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| English learning with music |
Firstly, the songs are well known or liked student. This can be determined by, for example, teachers ask students directly about the songs you like or music group where they know, and so on. Secondly, the song must contain material that will be taught both language skills and language elements.
Thirdly, the song must have the nature and character that contains the achievement of learning objectives. This is important given the method of learning and learning the song is more of a learning strategy, rather than learning objectives. Error in choosing it can interfere with the achievement of learning objectives.
Fourthly, the song must have a level of difficulty to suit students' abilities. Errors can result in the selection of songs on the ineffectiveness of the learning process. Therefore, the selected song texts mild and not too long.
Fifthly, the song must contain a message or a value corresponding to the age and maturity level of students. Errors song selection will result in the formation of a false personality.
Types of activities
After determining the song to be used, teachers can determine the language skills and language elements of what will be developed. This step is important because it relates to the type of activities or approaches that will teachers use in teaching and learning. Some examples of the kinds of activities or approaches that can be used:
Firstly, drills, aimed at encouraging accuracy after students understand the meaning of phrases or sentences contained in the song and then trained. Drill here drill oral form, for example, students have difficulty with the sound of ei and e. They can not distinguish the words pain and pen or fail and felt. If so, the following learning activities can be done through listening practice or repetition drill. Listening practice, comparing the words in the song sounds similar when spoken. While the repetition drill the teacher read certain words in the song and students say these words.
Secondly, communication practice exercise, aiming to develop fluency. The principle underlying this activity is that students will learn how to communicate through the communication by using elements of the existing language in the song. This activity provides more opportunities for students to communicate after they listened to the song. When doing this activity students tend to make many mistakes. But that does not need to worry. Importantly students gain competence and confidence to use the language freely. If you want to correct errors, teachers should do it wisely so that students keep learning motivation high.
Third, gap filling activity, the children were asked to fill or complete words or important phrases in the song that deliberately omitted by the teacher. The words or phrases are usually the important terms that must be mastered by students.
Example: Listen to the song, then complete the missing words! I........................ a dream
A song to...........
To................ to cope
With..................., And so on.
a. The teacher repeated a few times a song play through tape recorders and students complete the word or phrase is missing. b. Students and teachers together to check and write on the board.
Fourth, recording words, the students are asked to arrange the words from the text of a song that teachers were randomized after they hear a song that is played through a tape recorder. Example: Rearrange the jumbled words into a good song by listening to the cassette!
a / dream / have / I
to / a / song / sing
me / help / cope / to / anything / with, and so on.
Implementation of the learning
Furthermore, the implementation of the learning process with a popular song, the teacher should also do the following things:
1. Explain what is learned language skills to students.
2. Provide basic skills training to students and discuss the concept of language to be learned.
3. Repeat previous lessons are required as a prerequisite for studying the elements or language skills being taught.
4. Set the conditions for studying the elements or language skills that lead to the ability to communicate.
5. Perform additional exercises that accompanied the rapid evaluation and feedback to students for improvement or repair.
6. In studying the complex language skills, teachers should ask students to recall the concept of language has been mastered.
7. Practice using language in communication should be given in conditions as close as possible to the implementation of skills in real situations.
This concept can be adopted for classroom or outbound. for their own learning while students can use a song you like
