Abstract:
Teaching grammar has always posed challenges for English teachers due to the tendency
for it to be perceived as boring, resulting in disinterest and poor retention among learners.
This study investigates the effectiveness of incorporating songs as an instructional tool for
teaching the present perfect tenses in the context of English language learning. It explores
whether songs can facilitate a deeper understanding of the tenses’ usage, promote accurate
application in authentic contexts, and enhance learners' overall interest in learning English
as a second language. A mixed-methods approach was employed, combining quantitative
measurements of learners' performance on a grammar test with qualitative data gathered
through focus group discussions. The results indicate that the group taught through the
use of songs demonstrated significantly better test scores compared to the control group.
Moreover, the qualitative analysis revealed students' positive perceptions of using songs,
emphasizing the engaging and enjoyable nature of this approach. The findings align with
previous research, highlighting the benefits of using songs in language learning, including
increased motivation, engagement, and language proficiency. These results contribute to the
growing body of research supporting the incorporation of music into language instruction
and suggest its potential as an effective instructional tool for enhancing grammar proficiency.
Further research is recommended to strengthen the generalizability of these findings and
explore the underlying factors that contribute to the effectiveness of using songs in language
learning contexts. Overall, this study emphasizes the importance of embracing innovative
and creative approaches to create meaningful language learning experiences for students.
