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T s and bad effects fort hestudents .Thegood effect so f y r a l u b a c o v r i e h t h c ir n e , ll i k s g n i n e t s il r i e h t e v o r p m i d l u o c s t n e d u t s e h t e r e w g n o s e r e w y e h t ,s e d i s e B . d e t a v it o m e r o m d n a e c it c a r p n o it a i c n u n o r p r i e h t e c it c a r p , t s il . y ti v it c a s s a l c e h t g n i n i o j n i y p p a h d n a c it s a i s u h t n
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M lthank sgo to my famliy .To my beloved fathe rYohane s P . S , a t n a w r a
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D ResearchObjecitve s ... 4 .
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n i n e t s i L .
ii x g n i n e t s i L f o e r u t a N e h T .
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n i n e t s i L g n i h c a e T .
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n o S .
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n o S h g u o r h t g n i n r a e L .
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c ... 2 0 .
d Effects o fSongi nListeningClas .s... 22 .
B Theoreitca lFramework ... 26 Y
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B TheEffects o fSongI mplementedi nListeningClas s... 44 s
i L n i g n o S f o s t c e f f E d o o G e h T .
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s i L n i g n o S f o s t c e f f E d a B e h T .
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1 Recomendaitons rfo theTeachers ... 6 6 .
2 Recomendaitons rfo theStudents... .... 6 7 .
3 Recomendaitons rfo theFutureResearchers ... 68 S
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ri a n n o it s e u Q C x i d n e p p
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n o S f o e l p m a S e h T H x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
s e t a r o b a l e r e t p a h c s i h
T research background ,research problems ,problem
d n a , s ti f e n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m
il thedeifniitonoft erm .s
.
A ResearchBackground s
i h s il g n
E p irmaryi nternaitona llanguage,usedbymos tpeopleal lovert he
n a e m a s a d lr o
w o fcommunicaiton among the naitons .In Indonesia ,young
r e t s a m o t d e e n s r e n r a e
l Eng ilshbecauseo ftheglobailzaitonera(LarsenandLong ,
. ) 1 . p , 1 9 9
1 Engilsh ha sbecome one o fthe impo tran tlocal subjects ,which si
t h g u a
t from elementary schoo lto universtiy .According to Krashen ,Long and
l li t s e r a y e h t e c n i s , ) 5 5 1 . p , 1 9 9 1 ( g n o L d n a n e s r a L y b d e t o u q , ) 9 7 9 1 ( a ll e c r a c S
. e g a u g n a l a n r a e l o t m e h t r o f r e i s a e s i ti , g n u o y
h s il g n
E begin sa tthrid grade o felementary schoo lstuden (Kt s u irkulum
, n a k i d i d n e P n a u t a S t a k g n i
T 2007). Since Engilsh i sa new subject i n elementary
s l a ir e t a m l a n o it c u rt s n i e h t s a h c u s , e s ir a n e tf o s m e l b o r p e m o s e r a e r e h t , l o o h c s
, r e h c a e t a s A . s s e c o r p g n i n r a e l d n a g n i h c a e t n i d e s u s e u q i n h c e t g n i h c a e t e h t d n a
e g a r u o c n e y e h T . e v i c u d n o c s e v o r p g n i n r a e l d n a g n i h c a e t e h t e k a m o t e v a h y e h t
y e h t ,s e d i s e B . t h g ir s g n i h t e h t o d o t w o h g n i w o h s y b s ll i k s p o l e v e d o t s t n e d u t s e h t
n o it a u ti s o t s t n e d u t s e h t e s o p x
e tha tari es thei rcu irostiy and maket hem want t o
. n r a e l
u t s n
I dying Engilsh , elementary schoo lstudent s called the beginners .
,s u h
t a h t s e t a t s ) 6 7 9 1 ( p r a h
S “thet eache rmus tbe adaptableand beready t o explore
n r a e l g n it o m o r p f o s d o h t e m w e
n ing .Oneneedst oseet hel earning stiuaiton f rom
g n i h c a e t f o s d o h t e m s u o ir a v e r a e r e h T . ) 3 1 1 . p ( ” . w e i v f o t n i o p s ’ d li h c e h t
, s m e o p , s e u g o l a i d , s e r u t c i p e s u y a m s r e h c a e T . s t n e d u t s l o o h c s y r a t n e m e l e
0 0 2 ( i d a y it e S o t g n i d r o c c A . c t e s g n o s , s e d il s , s k o o b y r o t
s 6 ,p .179) ,language
. l a r u t a n d n a n u f e b d l u o h s s r e n r a e l g n u o y r o f g n i n r a e
l Usingasongi stha toneo f
e g a u g n a l n g i e r o f g n i n r a e L . g n i n r a e l e g a u g n a l n u f t r o p p u s o t s d o h t e m e v it a n r e tl a
o e n o e m o c e b e v a h s g n o s s a , l u f p l e h s i g n o s h c u s y l d n e ir f g n i h t e m o s h ti
w f
. e fi l y li a d r u o n i a i d e m r a il i m a f
e g n o s o t n e t s il n e r d li h c y n a
M v ery day .A song makest hestudent senjoy
s s e c o r p g n i n r a e l h s il g n E e h
t (Richardsi nByrne ,1983 ,p .106) . tIi sbeilevedt hat
a song can help t hestudentst o develop t heril anguagebecausetheyareacquried
d r o w e m a s e h t t a e p e r o
t toavoidt heboredomi nt heclass.
, n o it i d d a n
I asongalsohelp sstudents todevelopthei rcogniitveskills da n
.s ll i k s e g a u g n a l s e c n a h n
e Bys ingingasong,t heycanlearnl anguageappreciaiton ,
r d n a , y r a l u b a c o
v hyme( Shipley,1998) .By usingt hist echnique,t hestudent swli l
y d u t s o t d e t a v it o m e r o m e
b da n theywillf ollowt het eachingandl earningprocess
. y l s u o ir e s ll i k s g n i n e t s il f o
g n o s
A rfo thelearning proces shast obeapprop iratef ort hestudent ssoi t
can help t he students in thelearning process .Thesong ,which i sapprop iratefo r
,s t n e d u t s e h
t i stheone tha tcan help t hem to develop t hei rEng ilsh ablitiy .The
e n i d e s u e b d l u o h s g n o
3
i s t n e d u t
s n l earning something new. Repeititon h s elp thechlidren t o move from
. ) 3 9 9 1 , g r e b n e s I ( ti f o n o it a m r o f s n a rt c il o b m y s a o t e c n e ir e p x e r o t o m r o s n e s
, y d u t s s i h t n
I thewrtie rwantst o know t hei mplementaiton and t heeffec t
l c g n i n e t s il n i d e t n e m e l p m i g n o s f
o ass .The wrtie rfocuses on t he if tfh grade o f
elementaryschool .Elementarys chools tudents ,especiallyt he if tfhgrades tudents ,
a y o j n e n i h s il g n E n r a e l o t e k
il blestiuaiton .They ge tbored easliywtih t hel esson
n a tr o p m i t o n s i h s il g n E k n i h t y e h t e s u a c e
b tfo rthem .A sobserved ,they are
g n i s u g n i n r a e l n i c it s a i s u h t n
e as ong.
.
B ProblemFormula itons
s i h t n
I study,t hewrtierf ormulatest heproblemasf ollows.
.
1 How song i simplemented in ilstening clas sfo rthe iftfh grade student sof
a t n e m e l E t a y a B s u i s i n a
K rySchool?
.
2 Wha ta retheeffects o fsongi mplemente d in ilstening classf ort he if tfh grade
l o o h c S y r a t n e m e l E t a y a B s u i s i n a K f o s t n e d u t
s ?
.
C ProblemLimtia itons
e d a r g h tf if e h t r o f s s a l c g n i n e t s il n i g n o s f o e s u e h t f o n o i s s u c s i d e h T
s u i s i n a K n i s t n e d u t
s Baya tElementarySchooli sneededt obe ilmitedasf ollow .s
.
1 Thi sstudy focuse son the discussion oft he effects o fsong implemenitng i n
s s a l c g n i n e t s
il fo rthe iftfh grade student sin Kanisiu sBaya tElementary
l o o h c
.
2 T he subject so fthe study are the iftfh grade student sin Kanisiu sBayat
l o o h c S y r a t n e m e l
E w o h used a songi n ilsteningclass.
.
D ResearchObjecitves
Based on t he problem formulaitons, t he wrtie rformulates t wo objecitve s
y d u t s e h t n
o .
.
1 To see how the implementaiton o fteaching Engilsh using Engilsh song in
r o f s s a l c g n i n e t s
il the iftfh grade student so fKanisiu sBaya tElementary
.l o o h c S
.
2 To generatean understanding of theeffec to fsong implemented in ilstening
s s a l
c rf o the iftfhgradestudent so fKanisiu sBaya tElementarySchoo.l
.
E ResearchBenef tis h
T i s study would be usefu l fo rthe teachers in Kanisiu s Elementary
o h w s e c r u o s e r r e h t o e h t d n a l o o h c S y r a t n e m e l E s u i s i n a K f o s t n e d u t s e h t ,l o o h c S
. y d u t s s i h t n i d e t s e r e t n i e r a
.
1 Eng ilshTeachers inKanisu sBaya tElementarySchool h
t s e d i v o r p y d u t s s i h
T e clea r informaiton abou t the effects o f song
e m e l p m
i nt de in ilsteningclass .Ift het eacher sknowt hat a songb irngs goodeffec t
e s u l li w y e h t ,s t n e d u t s e h t r o
f thesongf ort eachingi n ilsteningclass .Ont heothe r
t a h t w o n k s r e h c a e t e h t fi , d n a
h asongb irngs badeffectf ort hes tudent ,st heyhave
5
.
2 TheStudent so fKanisiu sBaya tElementarySchool t c e p x e e r a s t n e d u t s e h t , y d u t s s i h t g n i o d y
B ed t o beablet o l earn Engilsh
g n i s
u asong . tIi sno tonly f ort he iftfhgradestudent sbu talso f o ral lstudent so f
s u i s i n a
K Baya tElementarySchoo lc anobtaint hebeneftisfromt heuseo fasong .
e n
I ssenital ,st heycanenjoyt het eachingandl earningproces susingasong.
.
3 OtherResearchers y ll u f e p o
H , t he resul toft hi sstudyg s ive beneftif o rothe rresearcher swho
n i t s e r e t n i e m a s e h t e v a
h generaitnganunderstandingofr elatedstudy .Thi sstudy
g n i n e t s il n i g n o s f o e s u e h t o t d e t a l e r h c r a e s e r r e h tr u f t c u d n o c o t m e h t e ri p s n i n a c
n I . s s a l
c addiiton ,i ti salso expected tha tothe rresearcher scan en irch thei r
. y d u t s s i h t g n i s u e g d e l w o n k
.
F Deifni itono fTerms
t e k il d l u o w r e ti r w e h t , e lt it e h t f o g n i n a e m e h t y fi r a l c o
T o descirbe the
s w o ll o f s a s m r e
t .
. 1 Song
s i g n o s
A de ifnedast hemos tnatural of rmo fmusic( Kodaly ,1996 ,p .31) .
s
A ong i s also a grea t language package tha t bundle s cutlure , vocabulary ,
k s e g a u g n a l r e h t o f o t s o h a d n a r a m m a r g , g n i n e t s
il ill sin jus ta few rhymes .A
s go n can also providea relaxed lesson on aho tbo irng day . tI ac n also form t he
. ) 5 0 0 2 , e g n o t u F ( s n o s s e l y n a m r o f s i s a
b In t hi sstudy ,songi sset sofr heme sand
.
2 Listening
s e d u l c n i t a h t s s e c o r p a s i g n i n e t s il ) 5 4 . p , 5 8 9 1 ( l l e n w o r B o t g n i d r o c c A
t a u l a v e o t g n i d n e tt a , g n ir a e
h ing and responding to spoken massage .Thus ,the
n a c r e n e t s
il no tconfrimo rclarfiywhati sheard o rsaidi n r eadingo rw iritngsince
d r o w e h
t s that t he ilstene rreceived are no tunde ron hi so rhe rconrtol .I tdeal s
c n a L ( n o it a s r e v n o c r o n o it a c i n u m m o c h ti
w aster ,1974 ,p .7 .9) In thi sstudy,
e h t t a h t n o it a m r o f n i e h t s d n o p s e r o t d n a e v i e c e r o t , r a e h o t s n a e m g n i n e t s il
.r a e h y e h t g n i d r o c e r e h t m o r f e v e i h c a s t n e d u t s
.
4 FfithGradeStudents
0 1 e g a m o r f n e r d li h c f o l e v e l e h t s i l o o h c s y r a t n e m e l e f o e d a r g h tf if e h T
t n e d n o p s e r e h t e r a s t n e d u t s e d a r g h tf if e h t , y d u t s s i h t n I . d l o s r a e y 1 1 o t p
u s ort he
s t n a p i c it r a
p oft hi sstudy .The if tfh gradestudent sarechosenbecause ilstening i s
l e v e l s i h t t a d e tr a t
s int hi sschoo.l
.
5 Kanisiu sBaya tElementarySchool B
s u i s i n a
K aya t Elementary Schoo l i s a place to conduc t the study .
h a m e L n i d e t a c o l s i t I . l o o h c s e t a v ir p a s i l o o h c S y r a t n e m e l E t a y a B s u i s i n a K
7 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
tr a p o w t e r a e r e h
T s discussed in thi s chapter . They are theoreitca l r e ti r w e h t , n o it p ir c s e d l a c it e r o e h t n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d
t e r o e h t e h t n I . c i p o t e h t o t t n a v e l e r e r a t a h t s e ir o e h t e m o s s e s s u c s i
d ica l
. y d u t s e h t o t s e ir o e h t e h t s e t a l e r r e ti r w e h t , k r o w e m a r f
.
A Theoreitca lDescrip iton
Thi schapte rexplain sthe review o frelated ltierature used in conducitng h
c r a e s e r e h
t .The related ltierature comp irse sthe concept stha tare stated in the :
c i p o
t Engilsh fo relementary school , ilstening ,song and effects o fsong in g
n i n e t s
il .
.
1 Eng ilshf orElementarySchool n a i s e n o d n I r o f n o it a c u d
E people i s held from ea lry stage , called l a n o it a n f o t r a p t h g u o r w n i s i n o it a c u d e y r a t n e m e l E . n o it a c u d e y r a t n e m e l e
E . n o it a c u d
e lementary educaiton i sheld fo rsix year sin elementary schoo land n
i s r a e y e e r h
t junio rh igh schoo l o ranothe reducaiton insttiuiton tha ti sequa l (KurikulumTingka tSatuanPendidikan ,2006 ,p .14) .
g n i n n i g e b e h t t
A , Eng ilsh i ssta tred to be taugh tin junio rhigh school g n i p o l e v e d e h t s e z il a e r d n a t l u s e r e h t s e e s t n e m n r e v o g n a i s e n o d n I r e tf a , r e v e w o H
.l o o h c s y r a t n e m e l e n i t h g u a t e b o t d e tr a t s o s l a s i h s il g n E , d n a m e d e h t f
n i s t c e j b u s e h t f o e n o s a h s il g n E e c u d o rt n i o t t n e m n r e v o g e h t f o n o i s i c e d e l
e mentary schooli sgood. Theeariler t hestudentsl earn Engilsh, t heeasiert hey o t e l o r t n a tr o p m i n a s e i p u c c o l o o h c s y r a t n e m e l e n i r e h c a e t h s il g n E n A . ti n r a e l e h t e h t h c a e r n a c y e h t r e d r o n i t c e j b u s s i h t n i d e t s e r e t n i s t n e d u t s e h t e k a m i h c a e t f o e v it c e j b
o ngandl earningproces .s
y r a t n e m e l e n i e g a u g n a l n g i e r o f s a h s il g n E g n i h c a e t f o e v it c e j b o e h T
schoo li stha tthe student scan have skill so f ilstening ,speaking ,reading and n e s o h c h g u o r h t ll i k s e v it a c i n u m m o c n o s s e rt s e h t h ti w h s il g n E e l p m i s n i g n it ir w e h
t me (GBPP Bahasa Inggri sElementary School ,2005 ,p .11 .) The aim o f s i g n i n e t s il n i h s il g n E g n i h c a e
t tha tthe student sare expected to be able to d n a t s r e d n
u ni srtuciton, i nformaiton and simple story t old orally i n t hecontex to f e m n o ri v n e d n a l o o h c s , s s a l
c nt .They are also expected t o be able t o expresst he t u o b a y ll a r o g n i n a e
m simplei nterpersona land rtansacitona ldiscoursei nt hes hape n i t n e m n o ri v n e d n a , l o o h c s , s s a l c f o t x e t n o c e h t n i n o it a m r o f n i d n a n o it c u rt s n i f o .s s a l c g n i k a e p s
In reading , the student s are expected to be able in reading and t x e t l a n o it c n u f tr o h s , n o it a m r o f n i , n o it c u rt s n i n a n i g n i n a e m e h t g n i d n a t s r e d n
u and
e l p m i
s descirpitve t ex ttaugh tin w irtten text i n t he contex to fclass ,schoo land i g n it ir w n i g n i h c a e t f o m i a e h T . t n e m n o ri v n
e st hes tudent sareexpectedt obeable , s n o i s s e r p x e , s d r o w e h t g n it ir w n
i and simpleshor tfuncitonal t ex twtih t he irgh t . n o it a u t c n u p d n a g n il l e p s f o c i s a b e h t s i tI . ll i k s t n a tr o p m i t s ri f e h t s i g n i n e t s il , s ll i k s r u o f e s o h t m o r F s il e s u a c e b n o it a c i n u m m o
9 s a p u s e k a t g n i n e t s il “ , t c a f n I . d r o w a y a s n a c e w n e v e r o n r o b e r a e w e r o f e b n e v e
2 0 0 2 , h o G ( ” , e m it n o it a c i n u m m o c y a d e r u o f o % 0 5 s a h c u
m ,p.1) .Therefore ,
f o s r e h c a e
t elementary schoo lshould teach the student sin a simple way .They s
a e k a m d l u o h
s easya spossibleandi nani nteresitngs tiuaiton.
2 .Listening g n i n e t s i
L i s one of the impo trant skill s tha t the student s should be d
e r e t s a
m .Therefore ,thi sstudy discusse sthe theo ires related to ilstening .The x
i s o t n i d e d i v i d e r a s e ir o e h
t patrs ,the fris tpar ti sthe nature o f ilstening ,the s
i tr a p d n o c e
s ilsteningprocess ,thet hridpatri silsteningproblems ,thef ou trhpar t s
i teaching ilstening ,the if tfh patr i stype so flistening acitviite si n clas sand t he tr
a p h t x i
s ist hes tagei n ilsteningacitviite .s
.
a TheNatureo fListening n
e t s il e l p o e
P to everythinge yv er itme .They also rtyt o catch whati ssaid .
y l e t a i d e m m
i Listening occur swhen two person so rmore are involved in the i
n u m m o c f o s s e c o r
p caiton . I f there are two person s getitng involved in a e h t s e m o c e b r e h t o e h t d n a r e d n e s e h t r o r e k a e p s e h t s e m o c e b e n o , n o it a c i n u m m o c
. r e v i e c e r r o r e n e t s il
r i e h t , y l e t a n u tr o f n U . ll i k s e v i s s a p a s i g n i n e t s il t a h t e m u s s a e l p o e p y n a M
assump itoni sno trtue .Listeningi sanacitveskill .Fu trhermore ,ilsteningr equrie s . r e k a e p s e h t y b d i a s g n i e b s i t a h w g n i d n e h e r p m o c n i s s e c o r p e v it c a n
a I ti s
d e s a b s i g n i n e t s il e s u a c e
o c o s l a t u b r a e h y e h t t a h w s s e c o r p y l n
o nnec ttit ootheri nformaitont hatt heyhave n
w o n k y d a e rl
a . They combinet hei nformaiton t hatt heyknown wtih newi deast o .
g n i n a e m a e t a e r
c Thi sunderstandingi salso suppo tredbyBuck ( 1995)tha tnote s t
a h t t u
o peopledono t ilstent owordbutt hey ilstent ot hemeaningbehindword.
.
b ListeningProcess
t , ll i k s g n i n e t s il g n i n i a t b o f o s s e c o r p e h t n
I here are two model s o f
o w t e h T . s r e h c a e t e g a u g n a l h s il g n E e h t y b d e il p p a y l n o m m o c e r a t a h t s e it i v it c a
e r a g n i n e t s il e ri u q c a o t s e it i v it c
a b to ot m-upandt op-down.
)
1 Bo ttom- UpProcessing
The bottom-up processing happen s when “the student sstar t wtih the t I .) 6 2 . p , 3 0 0 2 , n a n u N ( ” e k il e h t d n a , r a m m a r g , s d r o w s a h c u s , s tr a p s t n e n o p m o c
t a h t s n a e
m in bottom up processing ,the ilstene rreile son the language in a massage. In othe rword ,bottom-up processingi st ext-based. I n addiiton ,bottom
-s e s u c o f g n i s s e c o r p p
u s on individua lelement so fthe bu liding block so fthe , s d n u o s l a u d i v i d n i n e e w t e b g n it a n i m ir c s i d y b e c n a r e tt u l a r o e d o c e D . e g a u g n a l
t s t n e r e f fi d g n i y fi t n e d
i ress , rhythm ,and intonaiton pattern .The student sare .
t x e t d n u o s o t d r o w o t d n u o s m o r f d e v o m y ll a u d a r
g T ehe xample t hebottom- up
g n i s s e c o r
p (Richard ,1992 ,p.50) : )
a Scanningt hei nputt oi dentfiyf amiila rtiem .s )
b Segmenitng t hesrteam o fspeechi nto consittuents .Fo rexamplei n ordert o .s
1 1 )
c Usingphonologica lcuset oi dentfiyt hei nformaitonf ocusi nutterance )
d Usinggrammaitca lcuest oorganizet hei nputi ntoconsttiuents .Fo rexample t
a h t e z i n a g r o o t r e d r o n
i “thebookwhichI l en tyou” t[hebook]and[ which I t n e l[ d n a ] I h c i h w k o o b e h t[ n a h t r e h t a r t n e u ti t s n o c r o j a m e h t e r a ] u o y t n e l
.] u o y
, r e v o e r o
M According t o Anderson and Lynch ( 1988) ,a sctied byRichard d
n a s e k a t r e n e t s il e h t ,) 9 3 2 . p , 2 0 0 2 ( a y d n a n e R d n
a store smasages equenltyast he .
r e d o c e
r Thus ,i timpile stha tthe ilstener swli lmemo irze and recal lwha tthe r
e k a e p
s said .Therefore ,bo ttom-upprocessingshouldbedevelopedbyt eacherst o b
a g n i n e t s il ’ s r e n r a e l e s it c a r
p iltiyi nt heexercises .
p o T )
2 -DownProcessing p
o
T -down i st he oppostie o fbottom-up processing . pT -o down processing e
h t m o r f s n i g e
b students ’background knowledge (Nunan ,2003 ,p .26) .Mo lray t
n i t a h t s d d a ) 1 0 0 2
( o -p down processing the ilstener tirgger shi so rherexisitng o
t e g d e l w o n
k infe rand to predict t he new i nformaiton t o createt he meaning i n t
n i , e r o f e r e h T . d n i
m o -p down processing the ilstener need sto have background .
e g a s s e m e h t g n i h c t a c n i r e i s a e s r e n e t s il e h t e k a m o t r e d r o n i e g d e l w o n k
p o
T -down processing i sdfiferen tfrom bottom-up processing .Bottom- up t
x e t s i g n i s s e c o r
p -based ,butt op-downprocessingi s ilstener sbased .I pn t -o down n
e t s il e h t , g n i s s e c o r
p e trg s e agenera lview oft he ilstening passageby absorbing m
e h t n i d e t a t s y l n o t o n s i g n i n a e m e h T . w e i v l l a r e v o s
ti essage bu talso in the
r e n e t s
r a e h y e h t e g a s s e m e h t s e d i c e d , n e h T . e g a s s e
m incetrain stiuation .Meanwhlie, i n e
h t , s s e c o r p s i h
t teacher i sthe faclitiato rin the clas swho help the student sto l
w o n k r o ir p e h t e r a p e r
p edgeonwhati sgoingt ol earnint heclas .s
.
c ListeningProblems
. g n i n e t s il n i y tl u c if fi d e c a f s t n e d u t s y n a
M M fosto themcanno tcatchwha t r
e k a e p s e h
t ssay from the recording .According to Goh (1999 ,p .59) ,there are e
m o
s problem stha tstudent sface du irng ilste irng, such a sproblem related to n
o it a z il it u d n a g n i s r a p , n o it p e c r e
p .
s i m e l b o r p t s ri f e h
T percepiton.The ilstener shavedfiferen tpercepitonone n
e e w t e b e t a it n e r e f fi d t o n n a c y e h t e s u a c e b r e h t o n
a word andgroup o fwo rd (Goh ,
) 9 5 . p , 9 9 9
1 .Beside ,st he ilstener salsohavedfi ifcutlyi natteniton .Theyl ostt hei r .
n o it a rt n e c n o
c To overcomet hi sproblem,t het eacher sshould chooseapprop irate o d e s a b l a ir e t a m e h t e v i g o t m e h t r o f r e tt e b s i tI . s t n e d u t s e h t r o f s l a ir e t a
m n t he
.s t n e d u t s e h t f o l e v e l
s k r o w d n i m e h t w o h s i g n i s r a P . g n i s r a p o t d e t a l e r s i m e l b o r p d n o c e s e h T
e r u t c u rt s l a c it a m m a r g e h t t u
o (Goh ,1999 ,p .59) .I tdeal swtih dfiifculite sin tl
u s e r e h t s A . d r a e h e v a h y e h t d r o w r e h t o n a o t d r o w e n o g n it c e n n o
c , the ilstener s
d r a e h s d r o w f o g n i n a e m e h t d n a t s r e d n u o n o
d .
f o e g a s s a m e h t h c t a c t o n n a c r e n e t s il e h T . n o it a z il it u s i m e l b o r p t s a l e h T
y a s s r e k a e p s e h t t a h
w .Besides ,they also lack o f knowledge .Thi sproblem e
s u a c e b s n e p p a
h they are dfiifcutl i n processing t ex tfu trhe.r As t he resul,t t hey .)
3 1 .
d TeachingListening g n i n e t s i
L i s a recepitve skill . In thi s case , the ilstener s receive and g n i n e t s i L . n o it a m r o f n i r o t u p n i e h t d n a t s r e d n
u i smore complex than w iritng o r n a h t r e h g i h t u p n i e h t d n a t s r e d n u d n a e v i e c e r s r e n e t s il e h t e s u a c e b g n i k a e p s e v a h y e h t t a h w t c e n n o c y e h t , n e t s il s r e n e t s il e h t n e h W . g n i k a e p s r o g n it ir w y d a e rl
a heardinordert ocreatethemeaning . 1 0 0 2 ( h o G o t g n i d r o c c
A ,p .27 )teaching ilstening mean sthe teache r t a m e h t g n it a v it o m d n a g n it r o p p u s y b y l e v it c a t r a p e k a t s t n e d u t s e h t e k a m d l u o h s
e yv er step in ilstening class .Therefore ,teaching ilstening i sno tsimply ilke it c a r p h c u m s t n e d u t s e h t g n i v i g n o e r o m h c u m t u b l li k s r e h t o e h t g n i h c a e
t se to
u o h s r e h c a e t e h T . e g a u g n a l w e n e h t d n e h e r p m o c d n a n r a e
l l d in rtoduce i t ilke
g n i d i v o r p h ti w n o it c e ri d g n i v i g , g n i h t e m o s o d o t w o h n r a e l o t e n o e m o s g n i p l e h . d n a t s r e d n u o t r e i s a e s t n e d u t s e h t e k a m o t r e d r o n i e g d e l w o n k m e h t , r e v o e r o
M Ros tsay stha t ilstening in the second language teaching and r e n r a e l e h t r o f t u p n i s e d i v o r p t i e s u a c e b t n a tr o p m i s i g n i n r a e
l (a sctied i nNunan ,
n I .) 0 0 2 . p , 9 9 9
1 thi scase,t hel earner sdo no tunderstandt hei npu tori nformaiton l li w s s e c o r p g n i n r a e l e h t ;l e v e l t h g ir e h t n
i beblocked .Fu trhermore ,hegivest hree e g a u g n a l d n o c e s e h t n i g n i n e t s il g n i s u c o f f o s n o s a e r t n a tr o p m
i learning:
h ti w t c a r e t n i n a c r e n r a e l e h t , n o it a s r e v n o c e l p m a x e r o f , e g a u g n a l n e k o p s e h t n I ) 1 d n a t s r e d n u o t s d e e n r e n r a e l e h t , n o it c a r e t n i e h t n I .s r e h t
o thei npu tori nformaiton
. e g a u g n a l f o e s u e h t d n a )
)
3 Listeningexercisehelpst het eacherst o drawl earner’ satten iton t o newf orm s f
o vocabulary ,grammar ,pattern sandnewi nteracitoni nt hel anguage.
.
e Type so fListeningAcitvi ite sinClass
o s e p y t r u o f e r a e r e h t ) 3 1 1 . p , 6 9 9 1 ( r U o t g n i d r o c c
A f ilstening acitviite s
s s a l c n
i :
e s n o p s e R t r e v O o N ) 1
l t s u j s r e n e t s il e h t , e s a c s i h t n
I isten to the ilstening records o rmateiral s p
s e r y n a g n i v i g t u o h ti
w onses .The acitviite ssuch a s ilstening to story ,song , .
o e d i v d n a , e i v o m
e s n o p s e R t r o h S ) 2
n o it c a r o r e w s n a t r o h s e v i g y l n o s r e n e t s il e h t s n a e m e s n o p s e r t r o h S
T . s l a ir e t a m g n i n e t s il e h t s d r a w o
t heyj us tobeyt hei nsrtuciton ,detec tthemistakes , .
g n i n n a c s d n a g n i m m i k s , n o it i n if e d e h t s s e u g
e s n o p s e R r e g n o L ) 3
s r e n e t s il e h
T give longe raciton o ranswe rfo rexample, answeri ng the d
n a g n i z ir a m m u s , g n it a l s n a rt d n a g n i s a r h p a r a p , g n i k a t e t o n , s n o it s e u
q long gap
. g n il li f
e s n o p s e R d e d n e t x E ) 4
s e it i v it c a e h
T areproblem solving and i nterpretaiton .Therefore , ilstening .
5 1 .f ListeningStage
f o s d n i k e e r h t e r a e r e h t , ) 8 2 . p , 2 0 0 2 ( h o G o t g n i d r o c c
A acitviite sin
n e t s il g n i p o l e v e
d ing lesson : pre-ilstening , whlist-ilstening and post-ilstening .
n o it c e s s i h t n i li a t e d n i d e s s u c s i d e b l li w h c i h w
e r P )
1 -Listening e r
P -ilsteningcanbedfiferenitatedi ntot wocatego ires .Therearel anguage -n
k d n a d e t n e ir
o owledge-o irented .The aim so flanguage-o irented are to prepare d n a s d r o w c if i c e p s e h t g n i d u l c n i e g a u g n a l f o e p y t e h t t u o b a s t n e d u t s e h t
o r
p nunciaitont hati susedi nwhlist-ilsteningl ater .Ont heothe rhand ,knowledge -d
e t n e ir
o i sprepared by encouraging them to acitvate the relevan ttype so fthei r .
e g d e l w o n k l a r e n e g
e r a e r e h t ) 8 2 . p , 2 0 0 2 ( h o G o t d e t a l e
R the example so fthe type in pre -i
n e t s
il ng acitviites .The fris ttype i sthe use o fmind-mapping .Mind- mapping e
g a u g n a l f o s t s i s n o
c -o irented and knowledg -eo irented o fpre-ilstening acitviites . d n a c i p o t d e t a l e r e h t t u o b a e g d e l w o n k ’ s t n e d u t s e h t ll a c e r o t d e s u s i d o h t e m s i h T
. g n i n e t s il e h t n i e s u e g a u g n a l e h t e z i n g o c e r o t
e p y t d n o c e s e h
T i sbrain-storming. tI i sused t o maket hestudent sacitve r
o t d n
a ecallt hegenera lknowledger elatedt ot het opic .Besides ,brain-stormingi s s
t n e d u t s e h t e r a p e r p o t d e s
u wtih the l anguage used i n t he ilstening mateiral .I n n
i a r
b -storming,t het eache rasksthestudentst ocal loutt heword swhichi sr elated c
i p o t e h t o
e p y t d ri h t e h
T i sdiscussion .Thi smethod consist so flanguage-o irented e
g a u g n a l d n
a -o irented .I thelp sthe student sin comprehending in the ilstening a
p n i r o p u o r g l l a m s a e k a m o t d e k s a e r a s t n e d u t s e h T . y li s a e e g a s s a
p rist odiscus s
d e t a l e
r tot heissue sbasedonpromp tquesiton. e
m a
G i s going to be the fou trh type in pre-ilstening acitvtiy . Both e
g a u g n a
l -o irentedandknowledge-o irentedexisti nt hi smethod . tIi sani nteresitng i
s t n e d u t s l l a o t d e t c u d n o c d n a y ti v it c
a n t heclass .Thegamecan beconducted i n .
s s a l c e l o h w e h t n i r o p u o r g n i ,s ri a p
d s i e p y t h tf if e h
T iagram sandpictures .Thoset ype scanbei mplementedi n v
i d n i r o s ri a
p idually .The t eacher sonly ask thestudents t o complete i llusrtaiton r
o w e l p m i s h ti
w d so rdrawing .Theusedo fdiagramo rpicturei sbeneifcialt o t he i p o t e h t g n il a e d e g d e l w o n k l a r e n e g ’ s t n e d u t s e h t e t a v it c a l li w t i e s u a c e b s t n e d u t
s c .
s e r a p e r p o s l a t i , n o it i d d a n
I the student sto the language wli lbe used in the .
e g a s s a p g n i n e t s il
e h
T sixth type i sprediciton .Thi smethod consist so fo irented-language e
g d e l w o n k d n
a - o irented .In thi scase ,the student scan predic tthe character , e
li h w e h t n i d e y a l p e g a s s a p g n i n e t s il o t d e t a l e r n o it a u ti s e h t d n a , g n it t e
s - ilstening
.r e t a l
h t s i g n i m m i k
S eseventh type .Thestudent sareasked t o read asho trt ex t e
h t d n if o t d n
a gis tbased on the topic individually .Skimming i sused by the t a h t e g a s s a p g n i n e t s il e h t t u o b a e r o m d n a t s r e d n u o t s t n e d u t s e h t g n i p l e h n i r e h c a e t
li h w e h t n i d e y a l p e b l li
w e-ilstening .Thi smethod i sapprop irate fort hestudent s .
n o it a i c n u n o r p d n a , s d r o w c if i c e p s , e g a u g n a l e z i n g o c e r o
7 1 t
s li h W )
2 -ilstening t s li h
W -ilsteningstageist hemos tdfi ifcul tstagef or ateacher toconrtol the s
t n e d u t
s . In t hi sstagethestudents ’atten itonisr eallyneeded .They havet o focu s ’ s t n e d u t s f o t n e m p o l e v e d e h t s e d i u g y ti v it c a s i h T . t x e t e h t n i s a e d i y e k n o
. e g a s s a p g n i n e t s il e h t t u o b a g n i d n a t s r e d n u
e h c a e P o t g n i d r o c c
A y (2002,p .5 ,) t he t eacher shave to givethe student s i
k n i h t “ r o ” g n i h t a e r b
“ n g” spacei n ilstening .Thi sacitvtiy can bedoneby giving a
m e h
t chance to compare thei ranswer swtih thei rpeer sbefore they ilsten the g
n i d r o c e
r again .By doing thi sacitvtiy ,they will have itme to break from the g
n i n e t s
il andt ocheckt hei runderstandingwtiht hei rpeer .s
t s o P )
3 -ilstening t s o
P -ilstening i sconducted i n t hel as tpar tof l esson .From post-ilstening , r
e h c a e t e h
t s can know how wel lthe student shave understood wha tthey ilsten . t
s o P
“ - ilsteningacitviite sshouldbeanextension o fcommunicaitveoutcome sand s m i a l a r e v e s e v a h s e it i v it c a g n i n e t s il t s o P . ) 9 2 . p , 2 0 0 2 , h o G ( ” s l a ir e t a m g n i n e t s il
: o t s t n e d u t s e h t g n i p l e h e d u l c n i
)
a Pracitceotherl anguageskli lsucha sspeaking,r eading ,w iritngusingt hesame .
c i p o t )
b Examine and reinforce points , fo r example grammar , vocabulary and n
o i s s e r p x e )
c Personailzecontent soft he ilsteningmateira l l(tieraryt ex )t )
3 . Song s i h
T study focusse son ilstening t o asong. Iti snecessary t o discus show g
n o
s in ilstening used .Thi spa trpresent s if vethings:l earning t hroughsong ,song t
c e f f e e h t d n a n o it c e l e s g n o s , g n i h c a e t e g a u g n a l n
i s ofs ongi n ilstening.
.
a Learningt hroughSong n e r d li h c r o f h s il g n E g n i h c a e
T i sdfiifcu tl .To t each new foreign l anguage o
t n o it a v it o m s ’ r e n r a e l e h t e s a e r c n i o t s e u q i n h c e t l a r e v e s s d e e
n make them pay
. t h g u a t g n i e b m e ti e h t o t n o it n e tt
a Implemenitngasongi sakindacitvtiywhichi s .
n e r d li h c r o f g n it a v it o
m A song makest hestudents t o l earn wordsi nvolved in a .
g n o
s According t o Shaw (1972) ,song i sasho tr ,met irca lcomposiiton i ntended .
g n i g n i s r o
f Bets iaddst ha tbysingingasongsomeonecandevelop t hei rablitiyt o .
y ti v it a e r c r i e h t d li u b n a c e m it e m a s e h t t a o s l a d n a g n i h t e m o s n r a e l
, r e v e w o
H Fauziait (2005 ,p .172 )point sout tha tone usefu lmedium to s s e c o r p g n i n r a e l d n a g n i h c a e t e h t e k a m o t d n a t s e r e t n i s ’ n e r d li h c e h t n i a t n i a m
s i a e d i e h T . g n o s s ’ n e r d li h c r a l u p o p e h t e r a e l b a y o j n
e gottenbyselecti ngthesong
h y l e k il t s o m n e r d li h c e h t t a h
t ear .Theapprop irate song would bet heone t hat i s o
t y l e k il e b l li w n e r d li h c e h T . e r u tl u c s ’ n e r d li h c n i r a il i m a
f hea rast hey grow up
e s u a c e
b the“universa lnature”oft hesongi nt hi sway .Thechlidrenwli lno tonly .
e r u tl u c e h t o s l a t u b e g a u g n a l a n r a e l
e h t m o r
F explanaiton above, i tcan besummairzed t ha tasong give sabig A
. t n e m p o l e v e d g n i n r a e l ’ s t n e d u t s e h t r o f n o it u b ir t n o
c song providesl essons rfo
9 1 asong, t hestudent scan enjoy thet eaching and l earning proces sbecausea song
e g a r u a c n
e s themt of ocu sont hesong tisel.f I naddiiton,t heycanalsoen ircht hei r r
a l u b a c o
v i es ils t and how to pronounce i t correclty so they can use i t to .s
r e h t o h ti w e t a c i n u m m o c
.
b Songi nLanguageTeaching
e h t e c u d e r o t s s e c o r p g n i n r a e l d n a g n i h c a e t n i d e d e e n s i a i d e m g n i s U
o d e r o b ’ s t n e d u t
s m .A song ha sbeen implemented a smedia in teaching and .s
s e c o r p g n i n r a e
l Moreover , asong also helpst hestudentst ol earn Engilshbette r e
c n e s e r p e h T . g n i n e t s il n
i fo a song can help the teacher sin creaitng a joyfu l d e s a B l o o h c S o t g n i d r o c c A . n e r d li h c r o f y ll a i c e p s e , m o o r s s a l c e h t n i e r e h p s o m t a
a i c o s s ’ m u l u c ir r u
C ilzaiton ,Engilsh learning fo relementary schoo lshould be e
v it a e r c , e v it c
a effecitve and joyfu llearning .A song i san effecitve media in .s
g n i h t g n i n r a e l n i s t n e d u t s e h t g n i p l e h
a l u b e C . tl u d a g n i h c a e t m o r f t n e r e f fi d s i g n o s h g u o r h t n e r d li h c g n i h c a e T
e l o r , g n i g n i s e k il n e r d li h c t a h t t u o s t n i o p ) 3 0 0 2
( -playing ,andacitngou tdialogues , o
it n e tt a y a p y e h t t u
b n to playing do no tto learning .Even though a teache r e h t e s u a c e b , e l b a tr o f m o c n u l e e f t o n o d y e h t , s e k a t s i m t n a tr o p m i e m o s s t c e r r o c
n o it a i c n u n o r p , y r a l u b a c o v n r a e l n a c y e h t , e li h w n a e M . t n a tr o p m i t s o m e h t s i g n o s
o r p e r a h c i h w , s l a ir e t a m g n i h c a e t r e h t o d n
.
c SongSeleciton
o t a i d e m e m o s e s u s r
