INVESTIGATING CHALLENGES FOR LEARNING ENGLISH THROUGH SONGS

Authors

  • Nurhidayah Muhamad Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
  • Noor Hanim Rahmat Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

DOI:

https://doi.org/10.46827/ejel.v6i1.3270

Keywords:

classroom teaching, learning, challenges, pronunciation, meaning

Abstract

Teachers teaching in the 21st century find classroom teaching and learning more challenging than it used to me. Generation Y are known to have problems with communication and generation Z are known to prefer learning tasks that contain the use of technology and activities that include the elements of fun. The use of songs has been successfully used in the teaching of English as a second/foreign language. Songs are known to motivate learners in the classroom. However, some language teachers report facing problems when they use English songs as teaching materials. This pilot study explores the challenges teachers face when they use of English songs in the English classrooms. Respondents were chosen from a public university in Malaysia. The instrument used is a questionnaire. Findings of the study revealed that teachers and learners face challenges such as pronunciation and meaning when English songs are used in the English classrooms.

 

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Author Biographies

  • Nurhidayah Muhamad, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

    Nurhidayah Muhamad is an undergraduate student of professional communication at Universiti Teknologi MARA, Malaysia.

  • Noor Hanim Rahmat, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

    Noor Hanim Rahmat is an associate professor at Universiti Teknologi MARA, Malaysia for the past 26 years. Her research interest includes TESL methodology, academic writing, and educational psychology.

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Published

2020-08-21

Issue

Vol. 6 No. 1 (2020)

Section

Articles

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