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Proceedings of the 7th

International Conference on Educational Reform (ICER 2014),

Innovations and Good Practices in Education: Global Perspectives

403

Topic: Using Songs as a Supplementary Material for Grammar Lessons

Ms. Vannida SAVANNALY

Laos

Abstract

The main purpose of the present study is about using Songs as a Supplementary

Material for Grammar Lessons. The questionnaires were used to investigate how the teacher and

students think about using songs in teaching grammars. 108 participants from year III classes in

the afternoon session and 15 teachers who teach them were selected as the sample of this study.

The item s in the questionnaires is in the form of statements. The subjects responded to an item

by indicating one of (usually) five degree of agreement. The collected data were screened and

coded before being analyzed. The Statistical Package of Social Sciences (SPSS) was use in the

analysis.

The most important findings that the researcher found are (1) the rates of respondents

interests on songs. (2) Teacher should use deductive techniques. (3) Using songs in teaching

makes the classroom atmosphere more interesting. (4) Using audio teaching aids (tape, song) in

class. (5) Songs help students be familiar with new words, and structure and (6) the use of songs

help students prefer using English for real-life situation.

The result from the questionnaire show that most of the students prefer learning through

songs, and using songs in grammar subject would be interesting for them. Furthermore, the

teachers also agreed that using songs in teaching could motivate and improve the students to

learn the lesson.

This research also shows some suggestion for using songs in teaching grammar, and one

of the most important suggestions is that the types of songs are very important, and the songs

should match the students‟ age.

Keywords: Songs, Grammar Lessons

Statement of the problem

Language is a means of communication

that is used to transfer information, ideas, and

feelings from one person to another. In Laos

English teaching aims at mastering four basic

skills and the students are expected to master

those four skills in order to be able to use

English communicatively of language, which

include listening, speaking, reading, and

writing skills. The aim of our curriculum will

not be successfully achieved if the language

teaching does not consider the language

components such as grammatical structure,

vocabulary, spelling, and pronunciation.

Therefore, grammar needs to be mastered by

the students since it is the basic rule of

language.

According to Freeman and Diane

(2000), one of the primary problems for

students learning English is grammar. Their

point isn‟t that perfect grammar is an

essential prerequisite for effective

communication. It isn‟t, but that too many

Lao students often lose motivation or interest

because of difficulties studying grammar; this

is mainly due to the fact that grammar is

perceived as being very difficult to

understand and that it cannot be presented or

taught in a manner which is meaningful or

interest or fun for Lao students.

In fact, grammar could be taught in

many different ways. On teaching method

which teachers commonly use is the

deductive teaching. This method teacher can

simply give students grammar rule before




404

letting them do exercises (Freeman, 2000),

this method might be boring to both teacher

and learners. Other approach that teacher can

use to teach grammar is inductive teaching,

the teacher gives many examples to the

students then encourages them to figure out

the rules (Freeman, 2000). One problem in

teaching grammar is how to teach students

successfully, the most important thing for

teachers is to find interesting and useful

methods to help students learn language.

The concept of fun is an important

feature of Lao culture, It is generally

accepted that many students will become lack

of interest if a particular lesson is boring; on

the other hand, they do tend to enjoy studying

when they believe that they are having fun or

playing entertainment games while learning.

This is not meant to imply that games ought

to replace academic integrity or achievement;

the point is that learning and fun can be

complementary nexus, making the study of

English grammar meaningful and interesting

to students, that forms the substantive thrust

of this study; to be sure, the use of song to

teach particular English grammar skills, the

precise focus of this study, assumes academic

relevance and a larger social significance.

A study of songs, accompanied by oral

singing, therefore, offers teachers and school

an excellent strategy to both improve and

sustain student interest in otherwise difficult

or boring classes. Songs can easily be used in

English-language classrooms and help the

teacher to improve student motivation,

comprehension, and ability because there are

so many different ways of using songs in the

English classroom. The challenge, therefore,

is whether using songs as a tool to teacher

certain English grammar points would benefit

Lao students.

Purpose of study

The reaction of students and teacher

toward the use of songs in teaching grammar

To propose some techniques of using songs

in teaching Grammar?

Research question

How do students and teachers react

towards the use of songs in English grammar

class? What are some suggestion techniques

in teaching English grammar through songs?

Scope of the study

This study will cover on year III

(semester I) students at Faculty of Education.

The book that they used to teach in this

semester is basic grammar. Will make the

questionnaire to find out what are they

thinking about using songs in grammar

lesson, if is it possible to use or not.

Definition of terms

English grammar: the rule governing

the ordering of words and phrases in order to

construct complete sentences; in this study,

only selected grammatical patterns and rules

will be analyzed.

Supplementary materials: in language

teaching, learning materials which are used in

addition to course book. They often deal

more intensively with skills that the course

book does not develop or address in detail.

Songs: song lyrics, as selected by the

researcher to teach specific grammar

patterns, and use as a tool to motivate the

students to learn.

Literature review

Problems of grammar with EFL

students

There are many sources and causes of

grammatical mistakes. Some students may

have bad teachers; some students may

attempt to emulate slang or taboo language

which they have learned from the mass

media, and some students have difficulty

separating the grammar of their native

language from the grammar of the target

language.

Laos, the subject of this study, is not

different than other countries; more

specifically, there are certain features of the

Laolanguage-phonological, rammatical…etc.

That makes certain English concepts difficult

to understand and to master. Banker (2006),

in research designed to identify specific

problems confronted by students studying




405

English, referred to grammatical problems

arising from descriptions of the physical

world. It is therefore necessary, as this study

has done, to simplify these differences in an

effort to concentrate on the English grammar

alone rather than relying on Lao grammar to

provide similar rules; to be sure, the absence

of similar rules in certain instances is one of

the primary causes of confusion and

difficulty. Again, Lao teachers admonish

native speakers against speaking a little Lao

in class and then Lao teachers translate

almost everything rather than compelling

students to learn English without this

intellectual support.

Deductive Teaching

Deductive teaching is the teaching

process in which the teacher presents a

general concept or a formal rule. It is means

the teacher presents the rule directly to the

students and then gives student‟s example

after that allow them to practice the

exercises. The deductive approach is more

teacher-centered because the teacher gives

the rule and explains directly to the students

then let them do exercise. However, it is

easier for the teacher to control the class and

it is more understandable for the learners to

learn grammar point, Al-Kharrat (2000)

states that the deductive teaching may not

motivate students in learning because the

students do not have to induce the rule. It‟s

taught by the teacher.

Inductive teaching

Inductive teaching is an approach

where the teacher presents new lesson by

giving students „example first, then follow by

the rule. The teacher doesn‟t explain the rules

explicitly, in this approach helps teachers to

assess what the learner already know about a

particular structure and make any necessary

adjustments in their lesson plan. On the other

hand, this approach is take more time for the

learners to understand the grammar point and

the students usually make mistakes about the

language base upon the examples given by

the teacher (Brown, 2011; Nunan, 2003)

The influence of song in foreign language

classes

Using songs as tools for teaching a

foreign language has many benefits.

According to Lo and Li (1998), songs are

able to change the monotonous mood in the

class and with the smoothing effect of music;

they provide a comfortable class environment

so that students can develop their lingual

skills more easily. Besides, utilizing songs in

class environment amuses students, helps

them feel relaxed and get rid of their negative

attitudes towards a foreign language while

learning a lingual structure through a song

(Sarıçoban, 2000). In this direction, the

amusing and relaxing mood brought by songs

to the class eases the effects of certain

emotional cases such as excitement, anxiety,

lack of self-confidence and the feeling of

being threatened, in addition to influencing

learning process positively or facilitating it

by stimulating the student emotionally

(Kramsch,1993). Also songs help motivating

the learners as they provide a pleasant

atmosphere. The students are encouraged to

actively involved in the learning process by

making use of their musical knowledge. In

this way songs help students to develop

confidence for language learning.(Şahin,

2008)

Additionally, being authentic texts

themselves, songs provide students with the

opportunity of meeting authentic texts

belonging to the target language. According

to Schoepp (2001), as they feature examples

of daily language, songs help students get

prepared for the language they will encounter

in daily life. Besides, as a part of daily life,

they are the tools of informing the students

about the culture of the target language. A

song is a literary text and literary texts harbor

cultural elements belonging to the language

in which they are written. When the

relationship between literary texts and life

itself is examined, it is seen that the reality of

life and human conditions in literary texts are

narrated by being processed in the inner

world of the author. In this regard, literary




406

texts have a significant role in

comprehending human beings and society

with their different aspects. In literary texts

written in a foreign language, it is possible to

find the reflection of the world of that

language, a life which is stranger to us (Polat,

1993).

Song: definition and lyric

When choosing songs with lyrics it is

important to begin with songs that the

students are familiar with so that the teacher

can see where their students‟ interest lies and

also to get their full attention.Song can be

broadly divided into many different forms,

depending on the criteria used. Some

classifications include art songs, popular

music songs, and folk songs. Other common

methods of classifications are by purpose

(sacred VS secular) by style (dance and

ballad) or by time of origin (Renaissance or

Contemporary) Wikipedia (2006). These

lyric often, though not always, present

repetitive grammatical patterns which this

study argues can improve student motivation

and grammatical proficiency.

Music for all levels of learning

Music contains a variety of vocabulary

that can easily be adjusted to the appropriate

age or level of learning. It is full of phrases

and expressions that will prepare children for

using genuine language. It teaches grammar

and many songs can be used as grammar

exercises, especially for adolescents since “in

order to make a grammar lesson effective,

beneficial, and interesting a teacher should

use some well-developed and fascinating

techniques in the classroom” (Saricoban &

Metin, 2010).

Learning grammar through song:

motivation and aptitude

Teaching grammar can easily be done

through song lyrics that are written especially

with that in mind. There are also popular

songs that teenagers can relate to that teach

grammar. Pop music is an important

component of that experience and makes

learning a foreign language more fun and,

potentially, more meaningful. It encourages

the students to make an active part in the

language process by contributing their own

unique musical interests and musical

knowledge. There are many ways in which

song lyrics can be used to aid in an English

language course. In terms of listening

comprehension, a teacher may ask questions

about the lyrics or about the characters in the

song. A teacher may teach context clues by

creating fill-in-the-blanks exercise or ask

students to write an advice letter to one of the

characters in the song. A teacher,

emphasizing writing and critical thinking,

may instruct the students to rewrite the lyrics

and therefore the underlying story. Finally, as

is relevant to this study, and as noted by

Lococo (2005), songs are superior tools for

illuminating parts of speech, semantics, and

repetitive grammatical patterns.

The main rationale is that songs engage

students, that songs transform passive

students in to active learners, and that a

difficult subject becomes more meaningful

and more comprehensible than when using

older teaching method and learning styles.

For example, in each activity replying upon a

song, the students are required to listen very

carefully in order to complete the tasks set

for them, whether it is to fill in gaps or

answer comprehension questions. In reading

a song, to Illustrate a separate language skill,

students need to pay specific attention to a

particular language aspect, such as a

repetitive past event (“my baby left me” or

“love will find away”) according to the

demands of the particular educational task.

Grammar can be taught in a variety of

ways; as presented by Kristen and Lems

(2001) students can fill-in-the-blank before,

during, or after listening to a song, and then

check to see whether their word choices

made sense semantically, even if they did not

pick the exact word used. This integrates

both grammar and different learning styles;

in short, more than one answer may be

perfectly correct from a semantic or

grammatical point of view. This also helps to




407

build the important skill of forming

hypotheses based on context (predicting).

Matching theory and learning styles: pop

songs as prefers style

Many teachers use foreign language

songs in class, but it is especially important

and useful to use pop songs which are part of

the youth culture represented by the students.

Pop music is an important component of that

experience and makes learning a foreign

language more fun (Shtakser. 2001).

An example of a grammar exercise

could be to learn about nouns and verbs

through a pop song. Many song lyrics that

can be found in pop songs include a good

amount of grammar exercises, such as;“She

loves you” by The Beatles that teaches the

present tense, “Yellow” by Coldplay that

teaches irregular past tense verbs, “Lately”

by Stevie Wonder where the students can

learn about present simple and continuous

and “Every breath you take” by The Police

that teaches future continuous, and is also

ideal to use for other activities such as

analyzing lyrics and creating discussions

Another example of an exercise would

be to learn about past tense through a pop

song where the students get the lyrics to a

song and are supposed to underline the verbs

that are in past tense while listening. Post-

listening the students can write a short story,

using the verbs from the song in the past

tense. This way, the students can actually

enjoy learning through music, which is rarely

used to teach grammar in the EFL/ESL

classrooms.

Methodology Population and sample

The population of this research is all year III

students (afternoon section) with the total

population 146 students, and 15 teachers that

teach in year III. To determine the sample

size from a given population, a quotation is

taken from the table of Morgan (1970 pp

607-610) in Educational and Psychological

Measurement. “Determining sample size for

Research Activities”. Finally, 108 students

were selected as the sample of this study.

The instruments for the study

The instrument used for data collection

is the structured questionnaires. This

questionnaire is designed to look forward to

using songs as a supplementary material for

grammar lesson. 27 questions are asked

eliciting different thought of students and 24

questions are asked eliciting different thought

of teacher about songs as a supplementary

material for grammar lesson.

Data collection

A set of items provided in a

questionnaire to be answered by the students

and the teacher to get facts as well as

information about the reaction toward the use

of songs in grammar lesson. The type of the

questionnaire used is based on a Likert‟s

scale.

Data analysis

The collected data were screened and

code before being analyzed. The Statistical

package for Social Sciences (SPSS) was used

in the analysis. Descriptive statistics was

used in part 1 of the questionnaire to present

the respondents‟ demographic background

information, and results were presented in

frequency tables and percentage. In part 2 of

the questionnaires which focuses on the

feeling of if the activity could help the

students learn grammar subject and how they

think about if the teacher used songs as a

supplementary material for grammar lesson;

descriptive statistics was also used to analyze

the collected data and the outcomes displayed

in tables and percentage.

Results

The most important findings that the

researcher found are (1) the rates of

respondents interests on songs. (2) Teacher

should use deductive techniques. (3) Using

songs in teaching makes the classroom

atmosphere more interesting. (4) Using audio

teaching aids (tape, song) in class. (5) Songs

help students be familiar with new words,

and structure and (6) the use of songs help

students prefer using English for real-life

situation.




408

Table: 1 “The rate of respondent‟s interests on songs”

Respondents Frequency Percentage (%) Valid Percentage (%)

Pop 57 52.8 58.8

Rock 33 30.6 34.0

Folk song 7 605 7.2

Total 97 89.8 100.0

Table 1 shows that 59% of the students

were liked pops songs, 34% of them were

likes rocks and follow by 7% likes folk

songs. From the result we know that more

than half of the students like to listen to pop

music. As we know that teachers use music

and songs in Foreign Language classes for

several reasons, students relate to songs as

part of entertainment rather than work and

find learning vocabulary through songs

amusing rather than tedious. This is true

especially with pop songs which are part of

youth culture because those songs also tend

to deal with problems interesting to young

people and the students identify with the

singers and want to understand the words

from the song.

http://www.laits.utexas.edu/hebrew/music/

music.html

Table : 2 “Teacher should use deductive technique”

Respondents Disagree Undecided Agree Strongly Agree Total

Frequency (%) Frequency (%) Frequency (%) Frequency (%) Frequency (%)

Students 22 20.4 55 50.9 24 22.2 7 6.5 108 100

Teachers 1 6.7 2 13.3 4 26.7 8 53.3 15 100.0

Table 2 show that 51% of the students

were undecided about teacher should use

deductive technique to teach, 22% agreed,

20% disagree and 7% strong agree. Some of

them said that using deductive technique is

easy to remember the structure but it was

hard for them to think of the example and

making sentences. Matching with Freeman,

2000 said that when teachers use this method

to teach grammar it might be boring to both

teacher and learners. According to the result

on the table 4.53% of the teacher strongly

agreed, 27% agreed, 13% were undecided

and 7% disagree with the teachers should

deductive technique to teach grammar. From

the finding, many teachers said that whether

or not the deductive and inductive techniques

are suitable for the students depends in the

difficulties of the lesson.

http://www.laits.utexas.edu/hebrew/music/%20music.html

http://www.laits.utexas.edu/hebrew/music/%20music.html




409

Table : 3 “Using songs in teaching make the classroom atmosphere more interesting”



Students - - 15 13.9 39 36.1 54 50.0 108 100

Teachers - - 6 40.0 7 46.7 2 13.3 15 100.0

According to the table 3, 50% of the

students strong agree, 36% were agree with

using songs could help the classroom

atmosphere more interesting. And the

students suggested that if teachers use songs

in grammar subject, it could help the students

to relax, and enjoy learning. Furthermore,

47% of the teachers agreed, 40% of them

were undecided and 13% strongly agree.

Teachers though that using material make

classroom atmosphere interesting. Many

teacher also said that using songs in teaching

is the best way to change the boring class into

an interesting class. When young people

listen to songs, they usually feel relaxed and

interested in what will happen next and what

teachers will do.

Table: 4 “Using audio teaching aids (Tape, song)”



Students - - 7 6.5 62 57.4 39 36.1 108 100

Teachers - - 3 20.0 6 40.0 6 40.0 15 100.0

Table 4 shows that 57% agree and 36%

of them strong agree that they prefer to learn

when teacher use audio aids in teaching.

Using audio aids in teaching help students to

understand or familiar with new vocabulary,

they can remember the pronunciation, or

sentences that might use in their real life

situation, help them practice listening, and

make the class more interesting.

40% of the teachers agreed, 40% strongly

agreed. 20% of them were undecided. That

means teachers preferred using audio aids to

explain the lesson because it could help them

to clarify the lesson, its also good for the

students to practice listening to how native

speaker speaks.




410

Table: 5 “Songs help students be familiar with new words and sentence structures”



Students 1 9 18 16.7 54 50 35 32.4 108 100

Teachers - - 2 13.3 6 40 7 6.7 15 100.0

Table 5 shows that 54% of the students

agree, 32% strong agree, 17% were

undecided and 3% were disagree about songs

help students be familiar with new words and

sentence structure. They said that the

atmosphere created by the music. It enhances

the ability of the students to remember

vocabulary words, structure and thus shortens

the study period of the foreign language. The

result of this table also shows that 47% of the

teachers strongly agreed. 40% agreed.

Teacher thought that using songs could help

students understand more about grammar.

While the students listen to music (songs),

they usually know the situation that happened

in that song, and at the end of the song, they

will understand what happens and know

about the structure of the current lesson. But

on the other hand, one thing that teacher are

always worry about using song is the non-

standard grammar. In many of the songs, the

„non-serious‟ image of the pop songs confuse

the foreign language students. The answer to

this in current research is that not all songs

are suitable for foreign language classes. But

students usually can deal with the non-

standard grammar issue step by step. After all

non-standard grammar is fairly common in

daily usage of most languages and the

students have to learn to deal with it in a

language they learn.

Table: 6 “The use of songs help students prefer using English for real-life situation”



Students - - 12 11.1 41 38 55 50.9 108 100

Teachers - - 1 6.7 6 40 8 53.3 15 100.0

Table 6 shows that 51 % of the students

strongly agreed, 38% agreed. That means

more than half of them thought that the uses

of songs help students prefer using English

for real-life situation because the students

find the exposure to the singers, as authentic

foreign language speakers.53% of the

teachers also strongly agreed, 40% agreed.

Most of them thought that using songs in

teaching grammar is the way that can

improve student‟s learning. English songs

can be used for a wide variety of learning and

teaching activities. Songs are also great for

teaching listening. One of my favorite

exercises with music is completing the blanks

while students are listening. At the same

time, the students have the chance to choose

the correct words in the box. For example,

“cry” and “try”. Of course teacher can teach

new vocabulary with songs, and students can




411

understand it better in the context of the song.

These are just a few of many ideas for using

songs in teaching.

Conclusions

From the research questions and the

researcher‟s finding in chapter IV, the results

can be concluding as follow:

How do students and teachers

react towards the use of songs in English

grammar class?

The result from the questionnaire show that

most of the students prefer learning through

songs, and using songs in grammar subject

would be interested for them. On the other

hand, the teachers also agreed with using

songs in teaching might motivate and

improve the students to learn the lesson.

Form all the finding above is relevant

to those of Saricoban and Metin (2000),

whom claimed that songs can be used

successfully in the English classroom and can

significantly help teachers to improve

students‟ performance and understanding

because there are many ways of using songs

in the English classroom. The grammar

points to be studied really do become more

interesting and students do grasp the

grammar points quickly. It must be noted,

however, that is success depends greatly on

the creativity of the teacher.

The finding also support the research

attributed to Cakir (1999); more specifically,

songs are wonderful materials multiple

respects. They are comprehensible, they are

enjoyable, they are authentic, and they are

full of chunks of language that students need

to use in real life situations. The students

remembered the repetitive patterns and

structure well.

What are some techniques in

teaching English grammar through songs?

There are many advantages of using songs in

the classroom. Through using contemporary

popular songs, which are already familiar to

teenagers, the teacher can meet the

challenges of the teenage needs in the

classroom. Since songs are highly memorable

and motivating, in many forms they may

constitute a powerful subculture with their

own rituals. Furthermore, through using

traditional folk songs the base of the learners‟

knowledge of the target culture can be

broadened. Correctly chosen, traditional folk

songs have the dual motivating attack of

pretty tunes and interesting stories, plus for

many students- the added ingredient of

novelty (Hill, 1999:29). Most songs,

especially folk songs, follow a regularly

repeated verse form, with rhyme, and have a

series of other discourse features, which

make them easy to follow.

In consequence, if selected properly

and adopted carefully, a teacher should

benefit from songs in all phases of teaching

grammar. Songs may both be used for the

presentation or the practice phase of the

grammar lesson. They may encourage

extensive and intensive listening, and inspire

creativity and use of imagination in a relaxed

classroom atmosphere. While selecting a

song the teacher should take the age, interests

of the learners and the language being used in

the song into consideration. To enhance

learner commitment, it is also beneficial to

allow learners to take part in the selection of

the songs.

There 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.




412

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