INTRODUCTION
Nowadays English has become an international language, more and more people learn English. The importance of English as a world language has made people to learn English as early as possible. In Indonesia for example, English is taught even before the children enter the playgroup, there is a special class for children who are still around two or three years old. This is supported by the fact that the optimum age for children to learn a foreign language is when they are still in a very young age. This phenomenon has made Teaching English to Young Learners “TEYL” become increasingly famous. There are many English courses and the publication of the course books. Before we go on, it is better to look at the definition of young learners in order for us to have the same perspective and knowledge. “The definition of Young Learners is children between the ages of about 5 years old to 12 years old” as Rixon (1999) cited in Shin (2006), while the primary or elementary stages of formal education before the transition to secondary school. This is why the ages of the young learners could be varied from one country to the others.
Songs have become an important part of human culture and civilization. They are used in many social and cultural occasions and have traditionally used as an educational tool. Therefore, it is widely believed that songs can be used to promote learning amongst people, including children.
One type of songs which children like most is action song. This type of songs usually requires body movements of the whole parts of the body or only some parts of it. In relation to English language learning for children, action songs are considered as powerful resources which help their language development. By nature, children enjoy playing and singing songs and they will get a lot of benefits when they were exposed to particular English songs in the English classroom. This paper intends to explain the use of action songs in English classes at elementary schools. At first, it outlines some theoretical reasons of using action songs in the English classroom. Then, it identifies and explains some possible action songs that can be used in the classroom and how to use them in the English classroom.
The reason why the writer chooses this topic is mainly because song is really suitable for young learners. Through songs and the fun activity make the children learn the language unconsciously, and in a fun way. Through songs, the children can enhance their language skills such as listening, speaking and writing. These three skills are put in order, since the first skills that the children learn is listening the songs, and after that the children learn to speak or sing the song, the last thing, the children learn to write the lyrics of the songs. The activity is not only lead to the fun activity of the children but also the skills’ development of the students when they are listening to the particular kind of song.
DISCUSSION
A. Song as Useful Learning Resources for Young Learners
Songs and languages might have some similar features. By using songs, people can express themselves. Similar to songs, language is also a means used by people to express their thought, feeling or concern about particular things. As Goodger (2010) cited in Nurhayati (2012) mentions that music and language share some common elements. First “physically, both of them made up of sound waves which our ears capture and our brains process into a meaningful, recognizable code.” Language, except the sign language, and songs are firstly captured by ears and then they proceeded by the brains. Second, both of them “communicate emotions and meanings.” In everyday life, they often function as canal for human to express idea, opinion, feeling, emotion, and dream. Third, they both have an “intrinsic phonology namely rhythm and accentuation, key and intonation”. Song is defined as a short piece of music with words to be sung. In language, particularly English certain features like tune, intonation, stress also exist and give impact to meanings. Goodger also mentioned that “the notes in a melody correspond to the phonemes in words; change the order of the notes in a tune and it loses its sense. It is exactly the same for phonemes in words, phrases and sentences.”
