USING SONGS IN TEACHING LISTENING AND SPEAKING: A CASE STUDY

The purpose of this case study was to explore, understand, and observe the experiences of English teachers who used songs as a pedagogical tool in teaching listening and speaking. By delving into the challenges these educators faced, the study aimed to provide a comprehensive understanding of the complexities involved in integrating songs into listening instruction. In this study, three (3) qualified teacher participants should possess relevant experience and expertise directly related to the case under study. This typically includes a background in teaching the subject or grade level being investigated, as well as practical experience within the educational setting of interest. The design and procedure in this study is qualitative case study which begins with selecting a specific case that aligns with the research objectives, whether it involves an individual, group, organization, event, or process. This case study explored the use of songs as a pedagogical tool in teaching listening and speaking, focusing on three key areas: the application of songs in the classroom, learner engagement and willingness to learn, and the impact of songs in developing language skills through digital tools. The study highlighted how songs facilitated language learning by enhancing student engagement, fostering a positive learning environment, and supporting skill development through the integration of digital tools. Insights from the study offered practical recommendations for effectively incorporating songs into language teaching. KEYWORDS- Teaching, Listening, Speaking, Songs, Using