Teachers’ Perception About the Use of English Song in Listening Activity

Abstract

This research aimed to explore teachers’ perceptions about the use of English songs in listening activities, focusing on a private junior high school in Probolinggo, East Java. The study was motivated by the need to find effective and engaging media to improve students' listening skills and overcome boredom in English classes, especially during listening sessions. English songs were considered as a promising alternative due to their wide appeal and natural linguistic features that could potentially support language learning. A qualitative case study approach was employed in this research. Two English teachers who had more than five years of teaching experience and regularly used English songs in their classes were selected as participants. Data were collected through semi-structured interviews conducted in Bahasa Indonesia to ensure comfort and clarity. The data were then analysed using Thematic Analysis following the six-step model proposed by Braun and Clarke (2006), which involved coding the data, identifying patterns, and constructing meaningful themes. The findings of this study revealed four major themes: 1. Benefits of Using Songs 2. Teachers’ Strategies in Using Songs and Song Preferences 3. Challenges in Implementing Songs Teachers reported that using English songs significantly enhanced students' motivation and engagement during listening lessons. Songs helped create a relaxed and enjoyable atmosphere, reduced anxiety, and increased students' participation. Beyond the affective benefits, teachers emphasized that songs supported the development of listening and pronunciation skills, enriched vocabulary, and exposed students to natural pronunciation and intonation patterns that are often difficult to achieve through textbooks or teacher talk alone. Regarding strategies, teachers carefully selected songs based on the lesson theme, students' proficiency levels, and current musical trends to ensure relevance and engagement. They also involved students in suggesting songs and preferred using familiar or viral songs from platforms like YouTube or social media. Activities such as “fill-in-the-blanks,” lyric discussions, and vocabulary analysis were often used to reinforce learning after listening. However, the research also highlighted several challengesfaced by teachers. The most significant issue was the lack of adequate facilities, such as built-in audio equipment in classrooms. Teachers had to carry speakers manually, which was time-consuming and inefficient. Another challenge was the gap in musical preferences between teachers and students, making it essential for teachers to constantly update their knowledge of trending songs to maintain students’ interest. Time constraints and the pressure to meet curriculum goals also limited the opportunity to design creative, song-based learning activities. In conclusion, this study found that English songs are perceived by teachers as effective, enjoyable, and meaningful tools for improving students' listening skills in English. They offer both cognitive and affective benefits, and when used appropriately, they can enhance the overall quality of English language learning. While there are some limitations in implementation, particularly regarding infrastructure and song selection, teachers showed adaptability and creativity in overcoming these obstacles. The study recommends that schools provide better audio-visual facilities and support teacher training in the use of music for educational purposes. Additionally, future researchers are encouraged to involve a larger number of participants, include students’ perceptions, and possibly combine qualitative and quantitative approaches to examine the effectiveness of English songs in improving language skills from multiple perspectives.