THE USE OF SONGS IN LEARNING ENGLISH FOR ELEMENTARY STUDENTS FOR

STUDENT CLASS III

Taught by Eko Suhartoyo, M.Pd

By:

Estining Apsari Nurfadilla

(21601073022)

Faculty of Teacher Training and Education

University of Islamic Malang

2018
 INTRODUCTION

The era of globalization characterized one of them with the swift exchange of
information across the nation through various media. Foreign language became one of the vital
communication media in this era. Mastery of foreign languages became one of the important
conditions for the young generation of Indonesia not only able to survive but also able to
compete with other nations in this era. One of the foreign languages that received serious
attention from the government as well as the wider community is English. Even today English is
also beginning to be taught in certain elementary schools, as an additional subject.

Teaching English to elementary students is different from teaching this language to teens or
adults. Students have unique characteristics that in some way affect the atmosphere of learning in
the classroom and the selection of learning strategies by teachers. Among the English teaching
strategies for children that teachers can do is use the song. Songs are an authentic source of
language.

Students can use the song as their preferred language input, whenever they want, both in the
classroom and outside the classroom. They can hum this song anywhere, and whenever they
want it. They naturally come into contact quickly with english and enjoy this process.

One of the learning principles proposed by Brown (2000) is automaticity. According to him,
factors that tend to inhibit the emergence of this automaticity is too much in analyzing the
language, thinking too much about forms (grammar) and consciously remember the rules of
language. In this case the song can help the occurrence of automatic processing of language
where students work on an activity of learning accidentally. Songs also can be used as a media to
teach four major skills, which are speaking, readinh and writing,. Another language skill such as
pronounciation, vocabulary and grammar can be learnt with the use of songs as well.

Songs can be good learning sources for English language class. It would be better if
English language teachers in elementary schools realize the advantagesof using songs in learning
process to improve the quality of English language learning process. Using textbooks is no
longer longer sufficient. Teachers are demanded to be creative in creating class activities to
stimulate children so that they become interested toward English language. Hence, their interests
toward English language would be an essential foundation to achieve the more satisfied English
language capability.
 LITERATURE REVIEW

The song is an excellent 'tool' to help students learn English, more specifically the song is
believed to be able to motivate students during English learning. It can also be said that the song
makes the students more sensitive to sound, and learning the language is nothing but learning the
different kinds of meaningful sounds. When children love the songs that teachers teach, they will
be happy and enthusiastic about doing them. And that's when, indirectly they are learning
something.

According to Brewster and friends (2002: 162) there are many advantages to using the
song as a learning resource. First, the song is a linguistic resource. In this case the song became a
medium of introduction of new languages, as well as media for the reinforcement of grammar
and vocabulary. The song also presents the recognizable language of the student in a new and fun
form. The song also allows the occurrence of language repetition naturally and fun. Songs can be
used to develop all language skills in an integrative manner, including improving students'
pronounciation skills.

Second, the song is an affective / psychological resource. In addition to fun, the song is
also able to motivate students as well as cultivate a positive attitude towards the English
language. And as proof that they have mastered something in English, students can proudly sing
an English song in front of their parents.

Third, the song is a cognitive resource. The song helps to improve memory, concentration
and coordi- nance. Students become more sensitive to the rhyme as a tool to interpret meaning.
Fourth, the song can be a culture resource and social resource. Brewster et al (2002) also
revealed that the song provides tremendous benefits for pronounciation learning. Some important
features pronounciation such as stress and rhytm also intonation can be trained naturally through
the song.

There are several things to note, including; (1) the level of students' ability, (2) the type of
songs, some songs are not suitable for use as learning media, for example pronounciation less
good or even mistaken, (3) the level of difficulty (language complexity) contained songs. Various
types of songs that we can use according to our needs in the classroom. Songs can be categorized
into activity song, animal song, counting song, food song, learning song, lullaby, patriotic song,
parody, sport song, traditional song and so on. Please note that not all English songs we can
make a source of learning. Songs that the music is too dominant for example, or songs that
contain too much metaphorical language, slank language, less good for children. Choose songs
that are simple and fit your learning needs (curriculum, for example). Choose also songs that
lyrics can be heard clearly, also pronunciation is true.
 There are 4 main skills that must be taught and must be mastered by students: listening,
speaking, reading, and writing. Songs we can use to teach students this 4 skills. Songs can be
used in various types of learning activities such as warming up atmosphere, transition between
one activity to another, closing activities, introducing new language, practicing language,
improving language, changing mood, attracting attention, to channeling excessive student energy
and so forth (Brewster et al., 2002).
 RESEARCH METHODOLOGY

Before using the song to teach it's good we note some of the following related
framework using the song for the language suggested by Brewster (2002).

1. Create context, in this case the teacher needs to explain the purpose and
background information.
2. Teach first vocabulary that is considered important by using visual aids, action /
movement, realist or artificial objects, dolls, and so on.
3. Listen to a cassette or sing a song so that students can listen, show their
understanding and get familiar with rhythm and tone.
4. Do advanced listening activities.
5. Note pronounciation such as identifying patterns of intonation,( stressed words or
syllables)
6. Encourage students to listen, repeat, and practice singing and learning the song.
Encourage them to use body movements, facial expressions and so on
7. Give note written text song.

Here is an example of a song that can be used in the English class, following the
purpose of its use.

N SONG LYRIC PURPOSE

O TITLE
1. If you’re If you’re happy and you know it clap your Physical movement,
happy and hands ……..clap3x If you’re happy and channeling excessive student
you know you know it clap your hands…………… energy, training memory,
it clap3x coordination and
concentration, developing
vocabulary.
2. Hokey You put your right foot in Physical movement,
Pokey You put your right foot out channeling excessive student
You put your right foot energy, training memory,
And you shake it all about coordination and
You do the hockey pockey and you turn concentration, developing
yourself around vocabulary, grammar and
That’s what it’s all about bringing a joyful atmosphere,
studying limbs.
3. 10 green 10 green bottles hanging on the wall 2x Strengthen the concept of
bottles and I green bottle is accidentally fall numbers, count (add, less),
9 green bottle hanging on the wall train memory, concentration,
9 green bottle hanging on the wall ….. 2x coordination, vocabulary,
 And I green bottle is accidentally fall
8 green bottles hanging on the wall
4. 10 little 1 little 2 little 3 little Indians
Indians 4 little five little 6 little Indians
7 little 8 little 9 little Indians
10 little Indians boys
10 little 9 little 8 little Indians
7 little 6 little 5 little Indians
4 little 3 little 2 little Indians
1 little Indians boy
grammar
Strengthen the concept of
numbers, arithmetic (steadfast,
lacking), train memory,
concentration, coordination,
vocabulary, grammar, practice
hand movements.

5. The wheels The wheels on the bus go round and round

on the bus Round and round round and round
The wheels on the bus go round and round Provide natural repetition of
Round and round round and round words, pronounciation
Over the city street exercises, retrain training and
practice making predictions
The horn on the bus goes beep beep beep
Beep beep beep
The horn on the bus goes beep beep beep
Over the city street
6. There was There was an old lady who swallowed a fly Provide natural repetition of
an old lady I don’t know why she swallowed the fly, words, pronounciation
who I guess she’ll die exercises, retrain training and
swallow a practice predictions, develop
fly There was an old lady who swallowed a imagination, make a list of
spider, that wiggled and tickled inside her. relationships between animals
She swallowed the spider to catch a fly they recognize, and make food
I don’t know why she swallowed the fly chains.
I guess she’ll die
7. London London bridge is falling down Telling stories, giving
bridge is Falling down Falling down understanding of narratives,
falling London bridge is falling down training memory and logical
down My fair lady thinking, developing
geographic and historical
Tied it up with pins and needle insights (learning something
Pins and needle pins and needle about the world)
Tied it up with pins and needle
My fair lady
8. Head Head and shoulders knees and toes Studying the names of limbs,
shoulders Knees and toes physical movements,
knees and Knees and toes channeling excessive student
 toes Head shoulders knees and toes energy, training memory,
Eyes ears mouth nose coordinating and
concentrating, developing
vocabulary, governance and
presenting a joyful atmosphere
9. Twinkle Twinkle twinkle little stars
twinkle How I wonder what you are Warm-up atmosphere, used in
little stars Up above the world so high stories, develops students'
Like a diamond in the sky imagination
Twnikle twinkle little stars
How I wonder what you are…
10. Bingo There were some kids who had a dog
And Bingo was his name O Practicing spelling letters,
B-I-N-G-O recognizing one type of
B-I-N-G-O profession and animal, creates
B-I-N-G-O a jovial atmosphere
And Bingo was his name O
11. Old Old McDonald had a farm…. e I e I o Introduce various names of
McDonald And on this farm he had some etrnak animals and their
had a farm ducks….eieio sounds (this sound can be very
With the quack quack here and the quack different from what the
quack there students know in the mother
Here quack there quack tongue)
Everywhere is quack quack old McDonald
had a farm…..eieio
12. Good Good Morning 2x
Morning To you to you and to you Teaches the concept of
Good Morning good morning to you and to greeting, opening classes,
you warming the atmosphere
Peter Dandy Paul and John Mary Susan
you and you
Good morning 2x to you and to you
13. ABC ABCDEFG Introduce Latin letters and
HIJKLMNOP QRS TUV WXYZ happy how to pronounce them in
happy sing with me happy sing the ABC English
Class activities that use songs for learning English:

The teacher chooses a simple song, then removes the words that belong to the same class
(eg nouns, adjectives, verbs and so on). Students are asked to listen to the song repeatedly and
then fill in the omitted part earlier. For a lower level alternative word choice can also be provided
as an alternative answer.

Example :

A.) B.) C.)

This is the….. This ….. the way This is the way ….
I wash my …. I …. My face Wash my face
Wash my… ….. my face Wash…. Face
Wash my … ….. my face Wash …. Face
This is the….. This ….the way This is the way
I wash my face …. I ….. my face …. Wash …. Face
So early in the …. So early in the So early in the
morning morning.

Part A removes the noun element, while parts B and C each eliminate verbs as well as
linking verbs and pronouns.

a. The teacher provides some pictures, then asks the rest to sort / compose the image based
on the song. Can also select the image mentioned in the song.
b. Eliminate certain parts of the song. the removed part is taped to the board. Students are
asked to work together (2-3 people). Students are asked to listen to songs either sung by
the teacher or through tapes / CDs or other audio media. Upon hearing certain words
students can run to the board, pick up the taped word, then paste it on their shirts or put
away elsewhere. The group that collects the most considered words is best and wins this
game.
c. Choose a short song, cut it into pieces. Classes are divided into groups. Each group sits
on the floor (relaxed). The teacher played the song, the students composed the lyrics to
the song. It may be that teachers have to play songs over and over again.
d. Students are asked to answer some questions related to the song content
e. In certain types of songs we can invite students to perform the movement according to
the lyrics of the song (eg hockey pockey song). With a song like this then students can
immediately understand the meaning of the song sung, especially vocabulary.
f. Songs can also be used to accompany outdoor activities. For example, Ring Around the
poses or London bridge is falling down. The second text of the song is as follows:
 A. London Bridge is falling down

London Bridge is falling down

Falling down falling down
London Bridge is falling down
My fair lady

B. Ring around the poses

Ring around the poses

A pocket full of roses
Ashes
Ashes
We all fall down

For the London Bridge is falling down the procedure is more or less the same as the
dragon game in Indonesia or sepdur among the children of West Java. Students are asked to line
one by one, can hold on the shoulders of friends who are in front of him. Meanwhile two
students stand face-to-face (guard), both hands clasped, the position of the two connected hands
is above the head so that the other students can pass through an empty area between their two
bodies. All the students sang the song together, when the song finished then 2 students guards
caught the students who were passing in the middle of them. The trapped students were asked to
choose one of the guards and stand behind them, and so on until their lineup was exhausted and
two groups formed. The guard had been the head and the back was called the tail. The next two
groups compete each other to touch the students in the rearmost row (the tail). The winner is the
group who managed to touch or separate the tail from his group.

Games that use the song Ring around the poses are different from the ones above. In this
game, students are asked to form a circle, one of the students standing in the middle. All singing
the song while circling the student in the middle earlier, after the fall down word, students who
have to run around should fall. Students who are in the middle then count from 1 to 5. If there are
participants who move then they go out of the game, or replace the middle position. Another
variation is, when calculated 1-5, the student must change position, and be silent during the lag
time. For those who are late moving or moving during the pause period then he or she is out of
the game or replaces the middle position.
 REVIEW

The advantages of song to support English language learning process and also review
some methods to use songs in English classroom can we find in this article. Moreover, this
article explain the position of english language in Indonesia and the characteristic of children as
foreign language learners.

Children have unique characteristics that could be employed for the supporting factors
and disadvantaging factors of foreign languange learning process. They need to move, be able to
concentrate for a short term, learning through experiences, less ability to control and plan their
activities, not fear to do some mistakes or take a risks, not really paying attention to their shelves
or their experiences in their lives. Songs are learning resourcesthat have so many advantages,
including linguistic resource, affective/phsychological resource, and cognitive resource.

Sing to play method is a method of singing while playing fun is useful to stimulate the
child's brain to more quickly understand a material. Music affects teachers and students, can
organize moods, change the mental state of students and support the learning environment.
Music can also help students work better, remember more and reinforce both conscious and
unconscious learning.

Not only the students who are required to be creative in improving their learning, on the
other hand the teacher must also be prosecuted creatively in using the method of sing to play by
creating simple songs in which contain materials in accordance with the Core Competence (KI)
and Basic Competence ( KD). It is expected that this method of teaching can provide flashbacks
between students and teachers about the vocabulary that they have known.
 CONCLUSION

In the field, teachers often complain that they have difficulty in managing the class, for
example because students are too active to move and play in the classroom, difficult to organize,
easily bored and lost motivation as well as concentration, disagree with his friend, and so forth.
On the other hand also found students feel less happy and passion in learning English because of
the way of teacher explanation that is too structuralist. This may be the case because English
teachers in elementary schools are less well trained in English learning techniques as foreign
languages to children, or they may not have adequate English education backgrounds for
children.

Songs can be a good learning resource for English classes. It would be nice if this is
realized by the English teachers in SD to further utilized as possible so that the quality of
learning this language to be better again. Using textbooks is not enough. Teachers are required to
creatively create classroom activities that can foster children's sense of pleasure in English.
Because of this pleasure is a very important basic ingredients for the achievement of English
language skills can be more satisfying.
 PREFERENCE

Brewster, J ., Ellis, G ., Girard, D. 2002. The Primary English Teacher’s Guide. England :
Penguin English

Brown, D. 2002. Teaching by Principles.

Cameron, L. 2001. Teaching Languages to Young Learner. Cambridge: CUP

Ellis, R. 1994. Second Language Acquisition. Oxford : OUP

Scott, W ., and L, Ytreberg. 1990. Teaching English to Children. London: Longman.

http://www.eslgames.com/edutainment/songs.htm

http://www.medianeliti.com

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