Universitas Muhammadiyah Jakarta, Indonesia Jl. KH. Ahmad Dahlan, South Jakarta, 15419
Universitas Muhammadiyah Jakarta, Indonesia Jl. KH. Ahmad Dahlan, South Jakarta, 15419
Universitas Muhammadiyah Jakarta, Indonesia Jl. KH. Ahmad Dahlan, South Jakarta, 15419
LISTENING
(anwarjk5@gmail.com)
Universitas Muhammadiyah Jakarta, Indonesia
Jl. KH. Ahmad Dahlan, South Jakarta, 15419.
Abstract: Everybody love music, from the young ages to the old ages. Music are the best way to
learn listening. Using music is helpful and easy, especially in learning listening skill. Everybody
prefer listen to a music rather than conversation. The teacher can use the music that they like to
raise their learning spirit. Then, this article will explain about to improve student’s listening skill
by use a rap music. Listening skill is one of skill in the English language that should be mastered.
People who learn the English language should master the listening skill. To improve listening
skill, people can exercise through a music because music has a large benefit to improve listening
skill.
Keywords: extensive listening, extensive reading, learning through music, music learning, rap
music, listening material, listening skill, extensive listening materials and activities
Extensive listening focuses on longer activities, these may vary from something that’s a few
minutes long to several hours long. Rather than focusing on individual parts, extensive listening
focuses on overall understanding. With extensive listening, you don’t have to translate each word
or focus on grammar rules. Instead, you simply have to try to understand the audio as a whole.
Because extensive listening focuses on overall understanding, extensive listening helps students
understand spoken language in real-world contexts. Gardner (2006) calls an approach that
focuses on logical or linguistic intelligences to teach most subject content “fundamentally unfair.
It privileges those who have strong linguistic and logical−mathematical intelligences” (p. 56).
Therefore, English language learners are not simply faced with learning a new language’s
foundational skills at the same time as they are learning the higher level content of academic
classes. If their linguistic intelligence is not one of their dominant channels, they are doubly
disadvantaged. Since Gardner (2006) first introduced the multiple intelligence (MI) theory, many
educators have tried to apply his theory to improve teaching practice. Teaching to musical
intelligence has proven to be effective in helping students learn English, yet there is little
language. Therefore, students are often deprived of opportunities to use their musical intelligence
for learning. In addition to reaching students who have dominant musical intelligence, music
provides an ideal way to teach prosody, the rhythm, pitch, and tone of a language. Graham
(1992) proposed that expressing meaning in the English language is not possible without correct
intonation, stress and rhythm. In Music, Language and the Brain, Patel (2008) explains that
“within our own minds are two systems that perform remarkably similar interpretive feats,
converting complex acoustic sequences into perceptually discrete elements (such as words or
chords) organized into hierarchical structures that convey rich meanings” (p. 3). He notes
“ability to form learned sound categories, to extract regularities from rhythmic and melodic
sequences, to integrate incoming elements and to extract nuanced emotional meanings from
acoustic signals” demonstrate that the domains of music and language use some of the same
mechanisms (p. 4). Therefore, teaching the intonation, stress and rhythm of English can be
authentically acquired when language is accompanied by musical phrases that reflect or represent
In language learning, the students start to learn with the listening process. That’s why the
use of song in language learning is very important. This statement supported by Thornbury
(2002) that explained children will acquire the listening skill first, as they have not yet learned
how to read. The listening process also backs up with visuals, facials expression, movement,
mime and through pictures. The whole process namely the starting point in learning language for
the students.
Hare & Smallwood (2008) that explainsong and rhymes helps the learners to improve
their listening and sound discrimination and can aid the memory and learning skills. The last
opinion also comes from Fairbanks (2000) mention that learning through music can be very
effective as the stimulation for the brain while processing the information. Their opinions
strongly recommend that the use of song will bring a significant impact in learning process for
the students.
listening skills between seventy-two second language learner students in a primary school in
South Africa. This opinion suggests that song strongly leads the students in improving their
listening skills, one of the four main skills in English language learning. Based on the finding of
his research, the uses of song succeed in improving the ability to master English in general.
Rap song has a lot of a different and unique vocabulary that can improve student
knowledge. The intonation and pronounce in a rap song also can improve the student listening
and analyzing skills. The emotional aspects of a rap song may increase the level of arousal and
attention. Also from a perceptual point of view, the presence of pitch contours may enhance
prosody and music have tone, pitch and rhythm as common elements that define them, music can
the findings of a study by Schon, et al. (2008), many students, who might not recognize or detect
some of these oral language characteristics with speech alone, are more likely to detect them
when music is added to words. Ilcuikiene also established that many teachers who were
convinced their students needed to learn prosody in order to be understood when speaking were
apprehensive to teach it, in spite of their students’ needs. This apprehension was because
According to Krashen’s affective filter hypothesis (1982), language acquisition best takes
place when anxiety is low and confidence is high. Under these conditions, learners are likely to
receive more input and produce more output. In recent years, neuroscience has strengthened
Krashen’s hypothesis on affective filter. According to Sylwester (2007), “emotion and attention,
are the gateway to cognition [and] artistic arousal and focus help to maintain the vigor of our
driving force in attention which, in turn, drives learning. Moreover, emotion and attention relate
to the here and now in brain function which creates the setting for learning. Rafiee, Kassaian and
Dastjerdi (2010) suggest that using humorous song creates a positive atmosphere to extinguish
negative factors that raise the affective filter and create a barrier for language learning.
Research finding
Why Rap Music To Improve Student’s Listening Skill For Extensive Listening?
Activities
Conclusion
REFERENCES