Using Songs to Promote The Affective Domain In Learning Listening of EFL Students

The primary goal of this qualitative study was to determine how songs may be utilized to increase students' emotional domain in listening class activities. This study included one English instructor and twenty-five eighth-grade students from a public junior high school. The information was gathered through classroom observation. The current study followed the five observation criteria of the affective domain framework proposed by Krathwohl, Bloom, and Masia (1973). Following that, the teacher and four pupils were interrogated for more information. The findings showed that songs had a good effect on pupils' emotional domain. Students grow interested in learning to listen. They listened attentively and memorized the title of the new song (receiving phenomenon); actively engaged in classroom activities (responding phenomenon); displayed problem-solving abilities by working together (valuing); and demonstrated efficient time management (organization). Despite their capacity to participate in group tasks, they lacked self-confidence while working alone (internalizing values). The pupils, on the other hand, feel that the classroom setting was more comfortable and pleasant.