Learning Language Through Songs & Poems
In today’s world, learning English is familiar to everyone. There are many ways to learn English. It can be by songs and poems. Learning English through songs and poems can increase the motivation to learn English. Songs that have lyrics as well as easy-to-understand rhythms, and poems with interesting words. We easily access songs and poems from our smartphones.
Collie and Slater (1987, p.226) argue that poems offer a rich and varied repertoire and are a source of much enjoyment for teachers and learners. Learning English through songs and poems can enrich vocabulary, can choose suitable words, and can write according to proper grammar. There are also many poems in audio form, with which we can learn to listen and pronounce appropriately. Learning through songs and poems is very effective, because as a young person I understood it more easily. I usually choose songs in terms of interesting rhythms and lyrics, and I choose poems in terms of dancing and easy-to-understand language settings.
In the world of education, teachers and students can also use songs and poems for the learning process. Songs and poems can be used to improve vocabulary (Including idiomatic speech), provide a model of correct grammar, improve listening and speaking skills (including pronunciation) and as a writing prompt (Griffiths, 2013). This ability is the goal to understand a language, if we can already understand these aspects, then we will be said to be successful in learning the language. Songs and poems can improve the mood so that students easily capture the content of the song or poems. According to Tung-an Kao & Rebecca L. Oxford, steps on how to learn English through song are choosing and simply enjoying the music, analyzing the lyrics and creating personalized textbook based on the lyrics, and deepening the understanding of the underlying culture.
By following these steps, students must find their favorite type of song or poem, so that they can learn and enjoy it. Then analyze and look for vocabulary that is not understood in the dictionary. By searching for vocabulary, students can easily understand the contents of a song or poem. To study the use of poetry as one possible way for second language learners to improve their ability to take advantage of second language symbol-sound relationships (grapheme-phoneme correspondence) (Woore, 2007). In practice, the first time students are asked to review the song or poem they have chosen and delivered in front of the class, the teacher can provide comments regarding the results of the students. Then on the next day, students will be invited to leave the classroom and make writing from objects around them or the teacher can provide a theme to be used as writing, and if there are students who can play a musical instrument, the writing can be used as a song and for students who do not can play a musical instrument, the writing can be turned into poem. The results of their work can be displayed in front of the class. From this activity, teachers can also see the interests and talents of their students, so that teachers can also help develop the interests and talents of their students.
In conclusions, learning languages through songs and poems can add vocabulary, grammar, listening practice, reading, writing and speaking skills. In other words, songs and poems can make learning happy and memorable. This can be a teacher’s inspiration for fun learning materials and teachers can also see the interests and talents of their students.
REFERENCES
Collie, J., & Slater, S. (1987). Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press.
Griffiths, C. (2013, January 25). Using Songs in the Language Classroom. Procedia — Social and Behavioral Sciences, 70, 1136–1143. https://doi.org/10.1016/j.sbspro.2013.01.169
Kao, T., & Oxford, R. L. (2014). Learning language through music: A strategy for building inspiration and motivation. System, 43, 114–120. https://doi.org/10.1016/j.system.2014.01.003
Robert, W. (2007). ‘Weisse Maus in meinem Haus’: using poems and learner strategies to help learners decode the sounds of the L2. Language Learner Strategies, 35, 175–188. https://doi.org/10.1080/09571730701599211
