The Role of English Songs in Learning Listening

14 Therefore, the first skill that has to be developed to support others skills is the listening. Nation 2014 says a useful thing to do in the very early stages of learning another language is to listen to the way in which the language is spoken, even when you don’t understand anything at all. With the support of songs, students have good sources in trying to adapt to the language. In addition, Ward 1980 says the presence of rhyming words and such poetic device as alliteration and onomatopoeia help to focus on certain sounds, thus giving valuable ear-training and giving us the opportunity to repeat the same structural item many times, thereby aiding correctness and fluency of expression Songs also give support on the speaking skill. The support of songs are explained by Dakin 1992 as cited from Rosova 2007, p.15 that asserts, “For most learners, singing or reciting a rhyme is much easier than talking. This way, the learning process could be done in a fun way.” Moreover, songs also give benefits to the language elements. Leith 1979, p.119 as cited from Engh 2013 states the support of songs in pronunciation “There is probably not a better nor quicker way to teach phonetics than with songs.” As an example, singing songs become good practice for students to learn pronunciation, it can be a big help because the rhythm of the verse helps the learner to put the stress in the right places, creating a natural flow of language and building up fluency to help the pronunciation Ward, 1980. In the same way, songs are able to increase students’ vocabulary list. Schoepp 2001 as cited from Sevik 2012 believes that songs are valuable in the 15 classroom because songs provide exposure to a wide variety of the authentic language students will eventually face in non-academic settings. The support of songs in learning English also provides the students to internalize the grammar. Sharpe 2001 says the power of songs on learning grammar makes the students gradually internalize the structures and patterns of the foreign language as well as the specific language items that the teacher wants them to learn.