IMPLEMENTATION OF THE USE OF SONG AS A METHOD OF LEARNING ENGLISH FOR CHILDREN
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Jan 4, 2022
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Abstract
Understanding English is essential in life in modern times. This is because English is the most widely spoken language in the world. Especially when in an international environment, English seems to be an obligation.But unfortunately, learning English itself is not so easy, so there needs to be a unique method in the learning process that can increase the effectiveness of the learning outcomes.One suitableway of learning English is to use songs as the method. This study uses a qualitative approach to analyze the use of songs as a method of learning English.The results show many advantages to using songs as a learning method. These advantages include children feelinghappier with the song than learning in class as usual. Then they also learn English subconsciously. These advantages will make it easier for children to learn English than the standard method.
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[1]
E. Andayani, “IMPLEMENTATION OF THE USE OF SONG AS A METHOD OF LEARNING ENGLISH FOR CHILDREN”, JURNAL EDUCATION AND DEVELOPMENT, vol. 10, no. 1, pp. 289-293, Jan. 2022.
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References
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Baker-Bell, A. (2020). Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory Into Practice, 59(1), 8-21.
Bangert, K. J., Halverson, D. M., &Finestack, L. H. (2019). Evaluation of an explicit instructional approach to teach grammatical forms to children with low-symptom severity autism spectrum disorder. American journal of speech-language pathology, 28(2), 650-663.
Baroody, A. J., Bajwa, N. P., & Eiland, M. (2009). Why can't Johnny remember the basic facts?. Developmental disabilities research reviews, 15(1), 69-79.
Beard, C., & Wilson, J. P. (2018). Experiential learning: a practical guide for training, coaching and education. Kogan Page Publishers.
Belpaeme, T., Vogt, P., Van den Berghe, R., Bergmann, K., Göksun, T., De Haas, M., ... & Pandey, A. K. (2018). Guidelines for designing social robots as second language tutors. International Journal of Social Robotics, 10(3), 325-341.
Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. The Modern Language Journal, 101(3), 566-582.
Cargill, M., Gao, X., Wang, X., & O'Connor, P. (2018). Preparing Chinese graduate students of science facing an international publication requirement for graduation: Adapting an intensive workshop approach for early-candidature use. English for Specific Purposes, 52, 13-26.
Dadi, D. (2021). Women Empowerment in Indonesia: Community Learning Activity Center Programs. AL-ISHLAH: Jurnal Pendidikan, 13(3), 1823-1834.
García, O., &Kleifgen, J. A. (2020). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553-571.
Häggman-Laitila, A., Salokekkilä, P., & Karki, S. (2018). Transition to adult life of young people leaving foster care: A qualitative systematic review. Children and Youth Services Review, 95, 134-143.
Hapsari, E. W., &Sukavatee, P. (2018). Second language writing instruction: A recent practice in Indonesia. Journal of Linguistic and English Teaching, 3(1), 24-48.
Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.
Houri, A. K., Thayer, A. J., & Cook, C. R. (2019). Targeting parent trust to enhance engagement in a school–home communication system: A double-blind experiment of a parental wise feedback intervention. School Psychology, 34(4), 421.
Keresztes, A., Ngo, C. T., Lindenberger, U., Werkle-Bergner, M., & Newcombe, N. S. (2018). Hippocampal maturation drives memory from generalization to specificity. Trends in Cognitive Sciences, 22(8), 676-686.
Kristiansen, T. (2020). Methods in language-attitudes research. Handbook of Pragmatics: 23rd Annual Installment, 23, 3.
Li, P., & Lan, Y. J. (2021). Digital language learning (DLL): Insights from behavior, cognition, and the brain. Bilingualism: Language and Cognition, 1-18.
Nikitas, A., Wang, J. Y., &Knamiller, C. (2019). Exploring parental perceptions about school travel and walking school buses: A thematic analysis approach. Transportation research part A: policy and practice, 124, 468-487.
Quinon, P. (2021). Cognitive structuralism: explaining the regularity of the natural numbers progression. Review of Philosophy and Psychology, 1-23.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79.
Rao, X. (2018). Learning Theories that Impact English Teaching and Learning. In University English for Academic Purposes in China (pp. 21-39). Springer, Singapore.
Richardson, C., & Mishra, P. (2018). Learning environments that support student creativity: Developing the SCALE. Thinking skills and creativity, 27, 45-54.
Solikhah, I., &Budiharso, T. (2019). Investigating the learning outcomes of an INQF-based English language teaching curriculum in Indonesia. Journal of Social Studies Education Research, 10(4), 153-175.
Spolsky, B. (2019). A modified and enriched theory of language policy (and management). Language Policy, 18(3), 323-338.
Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018, April). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. In The Educational Forum (Vol. 82, No. 2, pp. 138-155). Routledge.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.