PERCEPTIONS ON THE EFFECTIVNESS OF USING SONGS IN TEACHING ENGLISH AT SMAN MODEL TERPADU MADANI PALU
DOI:
https://doi.org/10.22487/elts.v12i3.4443Keywords:
Perception, Song, Teaching EnglishAbstract
The Songs can provide attractive and instructional media in learning activities. Song has been designed to motivate students to participate the English teaching and learning. The study aims to identify the students’ perception on using songs in teaching English. Interviews are conducted as the research instruments to get students’ perceptions towards English songs in teaching English. The interviews show that most students feel English songs are very helpful for them in improving their Speaking skill. They also feel that the English song they listen to have the power to encourage students' motivation to learn the. Correct pronunciation and learn English more deeply. In addition, the beauty of the tone and rhythm of the music also makes students feel happy and relaxed. They also feel that by listening to the lyrics of English song carefully, they can easily get information about the correct pronunciation from native speakers. It makes them enthusiastic and increases their interest in learning.
References
Alhojailan, M. I. (2012). Thematic analysis: a critical review ofits process and evaluation. In WEI international European academic conference proceedings, Zagreb, Croatia.
Allport. (1996). Personality: A psychological interpretation. New York: Henry, Holt and company.
Altman, S., Valenzi, E., & Hodgetts, R. M. (1985). Organizational behavior: theory and practice. Orlando, Florida: Academic Press, Inc.
Ayuningtyas, P. (2008). Improving vocabulary mastery through listening to songs for the students of SMK N 2 Depok Sleman Yogyakarta. Unpublished Thesis. Yogyakarta: SANATA DHARMA UNIVERSITY.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Creswell, J. W. (2009). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage
Ersoz, Aydan. 2000. “Six Games for the EFL/ESL Classroom”, http://iteslj.org/Lessons/Ersoz-Games.html, accessed on May 20th 2019, 8.38 p.m.
Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge. Cambridge University Press.
Gazda, 1984. Group Counseling A Developmental Approach. Third Edition. Toronto: Allyn and Bacon. Inc
George, J. M., & Jones, G. (2006). Understanding and Managing Organizational Behavior. New Jersey: Upper Saddle River.
Harmer, Jeremy. 2000. How To Teach Writing. England. Oxford: Person Education Limited.
Kramsch, C. (1993). Context and culture in language teaching. Oxford university press.
Sahin, I., & Shelley, M. (2008). Considering students' perceptions: The distance education student satisfaction model. Journal of Educational Technology & Society, 11(3), 216-223.
Sevik, M. 2012. Developing Young Learners' listening skills through songs. Kastamonu education journal, vol.20 no 1 (2012), pp. 327-340. Retrieved january 2016, from www.kefdergi.com/pdf/20_1/20_1_21.pdf
Sharpe, K. 2001. Modern foreign languages in the primary school: The what, why and how of early MFL teaching. London: Kogan Page
Taha, H.A. (2003) Operations Research. Pearson Education, Inc., Fayetteville.
Terhune, T ., (1997). Pop songs, The English Connection, 1, pp 8-12
Zeni, M. (2009). Students' perception on the teachers use of english at an efl context: a case study at one state senior high school in Yogyakarta. Bachelors Nonpeer Reviewed Book. Institude Universitas Pendidikan Indonesia. Gedung Perpustakaan Universitas Pendidikan. 24(3), pp.5-13
Saricoban, A., & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal, 6(10), 1-7.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Bella Vicha Hulai, Aminah, Anjar Kusuma Dewi, Mochtar Marhum
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with e-Journal English Language Teaching Society (ELTS) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
