A SUB-PROGRAM OF SONGS

FOR RAISING LANGUAGE PROFICIENCY

This article is contributed by Naginder Kaur of Malaysia , a visiting scholar at the University of
Technology, Sydney. As Naginder is keen to share her work on the use of songs in English
teaching with other teachers, she has very generously made lesson plans for the use of twelve
songs available on our website at www.atesolnsw.org from March 2009.

Introduction
In any English language teaching (ELT) context, besides raising the language proficiency
level among learners, the teacher’s intended end-objective would be the instilling of the right
values amongst learners. This is evidently envisaged in the pervading contextual ideology, as the
development of a curriculum mirrors the dominant ideology of a country. In many Eastern
cultures, for example, in Malaysia, it rests on the premise of national integration and holistic
development of the individual, in and beyond the years of formal education, as manifested in the
National Education Philosophy. Besides that, the curriculum espouses the philosophy of
educating learners in the larger context of life so that they would grow up to be citizens who are
knowledgeable, with high moral standards and are able to contribute to the betterment of the
society and nation. In other words, language skills, language content and moral values are
infused and nurtured integratively. In order to inculcate these values of lifelong learning and
ensure a holistic development of the individual, it is proposed that a sub-program of songs be
incorporated in the ELT context, be it in the East, the West or the Australian context.

Rationale for a Sub-Program of Songs

Songs are a neglected resource (Laroy, 1993) and are often used as mere fun interludes
or gap-fillers in language classes, sometimes in an ad-hoc fashion. This paper proposes an
explicitly designed sub-program of songs to be incorporated into the curriculum and syllabus in
any learning context. The primary focus of this approach is to improve student attitude, based on
the reasons discussed below.

Integration of Intellectual, Spiritual, Emotional and Physical Domains

A balanced being is created in the process of developing a morally upright person who is
intellectually, spiritually, emotionally and physically integrated.

I E I - Intellectual

E - Emotional

P - Physical

P SP SP - Spiritual

Figure 1.0 A Balanced Being

However, in the teacher’s zest to prepare learners for assessments, a lot of emphasis is
sometimes (mis)placed on the cognitive domain, with the psychomotor and affective domains
being downplayed. This fallacy may leave a huge gap between the theoretical aspirations of the
curriculum and the practical approaches to it. Meritocratic societies (like many Eastern societies),
to a large extent are responsible for this mismatch. Students are often measured against a
yardstick of examination success, hence the loss of balance or integration of the cognitive,
affective and psychomotor domains. Consequently, demotivation and disengagement in lessons
are experienced by those “at risk”, who cannot cope with these standards. Teachers must be
aware that demotivated students do not wish to be ignored and need as much encouragement
and reinforcement to alleviate their self-esteem (Chambers, 1993). Performance in language
class may be attributed not only to proficiency levels but also motivational factors. All pupils have
different needs and cannot be stereotyped. They do require immediate reinforcement to motivate
themselves. That is why a sub-program of songs will serve well to motivate students who are
exhausted by the overly-emphasised cognitive development in the implementation of the
curriculum.

Lifelong Learning

Pickard’s (1996) study of a group of proficient German learners of l2 English at college

level revealed that learners used several out-of-class language learning strategies voluntarily to
enable them to extend the language learning process beyond the walls of the classroom. Of all
the student-initiated activities, such as reading novels, listening to the radio, watching English
television programs and going to the cinemas, it was found that the receptive and passive skills of
listening and reading were most prevalent. For listening, radio represented the most frequently
used activity, with music being one of the main attractions. It can be inferred that listening to the
radio is one of the most widely used and enjoyable out-of-class language learning strategies
among learners. Since lifelong learning is the core of teaching, it ought to be reinforced via radio
as well as its music output to produce self-directed lifelong learners. The sub-program can
provide the impetus in motivating learners to listen to the radio for the music output to reinforce
language learning or to gain mileage in language acquisition. Students will become autonomous
learners and can rely on the musical input from radio stations to facilitate learning outside class,
in a fun way.

Multiple Intelligences

Another factor to address is the theory of Multiple Intelligences. Intelligence is not a

single construct and each individual has several Intelligence profiles out of the 8 Multiple
Intelligences postulated by Howard Gardner (i.e., Verbal-Linguistic Intelligence, Logical-
Mathematical Intelligence, Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence, Musical
Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalistic Intelligence). The
presence of different intelligence profiles lend strength and dimensions to one’s learning
capabilities. The Multiple Intelligence Theory is widely and extensively used in the American
school system, such as the Gardner School and Key School, but still remain novel in many other
educational settings. Although some educational emphases do make allowance for the
incorporation of the theory of Multiple Intelligence in instruction, many schools are not known to
stream students according to their Intelligences profile, instead academic ability seems to
underpin streaming considerations. As classroom practitioners, it is our duty to find ways and
avenues to induce learning environments, which incorporate this theory, as the use of different
intelligences creates a deeper, richer and more varied approach to learning (Christison, 1996). A
sub-program of songs in the language class may help to cater to the differences among learners
who have different Intelligences. For example, learners who are musically inclined will find this
program to stimulate their Musical Intelligence and amplify it through elements of music, rhythm
and beat. Besides that, it also enhances intuitive understanding of how music expresses or
influences emotions. With this awareness, students can effectively obtain information from a
lesson, thus enhancing language learning. Students who are not musically inclined or those who
do not like to sing may find equal attainment value in the lessons through the varied pre or post
activities, which benefit learners of different Intelligence profiles. Besides Musical Intelligence,
other Intelligences can also be reinforced, depending on the theme of the songs used as well as
the activities designed for the students during the course of the program, as it cannot be assumed
that all students enjoy singing and music. As such, they can derive equal benefits through the
 variety of activities, which are incorporated, in the lesson as well as follow-ups, which may
address various Intelligence profiles.
The Implementation of a Sub-Program of Songs to Meet Learner Differences

It is proposed that a sub-program of songs be incorporated as an integral part of the

curriculum and be carried out over a period of at least two weeks (about 8 hours or so) or more
(at the discretion of the teacher). It can be introduced at any time of the semester / term, but the
beginning of a school term would be the best time to attract learner interest, which can be
sustained throughout the subsequent weeks / months. The design of this sub-program is based
on Dick & Reiser’s (1989) Model of Effective Teaching which comprises nine components / steps.
A comprehensive model, it comprises steps, which are systemic (interdependent) and systematic
(interrelated). The steps for the implementation are carefully planned and defined.

4.Select / Review
Texts

1. Set Goals 3. Write 5. Develop 6.Develop Inst. 7.Choose Inst. 8.Implement

Objectives Tests Activities Media Instruction

2. Analyse Student
Characteristics

9.Revise Instruction

Fig 2.0 Model for Developing Effective Instruction (Model is based on a one in Dick, W. & Reiser,
R.A.1989, p.4)

The first step (Step 1) in planning this sub-program is the identification of its aims (i.e.,
set goals). As discussed above, the sub-program addresses three key factors as the rationale for
its implementation to increase student motivation and attitude towards language learning. The
setting of goals is to determine the general objectives. In learning outcomes, four domains are of
essence – knowledge, intellectual ability, motor skills and attitude, all of which integratively build a
holistic individual.
Next, a needs analysis is done to analyse student characteristics (Step 2). This includes
knowing students’ motivation level. Teachers can identify students who are demotivated and who
do not enjoy language classes. This can be done through one-to-one interviews and other non-
verbal indicators students display in class such as disengagement, passiveness, reticence, et
cetera. Multiple Intelligence Inventory can be given to students to determine their Intelligence
profiles. Since the sub-program aims at balancing the intellectual, spiritual, emotional and
physical being, teacher must be aware of the entry level of the students at the onset of the
program.
The information and insights would assist the teacher in writing the objectives (Step 3) by
formulating specific objectives for the lessons to be prepared within the program. The teacher
needs to identify the domain / skills to be acquired in the lessons, based on the results of the
needs analysis. This will form the basis of the specific objectives / behavioural objectives of the
lessons in the sub-program. Specific objectives may include grammar items, vocabulary and
sound system, despite the main objectives of instilling moral values and developing lifelong
learning.
 Teacher can then self-select and review the texts to be used (Step 4). In selecting
materials, factors of learner characteristics, teaching objectives and assessments underpin the
choice. It is suggested that songs, which convey moral values (explicitly and implicitly) be
selected such as self-reliance, moderation, justice, diligence, public-spiritedness and rationality,
to fulfill the need to integrate moral values in lessons, as valid and deep character shaping work
can be done. By diversifying materials, tasks and delivery methods, elements of play and fun can
be injected, thus motivating these disinterested students.
The next step (Step 5) in the implementation of this sub-program would be to formulate
assessments (develop tests). Formative evaluation will be done to teach the grammar items,
vocabulary or phonology. These assessments may include tasks as gap fills, writing short
answers, writing song reviews, or summaries and teacher’s personal observations on the
discussions of themes of the songs. Authentic assessments can be made of a variety of
classroom tasks, during the course of the sub-program, to ensure validity of the assessments.
Since these tasks may be embedded in the curriculum, students’ responses are assessed in a
genuine learning situation and is not a contrived one (Black, 1998). However, the selection of
appropriate tasks, and the procedures for ensuring reliability in assessment across different
teachers and tasks, both require careful attention. Note that Step 3, 4 and 5 are systemic and not
uni-directional. Each preceding and subsequent step is cross-directional, as the figure shows.
Alternatively, teacher can also proceed to Step 5 (Select / Review Texts) from Step 1 and move
along accordingly, as presented in the model.
In designing the instructional activities (Step 6), this sub-program will be taught with the
principle of integration in mind whereby, the language skills, language content and moral values
are taught integratively. This means songs can be used to teach the four language skills
(listening, speaking, reading, writing) in fusion. The level of difficulty and sophistication of
exercises can be adjusted to students’ age and language ability. For advanced learners, the
difficulty level may be increased, for example, deleting whole lines or phrases. Students can also
be asked to draw or infer the tone / attitude of the singers. With adjustments to the setting,
student types and proficiency level, lessons can prove successful.
Teachers will also have to select the relevant instructional media (Step 7). Several
factors need to be taken into account in determining the choice of media, i.e., motivation, learning
objectives, information and examples that can be provided, exercises and feedback,
assessments, enrichment and remedial work. Songs can be taught using various forms of
instructional technology to arouse interest among demotivated learners. Adventurous teachers
may wish to include karaoke sessions or bring their own musical instruments to add variety and
increase motivation.
After that, the lesson is implemented (Step 8), according to the steps that have been
carefully planned. Lesson plans prove useful for teachers as they provide a structured plan of
action during the course of the lesson. However, artful execution of the lesson plan is pivotal and
adequate situational judgement is necessary.
The final step (Step 9) would be to do an analysis at the end of every lesson to gauge
students’ performance through teacher’s observations and oral feedback from students.
Formative assessments like exercises of the tasks will also inform whether the objectives had
been accurately assessed. Teachers need to adopt reflective teaching methods to review their
lessons critically and make amends, where necessary. At the end of the sub-program, an
evaluation form can be given to students to determine its effectiveness and to obtain students’
general responses. This valuable information will be used to review the aims and improve the
planning and implementation of the sub-program in future.

The Incorporation of Instructional Technology

Several factors are considered in designing educational technology in this sub-program.

Firstly, class size and setting will have to be considered. The students’ needs such as age,
comprehension level, intelligences profiles and the level of anxiety are also important variables.
The compatibility of the media depends on the aims and specific objectives of the lessons as well
as the attributes of the media, which suit teacher skills. Forrest & Wrigley (1993) assert that
technology is the state-of-the-art in English language teaching and language teachers are
seeking information on instructional possibilities and resource materials. In this sub-program,
instructional technology of audio-visual media is fully integrated into the course content. The
audio visual aids include cassette player / audio CD player, cassette or CD of songs and
overhead projector / LCD projector. If the language class is big it is important to consider the
practicality of some forms of media such as computers or karaoke sets. The choice of audio-
visual media will further enhance language learning as students will get motivated through the
stimulation of their auditory and visual senses in learning (e.g., reading lyrics of songs), unlike just
having the audio CD or cassette players, which students are familiar with. In setting up this
instructional media, the resource room of every school ideally should be equipped with at least
two portable radios and cassette / CD players (230W) and made accessible to teachers. Every
classroom needs a power point in a strategic location. However, in case of power failure, the
cassette player / CD player can always run on batteries, hence a ready supply of batteries must
be available.
The resource room should be equipped with at least one overhead projector to enable
teachers to use it whenever they wish to, to break away from the monotony of lessons. The
lessons of this sub-program can also be conducted in the resource room, if feasible. Efforts
should be made to ensure that the resource room provides basic facilities, such as chairs, tables
and a whiteboard, at the least, should the teachers decide to conduct their lessons there.

Possible Problems

A possible setback is that the listening task may not achieve its objectives if, the students
are already familiar with the lyrics of the songs. They may do gap fills based on their existing
knowledge of the lyrics. In such a case, the song cannot be a good indicator of listening activity.
Teachers will have to ensure beforehand students’ familiarity with the song intended for the
lesson and the type of activity to be designed. Due to cultural differences and lack of exposure to
English in some educational settings, some students may be passive and may not take to English
songs as readily as others. Therefore, teachers need to be more cautious with the choice of
songs and the values they imply. An alternative in non-English speaking set-up may be to use
English songs rendered by local singers and idols, whom students are able to relate to. Since
many textbooks do not offer lessons on songs, teachers will need to work collaboratively in
materials production of modules and worksheets. The criteria for the choice of songs must be
pre-determined, such as songs of moral values, and of colloquial-free language. Sufficient copies
of worksheets should be available in the resource room. Consequently, schools may need to
initiate in-house training on the use of modules and worksheets.

Conclusion

Using songs in ELT is highly motivating as music is part of every teenager’s life and does
not require high-tech or expensive equipment. At adolescence, students are naturally drawn to
music and listening to the radio is an enjoyable pastime. It is hoped that the lessons serve as a
springboard to extending their learning beyond the classroom. By listening to the radio, students
strategise learning. With careful planning and implementation, this sub-program can serve well to
arouse the interest of bored and demotivated ELT students.

References

Chambers, G. (1993). Taking the ‘de’ out of demotivation. Language Learning Journal. 7, March,
1993, 12-17.
Christison, M. A. (1996). Teaching and learning languages through multiple intelligences. TESOL
Journal, 6(1), 10-14.
Dick, W. & Reiser, R. A. (1989). Planning effective instruction. Englewood Cliffs: NJ: Prentice
Hall.
Forrest, T & Wrigley, H. S. (1993). Technology and the language classroom: Available technology.
Ways of using technology in language and literacy teaching. TESOL Quarterly, 27(2), 316-
322.
Laroy, C. (1993). Using songs and music: an educative approach to language learning. Modern
English Teacher. 2(3), 7-13.
Pickard, N. (1996). Out-of-class language learning strategies. ELT Journal, 50(2), 150-159.

APPENDIX

SAMPLE LESSON 1

Song : Don’t Cry Joni

by Conwai Twitty
Students’ Level : Intermediate
Time : 2 Hours
Language Focus : Narrative Writing Using the Simple Past Tense
Instructional Media : Cassette Player, Worksheets

Steps:
☺ Introduce the song and give a very brief description of its theme.
♫ Turn on the song and let the students understand it, while enjoying its rhythm.
Remind students to pay attention to the chronology of events. Play it twice, if necessary.
☺ Distribute Worksheet 1 with scrambled verses.
 Students work individually to rearrange the different versus, based on what they had
listened to. Later, allow them to confer to derive at the final lyrics in the correct order.
♫ Distribute the lyrics to the students. Turn on the song again (twice). This time, check the
answers and then sing as a class.
Follow-up:
 Role Play: Students can reenact the situation in several scenes / episodes in groups of three,
i.e. Joni, Jimmy, John. This activity leaves much room for creativity and enjoyment.
☺ Lecturer monitors the activity and can select one group (with potential) to present in
class.
☺ Debriefing on the way of the world and the surprises it presents! Elicit responses on
students’ reaction if fate played such a game on them.
 Narrative Writing: Students can be assigned to work individually to do a piece of
narrative writing, with a suitable title from the lyrics of the song that they have. Students
must be taught the Simple Past Tense and Basic Sentence Patterns prior to this task.
Variations:
Elementary:
• Provide Guided Composition and instruct students to fill in the blanks with the correct form of
the Verbs in the Simple Past Tense (Worksheet 2).

WORKSHEET 1
DON’T CRY JONI
by Conwai Twitty

As you have listened to the song, can you try to rearrange the verses in the correct
chronological order?

(Note: for copyright reasons we are not able to reproduce the lyrics of the songs here. Lyrics may
readily be found on the internet. Try using Google and typing “Joni don’t cry lyrics”. Prepare
worksheet two by presenting the lyrics with the verses in a scrambled order.)

WORKSHEET 2

Fill in the blanks of the story of Joni and Jimmy below with Verbs in the Simple Past Tense.

Once, there _________ a girl. Her name _________ Joni. Joni _________ a friend,
whose name ___________ Jimmy. They _________ neighbours of ten years. Joni __________
Jimmy very much. One day, she __________ to him about her feelings and ___________ him to
wait for her until she _____________. After Jimmy _______ the note twice, he __________ to go
to Joni’s house. Jimmy _________ her not to cry and that she would forget him soon enough.
Besides, she ___________ only 15 while Jimmy __________ 22. Joni __________ really heart-
broken.
Soon, Jimmy _________ his things and _____________his hometown to get a job
elsewhere. He _________to settle down in his new place. However, he often __________ of
Joni and of her love for him. Finally, he ___________ to go back to Joni. He __________ a
plane home. He ___________ to explain to Joni how much his heart __________ full of her
memories. He also ____________ to marry her.
However, when Jimmy ____________ at Joni’s house, he ___________ surprised
because things ____________ the same anymore. His heart _____________ when Joni
__________ him to forget her. This is because he had been away for five years and she had
married his best friend, John!

Well, that’s life! What would you do if your life turned out this way??!!

( Note: Students can be provided with the song with verses in the correct order to assist them in
completing the Fill in the Blanks activity.)

Naginder Kaur is a Visiting Scholar at the Faculty of Arts and Social Sciences,
University of Technology Sydney. She is a recipient of Endeavour Research Fellowship
Award and is undertaking a study on learner autonomy in vocabulary learning towards a
PhD degree in her home country, Malaysia. She has over 17 years of ELT experience at
the school and tertiary levels.