The purpose of this research was to determine how to apply of a translated traditional song in teaching English to the students of English Village of Air Putih and to find out what is the classroom situation after using translated traditional song to Teaching English Village of Air Putih. This qualitative research aimed to determine the implementation using translated traditional songs to teach students of English village of Air Putih. The subjects of this study were active primary school students of English village of Air Putih. The sample was selected using purposeful sampling. Observation field notes and documentation in the form of worksheets, audio, picture, and video were used to collect the data. The method used in this research for analyzing data is thematic analysis.
The teaching was carried out using a translated traditional song as teaching inovation which consists of 4 stages, namely building knowledge of the field, modeling, joint construction, and independent construction. In this research, the researcher found in learning activity the students confused, because the songs used were traditional songs and most of the students admitted that they were not
familiar with the songs. Furthermore, the research assistant has helped prepare sound recordings of songs that have been translated into English. Even though students can't pronounce the song lyrics in English properly, they still sing loudly and have fun singing the song. The researcher and the co-researcher collaborated to sing the translated traditional song and tell them how to pronounce a word that
the students did not know how to pronounce over and over again until they could say the correct word. At this stage, the tutor hears some students who can correctly pronounce the lyrics or vocabulary in English. The teachers give the
children worksheet which is indicated by vocabularies. In this case, they should completed word in the blank space after listened the song once more time to remind the lyric of translated traditional song.
The results of data analysis showed that using translated traditional songs to teaching English has beneficial to students because they had the opportunity to listen to and perform songs in English which motivates them to practice their English more actively. There were some advantages to teaching English through songs like various activities in the classroom, fun, and alive, also the young learners are active and confident. Then, songs can improve the young learner’s skills in memorizing and pronouncing new words. Using songs as an activity in teaching English helps the teacher to build an active and interesting class.

Keywords: Traditional Song, English Village, Teaching English