UTILIZING SONG “THERE IS AN ANIMAL”TO TEACH VOCABULARY AND BASIC SENTENCE STRUCTURE TOYOUNG LEARNERS THROUGH THREE STAGES ACTIVITY | Priyo Atmojo | Prosiding Seminar Nasional Teknologi Pendidikan 9035 19255 1 SM
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28 November 2015
UTILIZING SONG “THERE IS AN ANIMAL”TO TEACH
VOCABULARY AND BASIC SENTENCE STRUCTURE TOYOUNG
LEARNERS THROUGH THREE STAGES ACTIVITY
Arief Eko Priyo Atmojo
Master Degree Program of English Education Department
Sebelas Maret University
Ir. Sutami 36 A Street, Surakarta, Indonesia
[email protected]
Abstract
This paper aims to describe the importance, role, and implementation of
using song “There is an Animal” to teach vocabulary and basic sentence
structure to young learners through three stages activity.Some experts argue that
children will have higher chances to become more proficient if they begin
learning a second language earlier rather than learning it later.Children can
learn as many spoken language as we allow them to hear systematically and
regularly at the same time. In children’s class,a positive learning atmosphere can
be created by providing favourable environment, useful resources, carefully
structured input, and practice opportunities. An effort which can be done is by
utilizing song. The use of song in teaching English to young learners gives lots of
benefits and advantages. The development of songs into language learning tasks
can be a way to optimize advantages and minimize limitations of the use of
songs.To utilize song as a powerful tool to teach English for children, there are
many strategies which can be used. These strategies are about transforming
singing song as an activity into a well-planned and structured classroom task by
utilizing the song. Classroom tasks for young learners have three stages that once
can beidentified,analyzed, adapted, and expanded.Therefore, songs must be
developed into a task with preparation, core, and follow-up stages which in result
can help transferring the words in the song into use and maximize the potential of
songs as teaching and learning tools.
Keywords: children, song, teaching English as foreign language (TEFL), young
learners.
23
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learners are those under 14 years old.
I. Introduction
Children and EFL
Finally,
Yuliana
(2003:
62)
has
decidesthat what is meant by young
become an international language for
learners based on the years spent in
more than fifty years. It makeslots of
the primary or elementary stages of
people learn English. The urgencyto
formal education, it means that
master English well as a lingua
children are they whoare still in
franca has made people to learn
primary or elementary school.
Nowadays,
English
Some experts have done
English as early as possible. In
Indonesia, English is taught before
their
research.
They
argue
children enter playgroup.There is a
thatchildren will have higher chances
special class for children who are still
to become more proficient if they
around two or three years old. This is
begin learning a second language
because the factgives support that the
earlier rather than learning it later.
best age to learn a foreign language is
Researchers also claim that the age
when children are still in a very
between six and thirteen years old is
young age. This phenomenon has
the most suitable time to learn other
made Teaching English to Young
languages (Ara, 2009: 162).
one
One supporting theory of
popular topic. It is indicated by lots of
early language learning is called the
publication about TEYL and the
critical period hypothesis. This theory
presence
reveals thatlanguage can be learnt
Learners
(TEYL)
of
becomes
English
course
for
easier in abiologically specific period
children (Yuliana, 2003: 62).
Rixon (1999) in Yuliana
of life. According to researchers like
(2003: 62) states the definition of
Lenneberg (1967)
young
children
(1981),certain abilities of acquiring a
between the ages of about 5 years old
language decrease after the critical
to 12 years old. But, there is another
period. It happens during puberty;so,
expert
Lynne
people rarely learn a second language
Cameron who argues that young
after his puberty. This argument is
learners
whose
that
name
is
is
24
and
Bickerton
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linguistics
habituated in using English in daily
professor, in Curtain and Dahlberg
activity. Parents may also influence
(2004)thatthe
learning
their young children’s attitudes to
language is so great in the young
language learning and other cultures.
age.It does not matter how many
It is now generally accepted because
languages which we want tolearn.
the most lifelong attitudes are formed
Children can learn as many spoken
when children are in the age of eight
language as we allow them to hear
or nine (Brunello and Borşan, 2013:
systematically and regularly at the
124).
added
by
Curtiss,
power
a
of
same time. Theydo have this capacity.
Children’s
brain
is
ripe
to
do
this.Curtain and Dahlberg (2004) also
The Importance of Using a
Suitable Approach
believe that the amount of time spent
Brown (2000) in Kömür,
for learning a foreign language is the
Saraç, and Seker (2005: 109-110)
main factor in building proficiency. It
states that learning a second language
is because when language learning
is a complex and long process. A
starts earlier, it can last longer and
person is affected wholly as he
provide more practice and experience
struggles
which lead ultimately to greater
confines of his first language into a
fluency and effectiveness (Ara, 2009:
new language, a new culture, a new
162-163).
way of thinking, feeling, and acting.
to
reach
beyond
the
Young learners require the
In this respect, he has to overcome
feel of making progress. They need to
some challenges experienced in the
be encouraged continually as well as
process of learning a second or
praised to achieve good performance.
foreign language. Moreover, total
In addition, parents have an important
involvement, total commitment, a
role to encourage and therefore help
total
their children to learn even they only
emotional response are necessary to
have a little knowledge of English.
successfully
Parents can make their children to be
messages in the target language.
25
physical,
intellectual,
send
and
and
receive
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People
have
their
own
and
abstracting
competence,
and
development.
better reading ability; thus, it results
Each stage in their life has different
in more literate people than those who
characteristics which lead to different
have only spoken one language.
periodical
cognitive
ways of life. For instance, children
Actually, children have an innate
can memorize and initiate learning
ability to learn a language. But, they
easily than adults. But, adults can
can not learn well if they feel bored
think more critically than the children
and unexcited with their lessons.
even they have different ability in
Children will learn better through
memorizing. This factor influences on
interestingactivities.It is why songs,
how they learn and what is the best
rhymes, and games can be veryuseful
way to learn which give impact on the
tools for teaching a foreign language
preference of appropriate approach to
to children. These are the tools which
teach them whether they are children
can help children to enjoy learning in
or adults.
comfortable
Alptekin (2002) in Kömür,
Saraç, and Seker (2005: 110) argues
environment
without
getting pressure of learninga foreign
language (Ara, 2009: 162).
about the acquisition of a second
There is an online article entitled
language at an early age that children
“The Child as a Learner” available on
who had experience of learning a
www.teachingenglish.org
second language is suggested to
(2009: 163) which explains that
develop
of meta-
children have immense ability to
language and cognitive flexibility and
learn a language. But, it is still the
better cognitive processing ability and
methods and techniques for teaching
linguistic
Some
foreign language to children are
arguments also appear that they have
different from adults.A wrong method
more
self-
of teaching may leadto a bad result.
personal
So, it is very important to consider
development. In addition, they have
what can stop children from learning
higher
a language. One example is children
an
awareness
perception.
talented
confidence,
reception,
and
concentration,
synthesizing
26
in
Ara
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will stop learning a language in
song “There is an Animal”to teach
uncomfortable
vocabulary
or
under
pressure
and
basic
sentence
condition. Moreover, the difficulty in
structure to young learners through
understanding
three stages activity.
the
theoretical
concepts of grammar rules may
confuse them even more. Children areII. Methods
This
also not able to concentrate on tedious
study
employs
a
activities for long time due to their
literature review method as the
short attention spans. As a result,
technique to elaborate the concept
boredom makes children disinterested
ofutilizing song “There is an Animal”
in the classroom. Another example is
to
excessive
teacher.
sentence structure to young learners
Research has revealed that some of
through three stages activity. There
these traditional educational practices
are some reasons of why the literature
in classroom teaching may prevent
review method is used in this study.
rather than help children to learn
Cronin, Ryan, and Coughlan (2008:
appropriately. Therefore, no one can
38) answer this by stating “The
force children to learn a language;
reasons for undertaking a literature
learning a language must be done
review are numerous and include
upon their awareness. However, a
eliciting information for developing
positive learning atmosphere can be
policies and evidence-based care, a
created
step in the research process and as
correction
in
by
children’s
class
by
providing favourable environment,
useful resources, carefully structured
input, and practice opportunities.
teach
vocabulary
and
basic
part of an academic assessment”.
Literature review can be
defined as an objective, thorough
summary, and critical analysis of the
The Purpose of the Paper
This
paper
is
written
relevant available research and nonwith
research literature on the topic being
purpose to describe the importance,
studied (Hart, 1998). Carnwell and
role, and implementation of using
Daly (2001) give comments on the
27
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concept of literature review that its
goal is to bring the reader up-to-date
III. Discussions
with current literature on a topic and
The Definition of Song
form the basis for another goal, such
Griffee (1995) in Rosová
as the justification for future research
(2007: 10) state that song refers to
in the area. A good literature review
pieces of music which contain words
gathers information about a particular
or lyrics, especially popular songs
subject from many sources. It is well
such as those which are usually
written and contains few if any
played on the radio.
personal biases. It should contain a
Rosová (2007: 14) adds thatsongs
clear search and selection strategy.
contain the power of music as well as
Moreover,
meta-
the power of lyrics. In her opinion,
synthesis technique. Meta-synthesis is
music can touchpeople’s hearts, while
the non-statistical technique used to
the lyrics and the words flow into
integrate, evaluate, and interpret the
people’s minds; so, songs can draw us
findings
into their own world.
This
of
studyemploys
multiple
qualitative
research studies. Such studies may be
According to Shen (2009:
combined to identify their common
88), song is defined as a combination
core elements and themes. Findings
between music and lyricshaving many
from phenomenological, grounded
intrinsic meritswhich are called as a
theory or ethnographic studies may be
kaleidoscope
integrated and used. Unlike meta-
expressiveness,
analysis, where the ultimate intention
therapeutic functions rendering it an
is to reduce findings, meta-synthesis
invaluable
involves analysing and synthesizing
teaching.
key elements in each study which
Mehrpur, and Darban (2012: 103)
having aim to transform individual
state that songs contain rhythmic and
findings into new conceptualizations
melodic content that represents a
and interpretations (Polit and Beck,
specific form of communication in a
2006).
linguistic sense.
28
of
recitability,
source
In
culture,
and
for
language
addition,
Razmjoo,
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To be concluded, song can
songs can be because singing songs in
be defined as a unity of music
itself will not teach learners to use
(instrument) with lyric which contains
language and give them ability to
culture, expression, rhythm, melody,
communicate in another language.
and other components in it to deliver
But, songs must be developed into a
the message of song.
task with preparation, core, and
follow-up stages which in result can
Underlying Theories
help transferring the words in the
All children love music and
song into use and maximize the
fond of singing song. This is the
potential of songs as teaching and
nature of young learners. It is why
learning tools.
In short, song can be a
music has long been utilized in the
of
powerful pedagogical tool. The use of
literature evidence have existed to
song in teaching English to young
show that music gives benefits in
learners gives lots of benefits and
teaching second and foreign language
advantages. One of the advantages is
to young learners (Tuan and An,
flexibility.
2010: 23).
Millington (2011: 134) states that
EFL/
ESL
classrooms.
According
to
Lots
Millington
Murphey
(1992)
in
songs can be used for lots of
(2011: 139), the utilization of song as
purposes.
language
can
considered as a valuable pedagogical
optimizeits role as teaching and
tool. Songs can help young learners
language learning tool. There are
improve
some benefits achieved by using
pronunciation.
songs in language classroom; but,
potential to develop speaking skill.
songs are often used ineffectively. It
Songs can also be useful tools to learn
is because songs are often used as
vocabulary, sentence structure, and
activities
learning.
sentence pattern, not to mention their
Moreover, it does not matter how
reflectivity of mother tongue culture.
enjoyable
According to Cameron (2001) in
learning
tasks
between
or
memorable
singing
29
Moreover,
listening
Songs
song
is
skill
and
are
also
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Millington
(2011:
137),
the
development of songs into language
development (Tuan and An, 2010:
26).
According to Salcedo (2002)
learning tasks can be a way to
optimize advantages and minimize
in
Tse
(2013:
87),
songs
are
limitations of the use of songs. It can
considered as a unity of memory of
turn a song into a useful tool for
text which can support language
language learning and teachingeven
acquisition effectively. Songs can
this alone can not help teachers
also improve students’ knowledge of
develop a greater repertoire of songs.
grammatical structures. In addition,
Moreover, Read (2007) in
accent, intonation, and rhythm can
Tuan and An (2010: 23) states that
easily be imitated by young children.
rhymes, chants, and songs can be
Children
utilized as an opening or closing part
pronunciation greatly because their
of lesson, an integrated part of
focus is on the sound, not meaning
language, a story, or a topic-based
(Reilley and Ward, 1997 and Klancar,
project. They can also be optimized to
2009 in Tse, 2013: 87). Finally, Tse
increase knowledge and skill in other
(2013: 87) concludes that songs can
subject
example,
strengthen children’s language skill,
numeracy or citizenship issues, such
linguistic knowledge, pronunciation,
as
and cultural consciousness.
matters,
taking
for
care
environment.
can
improve
their
According to Horn (2007) in Tuan
and An (2010: 25), songs can be
utilized
memory
as
greeting,
skill,
command,
vocabulary
and
Implementation
in
the
Classroom
According
to
Ohman-
creativity, relaxation and motivation,
Rodrigeuz (2004) in Paquette and
expression of joy, and community
Rieg (2008: 227-228), music has been
awareness. Song is the most valuable
utilized to maximize the learning
educational tool which can help
power of young children for many
language acquisition as well as whole
years. To utilize song as a powerful
learner’s
tool to teach English for children,
physical
and
mental
30
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there are many strategies which can
be used. These strategies are about
Fig. 1. Three Stages in “Task” for Young
transforming singing song as an
Learners, Cameron (2001) in Millington
activity into a well-planned and
(2011: 138)
structured classroom task by utilizing
In the preparation stage,
the song.
Cameron
(1997)
and
Cameron (2001) in Millington (2011:
138) state that classroom tasks for
young learners have three stages that
once
can
beidentified,
analyzed,
adapted, and expanded.For many
years,
ithas
also
been
common
practice to arrange reading activities
in three stages which are called prereading,
reading,and
post-reading.
Cameron (2001) in Millington (2011:
138)adds that the core activity is very
important thing; it is because without
the core, the task will collapse.
Moreover, the preparation activities
must
be
ableto
help
students
preparing themselves to successfully
complete the core activity. These
activities may include pre-teaching of
language items or activating topic
vocabulary. Then, the completion of
the core activity must be built by the
teacher writes the vocabulary which
is available in the song “There is an
Animal”, such as: big, ear, long, nose,
elephant, leg, neck, tall, giraffe, short,
mouth, hippo, et cetera. The teacher
gives model of how to pronounce it
and asks the students to follow. After
drilling pronunciation, the teacher
provides the translation of each word
in the mother tongue language. Each
student is then asked about the
meaning of some words to make them
remember the words and meanings.
Then, the teacher writes
some phrases and clauses which are
available in the song, such as: “There
is an animal with …; What is it?; I
know; It is a/an …; et cetera”. The
teacher gives model of how to
pronounce those utterances and asks
the students to follow. After that, the
teacher provides the translation of
each utterance. Next, each student can
follow-up stage.
be asked to explain about how to
describe an animal (for example, the
31
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students will answer by using clause
ears” (by making big circle with their
“There is an animal with …”), how to
hands) and their nose to express “long
mention an animal (by using “It is
nose” (by making illustration with
a/an …”), how to question the name
their hands to describe long nose). It
of an animal (by using “What is it?”),
is just the same in the next lyrics
et
all
“There is an animal with long, long
vocabulary, phrase, and clause have
legs. There is an animal with a long,
been introduced to the students. They
long neck”, students are again asked
have been familiar with vocabulary in
to illustrate long legs and long neck
the song and its sentence structure. To
using their body parts. By this way,
make students interested, pictures can
students have learned how to describe
be used to represent the vocabulary
some animals like elephant, giraffe,
which is taught, for example by
hippo, and monkey. Till this stage,
providing the pictures of animals
students have learned some aspects
which are available in the song.This
which are vocabulary, basic sentence
is what we call as preparation stage
structure, how to question (“What is
activity.
it?”), how to answer (“It is a/an …;
cetera.
Until
this
step,
In the core stage, students
are asked to sing the song many times
Yes, it is”), and how to describe
(“There is an animal with …”).
in order to get the students involved
Finally, the completion of
and interested.It will be good to vary
core stage must successfully be built
the pace or volume and ask the
by the follow-up stage. In the follow-
students to perform actions and sing
up stage, students must be encouraged
along together. The teacher asks the
to use the vocabulary or sentence
students to make demonstration when
structures which are derived from the
singing the song. For example in the
song. Yet, the success of this stage
lyrics “There is an animal with big,
depends on the circumstances of the
big ears. There is an animal with a
teacher. The follow-up stage may
long, long nose”, students are asked
consists of some activities such as
to point out their ears to express “big
written production, either through
32
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writing sentences or filling gap
listen the song first, then how to
activities, or oral production by mean
speak or sing aloud, and finally how
of
to write the lyrics.
role-playin
learned
which
vocabulary
is
used
contextually(Millington,2011: 139). IV. Conclusion
In practice, students can be
Song can be a powerful tool
the
to teach English for children. It is
characteristics of an animal in front of
because the nature of children who
the class. The animal is chosen by the
love music and fond of singing song.
teacher spontaneously. Then, the
The utilization of song as a powerful
teacher gives the picture of chosen
tool to teach English for children
animal to be described by the students
must be well-planned and structured
orally. The teacher may help the
task. Singing song itself will not teach
students when they get difficulty in
the children anything. It will give
uttering
build
nothing to them. But, song must be
the
transformed into a well-planned and
teacher and other students may ask
structured task which has three stages
about aspects which have not been
called preparation, core, and follow-
described yet.
up stage. By learning English through
asked
to
describe
their
communicative
ideas.
about
To
conversation,
According to Yuliana (2003:
song and fun activity, children will
63), the utilization of songs can
learn language in free stress and fun
enhance children’s language skills
condition. Thus, the language skills
such as listening, speaking, and
and linguistics knowledge of the
writing. These skills are put in order
children will be well-developed.
because the children will learn how to
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V.
References
Ara, S. (2009). Use of songs, rhymes, and games in teaching English to young
learners in Bangladesh. The Dhaka University Journal of Linguistics,
2(3), 161-172, December 2009.
Brunello, A., & Borşan, F. (2013). Teaching young learners to efficiently
communicate in English. International Journal of Communication
Research, 3(2), 123-126, April 2013.
Carnwell, R.,&Daly, W. (2001). Strategies for the construction of a critical
review of the literature. Nurse Educ Pract,1, 57-63.
Cronin, P., Ryan F., & Coughlan M. (2008). Undertaking a literature review: A
step-by-step approach. British Journal of Nursing,17(1), 38-43.
Hart, C. (1998).Doing a literature review. London: Sage Publications.
Kömür, S., Saraç, G., & Seker, H. (2005). Teaching English through songs
(Practice in Muğla/ Turkey). Sosyal Bilimler Enstitüsü Dergisi
(ĐLKE), 1(1), 109-120, August 2005.
Millington, N. T. (2011). Using songs effectively to teach English to young
learners. Language Education in Asia, 2(1), 134-141.
Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy
development of young English language learners. Early Childhood
Education Journal, 36(1), 227-232.
Polit, D.,& Beck, C. (2006).Essentials of nursing research: Methods,
appraisal, and utilization(6th ed.). Philadelphia: Lippincott Williams
and Wilkins.
Razmjoo, S. A., Mehrpur, S., & Darban, B. (2012). On the effect of using
games, songs, and stories on young Iranian EFL learners'
achievement. Journal of English Language Teaching and Learning,
9(1), 101-127.
Rosová, V. (2007). The use of music in teaching English. Brno: Masaryk
University. A Diploma Thesis.
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28 November 2015
Shen, C. (2009). Using English songs: An enjoyable and effective approach to
ELT. Journal of English Language Teaching, 2(1), 88-94, March
2009.
Tse, A. Y. H. (2013). Malaysian teacher's perspectives on using songs in
English language teaching. International Journal of Social Science
and Humanity, 5(1), 87-89.
Tuan, L. T., & An, P. T. V. (2010). Teaching English rhythm by using songs.
Studies in Literature and Language, 1(2), 13-29.
Yuliana. (2003). Teaching English to young learners through songs. Journal
K@ta, 5(1), 62-66, June 2003.
35
Pascasarjana Program Studi Teknologi Pendidikan Universitas Sebelas Maret
28 November 2015
UTILIZING SONG “THERE IS AN ANIMAL”TO TEACH
VOCABULARY AND BASIC SENTENCE STRUCTURE TOYOUNG
LEARNERS THROUGH THREE STAGES ACTIVITY
Arief Eko Priyo Atmojo
Master Degree Program of English Education Department
Sebelas Maret University
Ir. Sutami 36 A Street, Surakarta, Indonesia
[email protected]
Abstract
This paper aims to describe the importance, role, and implementation of
using song “There is an Animal” to teach vocabulary and basic sentence
structure to young learners through three stages activity.Some experts argue that
children will have higher chances to become more proficient if they begin
learning a second language earlier rather than learning it later.Children can
learn as many spoken language as we allow them to hear systematically and
regularly at the same time. In children’s class,a positive learning atmosphere can
be created by providing favourable environment, useful resources, carefully
structured input, and practice opportunities. An effort which can be done is by
utilizing song. The use of song in teaching English to young learners gives lots of
benefits and advantages. The development of songs into language learning tasks
can be a way to optimize advantages and minimize limitations of the use of
songs.To utilize song as a powerful tool to teach English for children, there are
many strategies which can be used. These strategies are about transforming
singing song as an activity into a well-planned and structured classroom task by
utilizing the song. Classroom tasks for young learners have three stages that once
can beidentified,analyzed, adapted, and expanded.Therefore, songs must be
developed into a task with preparation, core, and follow-up stages which in result
can help transferring the words in the song into use and maximize the potential of
songs as teaching and learning tools.
Keywords: children, song, teaching English as foreign language (TEFL), young
learners.
23
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learners are those under 14 years old.
I. Introduction
Children and EFL
Finally,
Yuliana
(2003:
62)
has
decidesthat what is meant by young
become an international language for
learners based on the years spent in
more than fifty years. It makeslots of
the primary or elementary stages of
people learn English. The urgencyto
formal education, it means that
master English well as a lingua
children are they whoare still in
franca has made people to learn
primary or elementary school.
Nowadays,
English
Some experts have done
English as early as possible. In
Indonesia, English is taught before
their
research.
They
argue
children enter playgroup.There is a
thatchildren will have higher chances
special class for children who are still
to become more proficient if they
around two or three years old. This is
begin learning a second language
because the factgives support that the
earlier rather than learning it later.
best age to learn a foreign language is
Researchers also claim that the age
when children are still in a very
between six and thirteen years old is
young age. This phenomenon has
the most suitable time to learn other
made Teaching English to Young
languages (Ara, 2009: 162).
one
One supporting theory of
popular topic. It is indicated by lots of
early language learning is called the
publication about TEYL and the
critical period hypothesis. This theory
presence
reveals thatlanguage can be learnt
Learners
(TEYL)
of
becomes
English
course
for
easier in abiologically specific period
children (Yuliana, 2003: 62).
Rixon (1999) in Yuliana
of life. According to researchers like
(2003: 62) states the definition of
Lenneberg (1967)
young
children
(1981),certain abilities of acquiring a
between the ages of about 5 years old
language decrease after the critical
to 12 years old. But, there is another
period. It happens during puberty;so,
expert
Lynne
people rarely learn a second language
Cameron who argues that young
after his puberty. This argument is
learners
whose
that
name
is
is
24
and
Bickerton
Pengembangan ICT dalam Pembelajaran
Pascasarjana Program Studi Teknologi Pendidikan Universitas Sebelas Maret
28 November 2015
linguistics
habituated in using English in daily
professor, in Curtain and Dahlberg
activity. Parents may also influence
(2004)thatthe
learning
their young children’s attitudes to
language is so great in the young
language learning and other cultures.
age.It does not matter how many
It is now generally accepted because
languages which we want tolearn.
the most lifelong attitudes are formed
Children can learn as many spoken
when children are in the age of eight
language as we allow them to hear
or nine (Brunello and Borşan, 2013:
systematically and regularly at the
124).
added
by
Curtiss,
power
a
of
same time. Theydo have this capacity.
Children’s
brain
is
ripe
to
do
this.Curtain and Dahlberg (2004) also
The Importance of Using a
Suitable Approach
believe that the amount of time spent
Brown (2000) in Kömür,
for learning a foreign language is the
Saraç, and Seker (2005: 109-110)
main factor in building proficiency. It
states that learning a second language
is because when language learning
is a complex and long process. A
starts earlier, it can last longer and
person is affected wholly as he
provide more practice and experience
struggles
which lead ultimately to greater
confines of his first language into a
fluency and effectiveness (Ara, 2009:
new language, a new culture, a new
162-163).
way of thinking, feeling, and acting.
to
reach
beyond
the
Young learners require the
In this respect, he has to overcome
feel of making progress. They need to
some challenges experienced in the
be encouraged continually as well as
process of learning a second or
praised to achieve good performance.
foreign language. Moreover, total
In addition, parents have an important
involvement, total commitment, a
role to encourage and therefore help
total
their children to learn even they only
emotional response are necessary to
have a little knowledge of English.
successfully
Parents can make their children to be
messages in the target language.
25
physical,
intellectual,
send
and
and
receive
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People
have
their
own
and
abstracting
competence,
and
development.
better reading ability; thus, it results
Each stage in their life has different
in more literate people than those who
characteristics which lead to different
have only spoken one language.
periodical
cognitive
ways of life. For instance, children
Actually, children have an innate
can memorize and initiate learning
ability to learn a language. But, they
easily than adults. But, adults can
can not learn well if they feel bored
think more critically than the children
and unexcited with their lessons.
even they have different ability in
Children will learn better through
memorizing. This factor influences on
interestingactivities.It is why songs,
how they learn and what is the best
rhymes, and games can be veryuseful
way to learn which give impact on the
tools for teaching a foreign language
preference of appropriate approach to
to children. These are the tools which
teach them whether they are children
can help children to enjoy learning in
or adults.
comfortable
Alptekin (2002) in Kömür,
Saraç, and Seker (2005: 110) argues
environment
without
getting pressure of learninga foreign
language (Ara, 2009: 162).
about the acquisition of a second
There is an online article entitled
language at an early age that children
“The Child as a Learner” available on
who had experience of learning a
www.teachingenglish.org
second language is suggested to
(2009: 163) which explains that
develop
of meta-
children have immense ability to
language and cognitive flexibility and
learn a language. But, it is still the
better cognitive processing ability and
methods and techniques for teaching
linguistic
Some
foreign language to children are
arguments also appear that they have
different from adults.A wrong method
more
self-
of teaching may leadto a bad result.
personal
So, it is very important to consider
development. In addition, they have
what can stop children from learning
higher
a language. One example is children
an
awareness
perception.
talented
confidence,
reception,
and
concentration,
synthesizing
26
in
Ara
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Pascasarjana Program Studi Teknologi Pendidikan Universitas Sebelas Maret
28 November 2015
will stop learning a language in
song “There is an Animal”to teach
uncomfortable
vocabulary
or
under
pressure
and
basic
sentence
condition. Moreover, the difficulty in
structure to young learners through
understanding
three stages activity.
the
theoretical
concepts of grammar rules may
confuse them even more. Children areII. Methods
This
also not able to concentrate on tedious
study
employs
a
activities for long time due to their
literature review method as the
short attention spans. As a result,
technique to elaborate the concept
boredom makes children disinterested
ofutilizing song “There is an Animal”
in the classroom. Another example is
to
excessive
teacher.
sentence structure to young learners
Research has revealed that some of
through three stages activity. There
these traditional educational practices
are some reasons of why the literature
in classroom teaching may prevent
review method is used in this study.
rather than help children to learn
Cronin, Ryan, and Coughlan (2008:
appropriately. Therefore, no one can
38) answer this by stating “The
force children to learn a language;
reasons for undertaking a literature
learning a language must be done
review are numerous and include
upon their awareness. However, a
eliciting information for developing
positive learning atmosphere can be
policies and evidence-based care, a
created
step in the research process and as
correction
in
by
children’s
class
by
providing favourable environment,
useful resources, carefully structured
input, and practice opportunities.
teach
vocabulary
and
basic
part of an academic assessment”.
Literature review can be
defined as an objective, thorough
summary, and critical analysis of the
The Purpose of the Paper
This
paper
is
written
relevant available research and nonwith
research literature on the topic being
purpose to describe the importance,
studied (Hart, 1998). Carnwell and
role, and implementation of using
Daly (2001) give comments on the
27
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28 November 2015
concept of literature review that its
goal is to bring the reader up-to-date
III. Discussions
with current literature on a topic and
The Definition of Song
form the basis for another goal, such
Griffee (1995) in Rosová
as the justification for future research
(2007: 10) state that song refers to
in the area. A good literature review
pieces of music which contain words
gathers information about a particular
or lyrics, especially popular songs
subject from many sources. It is well
such as those which are usually
written and contains few if any
played on the radio.
personal biases. It should contain a
Rosová (2007: 14) adds thatsongs
clear search and selection strategy.
contain the power of music as well as
Moreover,
meta-
the power of lyrics. In her opinion,
synthesis technique. Meta-synthesis is
music can touchpeople’s hearts, while
the non-statistical technique used to
the lyrics and the words flow into
integrate, evaluate, and interpret the
people’s minds; so, songs can draw us
findings
into their own world.
This
of
studyemploys
multiple
qualitative
research studies. Such studies may be
According to Shen (2009:
combined to identify their common
88), song is defined as a combination
core elements and themes. Findings
between music and lyricshaving many
from phenomenological, grounded
intrinsic meritswhich are called as a
theory or ethnographic studies may be
kaleidoscope
integrated and used. Unlike meta-
expressiveness,
analysis, where the ultimate intention
therapeutic functions rendering it an
is to reduce findings, meta-synthesis
invaluable
involves analysing and synthesizing
teaching.
key elements in each study which
Mehrpur, and Darban (2012: 103)
having aim to transform individual
state that songs contain rhythmic and
findings into new conceptualizations
melodic content that represents a
and interpretations (Polit and Beck,
specific form of communication in a
2006).
linguistic sense.
28
of
recitability,
source
In
culture,
and
for
language
addition,
Razmjoo,
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To be concluded, song can
songs can be because singing songs in
be defined as a unity of music
itself will not teach learners to use
(instrument) with lyric which contains
language and give them ability to
culture, expression, rhythm, melody,
communicate in another language.
and other components in it to deliver
But, songs must be developed into a
the message of song.
task with preparation, core, and
follow-up stages which in result can
Underlying Theories
help transferring the words in the
All children love music and
song into use and maximize the
fond of singing song. This is the
potential of songs as teaching and
nature of young learners. It is why
learning tools.
In short, song can be a
music has long been utilized in the
of
powerful pedagogical tool. The use of
literature evidence have existed to
song in teaching English to young
show that music gives benefits in
learners gives lots of benefits and
teaching second and foreign language
advantages. One of the advantages is
to young learners (Tuan and An,
flexibility.
2010: 23).
Millington (2011: 134) states that
EFL/
ESL
classrooms.
According
to
Lots
Millington
Murphey
(1992)
in
songs can be used for lots of
(2011: 139), the utilization of song as
purposes.
language
can
considered as a valuable pedagogical
optimizeits role as teaching and
tool. Songs can help young learners
language learning tool. There are
improve
some benefits achieved by using
pronunciation.
songs in language classroom; but,
potential to develop speaking skill.
songs are often used ineffectively. It
Songs can also be useful tools to learn
is because songs are often used as
vocabulary, sentence structure, and
activities
learning.
sentence pattern, not to mention their
Moreover, it does not matter how
reflectivity of mother tongue culture.
enjoyable
According to Cameron (2001) in
learning
tasks
between
or
memorable
singing
29
Moreover,
listening
Songs
song
is
skill
and
are
also
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Millington
(2011:
137),
the
development of songs into language
development (Tuan and An, 2010:
26).
According to Salcedo (2002)
learning tasks can be a way to
optimize advantages and minimize
in
Tse
(2013:
87),
songs
are
limitations of the use of songs. It can
considered as a unity of memory of
turn a song into a useful tool for
text which can support language
language learning and teachingeven
acquisition effectively. Songs can
this alone can not help teachers
also improve students’ knowledge of
develop a greater repertoire of songs.
grammatical structures. In addition,
Moreover, Read (2007) in
accent, intonation, and rhythm can
Tuan and An (2010: 23) states that
easily be imitated by young children.
rhymes, chants, and songs can be
Children
utilized as an opening or closing part
pronunciation greatly because their
of lesson, an integrated part of
focus is on the sound, not meaning
language, a story, or a topic-based
(Reilley and Ward, 1997 and Klancar,
project. They can also be optimized to
2009 in Tse, 2013: 87). Finally, Tse
increase knowledge and skill in other
(2013: 87) concludes that songs can
subject
example,
strengthen children’s language skill,
numeracy or citizenship issues, such
linguistic knowledge, pronunciation,
as
and cultural consciousness.
matters,
taking
for
care
environment.
can
improve
their
According to Horn (2007) in Tuan
and An (2010: 25), songs can be
utilized
memory
as
greeting,
skill,
command,
vocabulary
and
Implementation
in
the
Classroom
According
to
Ohman-
creativity, relaxation and motivation,
Rodrigeuz (2004) in Paquette and
expression of joy, and community
Rieg (2008: 227-228), music has been
awareness. Song is the most valuable
utilized to maximize the learning
educational tool which can help
power of young children for many
language acquisition as well as whole
years. To utilize song as a powerful
learner’s
tool to teach English for children,
physical
and
mental
30
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28 November 2015
there are many strategies which can
be used. These strategies are about
Fig. 1. Three Stages in “Task” for Young
transforming singing song as an
Learners, Cameron (2001) in Millington
activity into a well-planned and
(2011: 138)
structured classroom task by utilizing
In the preparation stage,
the song.
Cameron
(1997)
and
Cameron (2001) in Millington (2011:
138) state that classroom tasks for
young learners have three stages that
once
can
beidentified,
analyzed,
adapted, and expanded.For many
years,
ithas
also
been
common
practice to arrange reading activities
in three stages which are called prereading,
reading,and
post-reading.
Cameron (2001) in Millington (2011:
138)adds that the core activity is very
important thing; it is because without
the core, the task will collapse.
Moreover, the preparation activities
must
be
ableto
help
students
preparing themselves to successfully
complete the core activity. These
activities may include pre-teaching of
language items or activating topic
vocabulary. Then, the completion of
the core activity must be built by the
teacher writes the vocabulary which
is available in the song “There is an
Animal”, such as: big, ear, long, nose,
elephant, leg, neck, tall, giraffe, short,
mouth, hippo, et cetera. The teacher
gives model of how to pronounce it
and asks the students to follow. After
drilling pronunciation, the teacher
provides the translation of each word
in the mother tongue language. Each
student is then asked about the
meaning of some words to make them
remember the words and meanings.
Then, the teacher writes
some phrases and clauses which are
available in the song, such as: “There
is an animal with …; What is it?; I
know; It is a/an …; et cetera”. The
teacher gives model of how to
pronounce those utterances and asks
the students to follow. After that, the
teacher provides the translation of
each utterance. Next, each student can
follow-up stage.
be asked to explain about how to
describe an animal (for example, the
31
Pengembangan ICT dalam Pembelajaran
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28 November 2015
students will answer by using clause
ears” (by making big circle with their
“There is an animal with …”), how to
hands) and their nose to express “long
mention an animal (by using “It is
nose” (by making illustration with
a/an …”), how to question the name
their hands to describe long nose). It
of an animal (by using “What is it?”),
is just the same in the next lyrics
et
all
“There is an animal with long, long
vocabulary, phrase, and clause have
legs. There is an animal with a long,
been introduced to the students. They
long neck”, students are again asked
have been familiar with vocabulary in
to illustrate long legs and long neck
the song and its sentence structure. To
using their body parts. By this way,
make students interested, pictures can
students have learned how to describe
be used to represent the vocabulary
some animals like elephant, giraffe,
which is taught, for example by
hippo, and monkey. Till this stage,
providing the pictures of animals
students have learned some aspects
which are available in the song.This
which are vocabulary, basic sentence
is what we call as preparation stage
structure, how to question (“What is
activity.
it?”), how to answer (“It is a/an …;
cetera.
Until
this
step,
In the core stage, students
are asked to sing the song many times
Yes, it is”), and how to describe
(“There is an animal with …”).
in order to get the students involved
Finally, the completion of
and interested.It will be good to vary
core stage must successfully be built
the pace or volume and ask the
by the follow-up stage. In the follow-
students to perform actions and sing
up stage, students must be encouraged
along together. The teacher asks the
to use the vocabulary or sentence
students to make demonstration when
structures which are derived from the
singing the song. For example in the
song. Yet, the success of this stage
lyrics “There is an animal with big,
depends on the circumstances of the
big ears. There is an animal with a
teacher. The follow-up stage may
long, long nose”, students are asked
consists of some activities such as
to point out their ears to express “big
written production, either through
32
Pengembangan ICT dalam Pembelajaran
Pascasarjana Program Studi Teknologi Pendidikan Universitas Sebelas Maret
28 November 2015
writing sentences or filling gap
listen the song first, then how to
activities, or oral production by mean
speak or sing aloud, and finally how
of
to write the lyrics.
role-playin
learned
which
vocabulary
is
used
contextually(Millington,2011: 139). IV. Conclusion
In practice, students can be
Song can be a powerful tool
the
to teach English for children. It is
characteristics of an animal in front of
because the nature of children who
the class. The animal is chosen by the
love music and fond of singing song.
teacher spontaneously. Then, the
The utilization of song as a powerful
teacher gives the picture of chosen
tool to teach English for children
animal to be described by the students
must be well-planned and structured
orally. The teacher may help the
task. Singing song itself will not teach
students when they get difficulty in
the children anything. It will give
uttering
build
nothing to them. But, song must be
the
transformed into a well-planned and
teacher and other students may ask
structured task which has three stages
about aspects which have not been
called preparation, core, and follow-
described yet.
up stage. By learning English through
asked
to
describe
their
communicative
ideas.
about
To
conversation,
According to Yuliana (2003:
song and fun activity, children will
63), the utilization of songs can
learn language in free stress and fun
enhance children’s language skills
condition. Thus, the language skills
such as listening, speaking, and
and linguistics knowledge of the
writing. These skills are put in order
children will be well-developed.
because the children will learn how to
33
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V.
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Brunello, A., & Borşan, F. (2013). Teaching young learners to efficiently
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