THE USE OF SONGS IN IMPROVING LISTENING COMPREHENSION IN ENGLISH

Abstract

This study examines the use and selection of songs in listening comprehension classes. 3 students at elementary level listened to 9 songs in different genres and were asked to fill in the blanks in the lyrics provided in three listening cycles. The best comprehended songs were in acoustic soft rock and soft rock genre. The findings suggest that the clarity of pronunciation and the low density of instrumentation are key factors in increasing listening comprehension. On the other hand, the origin of the singer does not seem to affect the comprehension. Analysis of songs in more varied genres may contribute to the field.