Arts Integration In English Language Instruction

CONCLUSSION

This study investigated 1) the home school instructors’ beliefs and 2) practices of arts integration in English language instruction, and 3) the young learners’ motivation in English language learning when integrated with arts. A mixed-method research design was used to collect data. The participants were 43 home school families in the North of Thailand. There were five participants were volunteered to interview. The research instruments were questionnaire and semi-structured individual interview. The data were analyzed by using descriptive statistic to present the beliefs of instructors about integrating arts in English instruction relating to four subscales; importance of arts, practice of arts, self-efficacy of using arts,

This study focused on four kinds of arts: song and music, visual arts, dance, and drama. According to this study, song and music is the most used to integrated in English language instruction because they are employed many advantages to young learners to learning different aspects. Song and music are mostly use to integrate in English instruction because it variety and easy to find. In addition visual arts were role the second place to use in the instruction, but these kinds of arts are variety and each family use different forms depend on children’s interests. Song and music mostly used were English song for children. General, instructors used drawing, crafts, sculpture, and cartoon movies related to visual arts. However, all kinds of arts were beneficial to young learners’ learning linked to Schwartz (2015) said that “arts integration seems to be the best form of differentiation out there because it taps into so many different interests and abilities and forms of

They integrated arts role as media of teaching and learning. Instructors believed that engaging in visual art activities can help practicing call the name of element and principle of designs while making art works, practicing to read the name and instruction of materials of arts making, practicing to write the description and stories of art works, and learning new vocabulary. Young children may be the easiest to teach through art. Children will learn language casually at the same time as joining activities, connected to Musielak (2012) “while making things, children also make meaning” (p.1.). Integrating visual arts in learning language concord the concept of using visual in second language acquisition as most of the language teachers seem to agree that the use of visuals can develop language teaching. As they help instructors to bring the real world into the learning. Therefore learning is more interesting, exciting, and meaningful. Visual art is particularly powerful when it allows children to communicate when they cannot express it through writing. There is connected to Albano’ beliefs, “I think a picture is much more than an image, especially when I teach English. Pictures are essential when it comes to engaging students who are learning a new language at any level. They can be successful study aids during lessons, and they can act as useful