The study reported in this article investigated the effect of context of songs in teaching grammar implicitly on students writing. The study was conducted on sixty students who were assigned to an experimental group and a control one. The control group was taught grammar explicitly with an explanation of grammatical rules; however, the experimental group was taught the same grammatical structures implicitly with the help of selected songs clips accompanied with their lyrics (English subtitle) through which the grammatical features were impeded in without explanation of the grammatical rules and without learners' awareness. The data were collected through a pre-test and a post-test of writing. The findings were very promising for the experimental group and indicated that using context of songs in teaching grammar implicitly has effects on improving the writing performance of junior at high schools.