Comparison of two jornals: Result

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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