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TeachListeningThroughSongs
LITERATURE REVIEW
Research that the author did entiled ‘Teach Listening Through Songs’ learning through music makes it easier for students to learn a lot of grammar and deepen the grammar in songs then know the writing of English properly and correctly and also the pronounce of a sentence contained in the song. With music we can explore our thoughts with a wide variety of vocabulary. As for the similarites in the themes that author read before,they are as follow: 1. Title : THE USE OF SONGS IN TEACHING STUDENTS’ LISTENING ABILITY Written by : Apin Hidayat University : University Indonesia This study was aimed at first investigating whether or not the use of songs significantly improves students’ listening skill. Second, the difficulties faced by the students in listening comprehension were also investigated. This quasi experimental research involved two classes of students of a public junior high school in Sumedang. The data were collected through pretest, posttest and questionnaires. In analyzing the collected data, quantitative research method was employed. Furthermore, the data taken from questionnaires were also investigated to find out the difficulties faced by the students listening comprehensions through songs. The study found that the use of songs likely improves students’ listening comprehension skills. It was evidenced by tobt (6.542) that greater than tcrit. As the result of the study, the null hypothesis of this research was rejected; the use of songs is likely to improve the students’ listening comprehension skill. Listening is considered as an important ability that has to be mastered. Listening ability is also important to be mastered for its benefit in building a good communication. In building a good communication with others, individuals have to understand the meaning of the messages conveyed by their partners when they have a conversation. In comprehending the message conveyed by others, listening ability is needed. Kirwan (2009) quotes Laurent’s statement (2000) that ‘It is impossible not to communicate’. Without listening ability, communication is impossible. This statement is in line with Burnard’s (1992) cited in Kirwan (2009), he states that listening and attending are cited as the two most important elements of communication.Particular listening strategy is needed not only to overcome the students’ difficulties, but also to improve their listening abilities. The importance of finding listening strategy also suggested by Wallace et al. (2004), he states that experience with a variety of reading, writing and speaking activities in school can help learners acquire the skills they need to be successful. Murphey (1990) suggests that many English teachers have long recognized that song and music work well in language classes. The statement shows that teachers can use song as a media to overcome the students difficulties in listening and improve their listening ability. Creative teacher can also use songs to teach English through songs since they provide a break from the textbook and work book. It is new and interesting for them. Therefore, with this situation, they will be motivated especially in learning listening. Therefore, the present study is aimed to investigate the use of songs in teaching students’ listening ability. Furthermore, the researcher expects that this research will give contribution to the practice of listening teaching and learning in the future. 2. Title : TEACHING AND LEARNING MOTIVATION IN ENGLISH MASTERY FOR EARLY SEMESTER STUDENT OF ENGLISH DEPARTMENT Written by : Arjulayana University : University of Muhammadiyah Tangerang Student can be said master the English if they can master four skills of language, there are speaking skill, writing skill, listening skill, and reading skill. Those skills are will be impossible to achieve if the student do not have motivation, both internal and external. The aims of this research is to explain and describe what kinds of motivations that students required to support their expectable achievement related to four skills of language. This research uses qualitative approach, with field research scheme, because the data and instruments are implemented in real condition. The research instruments consist of observation, interview, script interview, and study document. The interview conducted to 10 English lecturers to find out the students’ problems and lecturers’ suggestion regarding to students’ motivation to support teaching and learning process in English department. The result of this research shows that early semester students are having trouble in adapting English at their university, because of some problems, such as; unconfident in performing English as their instruction language in the classroom, because of their vocabulary limit, difficult in understanding lecturer’s English explanation, and difficult to interact among others in using English. Therefore, they need motivation, both internal and external. In Indonesia, English became a foreign language because most of the society did not use English their daily language. Beside of that reason, Indonesian student have to be able to master English, mostly for student in English education program. This case happened because the goal of English Education program alumnus should be able to implement, practice and teach for student. One of the important limits of education is that teachers cannot only convey knowledge to students, but students must actively build knowledge in their own minds. That is, they find and change information, examine new information against the old, and revise the rules when they are no longer valid. As stated by Von Glasersfeld (1995) that learning is not a stimulus-response phenomenon, but a process that requires self-regulation and the development of conceptual structures through reflection and abstraction. There are several concepts related to teaching and learning processes. The following will be discussed first about the concept of teaching process. First, teaching as intellectual work. One must find a way to bridge between one subject and one student to be an effective teacher. The teacher needs to carefully consider their choices, make decisions about which methods and content best suits their instructional goals and their students' needs for a particular teaching unit. The emphasis on the intellectual aspect of teaching is not intended to override the moral aspects of teaching, so the mind cannot be separated from the heart. The combination of intellectual and moral aspects of teaching only adds to the complexity. Teacher must be able to reflect on the view that teaching is a complex work in the case of evaluation, so the evaluation process is no longer limited to the teacher's observation in the act of teaching. Teachers are now also expected to be able to articulate their learning goals such as why they teach as they do, and to justify choices. This much tighter evaluation approach is intended to make teachers responsible who can make all professionals in their actions. Second, teaching as varied work. Part of learning involves involving lectures, exercises, and exercises, because students must learn some basic knowledge to the point where it can be easily taken, so as to inform interpretation and debate. However, students also need to spend time learning through various alternatives such as forming small and large groups, talking to each other, announcing their personal knowledge and beliefs, building and testing their knowledge with peers and teachers. To help them do this, teachers must have a variety of instructional strategies and need to know when and how to use them effectively. Third, teaching as shared work. carried out jointly by teachers and students. The teacher is fully responsible for designing and managing the overall approach to instruction used in their classrooms. However, the method they choose should provide an opportunity for students to make a contribution to a class conversation that will be effective in stimulating thought and understanding on the part of other students. The last, teacher as inquiry. Teachers need to gather information through formative assessment of the nature of the knowledge that is available to their students to teaching instruction and about how that knowledge can change during the lesson. When teachers identify appropriate approaches to instruction, they should provide an opportunity to try it out in their own classrooms and assess the impact of alternative teaching strategies on the understanding of their students who develop the content. Thus, they need to act as experts, explore the thoughts that underlie students' contributions in the classroom both verbally and in writing and can also be through interviews about their thoughts and logic (Wilson and Peterson (2006)). There are also some concepts of learning according to Wilson and Peterson (2016). First, learning as active engagement. The most important change in the theory of learning over the last 20 years is the change in the conception of learning as passive absorption of information into the conception of learning as an active engagement. The previous learning theory sees it as a passive process, in which Teachers are expected to do most of the conversation, and the students have been directed to listen. New learning theory sees it as an active and constructive process. Individuals try to understand the information that comes in by interpreting it into their initial knowledge, by questioning its meaning, and by exploring its use. Such activities play an important role in enabling them to convert incoming information into usable knowledge. Students bring their own ideas or preconceptions to the learning process. Second, learning as social, in traditional learning, classrooms have been arranged mostly as a place to study individual activities. Students are expected to learn primarily from listening to teachers and working on their own rather than engaging in meaningful interactions with teachers and their classmates about the content being taught. Recent research calls attention to the importance of more social interaction, such as conversation, discussion, collective work, and debate, to influence classroom learning. Such interaction provides an opportunity for students to learn through observing the performance of others, receiving feedback about their own performance, listening to alternative perspectives, and engaging in the exchange of ideas.Third, Learners differences as resources. Contemporary learning theory helps us to understand that all students, regardless of their social and cultural background, come to school with an active mind and curiosity. By using these theories, researchers have documented how the teachers having an understanding that the student was taken to the instruction as a resource to improve learning in the classroom. The last, Knowing what, how, and why. the fourth and final concept in the theory of learning involves assumptions about the nature of the student's knowledge should be expected to get in school to function effectively as a thinker and problem solver. In short, teachers can no longer just focus on teaching facts and procedures for a discipline. They also need to help their students understand the main ideas and concepts and develop competencies in using the investigation process and its argument. 3. Title : THE USE OF SONGS TO IMPROVE STUDENTS LISTENING COMPREHENSION ABILITY Written by : Nih Luh Gede Windy Lestary, Sih Luh Nyoman Seriadi University : University of Muhammadiyah Tangerang The aim of this journal is to find out the utilization of songs as the technique of teaching listening. Listening is part of four Basic English language skills. It seems like the other skills such as writing, reading, and speaking. These basic skills are divided into receptive skill-listening and reading- and productive skill, speaking and writing. Music and songs are crucial parts of growing and learning. There are many advantages to using songs in the classroom. There are positive and negative views on the utilization of songs in foreign language teaching. Using songs in the learning process especially in the listening lesson it makes the students can improve their listening skill as one of their meaningful strategies to overcome their problem in listening skill. English song can make the students become active in the class, they are interesting, and so they can do a listening task well. However, utilizing songs in the listening process has the challenges, such as; pop songs are not scientific, and inefficient sound systems in schools may cause problems while listening to songs. Additionally, some researchers doing research about using songs in the listening process. There are prior researches about the effect of using a song as the media of teaching listening. First, Dadang Solihat and Prita Lusiana Utami (2014) from the Department of English Education, University of Kuningan, Indonesia with the journal “Improving Students’ Listening Skill by Using English Songs”. They conducted it can be seen during the writers teaching at SMPN in Kuningan, the lack of capability of the students in listening skill. The aims of this research were to investigate the effectiveness of using english songs to improve students listening. The subject of the research is the 62 students in the eighth grade of SMPN 1 Lebakwangi, Kabupaten Lebakwangi. The author used a quasiexperimental method. The results showed that the students' progress in mastering listening skills during the activity can be seen from the pair. There are two groups as the investigated group in this research. In this research, the improvement of students’ listening skill by using an english song can be seen from the result of the students’ score in the test. The last previous research is conducted by Apin Hidayat (2013) entitled “The Use of Songs in Teaching Students’ Listening Ability”. He is from the English Education Study Program of the Indonesia University of Education. This study was aimed at first investigating whether or not the use of songs significantly improves students’ listening skill. Second, the difficulties faced by the students in listening comprehension were also investigated. This quasi-experimental research involved two classes of students of a public junior high school in Sumedang. The media of teaching and learning process, in this case, songs, not only help the teacher to teach listening but also provide an interesting way for the students to achieve the learning goals. The media is one of the effective ways of making the students understand well the delivered lesson. The content of the songs may become one of the influential factors which may determine the improvement of the students’ listening ability. The use of songs also should consider students’ need so that it will help students to learn and achieve the learning objective. The teacher ability in selecting teaching material will also influence the use of songs in improving the students’ listening ability. 4. Title : The Effect of Using Songs On Young Learners and Their Motivation for Learning English Written by : Nihada Delibegovic Dzanic University : University of Tuzla Songs are appreciated for their linguistic, pedagogical, cultural and entertaining features and they are precious language learning materials. They can be used to teach and develop every aspect of a language. This paper aims to verify these claims and confirm the effectiveness of using songs as a means to improve young learners’ English language vocabulary and to determine whether songs influence young learners’motivation to learn English. The paper deals with theoretical explanations of young learners, listening skills, and different aspects of using and teaching songs. It also discusses how songs influence motivation and the connection of songs with some language learning theories. The analytical part of the paper explains the procedure and the results obtained from the pre-tests, post-tests and delayed tests for three different children’s songs as well as from the questionnaire that was done in order to collect information about motivation provided by songs. The results showed that songs have a positive influence on vocabulary retention of young learners. Whatever setting is used, aural or aural/visual, the results prove that songs are suitable for different learning styles, they encourage positive learning experience, and enhance their knowledge. Songs aid motivation and help learners develop a love for language learning. Students motivated in this way are imaginative, creative, and eager to learn and succeed. listening which in turn can motivate students to participate in it. Therefore, the pre- listening stage plays an important role. In this phase, teachers introduce necessary language points and intrigue learners’ imagination. Furthermore, children must not be bored while listening to the song, so they need to have a specific task to do. These are while-listening activities where learners process the information learned in he introductory part of the lesson. Finally, they need to use this information and also increase the educational value of the song. In this post-listening stage, the focus is normally on developing the skills. Just as with any listening activity, songs are used following the three stages. Sevik (2012: 13-14), in his recent article, however, suggests pre-teaching activities, while-teaching activities, post- teaching activities, and follow-up activities. The proposed stages, nevertheless, can be used with children for any type of songs. As Sevik (ibid.) explained, in order to raise children’s interest, in the introductory part of the lesson, teachers should show visuals related to the vocabulary in the song and ask them to predict the content. Then, using visuals accompanied with actions, teachers read and explain the title of the song. Next, teachers ask students to say any words in English that they can associate with the title of the song and write those words on the board. Lastly, teachers use actions and pictures from the young learners’ books to explain the meanings of new words. By learning and revising lexical items in advance, children are encouraged to concentrate more on these specific language items while listening to the song. The comprehension of the song comes along with while-listening activities. At this stage, students are required to participate actively while they listen to the song. However, the song has to be played multiple (at least three to four) times so that students can learn the song and accompanying movements. The final stage in the listening process usually leads into communicative activities. At this point, it is a good idea to prepare activities in which students compete, play, or act. In order to be able to activate and practice the knowledge in the lessons that follow, teachers need to prepare appropriate follow-up activities such as a handout with pictures of the vocabulary from the song and blank spaces for students to write the correct words or a set of flashcards with a key word on each for individuals, pairs, or small groups to listen carefully and pile up the flashcards in the order they hear. 5. Title : A CASE STUDY OF USING SONGS IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS Written by : Dwi Ma’rifat University : University Indonesia The research was an attempted to investigate the song-based activities and stages in teaching English vocabulary through song. Furthermore, it was intended to find out students’ responses towards the use of song in learning English vocabulary. This study was qualitative in nature and used a case study as its research design. Furthermore, this study employed three instruments in obtaining the data namely observation, interview and written documents. The participants of this study were twenty students of grade one in one private elementary school in Bandung. The results showed that there were four stages implemented by the teacher: opening, main, follow up and closing stage. In addition, the students showed positive response towards the used of song in learning English vocabulary. The students felt happy and enjoyed during the teaching learning process. Also, by using song, it aided them in understanding English vocabulary even better In general, vocabulary is defined as all of the words that make up languages. Similarly, according to Cambridge Online Dictionary, vocabulary is defined as all the words that exist in a particular language and subject. In addition, Nathan (2013) interprets vocabulary as a list or number of words that people know and use it regularly in daily life. However those definitions are insufficient to cover the complexity of vocabulary. Vocabulary is divided into two forms; oral and print vocabulary (Lehr, Osbon and Hiebert, 1998). Oral vocabulary is all the words that one recognizes when he listens and speaks, while print vocabulary is all the words that one recognizes when he reads and writes (Lehr, Osbon and Heibert, 1998). Vocabulary can also be classified into receptive vocabulary and productive vocabulary or often called passive and active vocabulary (Laufer, 1998; Lehr osbon and Heibert 1998; Nation, 2001). Nation (2001) proposes that receptive vocabulary involves the ability to recognize the form of words while listening or reading also retrieving its meaning. Meanwhile, productive vocabulary involves the use of wanting to express a meaning through speaking or writing also retrieving and producing the appropriate spoken or written form (Nation, 2001). Productive vocabulary is sometimes named expressive vocabulary since it is used to express our ideas, ourselves and etc. (Pikulsi and Templeton, 2004). Moreover, according to Lehr, Osbon and Heibert (1998), receptive vocabulary is typically larger than productive vocabulary because it includes the words that are assigned to some meaning but are rarely used in speaking or writing. Vocabulary is vital in communication because it does not matter how proficient one in grammar and other components of language without a vast stock of vocabulary, communication can break down. This is in line with Folse (2004) who asserts that lack of grammar can limit conversation but lack of vocabulary can stop conversation. In addition, Sedita (2005) explains that knowledge of vocabulary is important since it encompasses all words that one must know to learn English if the teaching learning process is fun and is taught in meaningful context (Pinter, 2006). Thus, teaching English to young learners requires teacher to be creative in using or creating one or some various. Download 107.78 Kb. Do'stlaringiz bilan baham: |
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