The journals:
1.
The Effect of Song and Movie on High
School Students Language Achievement in Dehdasht
2.
The
Effect of Using Songs On Young Learners and Their Motivation for Learning English
Both of journals are aim to identify and examine the effect
of media in the classroom. The first journal talk about 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?. The second
journal is talk about the effect of using songs in english lessons. One key factor is that children are not aware of the
fact that they are learning through songs, and
therefore they see them as a pleasant and fun part of English lessons. Apart
from this, songs serve as a good source of
pronunciation, intonation, and accent practice, but also as a practice of
listening skills and vocabulary
development.
In the first journal tells that “The most important reason
for using songs in the classroom would be to bring students into contact with
authentic language.”
There is a relation between linguistics and musicology as
songs have both the communicative feature of language and the entertaining
feature of music. Songs have rhythmic and melodic content representing a
specific form of communication in a linguistic sense. The use of songs in the
foreign language classrooms reflects the inherent rhythmic nature of life
(Razmjoo, 2012).
There are some benefits relates to using movie in the
classroom. The first is relates to motivation. Films about issues that draw the
learners' interest can affect their motivation to learn. 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
conversations. 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.
In the second journal provides the benefits for using songs
in englis classes.
Griffee (1988) identified the following reasons:
1. Songs and music lower anxiety. If they are
introduced in the early years of language learning, songs and music tend to create
enjoyable, anxiety-free environment.
2. Songs are useful for teaching vocabulary.
3. Songs serve as an excellent listening material.
4. Songs can be used as supplemental texts in the
end of the lesson, on special occasions or as an additional component for
vocabulary development.
5. Songs and music can be used to support grammar
presentation, practice and revision.
6. Songs and music bring various cultures into the
classroom.
In conslusion, the goal of both journals is find the creative
way to teach young leaners that is with using media. The using of songs and
movies could be a useful media in english learning.
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