Components of Fun Learning

1. They are motivating and fun and help develop positive attitudes towards and the target language 2. They are non-threatening and the more inhibited child will feel secure when singing and chanting as a class or in groups 3. They can encourage a feeling of achievement and build children’s confidence by allowing children to learn chunks of language which they can ‘show off’ or teach to friends or to members of the family c A cognitive resources 1. They help to develop concentration, memory and coordination 2. They sensitize children to rhyming clues as aids to meaning 3. Repetition enables children to predict what comes next and to consolidate language items 4. Accompanying actions or gestures to help to reinforce meaning 5. The variety they provide changes the pace and atmosphere of a lesson and caters for different styles 6. They can be compiled into songrhyme books to help children develop good study habits d A cultural resource 1. They are form authentic sources and can contribute to the cultural component of a language programme. Children can be encouraged to compare with those on their own language e A social resource 1. Singing and chanting together is a shared social experience and helps to develop a class and group identity 2. They can be used as the basis for performance or show Songs have elements of fun learning as explained below: a. The Interest. From the statement from Brewster and Ellis 2004:162-163 related to a linguistic resources, the songs provide students with unfamiliar language in new and exciting forms and in a rich and imaginative context. The exciting forms and imaginative context can lead to the students’ interest. b. The Involvement. Brewster and Ellis 2004: 163 also explain the benefits of songs as a social resource. They state that singing and chanting together is a shared social experience and helps to develop a class and group identity. It leads to the involvement of students, moreover, students can perform by using songs. The students can involve with movements or litle drama. c. The Meaningfulness. The meaningfulness can be arose from the repetition of songs. Brewster and Ellis 2004: 162 songs also provide for lots natural and enjoyable repetition. Children feel song have meaningfulness since they lealrn to sing a song and take home with them. In line with this, Paul 2005: 58 states that children keep them in their heads, sing them after class, hum them on the way home, and sing them at home. The songs add a new dimension to children and become a meaningful part of their life. d. The Material Comprehension Songs are one of fun learning in English teaching and learning. Paul 2005: 58 states that songs make it easier for children to remember words and patterns and natural chunks of language. Songs help children remember things easily and draw children more deeply into a lesson. e. The Enjoyable value Songs can build good climate for teaching and learning. Therefore, the children will get enjoyable value in the lesson by singing and chanting. They are motivating and fun and help develop positive attitudes towards and the target language Brewster and Ellis, 2008:162. Songs, rhymes, and chants can be used in variety ways and stages depend on the some consideration. However, to conduct those, teacher has to take into account based same framework proposed by Brewster and Ellis 2004:168 as follows: 1 See the context. 2 Pre-teach any necessary vocabulary using visual aids, actions, realia, puppets, focus questions, etc. 3 Play cassette or sing or chant to allow children to listen, show understanding, familiarize themselves with the rhythm, tune, etc. 4 Do further listening. 5 Work on pronunciation awareness, for example, identifying intonation patterns, stressed words and syllables, etc. 6 Invite children to listen, repeat and practise by joining in and learning to sing or chant. Encourage children to use actions, mime, drama, etc. Practise several times. 7 Give a written record of text. 8 Encourage children to compare with similar type in their own language. 9 Present or perform as a whole class, in groups, ain rounds, in pairs. Games are the most effective and interesting activities to teach language to children. They are not only motivating and fun but also provide excellent practise for improving pronunciation, vocabulary, grammar and four language skills Brewster and Ellis: 2004. Martin in Ellis and Brewster 2003: 172 says that games are fun activities which give children the opportunity to practice the foreign language in relaxed and enjoyable way. Hadfield 1984:4 is also in line with Martin, games are an activity with rules, a goal, and an element of fun. That is in line with Cross in Doğan 2012 states that games, which are effective teaching tools and have many positive aspects, including the creation of opportunities for students to communicate in a relaxed, friendly, and cooperative environment, reduce tension by adding fun and humour to lessons, and they add an element of competitiveness that motivates students to participate.