TEACHING ENGLISH THROUGH GAMES AND SONG

Arranged by:

1. Larasati Juliana (20200213023)

2. Kansa Fio Aghnia (20200213031)
3. Amalia Rahma Dara P (20200213033)
4. Puspa Ardana R (20200212040)
5. Shalahudin (20200213020)

ENGLISH EDUCATION PROGRAM

FACULTY OF SOCIO-ECONOMICS AND HUMANITY
UNIVERSITY OF NAHDLATUL ULAMA
PURWOKERTO
2023
 PREFACE

We give thanks to Allah SWT who has showered so many blessings and guidance
as well as blessings and greetings to Messenger of Allah, Prophet Muhammad
SAW who has led us to a clear and clear direction and purpose.

This paper was prepared to fulfill the task of the Teaching English for Young
Learners course entitled "Teaching English Through Games and Songs". Authors
also thank to Mrs. Yasinta Wulandari, M.Pd, as a lecturer in the Teaching English
for Young Learners, who has provided direction, guidance, and motivation in
completing this paper.

The author knows that this paper still has many shortcomings. Constructive
suggestions and criticism are highly expected to complete and improve this paper.
Hopefully this paper can be useful for those who read it.

     Purwokerto, 14 May 2023

                                                                                                                      Authors

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TABLE OF CONTENT

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 CHAPTER I
INTRODUCTION
1.1. Background

Teaching English through songs and games to young learners is a popular

and effective approach that has been utilized for many years. These methods
not only provide an enjoyable and engaging learning experience but also
enable students to practice and apply the language in a meaningful and
communicative context. The feedback provided by the teacher is crucial in
ensuring that the students are learning effectively. Through games and
songs, students are encouraged to use the language in a practical manner,
helping them to understand that English is a tool for real-life communication
rather than just an academic subject.

Young learners could spontaneously have a really high

enthusiasm and act more lively in the classroom. However, when
they are asked to do tasks which they find hard, they would lose
their learning interest more quickly and would feel unmotivated in
following the lesson (Cameron,2001).

It has become an impossible thing for young learners English teachers to

provide their students with learning materials in the same level of
difficulties all the time along their teaching process. Certainly, it will
not help them to develop their competences in using the language.
The learning materials, however, should be varied; consisting of the
high level of difficulties, average until the low ones. This is actually
aimed at giving them favor to make their English better improved.

In presenting and explaining difficult materials to learners, teachers

are expected to be able to find out an exciting teaching technique. This
functions to omit the learners’ prior perception towards such
materials, so that they will want to get involved in the teaching learning
activity inside the class with fun and pleasure. Linse (2005, p.6) also
suggests that “Many experienced teachers are aware that some children

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 who have been diagnosed with attention deficit disorders can attend to an
activity for an extended period of time if they find the activity or task to
be interesting”.

From all of the statements above, it can be concluded that young

learners English teachers are required to be creative in teaching their
students. They are strongly suggested to apply a stimulating and
interesting technique to be used inside the class when, especially,
presenting difficult materials.

It is believed that songs can be chosen to be used as a mean to teach

language skillsand function as reinforcement materials (Donald,1976).
Combining the language learning tasks with the great use of game and
songs in the teaching learning process in the class makes students feel much
more comfortable, interested, relaxed and the most important thing is
that it may eliminate the feeling that one is being tested or seriously
taught and as a result, they are not frustrated and able to follow such process
with pleasure.

1.2. PROBLEMS FORMULATION

1) What is Song and games?

2) How the teaching method are used in song and games?
3) What is the advantages and disadvantages of teaching with song and
games?

1.3. PURPOSES

1) To understand the definition of song and games

2) To understand the teaching method with song and games
3) To understand the advantages and disadvatages of teaching with song
and games

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 CHAPTER II
SONG

2.1. DEFINITION

Songs are one of the most attractive and culturally rich resources that
can easily be used in language classrooms. Songs offer a change from
routine classroom activities. They are precious resources to develop student
abilities in listening, speaking, reading, and writing. They can also be used
to teach a variety of language items such as sentence patterns, vocabulary,
pronunciation, rhythm, adjectives, and adverbs.

As stated by Lo and Fai Li (1998:8), learning English through songs

also provides a non-threatening atmosphere for students, who usually are
anxious when speaking English in a formal classroom setting.

2.2. TEACHING METHOD

Some examples of how songs can be used at different levels of

language learning:
1. For young learners at the primary level, simple songs with repetitive
language patterns can be used to introduce basic vocabulary,
grammar structures, and pronunciation. For example, the song
"Head, Shoulders, Knees, and Toes" can be used to teach body parts
and basic verbs.

2. For teenagers or adults in the intermediate or advanced level, more

complex songs can be used to review and reinforce grammar
structures and vocabulary. For example, the song "Let It Be" by the
Beatles can be used to practice the use of the passive voice and
modal verbs.

3. At the higher levels, songs can be used with several techniques to

practice grammar points. For example, songs can be used to practice
reported speech by asking students to listen to the lyrics and change
the direct speech to reported speech. Alternatively, songs can be
used to practice conditional structures by asking students to identify
the conditionals used in the song lyrics and rewrite them in different
forms.

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 Overall, the choice of songs and the techniques used will depend on
the level and needs of the learners. It is important to select songs that are
appropriate for the learners' age and language level, as well as culturally
relevant and engaging.
Here's another example of how songs can be used in teaching
English to young learners:
1. Using a song to teach phonics and spelling: Teachers can use songs
to help young learners practice their phonics and spelling skills. For
example, the song "ABC" can be used to help students learn the
letters of the alphabet and their sounds. The teacher can play the
song and have students sing along, pointing to the letters as they
sing. Alternatively, the teacher can create a fill-in-the-blank
worksheet with the lyrics of the song, asking students to fill in the
missing letters or words.

2. Using a song to teach vocabulary and grammar: Songs can also be

used to introduce new vocabulary and practice grammar structures.
For example, the song "If You're Happy and You Know It" can be
used to teach the present tense and the imperative form. The teacher
can have students sing the song, pointing to the actions as they sing,
and then ask them to create their own sentences using the same verb
tense and form.

3. Using a song to teach cultural awareness: Songs can also be used to

introduce students to different cultures and customs. For example,
the song "This Land Is Your Land" can be used to teach students
about American culture and history. The teacher can play the song
and have students listen to the lyrics, asking them to identify the
different landmarks and regions mentioned in the song.
Alternatively, the teacher can ask students to research and present on
their own country's national anthem or traditional songs.

The stages of teaching English for young learners through songs,

from the beginning to the end of the class:
1. Warm-up activity: Start the class with a warm-up activity that is fun
and engaging, such as a simple game or a sing-along song.

2. Introduction of the target language: Introduce the target language

through a song or game that uses visual aids, gestures, and
movements to help young learners understand the meaning of the
new vocabulary or grammar structures.

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 3. Practice and reinforcement: Provide opportunities for young learners
to practice and reinforce the target language through activities such
as role-playing, pair work, or group work.

4. Review: Review the target language through a song or game that

reinforces what has been learned in the class.

5. Extension activity: Provide an extension activity that challenges

young learners to use the target language in a new context, such as a
project or a creative writing activity.

6. Cool-down activity: End the class with a cool-down activity that is

relaxing and fun, such as a quiet song or a simple game.
Throughout the class, teachers should also monitor young learners'
progress and provide feedback and support as needed. It is also important
to make sure that all young learners are participating and engaged in the
activities and to adjust the pace and difficulty level of the activities to suit
their needs and abilities.
How to teach using songs:
1. Used Song that are specific for Teaching English for Young Learner:
It is important to choose songs that are age-appropriate, culturally
sensitive and engaging for young learners. The songs should also be
related to the topic or grammar point that is being taught.

2. How to do the procedures: It is important to have a clear procedure

or plan for teaching the song. This may include introducing the song,
teaching the vocabulary, practicing the song with actions, and
reviewing the song.

3. Start by teaching the key vocabulary in the song for instance, by

using games and flashcards: Before teaching the song, it is important
to teach the key vocabulary in the song. This can be done through
games and flashcards to make it more engaging and interactive.

4. Use language games with the song: Language games can be used to
practice the vocabulary and grammar points in the song. For
example, a game could be created where students have to match the
vocabulary words to pictures or fill in the missing words in the song
lyrics.

5. Keep it fresh: It is important to keep the lesson engaging and fresh

by changing the songs and activities regularly.

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 6. Make up actions: Actions can be used to help students remember the
words and make the song more engaging and interactive.

7. Practice saying the lines in rhythm: It is important to practice saying

the lines in rhythm with the music. This will help students improve
their pronunciation and speaking fluency.

8. Break down the difficulty: The song should be broken down into
manageable parts so that students do not feel overwhelmed. This can
be done by teaching one verse at a time or practicing specific
vocabulary words.

9. Re-visit the song to perfect it and review: After teaching the song, it
is important to revisit it to perfect it and review the vocabulary and
grammar points. This will help reinforce the learning and improve
retention.

2.3. BENEFITS OF TEACHING WITH SONG

1. Songs help learn vocabulary, grammar and syntax: Songs can be a

great way to introduce and reinforce new vocabulary, grammar
structures, and sentence syntax. The use of melody and rhythm can
help learners remember new words and phrases more easily, and the
repetition of language patterns in songs can help learners internalize
grammar rules and sentence structures.

2. They can use meaningful language in context: Songs can be used to

teach language in a meaningful context, allowing learners to see and
hear how the language is used in real-life situations. For example, a
song about going to the supermarket can introduce vocabulary
related to food and shopping, as well as grammar structures such as
the present continuous tense.

3. Songs can be catchy and re-usable: Many songs have catchy

melodies and lyrics that can be easily remembered by learners,
making them a useful tool for revision and review. Teachers can also
modify the lyrics of a song to create different versions for different
language points, keeping the melody the same.

4. Songs enhance listening skills: Listening to songs can help learners

develop their listening skills, as they have to focus on understanding

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 the lyrics and the melody at the same time. Teachers can use songs
with a variety of accents and dialects to expose learners to different
varieties of English.

5. They improve speaking fluency with the natural rhythms of

language: Singing along to songs can help learners improve their
speaking fluency by practicing the natural rhythms and intonation of
the language. This can help learners sound more natural when
speaking English.

6. Integrating music and actions makes your lesson appeal to wider

learning styles: Adding actions or movement to a song can help
learners who have a kinesthetic learning style to engage with the
language. It can also make the lesson more dynamic and interactive.

7. Songs are fun and motivate pupils: Singing and listening to songs
can be a fun and enjoyable activity for learners, motivating them to
participate and engage with the lesson.

8. Songs can be confidence building: Learning a song and performing it

in front of the class can help learners build confidence in their
speaking and pronunciation skills.

9. Songs are memory aids: The use of melody and rhythm in songs can
help learners remember new words and language structures more
easily, making them a useful memory aid.

10. Songs help with classroom management: Using songs can help
teachers manage the classroom by providing an engaging and fun
activity that can help students focus and maintain their attention. It
can also be used as a transition activity between different parts of the
lesson.

2.4. ADVANTAGES AND DISADVANTAGES TEACHING WITH SONG

Advantages of Teaching English for Young Learners through Song:

1. Fun and Engaging: Songs make learning enjoyable and help to

motivate students.

2. Interactive Learning: Songs encourage interaction in the classroom

and create a communicative learning environment.

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3. Contextual Learning: Songs an opportunity for students to learn
language in context, which helps them to understand the meaning
and use of the language.

4. Improves Listening and Speaking Skills: Songs help to improve

listening and speaking skills by providing a model for pronunciation
and intonation.

5. Review and Reinforcement: Songs can be used to review and

reinforce vocabulary, grammar, and other language concepts.

Disadvantages of Teaching English for Young Learners through Song:

1. Limited Vocabulary: Songs may have a limited vocabulary, which

can limit the scope of the language being taught.

2. Cultural Sensitivity: Songs may not be culturally appropriate for all

students, which can create a cultural gap between students and the
language being taught.

3. Limited Grammar Practice: Songs may not provide enough practice

for more complex grammar structures.

4. Over-reliance on Songs: Over-reliance on songs and games can lead

to a lack of balance in the language curriculum, and neglect of other
important language skills.

5. Limited Authenticity: Songs may not provide a completely authentic

language experience, which can limit the ability of students to use
language in real-life situations.

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 CHAPTER III
GAMES
3.1. DEFINITION

Game can be defined as a form of play that involves rules, competition and
an element of fun. Games are organized according to rules, and they are
enjoyable. Through well-planned games, learners can practice and internalize
vocabulary, grammar and structures extensively. Play and competition that are
provided by games enhance the motivation of the students. They also reduce the
stress in the classroom.
While playing games, the learners attention is on the message, not on the
language. Though games generally place an emphasis on competition and wining,
they also require some type of problem-solving activity. Games are fun and
children like to play them. Through games children experiment, discover, and
interact with their environment. (Lewis, 1999).
Games add variation to a lesson and increase motivation by providing a
plausible incentive to use the target language. For many children between four and
twelve years old, especially the youngest, language learning will not be the key
motivational factor. Games can provide this stimulus. (Lewis, 1999). The game
makes the reasons for speaking reasonable even to unwilling children. (Lewis,
1999). Through playing games, students can learn English the way children learn
their mother tongue without being aware they are studying; thus without stress,
they can learn a lot.

3.2. TEACHING METHOD

Games can be a useful tool for teaching English to young learners.

Here are some examples of games that can be used in the classroom,
according to experts:

1. Board games: Board games like Scrabble, Boggle, and Monopoly

can be used to teach vocabulary and spelling. These games also
encourage communication and social interaction among students.

2. Role-play games: Role-play games allow students to practice their

language skills in real-life situations. For example, students can act
out a restaurant scene, where they order food and drink in English.

3. Memory games: Memory games like "Memory" or "Concentration"

can be used to teach vocabulary and sentence structure. These games
also improve students' memory and cognitive skills.

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 4. Question-and-answer games: Question-and-answer games like
"Jeopardy" or "Who Wants to Be a Millionaire?" can be used to
review grammar, vocabulary, and other language concepts. These
games also encourage teamwork and healthy competition.

5. Charades: Charades is a game where students act out words or

phrases without speaking. This game helps students to practice their
vocabulary and communication skills.

6. Simon Says: Simon Says is a game where the teacher gives

instructions and the students must follow. This game helps to
improve listening and following directions skills.

7. Puzzle games: Puzzle games like crosswords or word searches can

be used to teach vocabulary and spelling. These games also improve
students' problem-solving skills.

It is important to note that the choice of game will depend on the age
and level of the students, as well as the language objectives of the lesson.

3.3. ADVANTAGES AND DISADVANTAGES TEACHING WITH GAMES

Advantages of Teaching English for Young Learners through games:

1. Motivation: Games are motivating for young learners, making the

language learning experience enjoyable and engaging.

2. Reinforcement: Games provide an opportunity for learners to

reinforce language that has already been learned in a fun and
interactive way.

3. Vocabulary Acquisition: Games help learners to acquire new

vocabulary in a contextualized and memorable way.

4. Grammar Practice: Games provide learners with a chance to practice

grammar in a meaningful context.

5. Communication: Games promote communication and social

interaction between learners, helping to develop their speaking and
listening skills.

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 6. Multiple Intelligences: Games allow learners to use their multiple
intelligences, catering to a range of learning styles.

7. Classroom Management: Games can be an effective classroom

management tool, particularly for young learners who have shorter
attention spans.

Disadvantages of Teaching English for Young Learners through games:

1. Limited Language Use: Games may not provide sufficient

opportunities for learners to use language in authentic situations.

2. Overuse: Games should not be overused in the classroom as learners

may become bored with them over time.

3. Time Consuming: Games can be time-consuming to set up and play,

which may be a disadvantage in a busy classroom.

4. Limited Learning Opportunities: Some games may not provide

enough language learning opportunities and may not be suitable for
all language objectives.

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 CHAPTER IV
CONCLUSION

4.1. Conclusion

Songs are one of the most attractive and culturally rich resources that
can easily be used in language classrooms. Songs offer a change from
routine classroom activities. Meanwhile games can be defined as a form of
play that involves rules, competition and an element of fun. Games are
organized according to rules, and they are enjoyable.

Young English learners are extremely different from adults.

Sometimes they are easy to be motivated and sometimes they could feel
unexcited in following the lesson really fast. Therefore, young
English teachers have to be creative in implementing their teaching
process in class. Theycould make use songs and games in order to
create a fun learning environment, so that learners would become
much more interested in getting involved in the lesson.

3.2. SUGGESTION

This paper is not perfect and needs to be improved for the

effectiveness and utilization of learning grammar, especially in TEYL in
Education.

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Lewis, G., & Bedson, G. (1999). Games for children. Oxford: Oxford University
Press.
Lo, R. & Fai Li,H.C. (1998). Songs enhance learner involvement. English
Teaching FORUM, 36/3:8-11
Tyson, R. E. (2000). “Serious” fun: Using games, jokes, and stories in the
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