other proposal and the comparison

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Using Songs Effectively
to Teach English to Young Learners1
Neil T. Millington
Ritsumeikan Asia Pacific University, Japan
Abstract
Songs play an important role in the development of young children learning a
second language. A testament to this is the frequency with which songs are
used in English Language Teaching classrooms all over the world. This paper
begins by looking at why songs can be considered valuable pedagogical tools.
In particular, it will discuss how songs can help learners improve their listening
skills and pronunciation, and how they can be useful in the teaching of
vocabulary and sentence structures. The author will also discuss how songs
can reflect culture and increase students’ overall enjoyment of learning a
second language. The author will then attempt to show, through practical
examples, how songs can be used as language tasks. Finally, the paper aims to
explore how classic songs for children can be adapted to suit a particular theme
or part of the curriculum a teacher might wish to teach.
Most children enjoy singing songs, and they can often be a welcome change from the routine
of learning a foreign language. For the teacher, using songs in the classroom can also be a nice
break from following a set curriculum. Songs can be taught to any number of students and
even those teachers with the most limited resources can use them effectively. Songs can play
an important role in the development of language in young children learning a second
language. Yet songs may be used relatively ineffectively and the potential for language
learning is not maximized.
This paper starts by analyzing why songs should be considered as useful pedagogical tools.
The author then proposes using songs as language learning tasks to maximize the benefits of
using songs and attempts to show how this might be done using practical examples. Finally,
the paper explores how classic children’s songs could be modified to help teachers use them
more frequently to teach a wider variety of topics.
Songs as Pedagogical Tools
One advantage of using songs in the young learner classroom is their flexibility. Songs can be
used for a number of purposes and there are many reasons why songs can be considered a
valuable pedagogical tool. Songs can help young learners improve their listening skills and
pronunciation, therefore potentially helping them to improve their speaking skills (Murphey,
1992). Songs can also be useful tools in the learning of vocabulary, sentence structures, and
sentence patterns, not to mention their reflectivity of mother tongue culture (Murphey, 1992).
Perhaps the greatest benefit to using songs in the classroom is that they can be fun. Pleasure
for its own sake is an important part of learning a language, something which is often
Language Education in Asia, 2011, 2(1), 134-141. http://dx.doi.org/10.5746/LEiA/11/V2/I1/A11/Millington
Language Education in Asia, Volume 2, Issue 1, 2011
Millington - Page 135
overlooked by teachers, and songs can add interest to the classroom routine and potentially
improve student motivation.
Listening. Purcell (1992) states that students can become bored by repeatedly listening to a
narration or dialog as they attempt to understand the meaning of new words or phrases in
context. In contrast, listening to a song over and over again can seem less monotonous
because of the rhythm and melody. Some songs, such as Hello, contain common expressions
and can be used as good listening activities. For example, the teacher could sing the first three
lines of the song below, and students could respond with the following three lines.
Hello,
Hello,
Hello, how are you?
I’m fine,
I’m fine,
I hope that you are, too.
Songs can also help to improve listening skills because they provide students with practice
listening to different forms of intonation and rhythm. English has a stress-timed rhythm, for
which songs can help to establish a feeling. Murphey believes that music has the power to
engrave itself into our brains, stating that “songs work on our short- and long-term memory”
and are therefore adequate tools for using in the language classroom (1992, p. 3).
Speaking. Children are often keen to learn how to make new sounds and this can take a great
deal of practice. Some teachers use minimal-pair drills, yet these types of activities are rarely
interesting for young learners. Songs, on the other hand, can allow young learners to practice
a new sound without producing the same level of boredom. Songs also have a natural rhythm
with a recurring beat that is similar to the stress patterns of spoken English. These patterns
make some songs useful for practicing rhythm and stress. The song Girls and Boys Come Out
and Play could be used effectively to teach English rhythm and stress, for example (Richards,
1969, p. 162).
Girls and boys come out to play,
The sun above is bright today.
Leave your work and leave your sleep,
Come and join us in the street.
Come with a shout and come with a call,
Come with a smile and bring your ball.
Down the steps and up the path,
All the fun will make you laugh.
Moriya (1988) emphasizes the value of using songs for pronunciation practice with Asian
learners of English due to the phonemic differences between Asian languages and English. For
example, there are several problematic areas for Japanese students learning English. Ohata
(2004) shows the differences in vowels, consonants and syllable types that cause difficulties for
Japanese learners of English. Practicing the different sounds by singing songs can be more
interesting and enjoyable than other activities such as minimal-pair drills.
Vocabulary. Songs can provide the opportunity for vocabulary practice. They are usually
based around a theme or topic that can provide the context for vocabulary learning. The song
Teaching Practice
Millington - Page 136
Head, Shoulders, Knees and Toes, for example, could be used to review body parts, or the
song I Can Sing a Rainbow might be useful for reviewing color names. Most children’s songs
are characterized by monosyllabic words, many of which are frequently repeated. This
repetition offers greater exposure to these words and can help to improve vocabulary
acquisition.
Some of the vocabulary and language used in traditional and popular English songs, however,
can cause difficulties for language learners due to their use of low frequency and archaic
words. The song and the lyrics need to be selected carefully to complement the target
vocabulary. A difficulty for teachers is finding and selecting songs that are suitable both in
terms of vocabulary and topic or theme.
Sentence structures and sentence patterns. Many children's songs have a simple sentence
structure or sentence pattern that can become set in the mind of the learner. Songs could be
used to reinforce questions taught in the classroom. The songs Where is Thumbkin?, Hello,
What's Your Name?, and Who is Wearing Red? might be useful for practicing WH-question
forms, for example. Websites such as The Teacher’s Guide (http://www.theteachersguide.
com/) or NIEHS Kids’ Pages (http://kids.niehs.nih.gov/) provide hundreds of children’s songs
with lyrics for teachers to use.
The length of a phrase in a typical children’s song is short and often uses simple conversational
language. Murphey (1992) states that the pauses after each phrase are typically longer in
comparison to the phrase itself, which can allow learners to process the language and shadow
in real time. Again though, the teacher needs to take care when selecting a song because some
songs have irregular sentence structures that are not typically used in English conversation.
Culture. According to Jolly (1975), using songs can also give learners the opportunity to
acquire a better understanding of the culture of the target language. Songs reflect culture; Shen
states, “language and music are interwoven in songs to communicate cultural reality in a very
unique way” (2009, p. 88). Although this is probably more applicable to songs for older
learners, young learners can be given the opportunity to learn about seasonal or historical
events in the target language through songs.
Enjoyment. Probably the most obvious advantage to using songs in the young learner
classroom is that they are enjoyable. Most children enjoy singing and usually respond well to
using songs in the classroom, but there are more significant benefits to using songs other than
just being fun. First, songs can bring variety to the everyday classroom routine. This variety
stimulates interest and attention, which can help maintain classroom motivation, thereby
helping learners to reach higher levels of achievement. Secondly, songs, in particular choral
singing, can help to create a relaxed and informal atmosphere that makes the classroom a nonthreatening
environment. By reducing anxiety, songs can help increase student interest and
motivate them to learn the target language. Students often think of songs as entertainment
rather than study and therefore find learning English through songs fun and enjoyable.
Limitations. Although there are many reasons why songs can be considered a valuable
teaching tool, there are some issues to consider. As mentioned above, the teacher needs to
take care in selecting a suitable song for his or her class. The language, vocabulary, and
sentence structure of some songs can be quite different from that used in spoken English
(Richards, 1969, p. 163). For example, the children’s song or nursery rhyme, Jack Be Nimble,
is not likely to help the learner in the use of the be verb:
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Jack be nimble,
Jack be quick,
Jack jump over the candlestick.
In addition, there are other difficulties placed on the teacher. To maintain variety in the
classroom, the teacher needs a good repertoire of songs. Although young learners are happy to
sing the same song on several occasions, interest in the same song can soon fade if the song is
used too often. Some non-native English-speaking teachers may also worry about teaching the
stress and timing of songs correctly, and are therefore probably more likely to only use certain
songs that they feel comfortable with. Finally, Murphey (1992) points out that no matter how
enjoyable or memorable, singing songs in itself will not teach anyone to use the language, and
will not give students the ability to communicate in another language. The words in songs
unfortunately do not transfer into use.
Songs as Tasks
One way to maximize the advantages and minimize some of the limitations mentioned above
might be to develop songs into language learning tasks. Although this alone will not help
teachers develop a greater repertoire of songs, it can help turn a song into a useful tool for
language learning and teaching (Cameron, 2001, p. 31).
Defining a Task
Cameron defines an activity for young learners as “any kind of event that children participate
in” (2001, p. 31), but adds, not all classroom activities can be classified as tasks. For an
activity to be considered a task, it must have more carefully planned and structured events with
learner participation as the fulcrum (Cameron, 1997, p. 346). Cameron provides “a list of
defining features of task for use in teaching foreign languages to children” (2001, p. 31).
Classroom tasks for children learning a foreign language
• Have coherence and unity for learners
(From topic, activity and outcome)
• Have meaning and purpose for learners
• Have clear language learning goals
• Have a beginning and an end
• Involve the learners actively
Figure 1. Classroom tasks for children learning a foreign language from Cameron, 2001, p. 31.
These defining features benefit the teacher because they provide a reference point when
planning a lesson or analyzing a lesson plan; for researchers, it “provides a unit around which
to develop an understanding of language learning and teaching processes” (Cameron, 1997, p.
346). In addition to these five features, Cameron (2001) reports that tasks for young learners
should have three stages: preparation, core activity and follow up.
Developing a Song into a Task
The Wheels on the Bus, a popular children’s song often sung by children in the U.K., U.S., and
Canada, is used here to illustrate how a song could be developed into a language learning task.
Teaching Practice
Millington - Page 138
Figure 2. The lyrics to the first stanza of The Wheels on the Bus
There are several reasons why this particular song might be suitable for language learning
purposes. The lyrics of the song are made up of 11 monosyllabic words, many of which are
repeated several times. The phrases are short with relatively long pauses between each one
and are comprised of simple vocabulary. The song also has a repetitive rhythm with a
recurring beat that is similar to the stress patterns of spoken English.
The Three Stages of a Song as a Task
Cameron (1997, p. 347) states that classroom tasks for young learners have three stages that
“once identified, can be analyzed, adapted, and expanded” and notes that “it has been
common practice for many years to plan reading activities in three stages: pre-reading, reading
and post-reading” (2001, p. 32). Cameron adds that this has been adapted for mainstream
task-based learning by Skehan (1996, cited in Cameron, 2001) and adopts it herself with the
following labels (Cameron, 2001):
PREPARATION CORE ACTIVITY FOLLOW UP
Figure 3. Three Stages in “Task” for Young Learners from Cameron (2001, p. 32)
Cameron argues that the core activity is central to the language learning task and without the
core, the task would collapse. The preparation activities should help to prepare the students to
complete the core activity successfully. This might include pre-teaching of language items or
activating topic vocabulary. The follow-up stage then should build on the completion of the
core activity (2001, p. 32).
Preparation stage. Given the goal of the task is singing the song in the core activity stage, it is
useful to activate the vocabulary and to form basic sentence structures in the preparation stage.
This could be done using a number of methods, depending on the resources available to the
teacher or the size of class. One way of activating vocabulary might be to use a picture of a
bus to elicit vocabulary and form basic sentence patterns. For example, the teacher pointing to
the bus driver could ask, “Who is he?” Students reply, “A bus driver.” The teacher then asks,
“What does the bus driver do?” Students reply, “The bus driver drives the bus.” The teacher
might then point to the wheels and ask, “What are they?” Students reply, “They are wheels.”
The teacher then could ask, “What do the wheels do?” The students are encouraged to reply,
“The wheels go round.” Of course this is only one option; the teacher may not have access to
images to match the song and might want to ask the students to draw a picture. The pictures
could be used to elicit vocabulary and practice the sentence structures used in the song.
Regardless of how the teacher chooses to activate vocabulary and form sentence structures, the
The wheels on the bus go round and round,
round and round,
round and round.
The wheels on the bus go round and round,
all day long.
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aim is that, at the end of the preparation stage, the students are ready to sing the song in the
core stage.
Core stage. To involve the students and maximize interest, it would be advantageous to sing
the song several times in the core, each time varying the pace or volume and having the
students perform actions and sing along chorally. For example, the teacher could begin by
asking the students to sing the word wheels at first, and have the students make a circle shape
with their hands. Then the teacher could have the students turn around 360 degrees when
singing round and round.
Follow-up stage. The follow-up stage should attempt to build on the successful completion of
the core stage. In other words, the students have sung the song and now should be
encouraged to use the vocabulary or sentence structures from the song. Again, this depends on
the circumstances of the teacher. The follow-up stage could be used to develop written
production, either through writing sentences or gap-fill activities, or oral production where the
vocabulary learned is used in a situational role-play.
Maximizing the Potential of Songs
Using songs as language learning tasks can help to maximize the potential of songs as teaching
and language learning tools. As stated above, there are benefits to using songs in the
classroom; however, more often than not, songs are used relatively ineffectively, often as
activities between learning. It was stated above that no matter how enjoyable or memorable
singing songs can be, singing songs in itself will not teach learners to use the language and will
not give them the ability to communicate in another language. However, developing a song
from an activity into a task with preparation, core, and follow-up stages might be one way to
help transfer the words in a song into use and maximize the potential of songs as teaching and
learning tools.
Creating Original Songs
There are thousands of children’s songs; selecting, learning, and using a suitable song for a
particular class or purpose can be a real challenge for language teachers. Some teachers do
not have a huge repertoire of songs and therefore tend to sing the same set of songs or avoid
using songs completely. It can also be challenging to select a song to fit in with the curriculum
or language point to be taught. As mentioned above, care needs to be taken when selecting a
song because the vocabulary and sentence structure of some children’s songs can be quite
different from that used in spoken English.
With a little initiative and imagination, a children’s song can easily be adapted. By slightly
altering the vocabulary, grammar, or sentence structure whilst maintaining the original rhythm,
a traditional song can be adapted to suit a particular theme or part of the curriculum. Below is
an example that illustrates how this may be done. The song, The Wheels on the Bus (see
Figure 2), requires only minor adaptations to make it more suitable for teaching a different
topic; in this example, it becomes a song about sea creatures.
Teaching Practice
Millington - Page 140
The fish in the sea goes swim, swim, swim,
swim, swim, swim,
swim, swim, swim.
The fish in the sea goes swim, swim, swim,
all day long.
The lobster in the sea goes pinch, pinch, pinch,
pinch, pinch, pinch,
pinch, pinch, pinch.
The lobster in the sea goes pinch, pinch, pinch,
all day long.
The crab in the sea goes click, click, click,
click, click, click,
click, click, click.
The crab in the sea goes click, click, click,
all day long.
The octopus in the sea goes wiggle, wiggle, wiggle,
wiggle, wiggle, wiggle,
wiggle, wiggle, wiggle.
The octopus in the sea goes wiggle, wiggle, wiggle,
all day long.
Figure 4. The modified lyrics from the song The Wheels on the Bus (adaptations bolded)
By adapting the song in this way, the teacher has the advantage of being able to select a
particular language feature and incorporate it into the song. This feature could be an item of
vocabulary, syntax, phonology, or a simple conversational expression. This allows the teacher
to incorporate more songs into a curriculum and save time searching for and learning new
songs.
Conclusion
The first purpose in presenting this paper is to state a case for developing songs from activities
into language learning tasks. The second purpose is to highlight how, with a little initiative,
teachers can adapt children’s songs to better suit their teaching goals. Songs can be used as a
valuable teaching and learning tool. Using songs can help learners improve their listening
skills and pronunciation; they can also be useful for teaching vocabulary and sentence
structures. Probably the greatest benefit to using songs in the classroom is that they are
enjoyable. Unfortunately, despite these advantages, simply singing songs will not teach
learners how to communicate in another language. Using songs as tasks might be one way of
helping transfer words from songs into use, and maximize the potential of songs as teaching
and learning tools. Adapting existing children’s songs is one method that teachers can use to
increase their repertoire of songs, thus giving them more opportunity to use songs in their
teaching contexts.
Language Education in Asia, Volume 2, Issue 1, 2011
Millington - Page 141
Author Note
Neil T. Millington, Center for Language Education, Ritsumeikan Asia Pacific University, Japan.
Many thanks to Ro Nagji for his informative ideas on creating original songs for children and to
Brad Smith for his help editing this paper.
Correspondence concerning this article should be addressed to Neil T. Millington, Center for
Language Education (CLE), Ritsumeikan Asia Pacific University, 1-1 Jumonjibaru, Beppu-Shi,
Oita, Japan 874-8577. E-mail: millingt@apu.ac.jp
References
Cameron, L. (1997). The task as a unit for teacher development. ELT Journal, 51(4), 345-351.
http://dx.doi.org/10.1093/elt/51.4.345
Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge
University Press.
Jolly, Y. S. (1975). The use of songs in teaching foreign languages. The Modern Language
Journal, 59(1/2), 11-14. http://dx.doi.org/10.2307/325440
Moriya, Y. (1988). English speech rhythm and its teaching to non-native speakers. Paper
presented at the annual convention of Teachers of English to Speakers of Other
Languages, Chicago.
Murphey, T. (1992). Music and song. Oxford, England: Oxford University Press.
NIEHS Kids’ Pages. (2010). Retrieved from http://kids.niehs.nih.gov/
Ohata, K. (2004). Phonological differences between Japanese and English: Several potentially
problematic areas of pronunciation for Japanese ESL/EFL learners. Asian EFL Journal,
6(4). Retrieved from http://www.asian-efl-journal.com/december_04_KO.php
Purcell, J. M. (1992). Using songs to enrich the secondary class. Hispania, 75(1), 192-196.
http://dx.doi.org/10.2307/344779
Richards, J. (1969). Songs in language learning. TESOL Quarterly, 3(2), 161-174.
Shen, C. (2009). Using English songs: An enjoyable and effective approach to ELT. English
Language Teaching, 2(1), 88-94. Retrieved from www.ccsenet.org/journal.html
The Teacher’s Guide. (n.d.). Retrieved from http://www.theteachersguide.com/


The comparison of my proposal and the other proposal
1. my proposal was occur in Gorontalo, and especially focuses in SMA.N.1.Kabila, and his proposal was occur in Japan.
2. My proposal focuses in vocabulary and listening, but his proposal focuses in all ability of English
3. In his proposal focuses in effectively songs but my proposal in movies and songs.
4. in his proposal insert a tree core stage for songs but my proposal is not.

my proposal

Background

In new era or modern era that sophisticated, there are many problem which happens, especially in educational. Mark sense new curriculum implements because was maximal previous curriculums. English language constitutes studied monolingual false at although Indonesia just constitute language both of them. But, available a lot of faced problem students in study that intern language, particularly so much problem is found namely effect of that student saturation their selves  because it can say that thing constitutes a part the most problem subject be spoken by instructors. Student have a high level of saturation because of long time style that do ever to applies at school that makes students boring to learn English language, an example just reads text too long and also short make student has no spirit to learn the language.

Student really want a novelty besides in epoch that progressively sophisticated, it needed by learning style a new one, and does not pall on one makes saturated student, even less in study more and more vocabulary and grasp problem in listening, they look at this not first language or language even our both of them,  one thrust to hear a variety difficult word type  although it being taught by elementary school, but if education ladder excelsior therefore more and more vocabulary which will be studied. That is a problem which makes they getting boring since may not if can remember a lot of vocabulary. Role learns as instructor namely help student in settle problem that student faces, to it arises to program or style even new learning that really enables students leisured or enjoy and even is nuts over that study because this learning style besides can add knowledge, it also help student for turns in their imagination. 

In an earlier journal, Groger (2001) proposed movie can function to bring the outside world, particularly the target culture into the classroom, and also movie can provide unlimited opportunities for communicative language learning. In the other hand, the thought movies without subtitle can be very frightening for student. Groger analyzed about the purpose is applied popular culture (movie) to student, and it indispensable to increase their vocabulary even coach their hearing as non native listener.

Related with research upon, there is other researchers found that movie can help student to get at the root of problem,(Stewart, 2006) proposed film English bring the students’ to their imagination, and also it more easy than to read a long text which make students’ boring in classroom and automatically it make saturation of situation. Stewart (2006) analyze films create an enthusiasm for learning matched only by the Internet, which as I said can easily be integrated with film based assignments.

At other side, there are two supportive researchers about English language teaching via popular culture, but in such event its observational in contrast to previous researcher namely utilizes song or music. Such as who triggered by (Millington 2011) that songs can help young learners improve their listening skills and pronunciation, therefore potentially helping them to improve their speaking skills. According to Pursell as citied in Millington’s Journal (2011) states that students can become bored by repeatedly listening to a narration or dialog as they attempt to understand the meaning of new words or phrases in context. In contrast, listening to a song over and over again can seem less monotonous because of the rhythm and melody.

In the other hand there are three researches that supportive a style by using song, and found that music and language sit comfortably together, Komur, Sarac and Secer, (2005) purposed music have special utility with language because they can work together in human’s brain.  According to Krashen as citied in Komur, Sarac and Secer’s Journal (2005) argue that affective filter hypothesis; learners raise this imaginary protective filter when they are stressed, frustrated, embarrassed, anxious or bored. Music can develop human senses with retrieving knowledge and reducing stress. Hence motivation and interest in language can be increased. 

There are advantage of this research that is taken by Groger, through his research many students’ will enjoy and of course happy to learn about it because film has one function to bring them outside world, but in fact Groger not mention that what film that make the students’ happy because the purpose of using movie in order they cannot boring in classroom, in other hand there is Komur, Sarac and Secer (2005) is not found the way for teaching through music that easy because they are more interest to using music with specific models like affective filter.

Based on research upon, usage movie and music to improve student’s ability especially in vocabulary and listening, but even though usage the movie and music is not easy to use, it can effectively in Elementary and Junior high school because it needs other ability and it is memorize. This research focuses in Senior high school because they have a high memorize to remember many vocabularies. In other hand, it also useful for teacher in school to show a new models of teaching English, and it can be useful in order students’ cannot boring.

The purpose of this research is to help students’ problem that occur when they are in classroom. The problem’s means their boredoms or saturation of students’ when they learn about English language itself because students’ have a high saturation when they learn a similar style.

Research question

1.   Can using popular culture especially movies and music to improve student’s ability in vocabulary and listening?

Hypothesis

1.   The usage of popular culture especially movies and music can improve student’s ability in vocabulary and listening.

Research objective

1.      To know if movies' using up and music gets to be performed by maximal in learning.

2.      To know if using movies and music gets improve student’s vocabulary and listening.

3.      To know if using movie and music have negative impact.

4.      To know implication of literacy to teach English

Significance of study

This research is conducted in order the research will give some advantage that through movies and music. First, through movie can improve student’s ability in vocabulary. Students like movie even though that have subtitle or not because usage movie they can know many vocabulary that they want. Second, through music can help them for listening. Students love music and it has function to bring them to their imagination, and of course bring them to outside of world. Movie and music really gets essential role in learn English language.

Delimitation

The writer has delimitation of this research. First, the research focuses to improve student’s ability in vocabulary and listening by using movie and song. Second, this research will be used or the population of this research is taken In SMA. N. 1 Model Kabila, and especially second graduate. It means that in this research will be designed in delimitation of eleventh class especially in class science, and it will occur in two class includes controller group and experiment group.

Literature review

This chapter will be discussed about the useful of using movies and music in students’ ability focuses Vocabulary and listening. In this research also discussed about negative impact by using popular culture. But the other side discussed about implementation of music, and implication for literacy to teach English language.

·         . the useful of using movies in students’ ability focuses Vocabulary

       Film that useful and interesting to teach English for student, this expression conducted Stewart ( 2006) examined film English that useful to teach English, and also Stewart found, there are some problem that occur when students’ endeavor to learn English such as poor comprehension, limited vocabulary, slow reading, bad grammar, nonexistent conventional skills to name the most obvious. Film also can create an enthusiasm for learning matched only by internet, and of course can easily be integrated with film by assignment. Through film can improve student’s ability in vocabulary.

In the other hand, Groger (2001) argue that movie is more effectively if teach specific ability and it is vocabulary because when students’ not understand yet about the subtitle of movie, so they will search the vocabulary that never learn. Groger also argue that movie is a motivation for students’ to learn English language even though English is foreign language to us, but the students’ will be think that they must to learn it to increase their knowledge about the international language itself.

Related with research upon there are other researches that examined popular culture to teach English, but it is different ways and it is music Millington (2011) proposed that song or music English to teaching English for young learner. Millington found that song as pedagogical tools, where it is flexibility utilized to teach English for initiates and using song help students’ to increase their vocabulary and listening and main the most gets to make multitude class in consequence is incorrect one thing most importantly teach English language. 

There are some researches supportive the statement Komur, Sarac and Seker (2005) proposed that although language course books offer a variety of language activities many of them do not appeal to the needs and interests of children. To what extent is teaching English through songs needed?  They are found many things when they use music to teach English. 49 % of the students in the sampling group stated that they never or almost never learn English through songs. On the other hand 56 % of the teachers pointed out that they never or almost never used songs in their teaching English through songs was not sufficiently referred to in primary schools of Muğla.80 % of the students stated their willingness to learn English through songs with answers of “mostly” and “completely” to the question “to what extent do you want to learn English through songs”. The percentage for teachers is 55 %. Both teachers and students share the idea that current materials used in classroom place less emphasis on the songs in English classes. Only 12% of the teachers said that the materials they are using have a place for songs in English. At the same time 70 % of the teachers and students pointed out that songs in English could be useful in teaching vocabulary correctly teaching practices. It is their research when they are test to use song or music and it done, so they are thinking that song is one way in popular culture that interest, and of course many students’ like it.

·         Negative impact of using popular culture

      In the other sides, even though using popular culture is effectively in learning English language, but it also has a negative impact, Learning and Teaching Resources for Learning English through Popular Culture (2007) states that Teachers might like to select items from the list above which they deem appropriate for their students, considering their interests and abilities. It also disturb students’ concentration to other study, and to learn by using popular culture must have a high level in vocabulary itself and how to teach by using popular culture in village. They cannot understand if the popular culture means is not occur for student in village.

·         Implementation of music

       Music is not only teach of easy way, but it have a roles like Millington (2011) found that the three stages of a song as a task, and they are preparation, core activity and follow up. Millington states that the core activity is central to the language learning task and without the core, the task would collapse. The preparation activities should help to prepare the students to complete the core activity successfully. This might include pre-teaching of language items or activating topic vocabulary. The follow-up stage then should build on the completion of the core activity. He break preparation, core activity and also follow-up; there are

1. Preparation

           Given the goal of the task is singing the song in the core activity stage; it is useful to activate the vocabulary and to form basic sentence structures in the preparation stage. This could be done using a number of methods, depending on the resources available to the teacher or the size of class. One way of activating vocabulary might be to use a picture of a bus to elicit vocabulary and form basic sentence patterns. It means that teacher is similar with make a planning before teaching English for students. Of course this is only one option; the teacher may not have access to images to match the song and might want to ask the students to draw a picture. The pictures could be used to elicit vocabulary and practice the sentence structures used in the song. Regardless of how the teacher chooses to activate vocabulary and form sentence structures, the aim is that, at the end of the preparation stage, the students are ready to sing the song in the core stage.

2 Core stage

          To involve the students and maximize interest, it would be advantageous to sing the song several times in the core, each time varying the pace or volume and having the students perform actions and sing along chorally. It means that teacher will begin the study, and of course students’ will play role in the classroom. Play role means that they must follow instruct of their teacher.

3 Follow-up

          The follow-up stage should attempt to build on the successful completion of the core stage. In other words, the students have sung the song and now should be encouraged to use the vocabulary or sentence structures from the song. Again, this depends on the circumstances of the teacher. The follow-up stage could be used to develop written production, either through writing sentences or gap-fill activities, or oral production where the vocabulary learned is used in a situational role-play.

·         Implication for literacy to teach English language

      Popular culture have benefit, negative and etc, so many things that we found in there but in this case will be argue about implication for literacy Morrell (2002) states that that the teaching of popular culture can help English teachers to help diverse groups of students acquire and develop the academic and criticalliteracies needed to succeed in new century schools. It means that there are diverse students’ that will learn English, and of course it is one problem for teacher because they cannot to determine a high or low level that face to face to them. But, Morrell also found the solution and it is analysis focuses on two classroom units that incorporated popular film into the traditional curriculum to make meaningful connections with canonical texts and to promote the development of academic and criticalliteracies. The first unit began with The Godfather Trilogy and incorporated Homer's The Odyssey. Another unit joined Richard Wright's Native Son with the film A Time to Kill. It is his solution to know a level of his students’.

Method and approach

Quantitative method

This research will be designed by using quantitative method. According to Rose, D. & Sullivan, O.(1992). The information about a social phenomenon is expressed in numeric terms that can be analyses by statistical methods. The observations can be directly numeric information or can be classified into numeric variables. Quantitative method well matched with this research because it need indirectly evidence to know how much result that will get when doing observation, and also to get the information about the research that included numeric because it different with qualitative that more focus in natural situation.

Experiment

According to Mottola (2009) Experimental design is a planned interference in the natural order of events by the researcher. He does something more than carefully observe what is occurring. This emphasis on experiment reflects the higher regard generally given to information so derived, and there is good rationale for this. Much of the substantial gain in knowledge in all sciences has come from actively manipulating or interfering with the stream of events. There is more than just observation or measurement of a natural event. A selected condition or a change (treatment) is introduced. Observation or measurement are planned to illuminate the selected condition or a change (treatment) is introduced. Observations or measurements are planned to illuminate the effect of any change in conditions. Through experiment all of the research will be concrete because is the best way when the role of quantitative method will be apply. It also can give an aid in order to authenticating of research, and it is natural event that face to face when doing a research. In this experiment will be designed in two groups, and especially namely quasi experimental design, and this is a variation of classical experimental design.  Where they are experiment group and the other group is comparator. In the first group will gets treatment, and the other is controller. After it will get measure again (post-test) and also will gets a result about effect that give to group experiment (treatment). This experiment also choose random group (two-group-post-test only design).

Setting

In this chapter, this research arranges the setting in SMA.N.1. Model Kabila, and this school located in Bone-bolango district especially in Kabila. In this school there are ten classes for class X; eight classes for class XI included three classes of sciences, four classes of social and one class of language. In class XII there are similar with class XI because it is about eight classes. This research focuses in class XI of science, and they are so many students in there. If we must accommodate all students include male and female, they are 97 students of science. Male are 46 and female 51. In this school, there are four laboratories of computer, and also two laboratories of language. Laboratories of language is much needed in process of the research because with tolls or instrumentation in the laboratories which support this research.

Population and sample

Population

            Population is the group of people or items about which information is being collected, and it also all of data that to be our scope and time of research that we arrange. Population in this research is more focuses in senior high school, and especially for eleventh class in SMA.N.1.Model.kabila, and this research in class science. This research will be design in table of all students that will get experiment. Class science (XI.IA.1) has 32 students include 22 for woman and 10 for men; class science (XI.IA.2) has 31 students include 16 for woman and 14 for men. So they are will be designed in this research because the first group is an experiment group, and the second group is controller group.

R      O1      X      Y1      O2

      R      O3               Y2      O4

Information:

 R = random

      Y1 = Men

      Y2 = woman

      X  = perlakuan

Sample

Sample is a partly or representative of population for perusal by researcher.  Namely      sample if we have purpose to generalization output of sample research. Generalization means that to arise conclude of research as in population. This research will design in simple random sampling where in random sampling each unit of the population has the same chance as any other unit of being included in the sample.  In this sample is not needed strata that cost nothing to recheck because it simple sample, and there is no unsure of population that calculation for two or more again. Sample of research is students of class science especially in eleventh class.

Data collection

In this part will be discussed about the instrument and procedure of research.

Instrumentation

Instrumentation of data collection is similar meaning with problem of evaluation. To evaluate is not different to collect data about something than standard or size that have been determined because to evaluate is to conduct measurement. The instrument will be in movie and video for preparation of the research. Movie is the first instrument will be designed in this research because it includes popular culture to teach English. The second is video, it also help a researches to arrange the research. Third is laboratory of language or multimedia. The reason is to help teaching English for this research. It is a test for student, to measure their ability in listening and also vocabulary.

 Procedure

      In this part, this research will do a procedure of the research or step to do it. First, it has preparation like instrument that will for doing research. Second, it will choose the population that will to apply the research. Laboratory of language, where it will use to arrange if this research will begin, movie and video are material that includes showing in laboratory of language. The observation will go on for 1 month in 2 meeting, and this test will be design in laboratory of language if the research will begin.

 Data analysis

     In this chapter, the writer will be designed analysis data of the research. In analysis data include three steps, and they are preparation, tabulation, and to apply data is appropriate with approach of research. This research will design SPSS. SPSS using in quantitative method because it will help to arrange and to gets all of information about the population, and also help researchers. In SPSS will be designed in table of students that needed.

Reliability

Reliability is the consistency of measurement over time, whether it provides the same results on repeated trails. It is defined as a characteristic of an instrument that reflects the degree to which the instrument provokes consistent responses. Three characteristics of reliability are commonly evaluated: stability, internal consistency, and equivalence. In this research reliability is designed by SPSS.

Validity

The validity of the instrument used and validity of the research design as whole are important criteria in evaluating the worth of the results of the results conducted.

Internal validity refers to the likelihood that experimental manipulation indeed was responsible for the differences observed. According to Streiner and Norman (1996) validity in relation to research is a judgment regarding the degree to which the components of the research reflect the theory, concept, or variable under study.

References

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EXPERIENCES IN LEARNING FOREIGN LANGUAG

Indonesia as we learn English as a second foreign language is not a language, but what harm we should learn a foreign language because English is one of the international languages. Many of us have had the experience of learning a foreign language itself, and including me. When I exchanged views with the many friends who say that learning a foreign language is easy but it takes understanding. Obtained from some opinions I took some friends argument which says that learning a foreign language through the culture. Culture in question is the everyday we study literature or TV programs and is concerned with culture. As said by Nicholas Ostler (2001): Empires of the Word "Most people in the world are multilingual, and everybody could be; no one is rigorously excluded from another's language community except through lack of time and effort. Different languages ​​protect and nourish the growth of different cultures where different pathways of human knowledge can be discovered, and they certainly the make life richer for those who know more than one of them ".

on the other hand that is studying English literature found friends learn English through literature is something that is not common anymore because of the insight into their literature students will more easily understand the English language through the media such the statement by Charles Blatchford (1972) " The study of English literature is a luxury that cannot be indulged during the limited amount of time allocated to English "

Sources
http://www.nicholasostler.com/
http://www.fryktories.gr/article/teaching-foreign-language-through-literature-maria-kavouri
http://repository.ksu.edu.sa/jspui/bitstream/123456789/4906/1/Teaching%20Language%20through%20Literature%20A%20diagnostic%20study%20on%20the%20teaching%20of%20English%20as%20a%20Foreign%20Language.pdf
http://hadibintoro.blogspot.com/2009/06/mengapa-belajar-bahasa.html