Using Nursery Rhymes and Songs to Teach English to Young Children
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
USING NURSERY RHYMES AND SONGS TO TEACH ENGLISH TO
YOUNG CHILDREN
Endang Fauziati efauziati@gmail.com
English Education of Muhammdiyah University of Surakarta
Jl. A. Yani Tromol Pos 1 Pabelan Surakarta
Abstract
Knowing some basic principles of language learning, characteristic of
children and classroom techniques, especially nursery rhymes and songs, which are
suitable for teaching English for children, is very crucial for the English teachers. In
addition to this, the teachers are required to know well about the prominent learning
principles such as cognitive inter-actionist, social inter-actionist principles, and
characteristics of children. By having such knowledge, teachers can improve their
teaching materials as well as teaching technique which are suitable with the
children’s development and capacity.
Keywords: nursery rhymes, songs, cognitive inter-actionist, social inter-actionist
principles, characteristics of children
states that English may be given to
INTRODUCTION
As
an
international
language,
Elementary school students as a local
English has gained its popularity all over
content. The phenomena have caused many
the world, including Indonesia. In the past
English educators charged with teaching
English was only taught as secondary
teacher education and/or curriculum and
schools. In current years, however, the
materials development to raise questions
teaching English of is expanding into
about how to best to teach English as a
primary or elementary school settings. The
foreign language to young children.
decree of the Ministry of Education and
Teaching English to young learners
Culture number 0487/4/1992, chapter VIII
involves more than merely teaching the
states that English can be taught as an extra
language. Both the social and cognitive
instruction if it is needed by the local
development of learners as well as the
community, and if the teacher of English is
linguistic need to be taken into account
available. Another decree of Ministry of
when planning for and working with the
Education and Culture, No 060/U/1993
five to twelve age group. From experience,
81
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
the best way to teach children English is to
developed in human organisms. According
not only get them physically involved
to his theory, cognitive structures are
within the lesson, but also to create the
patterns of physical or mental action that
illusion that they are simply playing games.
underlie specific acts of intelligence and
And rather than focus on individual
correspond to stages of child development.
development, it is also a very good idea to
He has integrated both behavior and
promote class interaction as far as possible.
cognitive aspects in one developmental
This paper presents some basic
principles
of
language
learning,
theory. He put forward four primary
developmental
stages,
namely:
characteristic of children and classroom
sensorimotor,
pre-operations,
concrete
techniques, especially nursery rhymes and
operations, and formal operations. In the
songs, which are suitable for teaching
sensorimotor stage (0-2 years), intelligence
English for young learners will complete
takes the form of motor actions. Intelligence
this presentation.
in the pre-operation period (3-7 years) is
intuitive in nature. The cognitive structure
during the concrete operational stage (8-11
UNDERLYING PRINCIPLES
years) is logical but depends upon concrete
This
part
discusses
several
principles of learning and the correlation
with language learning. The prominent
learning principles worth discussing for
teaching
children
interactionist,
social
are
cognitive
interactionist
principles, and characteristics of children.
This discussion is then followed by nursery
rhymes and song as media for teaching
English to young children.
referents. In the final stage of formal
operations (12-15 years), thinking involves
abstractions. (Piaget, 1972)
Paiget
sees
the
children
as
continually interacting with the world
around them solving problems that are
presented by the environment and learning
occurs through taking action to solve the
problems. And knowledge that results from
these actions is not imitated or from birth
but is “actively constructed” by the child. In
Cognitive Interactionist Principles
Jean Piaget, a Swiss psychologist,
this way thought is seen as deriving from
action; action is internalized, or carried out
was primarily interested in how knowledge
82
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
mentally in the imagination, and in this way
states that “Every function in the child’s
thinking develops.
cultural development appears twice: first,
Based on Piaget we may conclude
on the social level (between people or
that children in primary or elementary
interpsychological,
school are at the concrete operational stage
individual level (inside the child or
of cognitive development. This means that
intrapsychological)” (Vygotsky, 1978: 57).
they learn through hands or experience and
This applies equally to voluntary attention,
through manipulation of objects in the
to logical memory, and to the formation of
environment. They primarily learn by doing
concepts. He also points out that the
activities. Therefore, when children are
potential for cognitive development is
learning science or mathematics content
limited to a certain time span called the
they need to be actively involved in
“zone of proximal development” (ZPD).
experimenting with mathematics or science
Full development during ZDP depends
materials that they can manipulate. If this
upon full social interaction. The range of
principle is extended to EFL setting, it
skill that can be developed with adult
means that children language classes need
guidance or peer collaboration exceeds
to be active rather than passive; they need
what can be attained alone. It is of very fact
to be engaged in activities of which
that other people play important roles in
language is a part. They need to be working
helping children to learn, providing objects
on meaningful tasks and use language to
and ideas to their attention, talking while
accomplish those tasks. (Hudelson, 1996)
playing and sharing while playing, reading
Classroom activities should create
stories, asking questions. By the help of
and offer opportunities to learners for
adults children can do and understand more
learning.
than they can on their own. (Cameron,
and
later,
on
the
2002: 5-8)
Social Interactionist Approach
Vygotsky’s main concern is that
Characteristics Children
social interaction and social context, a
world full of other people, who interact
with the child from birth onwards, are
essential in the cognitive development. He
83
Several characteristics attached to
children are that children like playing; they
talk about the ‘here and now’; and they
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
understand and retain the meaning better
(Clark
when they have seen some object associated
phenomenon implies that the children’s
with them.
world involves around the here and now.
and
Clark,
1977:
322).
This
Children love playing; they do like
Therefore they should not be asked to
plying. It has been said that children have a
discuss abstract things or life and situation
natural musical taste and that play is the
in the past or in the future. In other words,
only activity that they take seriously.
children’s interest is narrower, restricted
Children like playing and learn things while
primarily to themselves, their immediate
playing. The
implication to language
surroundings, their families, and friends.
teaching is that games are effective ways
Teaching and learning process, therefore,
for teaching language. By definition, a
should give enough opportunities for them
game is an activity with rules, a goal, and
to use English in every day contexts.
an element of fun. The emphasis in the use
Children learn by doing; they learn
of games for language learning is on
language by using it (listening to it,
successful communication rather than on
speaking it, and writing it). (Palim &
correctness on language (Hadfield 1985).
Power, 1990: 8)
Furthermore, she states that “games should
Children understand and retain the
be regarded as an integral part of the
meaning better when they have seen some
language syllabus, not as amusing activity
objects associated with it. For this reason,
for Saturday afternoon or for the end of
the teacher should expose the students to
term” (Hafield, 1985: 4).
real life situations; when this is not
Children talk about the ‘here and
impossible, the visual aid can serve as a
now’. Adults both observe and impose the
useful substitute, as pictures and their
cooperative principle when they talk to
images are more vivid than words. Thus, in
young children; they make what they say
teaching and learning process pictures
relevant, talk about the ‘here and now’ of
should be an integral part of every teacher’s
the child’s world. They encourage children
professional equipment (Ernestova, 1988:
to take
278).
their
turns
and make
their
contributions to the conversation. They
make
sure
that
children
make
their
contributions truthful by correcting them
84
USING
NURSERY
RHYMES
TO
TEACH ENGLISH
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
Saying nursery rhymes is a way of
using simple, repetitive poems with a young
child. They can be fun and enjoyable adult–
three years that follow (Bryant & Bradley,
1987).
Nursery rhyme is one medium of
child activities. The best nursery rhymes are
classroom
those that include some type of movement
amusing atmosphere. Unlike song, there is
or touching as they help children learn the
no melody to serve as a point of
connection between sounds and words and
identification. Therefore, the modification
happenings. Teaching nursery rhymes help
from original rhyme should be carefully
young children become ready to learn to
considered. As an example, consider the
read. They hear new words and the ways of
following rhyme and its modification as
making sentences from the rhymes as many
presented by Wilcox (1974).
techniques
which
creates
rhymes contain stories that help children
understand and remember a series of events.
Original Rhyme:
Children also start to understand that many
One, two, buckle your shoe
words sound alike, they rhyme. This
understanding will be a big help to children
Modified Rhymes
later when they start learning to spell
One, two put, on your shoe
words. In sum, learning nursery rhymes
Three, four open, the door
develops and improves extensive early
Five, six, pick up sticks
literacy skills, such as oral Language,
Seven, eight, put them straight
phonemic awareness, phonics, vocabulary,
Nine, ten, do it again
fluency,
rhythm
of
words,
and
comprehension. (Bryant & Bradley, 1987)
Other examples of rhymes are as follows:
Studies have shown that there is a very
Eeny, Meeny, Miny Mo
strong
Eeny meeny miny mo,
relationship
between
a
child‘s
learning nursery rhymes and later success in
Catch a tiger by the toe.
reading and spelling. The studies also
If he hollers, make him pay
indicate that children who are familiar with
Fifty dollars every day.
a variety of nursery rhymes when they are
My mother told me to
between the ages of three and six years of
Choose the very best one.
age have increased literacy abilities in the
85
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
Punchinello
Rain, rain, go away!
1. What can you do, Punchinello funny
All the children want to play.
fellow?
Rain, rain, go away!
What can you do, Punchinello funny you?
Come again another day
2. You can do it, too ...
Acker Backer, Soda Cracker, Acker Backer
3. You choose one of us ...
Boo!
Acker Backer, Soda Cracker
Who Stole the Cookies from the Cookie
Out goes YOU!
Jar?
One potato, two potatoes, three potatoes,
Group: Who stole the cookies from the
four,
cookie jar?
Five potatoes, six potatoes, seven potatoes,
Jimmy stole the cookies from the cookie
more?
jar.
One banana, two bananas, three bananas,
Jimmy: Who me?
four…
Group: Yes, you!
USING SONGS TO TEACH ENGLISH
Jimmy: Not me!
Songs are part of our daily life. All
Group: Then who?
Jimmy: Linda stole the cookies from the
people
cookie jar.
travelling or studying, or even at work.
Linda: Who me?
Language teachers can use songs to open or
Group: Yes you! (And so on).
close their lessons, to illustrate themes and
Go to bed
topics, to present new vocabulary or recycle
Go to bed late,
known language. Studies show that there is
Stay very small.
strong evidence supporting the use of music
Go to bed early,
in the English language classroom; there is
Grow very tall.
also a growing body of research confirming
Two big apples
that songs are a useful tool in language
Under a tree.
acquisition. (Medina, 1993)
One is for you
And one’s for me.
enjoy
music
at
home,
while
There are many types of songs
which can be used in the classroom, ranging
from nursery rhymes to contemporary pop
86
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
music. There is also a lot of music written
the teaching and learning process enjoyable.
specifically for English language teaching.
The idea is that to select song that the
Research has found that pop songs have
children most likely hear. The good song
characteristics that help learning a second
would be the one that is familiar in
language: they often contain common, short
children’s culture. The children will be
words; the language is conversational; the
likely to hear as they grow up because of
lyrics are often sung at a slower rate than
the ‘universal nature’ of the song in this
spoken words and there is repetition of
way, the children will not only learn a
words and grammar. Furthermore, songs are
language but also a culture. There are a few
also known to lower the “affective filter”
things to keep in mind: simple, repetitive
or, in other words, to motivate learners to
songs often contain a recurrent grammatical
learn. (Murhpy, 1992).
pattern which is useful to teach (especially
with younger children). More difficult
Songs
can
give
positive
songs often contain interesting vocabulary
contribution to language learning. In a
and idioms. Also there is often a message, a
world where non-native speakers of English
theme, or a story underlying a song which
are likely to produce the majority of songs
students can discuss, explain, debate, and
in English, learners have the opportunity to
write about at almost any level. (Patsalides,
listen to pronunciation in a wide range of
2012)
varieties of the language. Songs will help
The procedures are as follows: (1)
learners become familiar with word stress
we can start with a focusing activity,
and intonation, and the rhythm with which
anything that gets students thinking about
words are spoken or sung also helps
the subject of the song. Find a picture that
memorization. Again, this will enable
relates to the subject of the song and have
learners to remember chunks of language
students make guesses about it; (2) Put a
which they can then use in conversations or
selection of important words from the song
in writing. As language teachers, we can
on your board. Have students ask each other
use songs to practice listening, speaking,
what the words mean. (3) Have students lip
reading and writing. (Medina, 1993)
sync the song before a team of judges in a
Song is another useful medium to
maintain the children’s interest and to make
87
Class Idol show. This allows them to
become familiar with the words, rhythm,
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
stress and intonation before actually singing
The Original Lyrics:
the words out loud. (4) Cut the song into
Mary had a little lamb, little lamb, little
strips. Give each student one strip to
lamb
memorize. (5) Have students ask each other
Mary had a little lamb; its fleece was white
questions about the song (about the words,
as snow.
about the topics or about characters in the
And every where that Mary went, Mary
song). (6) Have students rewrite the song as
went, Mary went
a story, write a story which began before
And every where that Mary went; the lamb
the story in the song and led to it, or write a
was sure to go.
story which will continue after the song. (7)
Change words (adjectives, adverbs, nouns -
The Modified Lyrics:
names, places or feelings), and invent new
Mary has a little cat, kitty cat, pretty cat
lyrics for the melody. (8) Get students to
Mary has a pretty cat; the cat is eating fish
draw or collage the song and compare the
Mary has a little dog, puppy dog, pretty dog
visualisations in class. (Hans Mol, 2009)
Mary has a pretty dog; the dog is eating
When they are smart enough to
meat
compose a song (lyrics) they can use the
Indonesian children popular song to sing
the tune. However, they have to change the
original lyrics into simple English so that
they are easily memorized. In choosing the
new lyrics teachers have to consider the
words and structures which are in the
current level of the students proficiency, or
using Krashen’s term the i level. The
following is an example of a very popular
children song “Mary had a little lamb”.
Wilcox (1974) has been creative enough to
compose new lyrics for the purpose of
English teaching.
Such lyrics might precede or follow
a lesson in which the children are learning
one or more of the following aspects,
namely: the present tense of have, the
names of domestic animals, the present
progressive tense, the names of foods, the
use of adjectives before nouns, the position
of direct objects of verbs, and the
pronunciation of particular items. What
follows are other examples of songs.
London Bridge
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
88
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
My fair lady
and understand meaning better when they
Chorus: (song after each verse)
see the objects. Among of the many media
1. Take the key and luck her up...
of instruction suitable for teaching English
2. Build it up with iron bars…
to young children are rhymes and songs.
3. Iron bars will bend and break…
Both are suitable with the characteristics of
4. Build it up with silver and gold.
young children.
REFERENCES
E. Miss Lucy Had a Baby
Clark Herbert H. and Eve V. Clark. 1977.
Miss Lucy had a baby,
Psychology and Language. New
His name was Tiny Tim,
York: Harcourt Brace Jovanovich.
She put him in the bathtub
To see if he could swim.
Ernestova, M. 1988. How to Use readymade Pictures. Forum Anthology :
He drank up all the water,
Selected Articles from The English
He ate up all the soap,
Teaching Forum. Washington, D.C.
He tried to eat the bathtub,
: USIS 278-282
But it wouldn't go down his throat.
Hadfield,
Jill.
1985.
Communication
Games. London: Longman
Miss Lucy called the doctor,
Hans Mol. 2009.
“Using Songs in the
Miss Lucy called the nurse,
English Classroom”. Humanising
Miss Lucy called the lady
Language Teaching. Year 11; Issue
With the alligator purse.
2; April 2009
Lems, Kirsten, Using Music in the Adult
ESL
CONCLUSION
Classroom,
ERIC
Digest,
2001.
This paper has discussed some
basic learning principles for teaching
children,
especially
from
Piaget
and
Vygotsky. In addition it also presents basic
characteristics of children such as children
Medina, Suzanne L, The Effect of Music on
Second
Language
Vocabulary
Acquisition, ‘National Network for
Early Language Learning’, Vol 6-3,
1993.
love playing, talk about the ‘here and now’,
89
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
Nursery Book Series, Five Mile Press, 2010
(history of nursery rhymes definition).
Murphy, T (1992), The discourse op pop
songs, TESOL Quarterly 26”(4), 770-774.
Palim, J. & P. Power (1990). Jamboree:
Communication Activities for
Children. Harlow: Longman.
Patsalides, Laurie. 2012. An Overview for
a Week Long Unit Teaching
Nursery Rhymes.
http://www.brighthubeducation.co
m/pre-k-and-k-lesson-plans/6215week-long-teaching-unit-usingnursery-rhymes/
Piaget, J. 1972. The Language and Thought
of the Child. Ohio: World
Publishing Company
Sanderson, D. 1983. Modern Language
teachers in Action: A Report on
Classroom Practice. York:
Language Materials Development
Unit of the University of York.
Wilcox, Nina. P. 1974. Best Loved Nursery
Rhymes and Songs including
Mother Goose selections with
helpful guide for parents. New
York: Parents' Magazine. 1974
90
ISBN: 978-602-361-004-4
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
USING NURSERY RHYMES AND SONGS TO TEACH ENGLISH TO
YOUNG CHILDREN
Endang Fauziati efauziati@gmail.com
English Education of Muhammdiyah University of Surakarta
Jl. A. Yani Tromol Pos 1 Pabelan Surakarta
Abstract
Knowing some basic principles of language learning, characteristic of
children and classroom techniques, especially nursery rhymes and songs, which are
suitable for teaching English for children, is very crucial for the English teachers. In
addition to this, the teachers are required to know well about the prominent learning
principles such as cognitive inter-actionist, social inter-actionist principles, and
characteristics of children. By having such knowledge, teachers can improve their
teaching materials as well as teaching technique which are suitable with the
children’s development and capacity.
Keywords: nursery rhymes, songs, cognitive inter-actionist, social inter-actionist
principles, characteristics of children
states that English may be given to
INTRODUCTION
As
an
international
language,
Elementary school students as a local
English has gained its popularity all over
content. The phenomena have caused many
the world, including Indonesia. In the past
English educators charged with teaching
English was only taught as secondary
teacher education and/or curriculum and
schools. In current years, however, the
materials development to raise questions
teaching English of is expanding into
about how to best to teach English as a
primary or elementary school settings. The
foreign language to young children.
decree of the Ministry of Education and
Teaching English to young learners
Culture number 0487/4/1992, chapter VIII
involves more than merely teaching the
states that English can be taught as an extra
language. Both the social and cognitive
instruction if it is needed by the local
development of learners as well as the
community, and if the teacher of English is
linguistic need to be taken into account
available. Another decree of Ministry of
when planning for and working with the
Education and Culture, No 060/U/1993
five to twelve age group. From experience,
81
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
the best way to teach children English is to
developed in human organisms. According
not only get them physically involved
to his theory, cognitive structures are
within the lesson, but also to create the
patterns of physical or mental action that
illusion that they are simply playing games.
underlie specific acts of intelligence and
And rather than focus on individual
correspond to stages of child development.
development, it is also a very good idea to
He has integrated both behavior and
promote class interaction as far as possible.
cognitive aspects in one developmental
This paper presents some basic
principles
of
language
learning,
theory. He put forward four primary
developmental
stages,
namely:
characteristic of children and classroom
sensorimotor,
pre-operations,
concrete
techniques, especially nursery rhymes and
operations, and formal operations. In the
songs, which are suitable for teaching
sensorimotor stage (0-2 years), intelligence
English for young learners will complete
takes the form of motor actions. Intelligence
this presentation.
in the pre-operation period (3-7 years) is
intuitive in nature. The cognitive structure
during the concrete operational stage (8-11
UNDERLYING PRINCIPLES
years) is logical but depends upon concrete
This
part
discusses
several
principles of learning and the correlation
with language learning. The prominent
learning principles worth discussing for
teaching
children
interactionist,
social
are
cognitive
interactionist
principles, and characteristics of children.
This discussion is then followed by nursery
rhymes and song as media for teaching
English to young children.
referents. In the final stage of formal
operations (12-15 years), thinking involves
abstractions. (Piaget, 1972)
Paiget
sees
the
children
as
continually interacting with the world
around them solving problems that are
presented by the environment and learning
occurs through taking action to solve the
problems. And knowledge that results from
these actions is not imitated or from birth
but is “actively constructed” by the child. In
Cognitive Interactionist Principles
Jean Piaget, a Swiss psychologist,
this way thought is seen as deriving from
action; action is internalized, or carried out
was primarily interested in how knowledge
82
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
mentally in the imagination, and in this way
states that “Every function in the child’s
thinking develops.
cultural development appears twice: first,
Based on Piaget we may conclude
on the social level (between people or
that children in primary or elementary
interpsychological,
school are at the concrete operational stage
individual level (inside the child or
of cognitive development. This means that
intrapsychological)” (Vygotsky, 1978: 57).
they learn through hands or experience and
This applies equally to voluntary attention,
through manipulation of objects in the
to logical memory, and to the formation of
environment. They primarily learn by doing
concepts. He also points out that the
activities. Therefore, when children are
potential for cognitive development is
learning science or mathematics content
limited to a certain time span called the
they need to be actively involved in
“zone of proximal development” (ZPD).
experimenting with mathematics or science
Full development during ZDP depends
materials that they can manipulate. If this
upon full social interaction. The range of
principle is extended to EFL setting, it
skill that can be developed with adult
means that children language classes need
guidance or peer collaboration exceeds
to be active rather than passive; they need
what can be attained alone. It is of very fact
to be engaged in activities of which
that other people play important roles in
language is a part. They need to be working
helping children to learn, providing objects
on meaningful tasks and use language to
and ideas to their attention, talking while
accomplish those tasks. (Hudelson, 1996)
playing and sharing while playing, reading
Classroom activities should create
stories, asking questions. By the help of
and offer opportunities to learners for
adults children can do and understand more
learning.
than they can on their own. (Cameron,
and
later,
on
the
2002: 5-8)
Social Interactionist Approach
Vygotsky’s main concern is that
Characteristics Children
social interaction and social context, a
world full of other people, who interact
with the child from birth onwards, are
essential in the cognitive development. He
83
Several characteristics attached to
children are that children like playing; they
talk about the ‘here and now’; and they
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
understand and retain the meaning better
(Clark
when they have seen some object associated
phenomenon implies that the children’s
with them.
world involves around the here and now.
and
Clark,
1977:
322).
This
Children love playing; they do like
Therefore they should not be asked to
plying. It has been said that children have a
discuss abstract things or life and situation
natural musical taste and that play is the
in the past or in the future. In other words,
only activity that they take seriously.
children’s interest is narrower, restricted
Children like playing and learn things while
primarily to themselves, their immediate
playing. The
implication to language
surroundings, their families, and friends.
teaching is that games are effective ways
Teaching and learning process, therefore,
for teaching language. By definition, a
should give enough opportunities for them
game is an activity with rules, a goal, and
to use English in every day contexts.
an element of fun. The emphasis in the use
Children learn by doing; they learn
of games for language learning is on
language by using it (listening to it,
successful communication rather than on
speaking it, and writing it). (Palim &
correctness on language (Hadfield 1985).
Power, 1990: 8)
Furthermore, she states that “games should
Children understand and retain the
be regarded as an integral part of the
meaning better when they have seen some
language syllabus, not as amusing activity
objects associated with it. For this reason,
for Saturday afternoon or for the end of
the teacher should expose the students to
term” (Hafield, 1985: 4).
real life situations; when this is not
Children talk about the ‘here and
impossible, the visual aid can serve as a
now’. Adults both observe and impose the
useful substitute, as pictures and their
cooperative principle when they talk to
images are more vivid than words. Thus, in
young children; they make what they say
teaching and learning process pictures
relevant, talk about the ‘here and now’ of
should be an integral part of every teacher’s
the child’s world. They encourage children
professional equipment (Ernestova, 1988:
to take
278).
their
turns
and make
their
contributions to the conversation. They
make
sure
that
children
make
their
contributions truthful by correcting them
84
USING
NURSERY
RHYMES
TO
TEACH ENGLISH
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Saying nursery rhymes is a way of
using simple, repetitive poems with a young
child. They can be fun and enjoyable adult–
three years that follow (Bryant & Bradley,
1987).
Nursery rhyme is one medium of
child activities. The best nursery rhymes are
classroom
those that include some type of movement
amusing atmosphere. Unlike song, there is
or touching as they help children learn the
no melody to serve as a point of
connection between sounds and words and
identification. Therefore, the modification
happenings. Teaching nursery rhymes help
from original rhyme should be carefully
young children become ready to learn to
considered. As an example, consider the
read. They hear new words and the ways of
following rhyme and its modification as
making sentences from the rhymes as many
presented by Wilcox (1974).
techniques
which
creates
rhymes contain stories that help children
understand and remember a series of events.
Original Rhyme:
Children also start to understand that many
One, two, buckle your shoe
words sound alike, they rhyme. This
understanding will be a big help to children
Modified Rhymes
later when they start learning to spell
One, two put, on your shoe
words. In sum, learning nursery rhymes
Three, four open, the door
develops and improves extensive early
Five, six, pick up sticks
literacy skills, such as oral Language,
Seven, eight, put them straight
phonemic awareness, phonics, vocabulary,
Nine, ten, do it again
fluency,
rhythm
of
words,
and
comprehension. (Bryant & Bradley, 1987)
Other examples of rhymes are as follows:
Studies have shown that there is a very
Eeny, Meeny, Miny Mo
strong
Eeny meeny miny mo,
relationship
between
a
child‘s
learning nursery rhymes and later success in
Catch a tiger by the toe.
reading and spelling. The studies also
If he hollers, make him pay
indicate that children who are familiar with
Fifty dollars every day.
a variety of nursery rhymes when they are
My mother told me to
between the ages of three and six years of
Choose the very best one.
age have increased literacy abilities in the
85
ISBN: 978-602-361-004-4
Seminar Nasional
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Surakarta, 31 Maret 2015
Punchinello
Rain, rain, go away!
1. What can you do, Punchinello funny
All the children want to play.
fellow?
Rain, rain, go away!
What can you do, Punchinello funny you?
Come again another day
2. You can do it, too ...
Acker Backer, Soda Cracker, Acker Backer
3. You choose one of us ...
Boo!
Acker Backer, Soda Cracker
Who Stole the Cookies from the Cookie
Out goes YOU!
Jar?
One potato, two potatoes, three potatoes,
Group: Who stole the cookies from the
four,
cookie jar?
Five potatoes, six potatoes, seven potatoes,
Jimmy stole the cookies from the cookie
more?
jar.
One banana, two bananas, three bananas,
Jimmy: Who me?
four…
Group: Yes, you!
USING SONGS TO TEACH ENGLISH
Jimmy: Not me!
Songs are part of our daily life. All
Group: Then who?
Jimmy: Linda stole the cookies from the
people
cookie jar.
travelling or studying, or even at work.
Linda: Who me?
Language teachers can use songs to open or
Group: Yes you! (And so on).
close their lessons, to illustrate themes and
Go to bed
topics, to present new vocabulary or recycle
Go to bed late,
known language. Studies show that there is
Stay very small.
strong evidence supporting the use of music
Go to bed early,
in the English language classroom; there is
Grow very tall.
also a growing body of research confirming
Two big apples
that songs are a useful tool in language
Under a tree.
acquisition. (Medina, 1993)
One is for you
And one’s for me.
enjoy
music
at
home,
while
There are many types of songs
which can be used in the classroom, ranging
from nursery rhymes to contemporary pop
86
ISBN: 978-602-361-004-4
Seminar Nasional
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Surakarta, 31 Maret 2015
music. There is also a lot of music written
the teaching and learning process enjoyable.
specifically for English language teaching.
The idea is that to select song that the
Research has found that pop songs have
children most likely hear. The good song
characteristics that help learning a second
would be the one that is familiar in
language: they often contain common, short
children’s culture. The children will be
words; the language is conversational; the
likely to hear as they grow up because of
lyrics are often sung at a slower rate than
the ‘universal nature’ of the song in this
spoken words and there is repetition of
way, the children will not only learn a
words and grammar. Furthermore, songs are
language but also a culture. There are a few
also known to lower the “affective filter”
things to keep in mind: simple, repetitive
or, in other words, to motivate learners to
songs often contain a recurrent grammatical
learn. (Murhpy, 1992).
pattern which is useful to teach (especially
with younger children). More difficult
Songs
can
give
positive
songs often contain interesting vocabulary
contribution to language learning. In a
and idioms. Also there is often a message, a
world where non-native speakers of English
theme, or a story underlying a song which
are likely to produce the majority of songs
students can discuss, explain, debate, and
in English, learners have the opportunity to
write about at almost any level. (Patsalides,
listen to pronunciation in a wide range of
2012)
varieties of the language. Songs will help
The procedures are as follows: (1)
learners become familiar with word stress
we can start with a focusing activity,
and intonation, and the rhythm with which
anything that gets students thinking about
words are spoken or sung also helps
the subject of the song. Find a picture that
memorization. Again, this will enable
relates to the subject of the song and have
learners to remember chunks of language
students make guesses about it; (2) Put a
which they can then use in conversations or
selection of important words from the song
in writing. As language teachers, we can
on your board. Have students ask each other
use songs to practice listening, speaking,
what the words mean. (3) Have students lip
reading and writing. (Medina, 1993)
sync the song before a team of judges in a
Song is another useful medium to
maintain the children’s interest and to make
87
Class Idol show. This allows them to
become familiar with the words, rhythm,
ISBN: 978-602-361-004-4
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Surakarta, 31 Maret 2015
stress and intonation before actually singing
The Original Lyrics:
the words out loud. (4) Cut the song into
Mary had a little lamb, little lamb, little
strips. Give each student one strip to
lamb
memorize. (5) Have students ask each other
Mary had a little lamb; its fleece was white
questions about the song (about the words,
as snow.
about the topics or about characters in the
And every where that Mary went, Mary
song). (6) Have students rewrite the song as
went, Mary went
a story, write a story which began before
And every where that Mary went; the lamb
the story in the song and led to it, or write a
was sure to go.
story which will continue after the song. (7)
Change words (adjectives, adverbs, nouns -
The Modified Lyrics:
names, places or feelings), and invent new
Mary has a little cat, kitty cat, pretty cat
lyrics for the melody. (8) Get students to
Mary has a pretty cat; the cat is eating fish
draw or collage the song and compare the
Mary has a little dog, puppy dog, pretty dog
visualisations in class. (Hans Mol, 2009)
Mary has a pretty dog; the dog is eating
When they are smart enough to
meat
compose a song (lyrics) they can use the
Indonesian children popular song to sing
the tune. However, they have to change the
original lyrics into simple English so that
they are easily memorized. In choosing the
new lyrics teachers have to consider the
words and structures which are in the
current level of the students proficiency, or
using Krashen’s term the i level. The
following is an example of a very popular
children song “Mary had a little lamb”.
Wilcox (1974) has been creative enough to
compose new lyrics for the purpose of
English teaching.
Such lyrics might precede or follow
a lesson in which the children are learning
one or more of the following aspects,
namely: the present tense of have, the
names of domestic animals, the present
progressive tense, the names of foods, the
use of adjectives before nouns, the position
of direct objects of verbs, and the
pronunciation of particular items. What
follows are other examples of songs.
London Bridge
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
88
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My fair lady
and understand meaning better when they
Chorus: (song after each verse)
see the objects. Among of the many media
1. Take the key and luck her up...
of instruction suitable for teaching English
2. Build it up with iron bars…
to young children are rhymes and songs.
3. Iron bars will bend and break…
Both are suitable with the characteristics of
4. Build it up with silver and gold.
young children.
REFERENCES
E. Miss Lucy Had a Baby
Clark Herbert H. and Eve V. Clark. 1977.
Miss Lucy had a baby,
Psychology and Language. New
His name was Tiny Tim,
York: Harcourt Brace Jovanovich.
She put him in the bathtub
To see if he could swim.
Ernestova, M. 1988. How to Use readymade Pictures. Forum Anthology :
He drank up all the water,
Selected Articles from The English
He ate up all the soap,
Teaching Forum. Washington, D.C.
He tried to eat the bathtub,
: USIS 278-282
But it wouldn't go down his throat.
Hadfield,
Jill.
1985.
Communication
Games. London: Longman
Miss Lucy called the doctor,
Hans Mol. 2009.
“Using Songs in the
Miss Lucy called the nurse,
English Classroom”. Humanising
Miss Lucy called the lady
Language Teaching. Year 11; Issue
With the alligator purse.
2; April 2009
Lems, Kirsten, Using Music in the Adult
ESL
CONCLUSION
Classroom,
ERIC
Digest,
2001.
This paper has discussed some
basic learning principles for teaching
children,
especially
from
Piaget
and
Vygotsky. In addition it also presents basic
characteristics of children such as children
Medina, Suzanne L, The Effect of Music on
Second
Language
Vocabulary
Acquisition, ‘National Network for
Early Language Learning’, Vol 6-3,
1993.
love playing, talk about the ‘here and now’,
89
ISBN: 978-602-361-004-4
Seminar Nasional
Sastra, Pendidikan Karakter dan Industri Kreatif
Surakarta, 31 Maret 2015
Nursery Book Series, Five Mile Press, 2010
(history of nursery rhymes definition).
Murphy, T (1992), The discourse op pop
songs, TESOL Quarterly 26”(4), 770-774.
Palim, J. & P. Power (1990). Jamboree:
Communication Activities for
Children. Harlow: Longman.
Patsalides, Laurie. 2012. An Overview for
a Week Long Unit Teaching
Nursery Rhymes.
http://www.brighthubeducation.co
m/pre-k-and-k-lesson-plans/6215week-long-teaching-unit-usingnursery-rhymes/
Piaget, J. 1972. The Language and Thought
of the Child. Ohio: World
Publishing Company
Sanderson, D. 1983. Modern Language
teachers in Action: A Report on
Classroom Practice. York:
Language Materials Development
Unit of the University of York.
Wilcox, Nina. P. 1974. Best Loved Nursery
Rhymes and Songs including
Mother Goose selections with
helpful guide for parents. New
York: Parents' Magazine. 1974
90
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