motivating the 12th form students in learning grammar by designing song based activities for language focus lessons

SÁNG KIẾN KINH NGHIỆM MOTIVATING THE 12TH FORM STUDENTS IN LEARNING GRAMMAR BY DESIGNING SONG-BASED ACTIVITIES FOR LANGUAGE FOCUS LESSONS LĨNH VỰC: TIẾNG ANH M À N SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN TRƯỜNG THPT NGHI LỘC - - - - -  - - - - - SÁNG KIẾN KINH NGHIỆM MOTIVATING THE 12TH FORM STUDENTS IN LEARNING GRAMMAR BY DESIGNING SONG-BASED ACTIVITIES FOR LANGUAGE FOCUS LESSONS LĨNH VỰC: TIẾNG ANH Giáo viên: Nguyễn Thị Hà Ân Tổ chuyên môn: Văn-Tiếng Anh Năm thực hiện: 2020 - 2021 M À N Nghi Lộc, tháng năm 2021 LIST OF CONTENTS LIST OF TABLE PART A: INTRODUCTION Reasons for choosing the study In today’s global world, the importance of English cannot be denied since English is the greatest common language spoken universally It is the language of science, aviation, computers, diplomacy and tourism Knowing English increases the changes of getting a good job in a multinational company within our home country or for finding work abroad It’s also the language of international communication, the medial and the internet Learning English is useful for socialising and entertainment as well as work That is reason why English has been learnt and put under a lot of pressure for learners In Vietnam, English is taught as a foreign language and as compulsory subject in the national curriculum Grammar plays a significant role in language teaching Grammar rules make the learners sharpen their intelligence to produce the sentences with specific content and context The learners will be able to think consciously whether the utterances used are appropriate or not so that they can gain more educated communication However, teaching grammar in foreign language classroom always gets some problems since the language teachers and lecturers not use the effective ways Grammar taught extensively and monotonously that focuses on a great numbers of rules by lecturing methods cause boredom among the learnersand trap them into constraint and stress felling so that grammar become the frightening English subject The teachers should be more creative and innovative to make the learners aware and enjoy studying grammar The teacher can utilize many educational tools or instructional tools to enhance grammar competence by avoiding stress and pressure in learning grammar One of the instructional tools that can be used is song because it can help the students without any strain or constraint in learning process Song is one of the excellent tools to give a positive learning environment to the students that can force them to extend their language creativity because songs make them maintain their stable emotion in learning This condition can stimulate the students’desire and motivation to develop their grammar ability for the better accomplishment Songs can influence the class environment especially in grammar class because it provides the easiness in studying and they enjoy learning and practicing some language structures At my school, NghiLoc High School, many students find it difficult to learn grammar That is why I choose the topic “Motivating the 12th formstudents in learning grammar by designing song based activities for languagefocus lessons” to help the students feel relax so that the negative attitude in studying grammar can be avoided Objective of the study Utilizing song based activities in language focus lessons to enhance grammar competence by avoiding stress and pressure in learning grammar Significance of the study Using English songs enables to help the learners to increase their interest, motivation and build the harmonious classroom atmosphere in learning English as the foreign language Song is an effective instructional tool to give the learners good energy and motivation in learning grammar It is not such a difficult subject to teach and to learn as long as the teachers or lecturers know how to teach it and the students can feel safe to get it in their English classroom In the grammar teaching, the teachers can try a wide range of songs that contain the appropriate lyrics to perform the language pattern or structure that are going to be taught Scope of the study Focusing on the effectiveness of using song - based activities to motivate the 12 form students in learning grammar at NghiLoc High School th Methods of the study - Study of theories - Observation of real situation - Analysis and evaluation PART B: CONTENT CHAPTER LITERATURE REVIEW Grammar 1.1 Definition of grammar Grammar plays an important role in language learning process The role of grammar cannot be separated in language skills either speaking or writing Every language skill needs grammar to make the sentences of the language becomes structural Linguists define the grammar slightly differently but finally they come to the same conclusion Grammar usually refers to studying about sentence structure According to Brown (2007), grammar is “the system of rules governing the conventional arrangement and relationship of words in a sentence” Technically, grammar refers to sentence-level rules only and not to rules governing the relationship among sentences, which we commonly refer to as discourse While Chomsky (1959) argues that a grammar can be regarded as a device that enumerates the sentences of a language Ur (2007) states that Grammar may be roughly defined as “the way language manipulates and combines words (or bits of words) in order to form longer units of meaning” It means that grammar is study of how to combine words in a sentence to make the sentence meaningful According to Richards and Schmidt (2010) grammar is a description of the structure of a language and how language units such as words and phrases are formed into sentences Meanwhile, LarsenFreeman (2009) states that the definition of grammar when associates with language learning has some meanings They are: - A set of prescription and proscription about language forms and their use for a particular language - Description of language behavior by proficient users of a language - A work that treats a major structures of a language - Structures and rules that are compiled for instructional and assessment purposes - Structures and rules that are compiled for instructional purposes of the teacher Based on those experts’ statements about the definition of grammar above, definition of grammar can be drawn as the elements of a language and the rules of how to arrange these elements into a meaningful unit From many definitions that have been mentioned, the closest definition about grammar which is related to this research is stated by Richards and Schmidt (2010) “grammar is the rule of language that makes the unit of words become sentences” 1.2 Teaching and learning grammar Grammar is not a new term for language learners In the country which English is learned as second or foreign language, grammar, as the aspect of English, has been so familiar for the learners Many studies on grammar teaching have been done to reveal the effectiveness in teaching grammar and how to increase students’ interest and understanding on grammar and also the approaches used in teaching grammar According to the study of language learning which includes a focus on learning grammar (form-focused instruction), grammar teaching convincingly shows more effective results than teaching focusing only on the meaning Learning focuses on grammar, according to Long can be divided in two The first FOFs (focus on forms) and FOF (focus on form) The first model of learning focused on studying grammar In this model, the grammar is taught separately from the context The second model of learning is focused on the meaning and on the grammar that appears on the material being studied 1.3 Types of grammar exercises 1.3.1 Gap-fill The easiest and most common way to exploit grammar with the help of songs is to design gap-fill exercises A gap-fill exercise is an exercise in which words are removed from a text and replaced with spaces The learner has to fill each space with the missing word or a suitable word In order to focus the activity on a particular area of grammatical structures, parts of the lyrics can be eliminated The lyrics of the song can be edited and the blanks can be added for making a cloze exercise for the learners to complete Doing the cloze the student is required to supply elements that have been deleted from a text One possibility is to blank the verbs and ask the students to listen to the song and fill in the blanks The other way is to ask the students to complete the blanks before listening with giving the base form of the verbs in the brackets 1.3.2 Prompts Learners are asked to create complete sentences from given prompt words Different grammar structures, prepositional phrases are supposed to be kept in mind 1.3.3 Multiple choices In a multiple choice test or question, one has to choose the answer that one thinks is right from several possible answers that are listed on the question paper As the variety of tense forms and grammar structures in songs is vast, the exercises can be designed on different tenses - single or mixed types, the use of infinitives after modal verbs to name just few options 1.3.4 Matching Learners are asked to match two halves of a sentence correctly Connectors and conjunctions can be left out to make exercise more challenging 1.3.5 Sentence combination Learners are asked to combine two sentences, using certain structure.The teacher can use this type of exercise to help learners practise many grammar structures 1.3.6 Transformation Learners are given a synonymous sentence in a song and asked to transform the sentence using a specific word, which produces the lyrics of the song Changes of person, time and tenses from reported to direct speech can be practiced with such kind of exercises 1.3.7 Error correction In order to highlight a particular grammatical form, learners are given certain changed grammatical forms that they are supposed to correct 1.3.8 Word combination The teacher can use this type of exercise to have learners combine verbs and prepositions to make phrasal verbs 1.4 Difficulties in teaching grammar and solutions Grammar is a main component of any language in the world Without grammar, we can't understand, for example, the time of action whether it happened in the past or in the present We can say that grammar is abstract in the mind and it becomes concrete in the use Teaching grammar is serious and has a lot of challenges that teachers face One of the problems generally faced by most of the teachers of English is the poor standard of the students Students are even ignorant of the basic rules and structural patterns which they are supposed to have learnt at the lower level If a teacher directly starts his teaching at the graduate level without trying to know the level of the students, his efforts will not bear any fruits as he will not be able to raise a structure over a feeble foundation The teacher should begin from the simple grammatical items and proceed towards the complex ones Each succeeding grammatical item has to be based on the previous ones taught earlier in the class Thus, by carefully selecting the frequently recurring grammatical items and by grading them as per the background of the learners, the teacher should provide constant practice to the students in creating and using sentences based on the grammatical forms and structures in various day-today situations of their lives Another problem is that students find the grammatical lesson so difficult and boring The teachers should be more creative and innovative to find out the best way to make the learners aware and enjoy studying grammar.The teacher can utilize many educational tools or instructional tools to enhance grammar competence by avoiding stress and pressure in learning grammar One of the instructional tools that can be used is song because it can help the students without any strain or constraint in learning process Songs 2.1 Benefits of using songs and music in the classroom Some teachers are reluctant to use music in the classroom They fear that it might hamper the learning environment and that the lyrics may be too complex for students to grasp Some teachers think that the benefits associated with using music in the classroom can only be useful for a group of musically gifted children In fact, some of the students will benefit more than others But this doesn’t mean that those who don’t have a superior cognitive musical ability will not benefit Incorporating music into almost any class can be a great way to teach content and it doesn’t take special training or expensive resources 2.1.1 Psychological benefits of using music and songs in the classroom Language, like music, performs four functions as follows: it serves as a means of cognition, and it is the custodian of the national culture, a means of communication and expression of an idea It is an instrument that allows us to convey an idea to another in order for them to understand Language and music are closely interconnected and deeply penetrated into the emotional sphere of people The use of songs in a lesson establishes a favorable psychological climate, reduces mental stress, induces emotional state, and promotes interest in learning English 2.1.1.1 Motivation Popular songs affect the lives of students and relate to their different interests and daily experiences Almost all popular songs are related somehow to themes of friendship, love, apparitions, grief and others that are common associated feelings of people Since most young people are interested in a wide range of cultural phenomenon outside of classes, songs can be a really motivating and unique teaching tool Learning songs in English is a simple task Students easily memorize lyrics and feel the effectiveness of their training, which also increases their motivation for further learning 2.1.1.2 Positive Atmosphere Music is one of the most effective ways of influencing the emotional behavior of students, because they perceive singing not as an educational process, but rather as a game or an activity for relaxation Such activities not only 10 C Free practice: (3 minutes) - Work in group and talk - Let Ss work in groups and talk about the about the situations in real situations in real life, using conditional sentences life, using conditional sentences - For example: A: What would you if someone stole your bicycle? B: I would call the police A: Really? I wouldn’t I would call my neighbours for help Or: That’s a good idea I would the same… C:……………………………………………… V Consolidation(1 minute) - Listen and take note - Summarize the main points of the lesson VI Homework (1 minute) - Ask Ss to exercise 1, 2, page 34, 35 in the students’ workbook 41 CHAPTER METHODOLOGY 1.Research methodolgy Quantitative research involved counting and measuring of events and performing the statistical analysis of a body of numerical data Qualitative research involved collecting data which was concerned with describing meaning, rather than with drawing statistical inferences Therefore, in this research paper, quantitative method was used to analyze the information from questionnaire With the aim of having a complete and detailed description, qualitative method was also used to analyze the data from Participants Because of the limited time and conditions, the topic studies the teaching and learning of grammar for grade 12 students at NghiLoc Upper Secondary School, mainly focusing on the students in class 12A4 and 12A6 Data collecting procedures 3.1 Questionnaire The questionnaire was delivered to students All of the questions mainly focused on the influence of songs in learning grammar To make sure that the necessary information could be gained, a short explanation about the nature of research was given and key words were translated into Vietnamese Therefore,the participants would pay attention and avoid confusing and misunderstanding The questionnaire was carried out during break time and it took each student 10 minutes to complete 3.2 Data analysis After completing the process of data collection, the data would be analyzed in detail Using both quantitative and qualitative methods, the researcher would make an overall analysis to find out the impacts of the song and its lyrics for teenagers as the student in learning grammar 42 CHAPTER FINDINGS AND DISCUSSION The analysis of questionnaires The data analysis of the questionnaire was shown on the following tables Table 1: I often listen to English song No Option Frequency Percentage A Strongly agree 42 51,2 % B Agree 33 40,2 % C Disagree 8,6 % D Strongly disagree 0% Total 82 100 % From the table above, it shows that more than half of respondents are familiar with English songs English songs are not something strange for them And the way they listen to English song is also supported by its song lyrics that they read and search during listening to the song Table 2: I read or search for the lyrics during listening to the song No Option Frequency Percentage A Strongly agree 28 34% B Agree 39 47,6% C Disagree 10 12,3% D Strongly disagree 6,1% Total 82 100% The questionnaire above clearly supports previous statement that if we see the option A and B and mix them to be one can be interpreted that generally the students searched and read the song lyrics while listening to the music This activity was got better since there are some music online applications which provide the song complete with its lyrics So it helps people to read the lyrics during listening to the music 43 Table 3: Learning activity using English song lyric can help to increase my understanding in grammar learning No Option Frequency Percentage A Strongly agree 17 20,7% B Agree 43 52,4% C Disagree 17 20,7% D Strongly disagree 6,2% Total 82 100% Increasing the understanding of grammar through song lyrics was an appropriate way for most of the students It was proven by numerous participants who agree that song lyrics are good activity to increase their understanding of grammar patterns Table 4: In your opinion, how easy to identify grammar in song lyrics? Option Frequency Percentage A Quite easy 12 14,6% B Easy 23 28% C Difficult 25 30,6% D Verydifficult 8,6% E Other… 15 18,2% Total 82 100% This table provided the result of an open ended questionnaire This questionnaire let participants gave answers by their own words freely, so it made the answer became more various Every answer then was grouped based on its similarity Table 5: How did you recognize the grammar pattern on the song lyrics given? No Option Frequency Percentage Based on Verb and To Be 36 44% Adverb of Time 9,8% I analyzed the lyrics 23 28,1% Guessing 11% Other… 7,1% Total 82 100% The second open ended questionnaire’s table has more various answers and 44 their supported reasons of each student Table 6: Learning grammar pattern through song lyrics is interesting No Option Frequency Percentage A Strongly agree 16 19,5 % B Agree 46 56,1 % C Disagree 13 15,9 % D Strongly disagree 8,5 % Total 82 100% It is clear that, mostly the participants who chose option A and B and if we mixed both option to be one assumed that English song lyrics which they familiar with are fun and interesting to be used in grammar learning Table 7: What you think if the English teacher/lecturer teach grammar pattern taken from the song lyrics? No Option Frequency Percentage A Strongly agree 26 31,7 % B Agree 40 48,8 % C Disagree 12 14,6 % D Strongly disagree 4,9 % Total 82 100% Based on the questionnaire above, the using of song lyrics for teaching grammar pattern is needed to be applied in grammar class by the English teachers or lecturers due to participants’ respond which was dominated that they agreed if song or song lyrics is also used for grammar learning in the classroom or during teaching-learning grammar process Discussion The students stated that identifying grammar pattern in song lyrics was not too easy nor too hard, it depends on grammar mastery level and their interest in English songs In addition, half of them admitted that they liked listening to the English song and they also listened to the song by reading its lyrics Further, they argued that this activity unconsciously helped them learnt English grammar and increasing their understanding in grammar learning Besides, song lyrics in grammar learning were also fun and interesting for them Those results could be concluded as the positive influence of the song lyrics in grammar learning They were interested if grammar teaching-learning activity in the class is supported by song lyrics CHAPTER 45 RESULTS GAINED AFTER APPLYING THE RESEARCH IN TEACHING GRAMMAR During the past few years, since applying song- based activities in teaching grammar, I have gained some certain results My students are more interested in the lessons and they are eager to take part in many activities, even low level students and of course the result of their tests in grammar is much higher than that before Here is the result table showing some information after applying song based activities for language focus lessons in comparison with that when using some common tasks designed in the textbook Before After The number of students eager to take part in grammar activities 70 % - 80 % 100% The number of students getting marks under in their daily tests 20 % - 30 % %- 10 % The number of students getting marks over in their daily tests 70 % - 80 % 90 % - 95 % 46 PART C: CONCLUSION Conclusion Songs are interesting enough to get involved as the supported media in grammar teaching They can be applied to give students the example of grammar patterns that have just learned before Songs or song lyrics not only influence toward students’ improvement of vocabulary, pronunciation and their listening skill, furthermore, they also positively impact toward students’ understanding in grammar learning Mostly, students argued that songs are fun and interesting media to learn grammar especially to the songs which are familiar and popular for them.They can be a good supported media to teach grammar pattern for the students The teachers can design many types of grammar exercises if we want to incorporate music and songs in teaching grammar Listening is, undoubtedly, an indispensable element of language teaching While students take listening to music for a more or less relaxing activity, for the teacher it is, in fact, a very powerful tool with which teaching grammar can change into an appealing activity The use of music combines two important phenomena: the language system and pleasure - grammatical issues and structures are taught and practiced and the students enjoy it I not claim that music in isolation will teach the students to manipulate grammar faultlessly Nevertheless, I strongly believe that, if integrated effectively into the course framework, songs deeply involve the students in learning grammarandhelp the teacher achieve satisfactory results in a language area that is not considered very attractive by many students Combined with other activities, music can make English lessons not only more interesting and relaxing but also more effective Song can give comfortable and powerful situation that make the students easily concentrate and get interest to learn When the students focus to follow whatever is given, they will be pleasure to access and concern to the lesson Perhaps the result of this research become a great consideration by many teachers or lecture to use the variation of interesting media or tool to encourage the students to study and make themselves comfortable with the grammar lesson Suggestions After getting the conclusion, the researcher provides the suggestion for the students, the teachers, and hopefully this research can be reference for later study The suggestions are drawn as follows: 2.1 The students The researcher hopes this research can be benefit for the students who love listening to English songs yet still confuse about grammar pattern which is learnt in the classroom In the other hand, song lyrics can be used for the students who get difficult and bored in learning grammar.It must be so fun learning grammar while listening and singing the song we like.The students should read or search for the 47 lyrics during listening to the songs so that they can understand their content and identify grammar in song lyrics 2.2 The teachers Teachers have important role in leading language learning process to become more joyful and interesting One of the ways is by using song Song is not only effective and interesting to increase students’ understanding in listening skill and vocabulary and pronunciation mastery but also it can be useful to increase students’ understanding in grammar learning.It is very important to grasp the fundamental qualities and special traits of songs before we can make the best of them to meet our demands In addition,in selection and use of songs, we must take into account such factors as student backgrounds and relevancy to the course syllabus, and linguistic skills to be trained It is only when these aspects are aptly weighed can we enhance student learning motivation, and bring English learning by songs from a relaxing and lively process to a fruitful effect 2.3 The next researcher Based on the limitations of this study, the following suggestions are made for further research Firstly, more questions can be conducted to gather more qualitative data.Secondly, participants of questionnaires can be picked through random sampling to ensure that they can represent the targeted population Thirdly, apart from questionnaires, to get to know teachers’classroom teaching, researcher can include observations as one of the research methodologies Moreover, the study is very useful and realistic, so it should be investigated on a larger scale to find out other more song- based activities to motivate students in learning grammar What is more, I hope that the next research paper would be much more efficient and sufficient Finally, I would like to say my thanks to your willing in reading my study to support me in finishing this research paper This study may have made some unexpected mistakes and shortcomings I am looking forward to any suggestions and corrections to better my paper! 48 REFERENCES Penny Ur.A course in language teaching- Practical and Theory.Cambridge University Press Ellis, R (1997) Second Language Acquisition.Oxford University Press Harmer, J (1998).How to teach English.An introduction to the practice of Englishlanguage teaching England Longman Brown, H D (2007) Teaching by principle: An interactive approach to language pedagogy New York: Pearson Education,Inc Chomsky, N (2002) Language and mind United Kingdom: Cambridge University Press Richards, J.C & Schmidt, R (2010).Longman dictionary of language teaching andapplied linguistics (4th ed.) Great Britain: Pearson Education Limited Hoang Van Van (Chief Editor cum Editor), Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, Nguyen Quoc Tuan (2007), English 10 Textbook, Education Publishing House, Hanoi Ministry of Education and Training (2014), Guiding professional activities on innovation of teaching methods, testing and evaluation; organizingand managingthe professional activities of the secondary school / continuing education center online, Official Letter 5555 / BGDĐT-GDTrH dated October 8, 2014 https://songactivityfactory.com/ 10 https://www.fluentu.com/blog/educator-english/songs-for-teaching-english/ 11 https://www.teachingenglish.org.uk/blogs/editorrachael/how-teach-grammar 12 http://www.busyteacher.com 13 https://www.songlyric.com 14.https://www.britishcouncil.org/voices-magazine/how-use-songs-englishlanguage-classroom 15 https://www.english-grammar-revolution.com/teaching-grammar.html 16 https://www.youtube.com 49 APPENDIX Quantity Tests Test number 1: (15 minutes) Name: ……………………………………………….Class: 12… Exercise Choose the best option John said he _ her since they school a hasn’t met – left c hadn’t met left b hadn’t met - had left d didn’t meet – has left Peter said that if he rich, he _ a lot a is – will travel c had been – would have travelled b were - would travel d was – will travel The policeman asked us……… a had any of us seen the accident happen b If had any of us seen theaccident happen c Whether any of us had seen the accident happen d that if any of us had seen the accident happen Jeff wanted to know…………… a that why were his friends laughing b why were his friends laughing c why his friends were laughing d the reason why his friends laughing James……… him up when the bus reached the square a told me wake c requested me waking b asked me to wake d said me to wake I wonder………….we’ll catch the bus………we’ll take a taxi a if / and whether b whether / or that c if / or that d whether / or whether He asked me…………… a How long you have studied English b How long had you studied English c How long you had study English d How long you had studied English We wonder……….from his office after that scandal a why did he not resign b why he did not resign c why he not resign d why didn’t he resign John asked me _ in English a what does this word mean b what that word means c what did this word mean d what that word meant 10 Mr Hawk told me that he would give me his answer the……… day a previous b following c before d last Exercise Change these sentences into reported speech Mary said: “My father died a year ago” ………………………………………………………… “Must you go now?” said Mr Brown ………………………………………………………… John said: “I have finished studying my lesson” 50 ………………………………………………………… He asked me: “Why didn’t you come to class yesterday?” ………………………………………………………… The traveler asked: “How long does it take you to get to London?” ………………………………………………………… 51 Test number 2: (15 minutes) Name: ……………………………………………….Class: 12… Exercise 1: Choose the best answer: It is too bad, Lam isn’t here If he _ here, he _ what to a were / would know b is / will know c had been / would have known d was / would know If we _ the plans carefully, we would not have had so many serious mistakes a study b unless / for c or / of d whether / or a checked / will not get b had checked / would not have got c checks / will not have got d would be checking / will not have got He stepped on the mine, and it exploded a If he doesn’t step on the mine, it doesn’t explode b If he doesn’t step on the mine, it won’t explode c If he didn’t step on the mine, it wouldn’t explode d If he hadn’t stepped on the mine, it wouldn’t have exploded If she sold her car, she ………… much money a gets b would get c will get d would have got They would be disappointed if we…………… a hadn’t come b wouldn’t come c don’t come d didn’t come Would John be angry if I …… ……his bicycle without asking? b took c had taken d would take She ……….terrible upset if I lost this ring a will be 10 d were studying If Peter _ his car before the drive, he _ the problem of out of petrol a take c studied I will never talk to you again _ you apologize me _ your being rude a if / for b had studied b would be c were d had been If someone…………in here with a gun, I would be very frightened 52 a would walk b walks c had walked d walked Exercise 2: Rewrite the following sentences: She is very shy so she doesn’t enjoy the party => If………………………………………… ……………………… I didn’t eat lunch, I felt hungry => If ………… ……………………………………………………… He didn’t phone me because he didn’t know my phone number => If ………… ……………………………………………………… My health improves better because I exercise daily => If ………… ……………………………………………………… She cannot cook because she feels very tired today => If ………… ……………………………………………………… 53 Questionnaire The purpose of this questionaire is to provide information for my research entiled “Motivating the 12th form students in learning grammar by designing songbased activities for language focus lessons”.Your assistance in completing the items is greatly appreciated Please circle the option A,B or C in each question I often listen to English song a Strongly agree b Agree c Disagree d Strongly Disagree I read or search for the lyrics during listening to the song a Strongly agree b Agree c Disagree d Strongly Disagree Learning activity using English song lyric can help to increase my understanding in grammar learning a Strongly agree b Agree c Disagree d Strongly Disagree In your opinion, how easy to identify grammar in song lyrics? a Quite easy b Easy c Difficult d Very Difficult e Other… f Reason How did you recognize the grammar pattern on the song lyrics given? a Based On The Verb And To Be b Adverb Of Time c Analyzing The Lyrics 54 d Guessing e Other… Learning grammar pattern through song lyrics is interesting a Strongly agree b Agree c Disagree d Strongly Disagree What you think if the English teacher/lecturer teach grammar pattern taken from the song lyrics? a Strongly agree b Agree c Disagree d Strongly Disagree 55 ... ? ?Motivating the 12th formstudents in learning grammar by designing song based activities for languagefocus lessons? ?? to help the students feel relax so that the negative attitude in studying grammar. .. LỘC - - - - -  - - - - - SÁNG KIẾN KINH NGHIỆM MOTIVATING THE 12TH FORM STUDENTS IN LEARNING GRAMMAR BY DESIGNING SONG- BASED ACTIVITIES FOR LANGUAGE FOCUS LESSONS LĨNH VỰC: TIẾNG ANH Giáo viên:... teaching focusing only on the meaning Learning focuses on grammar, according to Long can be divided in two The first FOFs (focus on forms) and FOF (focus on form) The first model of learning focused