Teaching listening with songs

4) Always consider the authenticity and difficulty of the material
When dealing with challenging listening materials, the speed of speech must be considered. Because every speaker speaks at a distinct rate, lowering the speech rate of listening material isn't a good idea because it affects the material's authenticity. Creating pauses from time to time, either digitally through computer manipulation of the material or manually (by hitting the "pause" button on a tape recorder or other media player) is one possible option. The teacher can use a single material for a variety of difficulties by pausing at the right times.


1.3 THE INFLUENCE OF SONGS IN FOREIGN LANGUAGE CLASSES

According to Lo and Fai Li (1998:8), learning English through songs can help students strengthen their linguistic skills by changing the tedious ambiance in the classroom and providing a pleasant learning environment. Songs are one of the most appealing and culturally rich materials that may be used in language classes with ease. Songs, according to Maley (1987), provide various things that can help students remember things like sounds, rhymes, and melodies. It means that songs can help students learn English more effectively (ELT). The lyrics of a song are embedded in a student's long-term memory when he listens to and memorizes it in class. Listening songs as a kind of listening activity has broad potential. Music and songs are important parts of growing and learning. The teacher can meet the difficulties of teen needs in the classroom by selecting modern popular songs that are already recognizable to them. Because songs are memorable and motivational for students. Repetition is the most crucial feature of music. Songs contain language patterns, as well as developing listening skills, pronunciation, and rhythm, as well as providing a pleasant environment. Furthermore, singing is a really helpful activity. It can be used at any point throughout a class, and there are numerous ways to incorporate it. Songs are sometimes used as warm-ups and gap fillers, and occasionally as the main part of a lesson, but they are also utilized to create a fun mood.

Using songs in the classroom also entertains pupils, helps them relax, and helps them overcome their negative attitudes toward a foreign language while learning a linguistic structure through song (Saricoban, 2000). In this regard, the amusing and relaxing mood that songs bring to the classroom helps to ease the effects of certain emotional states such as excitement, anxiety, a lack of self-confidence, and a sense of being threatened, as well as positively influencing or facilitating the learning process by emotionally stimulating the student (Kramsch, 1993).