Teaching English to Young Learners Through Songs

Abstract

Globalisation brings a great impact oh the use of English in any domains like business, education, IT and the like. English has become lingua franca one chooses to comunicate with others having a different language. English has spread worlwide and this phenomenon has resulted in English teching learning in primary level in many non-English-speaking countries. This brings a consequence to a crucial need in teachers' education.Teachers at the primary levelneed to develop both competence in English use and teaching skills to young learners regarding their special characteristics. Theories in children developmentis needed by teachersto meet die speacialneeds ofchildren. One method suggested to meet those needs through songs" Songs help children to internalize some words and sentences in the new language. Songs also provide a link with their everyday lives and be fun. Songs can be used at any level ofages at any stage in a lesson. In the beginning of a lesson songs can be used to mark the change from one topic to another. Songs can be a break from another,more concetrate activity in the middle of a lesson and used to round a lesson ofthe end.

Oyunların Yabancı Dil Öğretiminde Ders Öğretim Aracı Olarak Kullanılmasına İlişkin Öğretmen Görüşlerinin İncelenmesi

“…In the study conducted by Batdı & Semerci (2012), it was stated that using songs in foreign language teaching is interesting and enables students to learn and remember easily. Similarly, Yuliana (2004) stated that children learn the language with fun thanks to songs and entertaining activities. Hence, it is understood that the results of the previous research and the results obtained in this study are parallel to the point that the use of songs and tongue twisters in foreign language lessons will make the lesson fun and effective.…”

The influence of a group of Chinese EFL teachers’ beliefs on lesson planning with video-based synchronous computer-mediated communication: A qualitative multiple case study

“…Meanwhile, the VSCMC context is distinctive from the face-to-face context in many aspects (Wang & Chen, 2012), resulting in bringing numerous challenges to teachers in planning for technology (e.g., Baralt & Morcillo Gomez, 2017;Guichon & Cohen, 2014;Stickler & Shi, 2013). Given the uniqueness of EFL young learners (Setyaningsih, 2007) and the influence of teacher beliefs on lesson planning (Basturkmen, 2012;Kagan, 1992;Pajares, 1992), we interviewed six EFL teachers to explore how Chinese EFL teachers' beliefs about VSCMC with young learners would impact lesson planning. The results indicated that teachers had transitional pedagogical beliefs partially due to technological constraints.…”

Keefektifan Kegiatan “Fun English” dalam Meningkatkan Kosakata Siswa Sekolah Dasar di Indramayu

“…Pengabdi melakukan pembelajaran kosakata melalui lagu, karena lagu dapat membantu anak-anak mengingat materi dengan kemampuan mendengarkan, seperti menurut Miranti, Engliana, (Fransischa & Syafei, 2016) mengatakan bahwa pembelajaran melalui sebuah lagu, merupakan suatu kegiatan yang dapat melatih anak-anak untuk lebih aktif dan percaya diri dalam menyimak (listening), bernyanyi (singing), berkreativitas (creative). (Setyaningsih, 2016) juga menambahkan bahwa dengan lagu, siswa mempelajari Bahasa secara tidak langsung. Maka selain mampu membuat suasana belajar lebih menyenangkan lagu juga bisa membuat siswa mempelajari Bahasa Inggris secara tidak sadar.…”