I Read An Educational Journal: Method

This article is going to tell about the method that this journal use for the research.

The author made questionnaire and gave to the participants. The participants were male and female students (age 15 to 17) in an English language institute in a small town in the south west of Iran. There were 30 girls and 30 boys in four classes. They were required to take English courses for three hours per week. The students had 3-5 years of English education in secondary school. Before taking the tests, they were told that scores on the tests would be regarded as part of their class work grade. This encouraged them to participate more seriously in the experiments.

The materials used in this study were a pre-post test and a researcher-made questionnaire. The pre and the post test were the same to reach valid and reliable results and the aim was to determine how much the students will be achieved after the treatment. In order to homogenize the participants, pre-test as the first reliable and efficient instruments was used at the very beginning of the course. Then at the end of the course, after the validity and reliability of the questionnaire was assessed by the experts, it was given to students, in order to know students' preferences about the strategies developed in class. The validity of the questionnaire was accepted by some university professors and experienced English teachers.

The data was collected through a pre test, post test and a researcher-made questionnaire. After conducting the study, collecting the required data and gathering the questionnaire, data was statistically analyzed using Frequency, Percentage, Likert Scale, mean and t-test. A comparison between male and female was conducted to see whether there was any difference in terms of gender in the use of popular culture or not and whether there was any differences between two groups (Experimental group and Control group).

The aim of this study was to identify and examine the effect of Song and Movie as a stimulus to enhance students' learning. To achieve the purpose of the study, the following research question will be addressed: To what extent do song and movie affect language achievement of high school students? If so, on what components and skills of language do they exert more effect?

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I Read An Education Journal: Theory

The reasons why the researcher do this research because these two things (songs and movies) are importance and has role in language teaching. (Rosova, 2007) claimed that songs have a place in the classroom for helping create a friendly and co-operative atmosphere for language learning, but they can offer much more. He also mentioned the idea that songs are effective tools in education. According to (Razmjoo, 2012), there is a relation between linguistics and musicology as songs. And the other theory about the impact of songs in teanching learning from Kanel and Lowe.

Non – verbal communication is comprised of such things as gestures, expression, posture, and dress. There are some benefits relates to using movie in the classroom. The first is relates to motivation. When they are watching films, they can learn language components such as grammar, vocabulary, pronunciation. Second, the movies help the learners' comprehension by enabling them to listen to exchanges and see such visual supports as facial expression and gestures simultaneously, which may improve their insights into the topic of the coversations. In real life, unless they are speaking on the telephone or listening to the radio, such visual supports are present to accompany the verbal exchanges, so the existence of facial expression and gestures in the movies can simulate the dialogues in real situations.

In addition to the visual supports the films also provide exposures to the language uttered in authentic settings (Stempleski,1992; Telatnik and Kruse, 1982). The most convincing argument for using film in the classroom is the motivation it provides the students (Baltova, 2000; Lin , 2002). Films also provide a context for language learning to take place by reinforcing what students would learn in the classroom in a dramatized , authentic prduction (Brinton , 1991; Gebhard, 1996).

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