This study investigated the development of students' listening abilities through songs and lyrics and explored the students’ responses toward the use of songs and lyrics in the classroom as a learning media. It was aimed at looking for the best strategy used in the listening class to help students easily mastering English language. This study was conducted through classroom action research and employed pre-test, post-test, observation, questionnaire, and interview to collect the data. The data in this study were analysed by using quantitative and qualitative descriptive. This classroom action research was conducted in two cycles. The quantitatively obtained data in the first cycle showed that mean is about 80 which mean that there was an improvement but was not significant from the pre-cycle because the grammar focus was uncovered. Meanwhile, the data in the second cycle showed that the mean is about 87; it showed the significant increase and successful process of learning throughout songs and lyrics. Furthermore, the qualitative data demonstrated 84% which means that the use of songs and lyrics in the classroom was attractive and joyful to be applied in the classroom as a learning media.
This study explored the pedagogical functions of code-switching toward teaching and learning processes in multilingual classrooms. The pedagogical function is strongly important to be recognized regarding the successfulness and effectiveness of teaching and learning process. This study reports on code-switching practices for multilingual classroom communication in secondary level in Indonesia, which English is the main instruction of teaching. This study employed ethnographic case study design and the data were gathered through observation, interview and recording. The data were analyzed using qualitative descriptive and the obtained data demonstrated that code-switching has three function categories in terms of pedagogical functions, i.e. 1) knowledge construction/curriculum access, 2) classroom management, and 3) interpersonal relationship. If so, teachers and students are allowed to switch their language as long as they fulfill academic functions and expand students’ language repertoire. It can be inferred that the findings suggested that these practices could foster students to become bilingual people and promote the language minority.
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