only time. And who can say if
your love grows, as your heart chose, only time.”)
One popular activity is to cut the lyrics into lines and have students put
them in the correct order as theylisten to the song. This can be done
individually or in small groups. It may be necessary to play the
songseveral times. After the lines of the song have been put in order, the
song can be played once more asstudents read or sing along.
Alternatively, the class can be divided into teams with identical sets of
stripsand compete to see which group can put the strips in the correct
order first.
For short songs, students can work in small groups to write the words of a
song. The process of puttingthe lyrics together as a group involves
making decisions about word order, verb tense, and parts ofspeech. It also
builds the teamwork skills so important to the workplace and community.
When the lyricsheet is handed out, the groups can compare what they
heard and wrote with the actual words.
Adult students enjoy writing responses to songs, either in class or at
home. Possible responses includetopics comparing music in the students’
homeland with music in the U.S. This assignment draws uponthe
knowledge and experiences that adult ESL learners bring to language
learning and provides a knowncontext for comparing and contrasting,
7
often a difficult skill for beginning writers.Many songs tell a story, and
these stories can be rewritten or retold to practice narrative or
summarizingskills or direct and reported speech. Students can also
complete writing prompt or answer a question fromthe point of view of
the narrator or other characters in a song. For example, the Nancy Wilson
song,“Guess Who I Saw Today,” (1960) is sung by a wife catching her
husband having a romantic lunch withanother woman. The prompt could
require the students to respond to the accusations in writing, sayingwhat
the husband might say.
c.) Vocabulary building activities
Pop songs are written to be easily understood and enjoyed. As discussed
above, they tend to use high frequency lyrics that have emotional content.
This makes them strong candidates for word study or for reinforcing
words already learned through written means. If a series of songs is to be
used, students can be paired and given a song to teach the class.
However, the songs may also have idioms in them that might be difficult
to explain, depending on the level of the students. For example, Cat
Stevens’ rendition of “Morning Has Broken” (1975) may appear initially
to be a solid intermediate- level song that practices the present perfect
tense. On closer examination, the expression “morning has broken” can
be confusing to English language learners and may need to be discussed
prior to listening to the song.
3. Example of the songs
a.) Alphabet
- The ABC Rap – The Gum Rappers
- Letter Blender – Music Movement & Magination
- Letter Sounds A to Z – Jack Hartmann
8
b.) English Grammar and a Systematic Approach to Learning English
- Make New Sounds (Digraphs) – Jack Hartmann
- Phrasal Verbs and the Imperative – Learning English Through Song
- Popcorn Words (High-Frequency Words) – Jack Hartmann
c.) Language and Grammar Songs Especially for Children
- Fiddle with a Words – Intelli-Tune
- Funny Rhymes (Long Vowels) – Ron Brown
- Helper Verbs – Learning by Song
- Let's Compare (word endings 'er' and 'est') – Intelli-Tunes
4. The significance of song in learning English
a.) Improve students listening skill
Students perceive the song through listening to it. When students
listening to the music indirectly, they will practice their listening skill.
b.) Improve students vocabulary skill
One of the elements of the song is vocabulary. Students will acquire
new vocabulary in the song that they listen. When they found the new
vocabularies, they want to know more about that vocabulary by
searching the meaning of the words.
c.) Improve students pronunciation
Listening to the music in one of the best way to improve students
pronunciation. Because students will be often repeat the song and in
directly they practice pronouncing new words.
9
d.) Foster students motivation
Song is one of interesting way to get students attention in learning
english. Since it is considered as interesting material, students tend to
be motivated.
5. The reason of learning English by using song
a.) It’s fun
The sheer volume of music out there means there will always be
something suitable for the lesson you’re planning and allows for
interesting changes of pace in the classroom. Music also goes a long way
to establishing a positive learning environment while additionally serving
to energize learning activities. Music adds the element of fun while
helping maintain – or even provide – the focus of the lesson. Songs help
create a nice atmosphere as they don’t feel like typical classroom work;
rather they promote the kind of authentic activity which learners engage
in outside the lesson. Music serves as a great lesson warmer because it
stimulates the learners’ imaginations.
b.) Music leads to better retention of language
The natural melody, rhythm and repetition can encourage retention: these
elements collaborate together as an effective teaching and learning tool.
Indeed, learners who have language difficulties can particularly benefit
from the introduction of music into the classroom. Think about how you
find yourself singing songs randomly in your everyday life. This process
is invaluable in language learning: learners’ language retention is
increased when the language is taught as part of a song.
10
c.) Its accessible
Now that most music is accessible to almost anyone anywhere, either
through radio, CDs, DVDs and downloads from the Internet, learners can
enjoy songs from all corners of the globe (Lems : 2001 addapted from
http://www.hltmag.co.uk/apr09/less01.htm)
d.) Language learning
In a world where non-native speakers of English are likely to produce the
majority of songs in English, learners have the opportunity to listen to
pronunciation in a wide range of varieties of the language. Songs will
help learners become familiar with word stress and intonation, and the
rhythm with which words are spoken or sung also helps memorization.
Again, this will enable learners to remember chunks of language which
they can then use in conversations or in writing. As language teachers, we
can use songs to practice listening, speaking, reading and writing.
e.) Cultural literacy
Using song in class can shed light on interesting musical traditions in
countries, but can also teach teens, young adults and adults to appreciate
other cultures. For adult learners they can be “a rich mine of information
about human relations, ethics, customs, history, humor, and regional and
cultural differences (Lems : 2001 addapted from
http://www.hltmag.co.uk/apr09/less01.htm)
f.) Music motivates and involves learners
Music is a great motivator: songs enable learners to actively participate in
the learning experience. Because music helps to enhance learner
involvement, they therefore develop improved attitudes toward class
itself. This also improves their overall view of the language and their
11
feelings about learning English, as they are more willing and able to take
in new information.
g.) Music can improve student’s English skill
When we teach student with song they can learn vocabulary,
pronunciation, intonation, the rhythm of the language, the grammar, and
listening skills.
h.) Physical development
Songs provide a great opportunity for young learners to move around.
Clapping, dancing and playing instruments stimulate memory, which
makes it possible for learners to hear chunks of language as they sing and
use them in different situations later. Older learners can also benefit from
clapping, dancing, rocking, tapping, and snapping their fingers to music
and songs.
12
C. CONCLUSION
The writers can draw conclusion in this part.Using song in the classroom
can be used as the tool for teaching. There are some kind activities in using song
such as, listening and oral activities, cloze, reading, translating and writing the
opinion about the song.
This method can help the teacher in learning process. Besides it can build the
student English skill such aslisteningcomprehension, speaking, reading, writing
skill. Also, it can increase vocabulary and expand cultural knowledge.
13
D. REFERENCE
Adam, 2013.4 great resons to use songs in language
teaching.http://www.teachthemenglish.com/2013/08/4-great-reasons-to-
use-songs-in-language-teaching/(Access on October 7th)
Dr, Ross W & AZ, Chandler. 2012. Using song to promote learning.
http://www.songsforteaching.com/esleflesol.htm (Access on October 8th)
Hornby, A. S. (1990). Oxford Advanced Learner’s Dictionary of Current English. Oxford:
Lems, Kristin. 2001.Using Music in the Adult ESL Classroom.National-Louis
University
Lom, Hans. 2009. Using songs in the English classroom.
http://www.hltmag.co.uk/apr09/less01.htm (Access on October 8th)
Press, Oxford University. 2011. Why should songs be used MORE in the young
learners classroom?.http://oupeltglobalblog.com/2011/05/11/why-
should-songs-be-used-more-in-the-young-learners-classroom/ (Access on
October 7th)
Simpson, Adam J. 2015. How to use songs in the English language classroom.
http://www.britishcouncil.org/voices-magazine/how-use-songs-english-
language-classroom (Access on October 7th)
Oxford University Press
14