Using Songs in Enhancing the Teaching of Grammar

Roslim, Norwati; Azizul, Aini Faridah; Zain, Mazira Mohd

doi:10.7575/aiac.alls.v.2n.2p.118

Cited by 5 publications

(5 citation statements)

References 7 publications

(3 reference statements)

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“…Other studies related to the use of songs were also conducted (Albaladejo et al, 2018;Alisaari & Heikkola, 2017). A suggestion is also proposed to teach grammar (Roslim et al, 2011;Abdul Razak & Yunus, 2016;Akbary et al, 2016), vocabulary (Abidin et al, 2011), pronunciation (Villalobos Ulate, 2008) through songs. Most of the research has strongly recommended the use of songs to teach young learners.…”

Section: Introductionmentioning

confidence: 99%

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Hendriani¹,

Mukhaiyar²,

Kustati³

et al. 2020

Ta'dib

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Despite a considerable body of studies, little attention is given to the advantages of using songs in learning (learner-centred). The study, therefore, is aimed at eliciting Indonesian EFL learners’ beliefs about the advantages of using songs for their language learning. Researching the research phenomenon through a qualitative study using a case study design, in-depth interview technique was applied to collect the data of the learners’ beliefs from eleven university learners majoring English. This study indicated an interesting finding that it was perceived that the learners believed that there were some advantages of using songs in learning English: increasing their EFL learning in the aspects of language skills (listening and speaking), language components (vocabulary mastery and pronunciation), their knowledge, their confidence and relaxation, and improving their mood and focus. Thus, it is recommended that songs be used either in teachers’ EFL teaching and in learners’ EFL learning. Abstrak: Meskipun telah banyak penelitian yang dilakukan, namun masih sedikit perhatian yang diberikan tentang manfaat penggunaan lagu dalam pembelajaran (berpusat pada peserta didik). Oleh karena itu, penelitian ini bertujuan untuk mengungkap keyakinan pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentang manfaat penggunaan lagu dalam pembelajaran bahasa asing mereka. Meneliti fenomena melalui studi kasus, teknik wawancara mendalam diterapkan untuk mengumpulkan data tentang keyakinan sebelas mahasiswa jurusan Bahasa Inggris. Penelitian ii menunjukkan temuan yang menarik bahwa peserta didik percaya bahwa ada beberapa keuntungan dari pemanfaatan lagu dalam pembelajaran bahasa Ingris mereka pada aspek keterampilan bahasa (menyimak dan berbicara), komponen bahasa (penguasaan kosa kata dan pengucapan), pengetahuan mereka, kepercayaan diri dan relaksasi mereka, serta memperbaiki suasana hati dan fokus mereka. Oleh karena itu, disarankan agar lagu digunakan dalam pengajaran bahasa Inggris oleh guru maupun dalam pembelajaran bahasa Inggris oleh peserta didik.

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Section: Introductionmentioning

confidence: 99%

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Hendriani¹,

Mukhaiyar²,

Kustati³

et al. 2020

Ta'dib

View full text Add to dashboard Cite

show abstract

“…Scholars have argued that music helps to improve both verbal and auditory memory, both of which are essential for EFAL learning (Ajibade & Ndububa, 2008;Mobbs, & Cuyul, 2018;Werner, 2018). Music has also been associated with a range of language skills such as listening comprehension (Şevik, 2012), grammar (Roslim et al, 2011), writing (Lytle, 2011), vocabulary (Coyle & Gracia, 2014), and pronunciation (Farmand & Pourgharib, 2013).…”

Section: Indigenous Art Forms As a Strategy For Efal Learningmentioning

confidence: 99%

Centering indigenous knowledge through multimodal approaches in English first additional language learning

Machimana,

Genis

2024

Apples

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In this article, we address findings from a study conducted with high school learners in Gauteng, South Africa. It explored the strategies used by learners when learning English as a First Additional Language (EFAL). We used a conceptualisation of Ubuntu as a lens through which to explore EFAL learning. Data collection included an open-ended questionnaire and non-participant observation. Participants were purposefully sampled from peer-tutoring organisations around Gauteng. The key findings, which include the use of indigenous poetry, dance and storytelling by learners, highlight the need to include indigenous practices in the language classroom. Learners also showed a preference for cooperative learning and for using humour as a strategy for EFAL learning. We argue that the silencing of indigenous knowledge systems (IKS) perpetuates epistemic violence by limiting the resources available for learning. Therefore, more should be done in the EFAL classroom to ensure the inclusion of IKS. Through the findings of this study, we propose that including Ubuntu values and IKS in the curriculum is imperative if educational outcomes are to be improved, as these systems allow learners to become more involved and engaged in their own learning. This will re-centre African voices and valorise indigenous epistemologies.

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“…According to Mart (2013), grammar should be contextualized in reading texts and conversations to help EFL learners understand how language is used for communicating ideas. Moreover, Roslim, Azizul and Zain (2011) as well as Jadhav (2015) advocate the use of songs to teach English grammar because music lowers the students' affective filter and helps them learn grammatical patterns in an anxiety-free classroom atmosphere. Besides, songs tempo and rhymes help EFL learners retain grammatical forms long after they have heard or sung the songs.…”

Section: Techniques Of Teaching Efl Grammarmentioning

confidence: 99%

The Impact of a Proposed Flipped Learning Program on Promoting Egyptian EFL Engineering Students' Grammatical Achievement and Competence

Helal

2023

CDELT Occasional Papers in the Development of English Education

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This study aimed at enhancing Egyptian EFL second-year engineering majors' grammatical achievement and accuracy by implementing a suggested flipped learning program. Participants were thirty-six EFL engineering sophomores, and they were taught grammar according to the suggested program for ten weeks during the fall 2022 semester of the academic year 2022/ 2023. Instruments were a pre-/post grammar achievement test and a pre-/post grammatical competence test. Results of the grammatical achievement posttest revealed the study group's tangible growth in their overall grammar achievement and in their achievement of each grammar sub-skill. Grammatical competence posttest results proved the remarkable improvement in the participants' ability to use accurate grammatical structures in written as well as in spoken tasks. Therefore, it was concluded that flipping grammar instruction resulted in significant progress in the participants' grammatical achievement and competence. Recommendations were made to flip the instruction of other language skills and investigate its impact on fostering these skills among students in varied educational settings.

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Using Songs in Enhancing the Teaching of Grammar

Abstract: This paper shares research and studies done in using songs to teach grammar from the theoretical and practical perspectives. The theoretical part focuses on the Affective Filter Hypothesis proposed by Krashen (1982) and the practical part focuses on techniques in using songs in classrooms.

Cited by 5 publications

References 7 publications

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Centering indigenous knowledge through multimodal approaches in English first additional language learning

The Impact of a Proposed Flipped Learning Program on Promoting Egyptian EFL Engineering Students' Grammatical Achievement and Competence

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