Improving Students Listening Skill by Using Songs (An Action
Research at the Second Year Students of MA Pancasila Bengkulu 2008
View clicks Improving Students Listening Skill by Using Songs (An
Action Research at the Second Year Students of MA Pancasila
Bengkulu 2008View clicksPosted January 31st, 2010 by m.fadlijBahasa
Inggrisabstraks:
The problem of this research was how to improve students
listening skill by using songs. The method was a classroom action
research that consisted of pre-test, two cycles, and post-test.
Each cycle consisted of four steps: planning, action, evaluation,
and reflection. The subject was the second year students of
Madrasah Aliyah (MA) Pancasila Bengkulu 2008/2009 academic year
that consisted of 18 students. The instrument was a test and
analyzed by mean score formula. The result showed that in pre-test,
the students got mean score 44,55 (low). In cycle 1, they got 48,5
(low). In cycle 2, they got 60 (moderate). In post-test, they got
75,38 (good). So, it can be concluded that the use of songs
improved the second year students listening skill at MA Pancasila
Bengkulu.The problem of this research was how to improve students
listening skill by using songs. The method was a classroom action
research that consisted of pre-test, two cycles, and post-test.
Each cycle consisted of four steps: planning, action, evaluation,
and reflection. The subject was the second year students of
Madrasah Aliyah (MA) Pancasila Bengkulu 2008/2009 academic year
that consisted of 18 students. The instrument was a test and
analyzed by mean score formula. The result showed that in pre-test,
the students got mean score 44,55 (low). In cycle 1, they got 48,5
(low). In cycle 2, they got 60 (moderate). In post-test, they got
75,38 (good). So, it can be concluded that the use of songs
improved the second year students listening skill at MA Pancasila
Bengkulu.
CHAPTER IINTRODUCTION
A. BackgroundInspired from some researches about teaching and
learning English as a second and foreign language, especially in
listening skill, there are some obstacles faced by students and
teachers. The obstacles are such as using unsuitable methods by the
teachers and lack of motivation from the students. Problem existing
in students poor mastery of English listening skill is most of they
have very short attention span and lack of motivation (Tee and Fah,
2005: 1). The teachers have to find the suitable methods to
motivate the students in order to make them interest in learning
English. So, the goal of teaching listening is hoped can be
reached.As we know we can speak sensibly only if we understand what
is said. In fact, people cannot talk if they cannot hear other
peoples talk. That simply means there is not enough language input
and there is no output. No deaf person can speak clearly because he
cannot hear clearly. In the Noble Quran, Allah SWT says:??????????
???? ?????????? ???????? ? ???? ???????? ??????????????? ??? ??????
??? ???????? ???????? ????????? ? ????? ????? ??????? ???????
?????
Then High above all be Allah, the True King. And be not in haste
(O Muhammad ) with the Qur'an before its revelation is completed to
you, and say: "My Lord! Increase me in knowledge." (Thaahaa:
114)
In this verse, Allah SWT forbid the Prophet Muhammad SAW to read
the revelation before he listen it firstly. Furthermore, listening
skill is one of the basics of learning languages and acquiring them
is very important in language learning. Moreover, with the
development of high technology, we more and more rely on our ears
to get information. There is no doubt that the speed of getting
information is faster through listening than reading. Thus, it is
crucial to improve the level of listening comprehension of the
students.In Indonesia, English as a foreign language has been
taught at school, from elementary school until senior high school.
In the Noble Quran, Allah SWT says:?????? ??????????? ??????
????????????? ?????????? ????????????? ??????????????
??????????????? ? ??? ??? ??????? ??????? ??????????????? ????
And among His Signs is the creation of the heavens and the
earth, and the difference of your languages and colors. Verily, in
that are indeed signs for men of sound knowledge. (Ar Ruum: 22)
As a foreign language, English has four skills (reading,
listening, writing, and speaking) that have to be mastered by the
students. From these skills, listening is a skill that felt
difficult to be mastered, because it needs more attention and
concentration to comprehend the sounds (listening material). It can
be said that listening is not a passive skill; the process of
listening is a complex process in which many things happen
simultaneously inside the mind. Besides being complex, listening is
far more difficult than many people can imagine (Mee, 1990).There
are some reasons why listening felt difficult to be mastered by the
students. First, the students begin to learn English by the way of
reading, instead of listening. In fact, reading is different from
listening, like writing is different from speech. The biggest
difference is that speech consists of sounds. Listeners must know
the sound system; otherwise, they cannot understand speech.
Moreover, writing uses different language. Written English consists
of neat, correct sentences, while speech does not.Second, the
materials on the tape are usually read by English speaking people.
There are different accents, difficult idioms and unfamiliar
language chunks in their speaking. This is another difficulty. For
the students, their English teachers are usually local people. So
the students may not be used to the accents of the foreign people.
It is hard for them to understand native speakers.Third, when
English-speaking people speak English, they usually speak at a
normal speed. It is too fast for the students to follow. When
listening, the students cannot choose a comfortable listening
speed; they have to keep pace with the speakers thinking process.
So sometimes they have not even got the meaning of the first
sentence, before the second sentence has already passed. Their
results show that they have missed the whole passage.Fourth, the
contents of the tape are not always familiar with the students.
Some of them are not relevant to the students. The students may
lack the background knowledge about foreign countries and cultures.
So sometimes they cannot understand the material or they may
misunderstand the meaning of it.Based on the researchers small
observation at Madrasah Aliyah (MA) Pancasila, the researcher has
also found that it is very difficult for the students to understand
English through listening. The problems are most students are from
different minority areas. In some junior high schools, there are no
language labs to train their listening skills. Listening activities
are not common for the students. When they come to senior high
school, they cannot adjust their study habits very quickly. They
still rely on their eyes instead of their ears to learn
English.Usually, in the lab, the students feel at a loss when they
listen to some new text. Over 50% of the students could not
understand the meaning of the material after playing the tape for
the first time. Expecting them to understand the material, the
teacher often gives them some instructions and to play the tape
again, at least three times. Still, at least 20% of students might
not understand it. Then, the teacher sometimes has to stop the tape
to explain the difficult or unfamiliar words and occasionally
explain material sentence by sentence through the whole text. So,
this is a serious problem because some students cannot understand
the whole text after listening to it three times in class.
Furthermore, the students might gradually lose their
self-confidence. They are afraid to go to the lab to listen to
English again. When they are face to face with listening material,
they have little confidence in their listening comprehension
abilities. Therefore, they may not understand them because they
have to battle the psychological suggestion that they could not
understand spoken English.Beside of that, the teachers are
difficult to find the suitable method or technique to stimulate
students in learning listening. If a teacher always uses the same
teaching methodology, they may become predictable and, perhaps,
less interesting for their students (Ross, 2006). The students have
poor mastery of English listening skill because they have lack of
motivation. The motivation is much needed in learning listening,
because sometimes students have to hear the fast sounds or words
more than one to be understood. Without high motivation, they will
be bored and can stop learning, and the goal of education cannot be
reached. It will be dangerous if there is no effort to reduce the
problem.In order to overcome those problems, it is better to look
for good method in teaching listening. We can use some activities
that can stimulate the students to improve their listening skill.
The activities such as watching a film, listen to news report, and
listen to English songs. In watching a film, we can cover the
subtitle with a piece of paper for a few minutes and try to predict
what is going to happen. In listen to news report, we can choose
the topic that interests us such as about sport, fashion, or
education. When listening, we can write the vocabularies that
appear on the particular topic. In listening English songs, we can
listen to the pronunciation of words and sing along with the
songs.Listen to English song is felt more interesting from the
other activities. English songs are a great language package that
bundles culture, vocabulary, listening, grammar and a host of other
language skills in just a few rhymes. Songs can also provide a
relaxed lesson on a hot boring day. It can also form the basis for
many lessons. It can be used for a wide variety of English for
foreign language learning and teaching activities. It can start
discussions on a topic or even become the centre of debate
(Futonge, 2005). Using songs in the classroom is a great way to
live up listening activities. It can be added a couple of steps
that have been used with success to the process though to make the
listening activities more effective.Therefore, the researcher tries
to reduce the problems of the students listening comprehension and
intends to find out what can be done to help them improve their
listening skill. So, in this research the researcher would like to
use songs to improve the second year students listening skill at
Madrasah Aliyah (MA) Pancasila Bengkulu in academic year
2008/2009.
B. Identification of the ProblemBased on the background above,
there were some problems in teaching and learning listening. The
problems were:1. Listening activities are not common for the
students because most students are from different junior high
schools which there are no language labs to train their listening
skills.2. The students have little confidence in their listening
comprehension abilities when they are face to face with listening
material.3. The students may not understand listening material
because they have to battle the psychological suggestion that they
could not understand spoken English.4. The students have lack of
motivation in learning listening.5. The teachers are difficult to
find the suitable method to stimulate students in learning
listening.
C. Limitation of the ProblemThere were some activities that can
improve students listening skill, such as listen to films, listen
to news reports, and listen to English songs. In this study, the
problem was limited on improving the second year students listening
skill by using songs at Madrasah Aliyah (MA) Pancasila Bengkulu in
academic year 2008/2009.
D. Formulation of the ProblemThe problem of this research was
formulated, How does using songs improve the second year students
listening skill at Madrasah Aliyah (MA) Pancasila Bengkulu in
academic year 2008/2009?
E. Objective of the ResearchThe objective of this research was
to find out whether using songs can improve the second year
students listening skill at Madrasah Aliyah (MA) Pancasila Bengkulu
in academic year 2008/2009 or not.
F. Significance of the ResearchThe research was conducted by
expectation that it will be useful for many sides. The
significances are:1. to improve teaching practice in listening in
the classroom2. to develop and implement the students listening
comprehension skills.
G. Definition of Key Term1. Listening skill is the students
ability to listen the listening materials as well as possible.2.
Songs is a piece of music with words that is sung.
CHAPTER IILITERATURE REVIEW
A. Listening SkillIn Indonesia, English as a foreign language
has been learned at school, from elementary school until senior
high school. It has four skills that have to be mastered by
students. These skills are reading, listening, writing, and
speaking. From these skills, listening is a skill that felt
difficult to be mastered, because it needs more attention and
concentration to comprehend the sounds (listening material). Allah
SWT said in His sacred Book:???????? ????????? ????????? ????????
??????? ???????? ????? ?? ???????? ???? ???????? ?????????? ? ????
?????? ?????? ?????? ?? ??????????? ?????
And the example of those who disbelieve, is as that of him who
shouts to the (flock of sheep) that hears nothing but calls and
cries. (They are) deaf, dumb and blind. So they do not understand.
(Al Baqarah: 171)
From the verse above, it can be concluded that hearing carefully
(listening) is a process to start mind. Equally, by listening we
can learn and understand many lessons.
1. Definition of Listening SkillAs defined by oxford (1993:
206), listening is a complex problem solving skill and it is more
than just perception of the sounds. Listening includes
comprehension of meaning words, phrases, clauses, sentences, and
connected discourse. Furthermore, according to Bulletin in
Saricoban (1999), listening is one of the fundamental language
skills. It is a medium through which children, young people and
adults gain a large portion of their information, their
understanding of the world and of human affairs, their ideals,
sense of values, and their appreciation.Rivers in Hasyuni (2006: 8)
says that listening is a creative skill. It means we comprehend the
sound falling on our ears, and take the raw material of words,
arrangements of words, and the rise and fall the voice, and from
this material we creative a significance. Russel and Russel in
Hasyuni (2006:8) also say that listening skill is listening with
comprehension, attention and appreciation. Then, listening activity
needs integrating skill of language, such as pronunciation,
vocabulary mastery, writing, speaking, and reading.Listening skill
can be meant as ability to pay attention or to hear something. But,
listening is not same as hearing. Hearing is essentially an
automatic, passive activity. It is possible to hear sounds without
consciously engaging in the process. While, in listening the brain
doesnt automatically translate the words into the message they are
conveying. That is essentially what listening is determining the
meaning and the message of the sounds or words. It is active
process that involves much more than assigning labels to sounds or
words. As mentioned in Mee (1990), listening is a complex process
in which many things happen simultaneously inside the mind. Besides
being complex, listening is far more difficult than many people can
imagine.So, we can say that listening is the ability to identify
and understand what others are saying. It is also a complex
activity, and we can help students comprehend what they hear by
activating their prior knowledge. Furthermore, it will consider
another way teachers can help ease the difficulty of listening by
training students in different types of listening.
2. Difficulties in Listening SkillListening is usually a hard
skill to master by the students. The first reason is that the
students do not have the text in front of them to look at if they
do not understand the information. A second reason is the accent
and intonation of the native English speaker. In addition, each
country has dialects and regional accents which can confuse the
listener. All of these make listening learning a major challenge
and it is no surprise that the students can find it difficult.Ur
(1996: 111), says that there are some students difficulties in
learning listening: trouble with sounds, have to understand every
word, cant understand fast and natural native speech, need to hear
things more than once, find it difficult to keep up, and get
tired.The other problem in learning listening is the students have
no control over the speed of what they are hearing and they cannot
go back or rewind to listen again. Although, in class the listening
materials are recorded and can be played again or students to
listen again, it is usually under the control. Also, because the
speed at which native speakers usually speak, students feel that
the teacher asks the students to listen to the overall message and
forget about what they could not catch, which probably means what
they did not understand, the teacher has no idea that sometimes
what they do not really understand can add up to 75% of what is
heard (Rixon, 1986: 37)Moreover, Underwood (1989: 17) mentions some
other kinds of difficulties that are directly related to the
students themselves. One of the problems which the students have
established learning habits in the sense that they were encouraged
to understand everything by listening carefully to teachers who
probably speak slowly and clearly. Hence, when they fail to
understand every word while listening, they stop listening and lose
the thread, which seems to be the reason for state of panic and
worrying they usually show before and during listening.In relation
to those problems, we cannot deny that students motivation plays
important role in learning listening. As mentioned in Brown (2006:
1), another theme will be motivation. Because listening is so
challenging, teachers need to think carefully about making the
activities successful and the content interesting. We can create
the interest activity in learning listening such as by listening
English songs. By creating of high students motivation, it hoped
can reduce the listening difficulties. Furthermore, the students
will be stimulated and not be panic or worry when they are learning
listening.As mentioned in background, the students of MA Pancasila
are very difficult understand English through listening. The
students could not understand the meaning of the material after
playing the tape for the three times in class. Furthermore, the
students might gradually lose their self-confidence. They are
afraid to go to the lab to listen to English again. When they are
face to face with listening material, they have little confidence
in their listening comprehension abilities. Therefore, they may not
understand them because they have to battle the psychological
suggestion that they could not understand spoken English.
3. Principles of Teaching Listening SkillWhen teaching listening
skill, the teachers have to know the principles. There are some
principles of teaching listening skill
(http://teachinglisteningcomprehension.html), they are:a. Listening
should receive primary attention in the early stage of ESL
instruction.b. Maximize the use of material that is relevant to
students real life.c. Maximize the use of authentic language.d.
Vary the materials in terms of speakers gender, age, dialect,
accent, topic, speed, noise, level, and genre.e. Always ask
students to listen with a purpose and allow them to show their
comprehension in a task.f. Language material intended to be used
for training listening comprehension should never be presented
visually first.Furthermore, the teachers have to take attention the
principles in teaching listening skill. As mentioned above, one of
the principles in teaching listening is the teachers always ask
students to listen with the purpose of listening. So, we can help
students listen more effectively if we spend some time teaching
them about purposes for listening. One way to do that is to use a
simple dialogue in order to show how they might listen differently
depending on their goals.
4. Listening MaterialThe material is very important for the
students to improve their listening skill. A suitable material can
make the students want to learn. The material which suitable with
the students have to interesting, in the right level of students
difficulty, and presented in various activities (Puspita in Hasyuni
2006: 4). The interesting materials that are familiar meaningful
and various should be provided for the students. It can help them
to understand more easily.Beside of that, the material should be as
natural as possible in order that students can practice and imitate
the original voice from the speakers. As mentioned by Paulston in
Hasyuni (2006: 4), listening materials should consist of sample of
natural language from as many different sources as possible, so the
students will have experience with many varieties of topics and
situations.In concluding, the teachers are better to know the
students interest in learning listening with kind activities. If
not, students will get bored and do not want to learn anymore. The
use of songs also can motivate the students to attend lesson and
pay attention in class, because songs can be used for a wide
variety of learning and teaching activities.5. A Good ListenerThe
students can be said that they are good in listening if they are
active in learning listening process
(Http://www.learningthroughlistening.org). The characteristics of
active listeners as below:a. Make eye contact/follow the
listeningb. Summarize the listening material has heardc. Make
connection what are hearing to what already knowd. Ask and answer
the question during the learning listening process.In other hand,
Saricoban (1999) says that a good listener is one who has the
enabling skills. The enabling skill characterizes the listener can
follow the material by well. The skills are:a. predicting what
people are going to talk aboutb. guessing at unknown words or
phrases without panicc. using ones own knowledge of the subject to
help one understandd. identifying relevant points; rejecting
irrelevant informatione. retaining relevant points (note-taking,
summarizing)f. recognizing discourse marker, cohesive devices,
including linking words, pronouns, references, etcg. understanding
different intonation patterns and uses of stressh. understanding
inferred information.In summary, the students are said well in
listening skill if they are active when learning listening. The
activeness can be seen from the students motivation and enthusiasm
during learning listening. The students who active in listening are
characterized they always focus on what they hear, they ask and
answer the questions, and they can make a summary from the
materials given in the post-listening.
6. Types of Listening ActivitiesWe always have a purpose for
listening. We may listen to radio in the morning to know the up to
date reports. We may listen to a song for pleasure. We listen in
different ways based on our purpose. Having a purpose helps us
listen more effectively.There are some types of activities that can
be applied in learning listening. Ur (1996: 113) provides four of
listening activities as follow:a. No overt response, the students
do not have to do anything in response to the listening; however
facial expression and body language often show if they are
following or not. It includes stories, songs, and entertainment.b.
Short responses, includes obeying instructions, ticking of items,
true/false, detecting mistakes, cloze, guessing definitions, and
skimming and scanning.c. Longer responses, includes answering
questions, note-taking, paraphrasing and translating, summarizing,
and long gap-filling.d. Extended responses, here, the listening as
only a jump-off point for extended reading, writing or speaking: in
other words, there are combined skills activities. It includes
problem-solving and interpretation.Beside of that, there are the
other activities to improve listening skill that provided by PolyU
ELC (http://elc.polyu.edu.hk):a. Listen to English pop songs,
includes write a summary, sing along with the melody, do a cloze
exercise, and dictate lyrics.b. Listen to TV news reports, includes
predications keep a diary, and record the news.c. Listen to film,
includes read film reviews, make a gap-filling exercise, cover the
subtitles, and read the novel of the film.d. Listen to TV programs
or videos, includes follow instructions without looking at the
screen, cover the subtitles, and watch the first language version
in advance.e. Listen to radio, includes listen to fast speech,
approach other resources in advance, listen to colloquial
expressions, and write a summary.From the types of listening above,
it is regarded that songs activity can be used in learning
listening process, and it will be hoped can motivate students in
improving their listening skill.
B. SongAccording to Hornby (1990: 1133), song is a piece of
music with words that is sung. Song is also a great language
package that bundles culture, vocabulary, listening, grammar and a
host of other language skills in just a few rhymes. Songs can also
provide a relaxed lesson on a hot boring day. They can also form
the basis for many lessons (Futonge, 2005).Almost everyone loves
songs. It is a part of our language and life from before birth
onwards. As a baby, we often hear our mother and father sing a song
to deliver us sleep in the bedroom. When young children, we play,
sing, and dance to a rhymes. As adolescents, we are consumes by the
beat of popular songs artist in the world. As adults, we often hear
song on television, movies, theater, and even nightly news. When we
work, when we play, song is there to reinforce or every mood and
emotion.From explanation above, we are suggested to include songs
in language learning as well. Songs had heard by the people in the
world since they are born until died. So, listening to the songs
has been a habitual and liked by everybody. Beside of that, by
songs we can provide a relaxed lesson on a hot boring day.
1. The Use of Song as Authentic Listening MaterialThe use of
authentic materials is an important factor to take into
consideration when designing listening skill materials. By using
such listening materials, the learner is given the chance to
develop the skills needed to comprehend and to use language that is
commonly found in real situations. Therefore, it is important to
take the opportunity wherever possible to expose students to
example of real language usage to help them become more
communicatively competent.According to Ur (1996: 107), listening
activities based on simulated real life situation and likely to be
most interesting and motivating to do than contrived textbook
comprehension exercise. The following features characterize real
life listening activity:a. We listen for a purpose and with certain
expectingb. We make an immediately response to what we hearc. We
see the person we are listening tod. There are some visual or
environment clues as to the meaning of what is hearde. Stretches of
hand discourse is spontaneous and therefore differs from formal
spoken prose in the amount of redundancy, noise and colloquialism,
and it is auditory character.From the features above, song is one
of the authentic listening materials. Ross (2006) says that the
example of authentic listening materials is listening to song to
learn more about well-known bands that sing in English. As we know
wherever we are, songs always follow us at home, at school, at
office, at cars, and so on. So, we can directly listen to the song
and also interest to learn the value of language in it.When
designing lessons and teaching materials to further develop
listening comprehension skills, students need to be motivated and
stay motivated. This is best accomplished by determining the
suitable of the listening material such as the use of song as
authentic material. The use of song stimulates and motivates
students to comprehend the content of materials.
2. Factors Contributing to Listening Comprehension of SongThe
possibility of using songs in English as a foreign language class
has been actively considering for the last two decades. It is
considered because songs have many value of language. Orlova
(2003), states that it is possible to suggest that among the
methodological purposes with songs are used in class, it is
possible to rank the following:a. Practicing the rhythm, stress and
the intonation patterns of the English language.b. Teaching
vocabulary, especially in the vocabulary reinforcement stagec.
Teaching grammar. In this respect songs are especially favored by
teachers while investigating the use of the tenses.d. Teaching
speaking. For this purpose, songs and mainly their lyrics are
employed as a stimulus for class discussione. Teaching listening
comprehensionf. Developing writing skills. For this purpose a song
can be used in a variety of ways.According to Lynch (2008), there
are three factors that contribute to listening comprehension of
song, they are:a. Use of new vocabulary, idioms and expressions It
needs to address the new material offered in each song. This
includes grammar, vocabulary and usage.b. Pronunciation and accent
of the singer Every native speaker doesnt pronounce or sing with
the same accent. Students may be exposed to an accent which is
outside the realm of what they might normally hear in context.g.
Use of new grammar and structure Song researchers and singers are
notoriously loose when it comes to use of grammar, structure,
pronunciation, stress and other language factors applied to songs.
The teacher must prepare for this.In additional, the use of songs
in teaching and learning English as a foreign language is felt much
needed. From the songs, we can learn many things such as
vocabulary, grammar, listening, speaking, writing, and especially
in listening. .
3. The Criteria of Song SelectionThe important thing about
choosing a song to do with a class is to make sure that the lyrics
are clear. It can be very frustrating for the students not to
understand a word. The recording should also be a good one. A
studio album is probably going to be better than a live version.
Furthermore, M. Lynch (2008), provides three principal song
selection criteria, they are:a. Use songs that are popular with the
students whenever possible. Unfortunately, students frequently
select songs for classroom use which are objectionable in some way
making the song unusable.b. Songs must have clear and
understandable lyrics. Nothing is worse than a song almost nobody
can understand. If you have trouble understanding the lyrics by
listening, then another song needs to be selected.c. Songs should
have an appropriate theme. Theres enough bad news, negativity and
violence in the world already. Songs with any type of negative
theme should be avoided. There are plenty of positive, upbeat, even
humorous songs available.In order hand, Orlova (2003) says that
while encouraging students to choose the songs for discussion, it
needs to ask them to following criteria below:a. The song must be
an example of a particular musical trendb. There shouldnt be any
form of violence in it.c. The song should contain a certain
artistic image.It is realized when teaching the students; we should
choose the songs that suitable level of difficulty. The suitable of
the song is a particularly important issue. It should be known
whether the students are going to like the song or not.
4. The use of Song ProcedureThere are various ways of using
songs in the classroom. The level of the students, the interests
and the age of the learners, the grammar point to be studied, and
the song itself have determinant roles on the procedure. Apart from
them, it mainly depends on the creativity of the teacher.According
to Saricoban and Metin (2000), at the primary level of singing the
song, the prosodic features of the language is emphasized. At the
higher levels, where the practice of grammar points is at the
foreground, songs can be used with several techniques. Some
examples of these techniques are:a. Gap fills or close textsb.
Focus questionsc. True-false statementsd. Put these lines into the
correct sequencee. Dictationf. Add a final verseg. Circle the
antonyms/synonyms of the given wordsh. DiscussAccording to Yoo
(2002), procedure of songs activity can be done by steps below:a.
Pre-listening1) As a warm-up or schema building activity, ask
students what they know about American pop culture. You might also
want to bring some pictures or CD's of popular actors or singers to
class.2) Pass out the cloze activity handout, and have students
read the lyrics and figure out what the missing words might be,
using their knowledge in grammar. Have the students compare their
guesses with their neighbors. Ask for volunteers to share their
guesses with the class.
b. While-listeningStudents listen for the missing words. Play
the song once, and ask students whether they need to listen to the
song again. If they do, play it one more time.c.
Post-listeningAfter the second listening, go over the answers with
the class. If necessary, replay the parts where students had
trouble understanding the words. Go over grammar points as
necessary.However in teaching listening by songs, there are three
stages; pre-listening, while-listening, and post-listening. Beside
of that, the activity can be formed gap fills or close texts,
true-false statements, and dictation.
5. Benefit of SongBy using songs in the classroom, students can
practice their listening skills and increase their cultural
knowledge. Almost any song can be used in the ESL classroom. The
pronunciation and rhythm lessons are the same as for the children's
songs and the lessons may help students become more interested in
different types of songs. Practicing lyric reading, studying the
vocabulary, and listening to various songs can help students become
more familiar with popular songs and make them more confident in
their ability to listen and understand the world around them
(Brown, 2006).The other benefits of using songs in the classroom
are songs can be used:a. to present a topic, a language point,
lexis, etc.b. to practice a language point, lexis, etc.c. to focus
on common learner errors in a more direct wayd. to encourage
extensive and intensive listeninge. to stimulate discussion of
attitudes and feelingsf. to encourage creativity and use of
imaginationg. to provide a relaxed classroom atmosphereh. to bring
variety and fun to learningFrom explanation above, its considered
that songs have much benefit. Some of them are songs can motivate
the students and make them more confidence in their ability to
listen the materials.
C. Previous StudiesThere are some studies related with the use
of songs in learning listening. First, a research done by Fismar
(2003) entitled The Correlation between Delighting in Listening to
English Songs and Students Achievement in Listening Comprehension
of First Semester of English Study Program at Universitas Bengkulu
Academic Year 2001-2002, where the result is the English songs are
helpful in stimulating the development of students listening
comprehension.Another study is a research done by Tee and Fah
(2005) that use of songs in the teaching of life skills modules for
ITE students. The result is bringing in music and playing songs in
the classroom motivates the students to attend lessons and pay
attention in class.From those previous studies, this research is
different in two cases. First, the study does not make the
correlation of using songs with listening achievement. Second, the
study does not using songs only to motivate the students to attend
lessons and pay attention in class. Furthermore, the study of this
research is using songs to improve students listening skill.
CHAPTER IIIMETHODOLOGY
A. Research DesignThis research was a classroom action research.
It meant that an action research which is conducted in a classroom
to increase the quality of learning teaching practices (Arikunto,
S., Suhardjono & Supardi, 2008: 2). In other hands, it can be
defined that it is an action that is done to solve the problem in
the classroom. Therefore, this research purposed to solve the
problems in teaching learning listening skill.In conducting this
research, the researcher asked an English teacher of MA Pancasila
to help him. As mentioned in Arikunto, S., Suhardjono & Supardi
(2008: 22), it is suggested for the beginner researcher to make
collaboration in conducting an action research. The teacher helps
the researcher in planning, action, observation, and reflection.
Moreover, it is also possible for the researcher to ask much
suggestion from her in conducting of the research.
B. Subject of the ResearchSubject of the research was the second
year students of MA Pancasila Bengkulu in academic year 2008/2009
that was consisted of 18 students, 8 males and 10 females. Most of
the students are from some villages. In their some junior high
schools in villages, usually there is no language lab to train
their listening skills. So, listening activities are not common for
the students. When they come to MA Pancasila, they cannot adjust
their study habits very quickly. Because of that, we need to find
suitable method such as by using song to make them enjoy the
learning process.
C. Setting of the ResearchAccording to Arikunto, S., Suhardjono
& Supardi (2008:39), there is no population and sample in an
action research, but it is known as setting of the research. It is
a place where the research is conducted. Furthermore, the setting
of the research was at Madrasah Aliyah (MA) Pancasila Bengkulu.
D. Research ProceduresAccording to Arikunto, S., Suhardjono
& Supardi (2008: 20), there are four steps in action research:
planning, actions, observation, and reflection. Clearly, can be
seen below:1. Pre-test, to know the score of students listening
skill before treatments.2. Treatments, the effort to improve
students motivation in learning listening. There will be two cycles
in this step:a. Cycle 11) Planning, making a plan what is needed
and what will be done in action, and making a lesson plan.2)
Actions, applying of songs activity in teaching listening based on
the lesson plan.3) Observation, observing and writing the situation
and condition during the action.4) Reflection, analyzing to know
the effect of action and fixing the planning for the next circleb.
Cycle 21) Planning, identifying the problem from action 1 and
deciding the problem solving.2) Actions, doing the program of
action 2.3) Observation, collecting data in action 2.4) Reflection,
evaluation of action 2.3. Post-test, to know the score of students
listening skill after giving the treatments.
E. Research InstrumentThe instrument of this research was test;
song sheets (lyric) that were given in pre-test, actions, and
post-test. The instrument for pre-test and post-test was the same,
which was taken from Futonge (2007). The test consisted of 30
items; 15 items of filling in the missing words and 15 items
choosing the correct words in bold. The tests for two actions were
adopted from Isabel Perez (www.isabelperaz.com), which consisted of
11 items of filling in the blanks for action 1, and 10 items of
choosing the correct words in bold for action 2.
F. Instrument ValidityAccording to Lather in Arikunto, S.,
Suhardjono & Supardi (2006: 128), there are four strategies to
make the instrument is valid. The strategies are:1. Face validity,
the observers altogether check, make a score, and decide each other
the validity of instrument in process of collaboration.2.
Triangulation, the instrument is taken by using some data sources
to improve the quality of evaluation.3. Critical reflection, the
cycles are planned to improve the quality of understanding.4.
Catalytic validity, the instrument is gotten from the researchers
knowledge himself as the effort to get improvement.In this
research, the researcher used face validity and critical reflection
from the researcher and an English teacher of MA Pancasila
Bengkulu. It means that the instrument was gotten by the researcher
himself from some sources, and it was always discussed together in
order to get the students improvement.
G. Technique of Data CollectionThe data was collected by test
and observation. Observation was done to know the students attitude
(qualitative data) during the research. Meanwhile, quantitative
data was taken from the students score in pre-test, two actions,
and post-test. The data in pre-test was taken to know the students
listening skill before treatment. In actions, the data was
collected twice; in action 1 and 2. The data was to know students
development during treatment. Then, post-test was taken to know
students ability in listening skill after giving the treatment.
H. Technique of Data AnalysisAfter collecting, the data was
analyzed by the researcher in steps below.1. Knowing the students
individual score, by the formula:
Where:S = score= the students score= total of sums(Arikunto,
2002)2. Knowing mean score each test, by the formula:
Where:M = mean score= total of the students scoreN = number of
the students(Arikunto, 2002)3. Comparing the result of each test to
know whether using songs can improve students listening skill or
not.The score of objects were interpreted by consulting with the
following interval of five scales the students score based on the
scoring at MA Pancasila Bengkulu:Table 1. The five scales interval
of students scoreScores Categories85-10075-8460-7440-590-39 Very
goodGoodModerateLowFailure
In this research, the students would be hoped to get the score
upper to moderate category. It meant this research would be
finished if the students got a good or very good score category. In
additional, the target was 75 to 100 students mean score.
CHAPTER IVRESULT AND DISCUSSION
A. Research Setting DescriptionThis research was conducted at
Madrasah Aliyah (MA) Pancasila Bengkulu. MA Pancasila was
established on July 17, 1974. It is about 2500 H2 and addressed at
Kelurahan Jembatan Kecil, Kecamatan Gading Cempaka, Kota Bengkulu.
It is located at the city and rounded with many citizens houses. It
makes this school easy to be gotten by using various kinds of
vehicles, such as cars or motorcycles. Although it is rounded with
many houses, it still felt conducive, comfortable and save.The
establishment this school was inspired from the villagers sake for
their children to continue study to Islamic senior high school
after graduated from junior high schools at the villages. It grows
and increases from the idealism and society need to prepare the
human resource that have high quality in knowledge. The core of the
education in this school is a combination of the public and
religion education. It is purposed after graduated from this
school; the students are ready to continue their study to higher
level education or to look for a job.In conclusion, MA Pancasila
Bengkulu has a strategy place which make the mobility can run well.
Beside of that, this school was established to create the students
that have high quality. It has about 900 alumnus and they have
continued their study at some colleges and universities.
1. The Condition of TeachersMA Pancasila Bengkulu has 18
teachers, 12 males and 18 females. All of them are scholars who
graduated from some universities in Bengkulu city and the other
cities. Every teacher teaches different subject of study, but some
of them teach more than one class.There are two English teachers at
this school; one teaches the first and second year, and another one
teaches only the third year students. Both of them are graduated
from English education. So, they are competence enough in teaching
English.Sometimes in teaching English, they also find some problems
in motivating the students, especially in teaching listening. They
are difficult to find suitable method in order the students enjoy
the material given. Furthermore in this research, the researcher
with the teacher helping used song to improve the students
listening skill.
2. The Condition of StudentsIn academic year 2008-2009, the
number students of MA Pancasila Bengkulu are 70 students that
consist of 31 males and 39 females. Class X consists of 21
students, class XI consists 18 students, and class XII consists of
31 students. Clearly, it can be shown in the table below.
Table 2. The number of Students MA Pancasila BengkuluNo Class
Students TotalMale Female123 XXIXII 6814 151017 211831TOTAL 28 42
70
Most of the students come from villages which so far away from
Bengkulu city. In their some junior high schools, there is no
language laboratory or there is the lab but cannot be used because
broken or something error. This condition makes them rarely learn
listening. So, when they are in this school, they cannot adjust
their habit quickly.Every day, they get up about 4:30 a.m. They go
to school at 7 a.m. and come to the boarding at 12 a.m. At 14 p.m
they have to come back to school for learning the boarding school
subject. Furthermore, this schedule makes them tired and has lack
of motivation in learning English.In this research, the researcher
investigated Class XI that consists of 18 students. The students
were known have low motivation in learning listening. By using song
material, they hoped can be motivated and improved their listening
skill.
3. The Condition of FacilitiesThe Facilities are very important
in teaching and learning process. Although a school has good
teachers and students, the goal of education can be failure without
supporting by good facilities. MA Pancasila Bengkulu is a school
which has good facilities. The facilities are shown in the table
below.Table 3. The facilities of MA Pancasila BengkuluNo Facility
Total Condition123456789101112 Headmasters roomTeachers
roomAdministrator roomClassroomOSIS
roomLibraryLaboratoryMosqueWater closetTape and sound
systemWhiteboardComputer 111311112162
GoodGoodGoodGoodGoodGoodGoodGoodGoodGoodGoodgood
Furthermore, the facilities for teaching listening such as
classroom, laboratory, and tape are good. However, it is still
needed the skilled hands to use them.
B. Research FindingBefore conducting this research, the
researcher had observed the condition of the second year students
of MA Pancasila Bengkulu in learning listening skill. The students
had little confidence in their listening ability when they were
face to face with listening material. Furthermore, it made them had
low motivation and it could make them stop learning. From that
reason, the researcher tried to grow the students motivation by
using songs. It hoped can improve their ability in listening
skill.For the first step, the students were given pre-test to know
their ability in listening skill before doing the treatment. The
second, the researcher did the treatment in two cycles as the
effort to improve the students listening skill. Each cycles
consisted of 4 stages; planning, action, observation, and
reflection. The last, the students were given a post-test to know
students listening skill after giving the treatment.The result of
this research described that students had improved their listening
skill. In pre-test, they got a mean score 44,55 and in post-test
they got 75,38. It means that there is a significant difference
between pre-test and post-test. Beside of that, the treatment in
two cycles showed the students improvement in their motivation.
They were very enthusiast during learning listening by song. For
detail, it will be explained below.
1. Pre-testA pre-test was given before doing the treatment. The
pre-test was to know students ability in listening skill. It
consisted of 30 items; 15 items of filling in the missing words and
15 items choosing the correct words in bold. In this test, a piece
of song was played on a tape and the students have to answer the
question while listening the song. The test given was the same with
the post-test which was adopted from Futonge (2007). The result of
pre-test can be seen in the table below:Tabel 4. The score
distribution in pre-testStudents Number TrueAnswer Total ofItems
Score Note1 12 30 40 Low2 14 30 46 Low3 14 30 46 Low4 13 30 43 Low5
14 30 46 Low6 10 30 33 Failure7 14 30 46 Low8 12 30 40 Low9 20 30
66 Moderate10 13 30 43 Low11 17 30 56 Low12 10 30 33 Failure13 11
30 36 Failure14 17 30 56 Low15 11 30 36 Failure16 12 30 40 Low17 17
30 56 Low18 12 30 40 LowTOTAL 802
MEAN SCORE 44,55 Low
From the table above, its known that the students mean score was
44,55. It means that the students listening skill was still low.
Most of them got score under 60. Only one student got moderate
score, four students were failure, and the others got low
score.During pre-test, the researcher also observed students
attitude in answer the question. They enjoyed the test given but
they were still confused in identifying the missing words in the
questions.From the observation and the students score in pre-test,
it indicated that listening by using song could create the students
motivation. It was a successful effort, but it still needed the
treatment of suitable song activity in order to get the higher
score.
2. Cycle 1a. PlanningThe data from pre-test was taken to arrange
a plan in cycle 1. In this stage, the researcher discussed with an
English teacher of MA Pancasila Bengkulu about what should be done
in action 1. After identifying the problems in pre-test, the song
Youre Beautiful by James Blunt was chosen for the material in
action 1. The reason of choosing this song was based on the
criteria of song selection; the song was popular enough with the
students, it had clear and understandable lyric, and it was
suitable level difficulty.After choosing the song, still in
discussion, the researcher arranged a lesson plan. For the first
action, the material focused on simple past tense, synonym,
antonym, and diphthong. The procedure of action will be explained
later.
b. ActionThe action was divided into 3 steps; pre-listening,
while-listening, and post listening.1. Pre-listeninga) The research
warmed the students up by asking them questions; what they know
about English songs and who artist they like. They were also asked
to compare English songs with Indonesian songs.b) The researcher
explained about the procedure of listening activity.c) The papers
materials were given to the students.d) The students were given
several minutes to read the material and guess the answer.2.
While-listeninga) After listening, the answers were gone over with
class.b) Replayed the part where students had trouble understanding
the words.c) Went over grammar points, the use simple past tense.d)
The researcher leaded discussion of the synonym, antonym, and
diphthong.e) Making a summary about the moral values/theme of the
song.f) The song was played again and students sang along.3.
Post-listeninga) Students listened to the song and answered the
question.b) The song was played once, and asked the students
whether they need to listen to the song again or not. If they do,
the song was played one more time.
c. ObservationDuring the action, the researcher observed the
students activity when they were learning listening. The researcher
found the students enjoyed the material given. Some of them asked
some and answer the questions. But the other students were still
confused to follow the activity, and they were talking with their
neighbor.
d. ReflectionTo know how far the students achievement in cycle
1, the researcher did an evaluation by giving the students a test.
The test was summary from material in action 1. It consisted of 11
items which adopted from www.isabelperez.com. The result of the
test is shown in the table below.Tabel 5. The score distribution in
cycle 1Students Number TrueAnswer Total ofItems Score Note1 5 11 45
Low2 5 11 45 Low3 6 11 54 Low4 6 11 54 Low5 6 11 54 Low6 3 11 27
Failure7 7 11 63 Moderate8 5 11 45 Low9 8 11 72 Good10 6 11 54
Low11 6 11 54 Low12 0 11 0 Failure13 4 11 36 Failure14 7 11 63
Moderate15 5 11 45 Low16 5 11 45 Low17 8 11 72 Good18 5 11 45
LowTOTAL 873
MEAN SCORE 48,5 Low
Its known that mean score of the students was still low, only
48,5. However, it had improved from the pre-test. The failure
students were decreased from four students became three students.
Even though, the next cycle was still needed to get a better
result.
3. Cycle 2a. PlanningLike planning in cycle 1, the data in cycle
2 was taken from reflection of the last action. From cycle 1, the
researcher discussed about what the weakness of action 1. The
problem such as there were some students still did not focus, and
difficult to identifying the missing words. So, the researcher
prepared song Big World by Emilia. The material was adopted from
the same source with the material in action 1.
b. Action1. Pre-listeninga) Warmed up activity to motivate the
studentsb) The researcher explained the listening procedure2.
While-listeninga) The students listened the song and answered the
questionb) The researcher leaded the discussion about homophone3.
Post-listeninga) Summarizing of the materialb) The song was played
once more and every student sang it together.
c. ObservationFrom the action 2, the researcher found that all
of students were enthusiast in learning listening. They were also
being active listeners. If they had problem, they asked directly.
They were not talking with their friend during the lesson. They
were full attention and enjoyed the materials.
d. ReflectingThe data by observation above was shown that
students have higher motivation than before. It indicated that
students interest and enthusiast to the material. However, it is
still needed the quantitative data to know students improvement in
listening skill. So, the next evaluation was given again to the
students. The test was summary from material in action 2. It
consisted of 10 items which also adopted from www.isabelperez.com.
The result of the test is shown in the table below.Tabel 6. The
score distribution in cycle 2Students Number TrueAnswer Total
ofItems Score Note1 5 10 50 Low2 5 10 50 Low3 5 10 50 Low4 6 10 60
Moderate5 5 10 50 Low6 5 10 50 Low7 6 10 60 Moderate8 8 10 80 Good9
8 10 80 Good10 6 10 60 Moderate11 9 10 90 Very good12 5 10 50 Low13
5 10 50 Low14 6 10 60 Moderate15 6 10 60 Moderate16 6 10 60
Moderate17 7 10 70 Moderate18 5 10 50 LowTOTAL 1080
MEAN SCORE 60 Moderate
It was a good result; there was no a failure student in this
cycle. There was also one student got very good score and two
students got good score. The next cycle wouldnt be done because the
moderate score was enough to do a post-test.
4. Post-testA post-test was given to know students achievement
during the treatment. It consisted of 30 items; 15 items of filling
in the missing words and 15 items choosing the correct words in
bold. The test given was the same with the pre-test which was
adopted from Futonge (2007). The result of post-test can be seen in
the table below:Tabel 7. The score distribution in
post-testStudents Number TrueAnswer Total ofItems Score Note1 20 30
66 Moderate2 23 30 76 Good3 23 30 76 Good4 22 30 73 Moderate5 21 30
70 Moderate6 21 30 70 Moderate7 23 30 76 Good8 24 30 80 Good9 27 30
90 Very good10 21 30 70 Moderate11 27 30 90 Very good12 19 30 63
Moderate13 21 30 70 Moderate14 25 30 83 Good15 23 30 76 Good16 23
30 76 Good17 26 30 86 Very good18 20 30 66 ModerateTOTAL 1357
MEAN SCORE 75,38 Good
From the table above, the students were got mean score 75,38
(good). So, there was a significant different between the score of
students listening skill in pre-test and post-test.
C. DiscussionBased on the score from pre-test, two cycles and
post-test, the researcher could analyze them to look for the result
of this research. First, the researcher analyzed the students
scores categories from the five scales interval. See below:Table 8.
The students score categoriesNo CategoriesPre-test Cycle 1 Cycle 2
Post-test12345 Very goodGoodModerateLowFailure 001134 022113 12780
37800
From the table above, most of students got low score in
pre-test, cycle 1, and cycle 2. Even though, the number of students
who got low score decreased from 13 students to no student. The
students score were better from the last. Clearly, it could be seen
in the chart below.
In pre-test there was no student who got very good and good
score, but in post-test there were 3 students who got very good
score and 7 students got good score. Furthermore, there were 13
students got low score and 4 students were failure in pre-test.
Meanwhile, in post-test they increased the score until there was no
student who got the low score and failure.In additional, the result
could be seen by analyzing the score of each test. We could compare
them to know whether the score was increasing or not.
Table 9. The comparing scoreEach Test Mean Score NotePre-test
44,55 LowCycle 1 48,5 LowCycle 2 60 ModeratePost-test 75,38
Good
The table above shows that the mean score was increasing in each
test. In pre-test they got low score, in cycle 1 they were still
low, in cycle 2 they got moderate, and in post-test they got good
score. The students improving could be seen in the chart below.
From chart above, it is shown the students always had
improvement in listening skill, from low score to good score. The
score indicates that the use of song can improve the students
listening skill. Furthermore from the observation in two cycles,
the students looked enjoy the material, they were enthusiast, and
it made them motivated in learning listening.
CHAPTER VCONCLUSION AND SUGGESTION
A. ConclusionBased on the data analysis in chapter IV, we can
conclude that the use of song in the classroom motivates the
students to attend lessons and pay attention in class. Concept of
the use authentic listening material such song embodied in the
lyrics of popular songs sung by their favorite artists that they
idolize are espousing the same values and the same principle that
are taught in the authentic material, things like commitment,
responsibility, love and compassion. Getting the message through
the lyrics of the songs is much more hip and cool. Songs are also
easily available, songs present new vocabulary and expression in
context, through songs students become familiar with the
pronunciation of native speaker, songs provide topics for
discussion, and finally most students enjoy listening and analyzing
song.The effectiveness of using song can also be seen from
pre-test, two cycles, and post-test. In pre-test, the students got
mean score 44,55, in cycle 1 they got 48,5, in cycle 2 they got 60,
and the last in post-test they got 75,38. It shows that the
students listening skill have improved in each test and cycle. In
other hand, the use of songs could improve the students listening
skill.
B. SuggestionBased on the conclusion above, the researcher would
like to propose some suggestions as bellow:1. Because of limited of
the time, so it is better to the other researchers to continue this
research in order to get more accurate data, and can create the
suitable activity in listening skill by using song.2. From the
result of this research, it is better for the teacher to use songs
in teaching listening skill, because songs have much value of
language and can create students motivation.
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