i
PRE-
SERVICE TEACHERS’ PERCEPTION ABOUT USING SONGS
IN TEACHING ENGLISH TO YOUNG LEARNERS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Sofia Kristiani 112010117
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
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TABLE OF CONTENT
Cover ... i
Approval Page ... ii
Copyright Statement ... iii
Publication Agreement Declaration ... iv
Table of Content ... vi
Thesis Body Abstract... 1
Key Words ... 1
Introduction ... 1
Literature Review ... 3
Defining Teachers’ Perception of Using Songs ... 3
Characteristic of Young Learner ... 4
Advantages of Teaching English Using Songs to Young Learner ... 5
Methodology... 7
Context of the Study ... 7
Participants ... 8
Instruments ... 8
Data Collection Procedure ... 9
Data Analysis Procedure ... 9
Findings and Discussion ... 10
Conclusion ... 17
Acknowledgement ... 19
References ... 20
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Pre
-
Service Teachers’ Perception about Using Songs
in Teaching English to Young Learners
Introduction
Language cannot be separated from human’s life because people need to communicate
with others. With a language, people can compete internationally, and language makes people equal from one another. We all know that English has become important language or officially admitted as international languages and since then more and more people learn English. English has made people to learn English starting from the early age, for example in Indonesia English is taught even before children enter the formal schooling. It is supported by the fact that the optimum age for people to learn English is in people’s golden / very early age. Along with
increasing of the need of learning English since in the early age, the phenomenon of TEYL (Teaching English for Young Learner) becomes popular in our society (Yuliana, 2004).
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Games and songs are believed as effective and motivating techniques to teach and learn English in young learner’s classroom. Bourke (2006, as quoted in Sevik, 2011) argued that “the
importance of songs including rhyme and chants should be included in syllabus for young learners”. (p.1027) Likewise, Halliwell (1993) added that games and songs are very important in
children life, so it should be included in teaching YLs. As pointed out by Cakir (1999, as quoted in Sevik, 2011) “music can be natural device for the students in learning English. Songs are
comprehensible, fun, and full of language that we need in our daily life”. (p.1028).
The present study attempts to explore pre-service teachers’ perceptions toward the use of English songs in teaching young learner especially elementary students around Salatiga and Semarang. The primary aim of this study is to take perceptions of English Department’s pre -service teachers teaching in both state and public schools toward the use of songs in teaching English in their English classes.
Teachers’ perception will increase teachers’ awareness of the whole teaching learning
using songs. In brief, the writer hopes that by reading this study English teachers can make informed decision as to which techniques could be used in teaching. Moreover, this study also can give English teachers idea how to teach and motivate the students in a fun way. This study also leads the teachers in enhancing their present teaching method by incorporating interesting materials and creative teaching into their classroom by using songs.
LITERATURE REVIEW
DEFINITION OF PERCEPTION
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According to Eggen and Kauchak (2001) perception is the process by which people attach meaning to experiences. Another definition taken from another scholar, Susuwele (2005, as quoted from Krisyandi, 2016), stated that perception “as opinion that people got from their experience and external factors which existed in their personality”. (p.2) From the definition
above, it can be concluded that perception is the way people mean something to reflect their experiences in their environment and use their behavior as their reference.
Martin (2000a) defined that perception also appeared among teachers on using songs in teaching English to young learner. Teaching English using songs was seen as helpful one in primary modern foreign language programs and it should be encouraged to do so. Sharpe (2001) also added that singing is one of important part of a young child (inside and outside school), and if we combine it altogether with foreign language learning, it will make them are familiar with it. By looking at the definition of perception and teaching English using songs above, teacher’s perception of using songs in teaching young learner is classified into several sub themes such as teachers’ perception of pedagogical value of using songs in teaching young learner, teachers’
perception in relation with attitude of using songs in teaching young learners, teachers’ perception in relation with thought of using songs in teaching young learner, and teachers’
perception in relation with songs effectiveness in teaching young leaner.
Characteristic of Young Learners
The term young learner is used to define those children in their first year of formal schooling, that is from 5 to 12 years old (Rixon, 1999). According to Nedomová (2007) “young
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be bored and tired”. (p.17) Keeping this in mind, the teachers should be creative with methods
that will help the children to learn better, and ensure about their significant progress.
Wang (2010) suggested that young learners doesn’t like complicated things yet they like to have fun. Since children are easily to get bored with something, teacher should find fun and communicative method for learning. If the class using communicative way to teach English to young learner, the language learning will be successful.
Advantages of Teaching English Using Songs to Young Learners
As mentioned by Ersoz (2007, as cited in Sevik 2011), when it comes to a part; designing syllabus for YL in EFL context, it should cover communicative value of language and putting songs and games in it. Further, Bourke (2006) also demonstrates that in designing syllabus we need to consider the importance of songs in it. It means that we need to make sure it should definitely contain songs, chants, and rhymes. Likewise, Sharpe (2001, as quoted in Sevik 2011) argues that “in planning in the primary modern foreign language curriculum attention should be
focused on oral and aural ends and that songs should be included in the curriculum”. (p.1027)
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positively or facilitating it by stimulating the student emotionally (Kramsch,1993) Also songs help motivating the learners as provide a pleasant atmosphere. The students are encouraged to actively involved in the learning process by making use of their musical knowledge. In this way, songs help students to develop confidence for language learning (Sahin, 2008). Indeed, Rumley (1999) made the case clear that songs help children to learn because it provides a safe non-threatening environment. Song provides excellent opportunities for repetition which helps the learner to have a better learning so that the children are comfortable and familiar with another language than their native language.
Above are the reasons that songs are beneficial to be utilized in language teaching learning. Besides positive attitudes that have been mentioned, there are also difficulties encountered in utilizing songs in teaching English. Terhunes (1997) stated the difficulties as follow; First, pop songs are not scientific. This reason challenge the effectiveness of songs in teaching YLs. Second, there may be difficulties encountered by the students in learning with music, as each student may have different way of learning. Third, the school does not provide a well-qualified sound system that will cause inconvenience in listening to songs. Fourth, each student may have different music “taste”. Fifth, song contains non-grammatical language and complicated structure that will create students’ confusion. Sixth, the teacher should explain to the students if there are any embarrassing part students should not know and if it is full of repetition words in songs will make them bored.
Another disadvantage of using songs is “the lack of the ability to slow down the tempo of the
song when a grammatically difficult part is playing, or to fasten it when there is the repetition of certain parts” (Miller, 1999). Moreover, some teachers may think that they cannot sing, but using
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accompany the song while it is playing or in cases where students do not prefer to sing a song alone. Those are advantages of the use of songs in teaching English to young learners, here a summary of the advantages of songs used in young learners’ teaching in EFL context. First, songs are regarded as the most effective way of teaching listening comprehension to young learners. Second, songs are a common feature of many primary modern foreign language program. Third, songs are regarded as most-enjoyable activities that children like most and also as a strategy that is effective to young learners.
THE STUDY
Research Design
The study was designed as a descriptive study with an aim to explore the perception of pre-service teacher of English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana toward the use of songs in teaching young learner.
Context of The Study
The study was conducted in Language and Arts faculty of Universitas Kristen Satya Wacana. The researcher focused only on English Language Teaching Department that offers teaching practicum. English Language Teaching Department, a part of Faculty of Language and Arts, is located in Salatiga Central Java. It is a faculty that prepares students to be a well-qualified English teacher. One of faculty’s perquisite courses is teaching practicum. The
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different schools starting from kindergarten to senior high school. But in this context, researcher only focused on young learner education; primary students.
Participant
The participants of this study were 22 ELT students who were taking teaching practicum in seventh semester in September, 2016. These participants were chosen because they were taking and placed in primary schools during their teaching practicum. The pre-service English teachers used songs as their teaching aid for teaching young learners during their teaching practicum in different schools in Salatiga and Semarang.
Instrument of Data Collection
The instrument that was used to get the data was questionnaire. A questionnaire is a research method that consists of series of questions and whose purpose is gathering information from a selected group of people. An English questionnaire was prepared by the researcher and was administered in four different schools that pre-service English teachers were placed; Semarang and Salatiga. To create this questionnaire, the researcher adapted research’s
questionnaire from the previous research (Sevik, 2011). The questionnaire consisted of 18 questions listed related to teachers’ perceptions of using songs in teaching young learners. The
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week”, “per two weeks”, “per month”, “per two months”, and “never”. The items related to the
literature review of the topic.
Data Collection Procedure
To gather the data, the researcher first asked the permission from the coordinator of teaching practicum to ask the students that agreed to be the participants. The researcher selected students who have taken teaching practicum in primary school only. The reason choosing primary pre-service English teacher was because the researcher’s scope was only young learners. The next day, the researcher contacted the participants and spread the questionnaire to them. The participants filled the questionnaire through paper-based-questionnaire which requires them to do in the same day. The questionnaire given was close-ended questionnaire which consisted of 18 questions.
Data Analysis Procedure
Following the administration of the questionnaire, the results obtained from the participants were analyzed using Microsoft Excel. Each participant was given a participation number and the data were entered accordingly using descriptive analysis method. 18 questions would be categorized into four tables related to teachers’ perception of pedagogical value of
using songs in teaching young learner (Table 4.1), teachers’ perception in relation with attitude of using songs in teaching young learners (Table 4.2), teachers’ perception in relation with thought of using songs in teaching young learner (Table 4.3), and teachers’ perception in relation with songs effectiveness in teaching young leaner (Table 4.4). Result would be presented in each table and the discussion would follow the findings.
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4.1. Teachers’ perception toward the pedagogical value of songs in teaching young learners.
What are teachers’ perceptions toward the pedagogical value of songs in teaching young
learners? As it shown in Table 1, teachers believed that songs should be an essential part of the English language teaching curriculum for young learners (95.44% out of 100, a total of strongly agree and agree answer). Teachers believed that songs present many opportunities or young learners to show their skill in many language areas (81.81% out of 100, a total of strongly agree and agree answer). Teachers believed that songs are full of pedagogical value and fun (90.90% out of 100%, a total of strongly agree and agree answer). Teachers believed that teacher must not use song not only for fun, boredom (59.09%) and teachers believed that songs are very important in developing listening skills of young learners (72.6% out of 100%, a total of strongly agree and agree answer). Interestingly, almost all the participants knew about the pedagogical value of songs in teaching English to young learners. But, we could not deny if there were still some who were unsure yet about this item.
Table 1: Teachers’ perception toward the pedagogical value of songs in teaching young learners.
Statements
4---- I believe that songs present many opportunities or young
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4.2. Teachers’ perception in relation with attitude of using songs in teaching young learners.
What are the teachers’ perception in relation with attitude of using songs in teaching
young learners? As it shown in Table 2, teachers had enough resources to use songs (72.72% out of 100%, a total of disagree and strongly disagree answer). Teachers still found it difficult to find an appropriate song for every topic of the English language curriculum (77.26% out of 100%, a total of strongly agree and agree answer). Teachers disagreed that using songs to teach English may distract students’ attention during the lesson (59.09%), teachers disagreed that using songs
in their class can be time consuming (54.54%), and teachers disagreed that teachers cannot measure students’ knowledge of English when they use songs in their class (54.54%). Seeing the result above, it can be concluded that the EFL participating English teachers have positive attitude toward the use of songs in teaching young learners.
learners to show their skill in many language areas.
7--- I believe that songs are fun and full of pedagogical value.
9.09% 81.81% 9.09% 0% 0%
11--- I think that teachers must use songs only for fun, and breaking down boredom.
9.09% 13.63% 22,72% 59.09% 0%
14-- I believe that songs are very important in developing listening skills of young learners.
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Table 2: Teachers’ perception in relation with attitude of using songs in teaching young learners.
4.3. Teachers’ perception in relation with thought of using songs in teaching young learners. Statements
enough resource to use as songs.
0% 9.09% 18.18% 54.54% 18.18%
8--- I believe that using songs to teach English may distract students’ attention during the lesson. English when I use songs in my class.
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What are the teachers’ perception in relation with thought of using songs in teaching
young learners? As it shown in Table 3, teachers believed that songs accelerate the memorization of vocabulary (100%, a total of strongly agree and agree answer). Teachers believed that songs provide a large amount of repetition which results in automatic use of the target language (95.44% out of 100%, a total of strongly agree and agree answer). Teachers believed that songs are highly motivating and entertaining way of teaching English especially for young learners (95.44% out of 100%, a total of strongly agree and agree answer). Teachers disagreed that songs are not very effective in teaching English to young learners (99.99% out of 100%, a total of disagree and disagree answers). Teachers believed that using songs can lower students’ anxiety
toward learning English (81.81% out of 100%, a total of strongly agree and agree answers). Table 3: Teachers’ perception in relation with thought of using songs in teaching young learners.
Statements
accelerate the memorization of vocabulary.
73% 27% 0% 0% 0%
6--- I believe that songs provide a large amount of repetition which results in automatic use of the target language.
13.63% 81.81% 4.50% 0% 0%
9--- I believe that songs are highly motivating and
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4.4 Teachers’ perception in relation with songs effectiveness in teaching young learners.
What are the teachers’ perception in relation with songs effectiveness in teaching young learners? As it shown in Table 4, teachers could easily access and find appropriate songs to use in my English classes (68.18% out of 100%, a total of strongly agree and agree answers), teachers used songs in my classes as much as possible (68.13% out of 100%, a total of strongly agree and agree answers), and teachers taught one songs per two weeks (50% out of 100%). It can be concluded that teachers would use songs as many as they could if they could find an appropriate song for every topic in each curriculum.
entertaining way of teaching English especially for young learners.
13--- I believe that songs are not very effective in teaching English to young learners.
0% 0% 0% 72.72% 27.27%
16--- I believe that using songs can lower students’ anxiety toward learning English.
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Table 4 Teachers’ perceptions in relation with songs effectiveness
in teaching young learners the researcher hoped to get a result whether pre-service English teachers using song as learning tools for teaching young learners, especially primary students. The findings showed that pre-service English teachers knew about the pedagogical value of songs. It is supported by Ersoz (2007, as quoted in Sevik 2011) stated that “in designing syllabus for the YL context, the focus should be focused on communicative value of language and should include games and songs”.
(p.1027). In other words, we need to consider about the importance of songs. Sharpe (2001, as Statements 10--- I can easily access and find
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quoted in Sevik, 2011) stated that in “planning in the primary modern foreign language curriculum attention should be focused on oral and aural ends and that songs should be included in the curriculum”. (p.1027)
It is true that the teacher must not use songs only for fun and breaking down boredom because we know all that songs can be used to teach English to YLs. Songs can help students to develop their confidence in language learning (Sahin, 2008) and help them feel relaxed and get rid of their negative attitudes towards a foreign language while learning a lingual structure through a song (Saricoban, 2000).
The problem encountered by the teachers is their capabilities in finding appropriate songs to be used in each curriculum. Terhunes (1997) found that the reasons why teachers are difficult to find appropriate songs to each topic; First, pop songs are not scientific. Second, there may be difficulties encountered by the students in learning with music, as each student may have different way of learning. Third, the school does not provide a well-qualified sound system that will cause inconvenience in listening to songs. Fourth, each student may have different music “taste”. Fifth, song contains non-grammatical language and complicated structure that will create students’ confusion. Sixth, the teacher should explain to the students if there are any
embarrassing part students should not know and if it is full of repetition words in songs will make them bored.
It is true that teaching English using songs may not distract students’ attention but it
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Teachers believed that songs are full of repetition and entertaining way for children in learning English. Cakir (1999) stated that music can be natural device for the students in learning English. Songs are comprehensible, fun, and full of language that we need in our daily life. Songs cannot be separated in our lives. Teachers also disagreed that songs are not effective in teaching English to young learners. Previous studies have proven that songs are effective in teaching young learner. Kirsch (2008) stated that singing becomes the most beneficial learning strategy done by the children. Klein (2005) argued that children are really enthusiastic and like songs very much. Indeed, research demonstrated that many teachers of YLs know the value of songs in EFL context.
Overall it can be concluded that the participating pre-service teachers have difficulties in assessing to and finding an appropriate song to be used to teach young learners. Depending on this research, it results that pre-service teachers would be able to use as many as songs if they were able to access and find it well. Below are the lists of useful online websites based on the previous study done by Sevik in 2011:
http://www.everythingpreschool.com/songs/all.html
http://learnenglishkids.britishcouncil.org/en/songs
http://bussongs.com/
http://freekidsmusic.com/
http://www.teachingenglishgames.com/eslsongs.htm
http://www.songsforteaching.com/index.html
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should have, but seeing the result above it showed that the participating pre-service teachers used songs for their teaching per two weeks.
Conclusion
Since children like to play and have fun, giving them fun language learning can be our challenge as an English teacher. One possible thing teachers can do is creating fun activity. Fun activity close to children is music, and songs are a simple form and familiar to children (Yuliana, 2004). Through songs, children can learn language without any pressure so they can grasp the language well. Not only it but also, the value of songs benefit them in learning because it develops their skills such as writing, speaking, listening, and reading. It is hoped that young learner’s teachers aware of the value of songs that give many benefits to children, especially in
language learning so they can implement it to their language learning.
This research is a very limited research. It has a limitation with a small number of pre-service’s teachers as the participants. Moreover, this study only focused on teachers’ perception
in which students might have their own perception toward the use of song in their language learning. Therefore, researcher would suggest that this study should be replicated and done in a better future research in which involving also primary students as the research’s participants. It
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ACKNOWLEDGEMENT
First, I would like to express my gratitude to my God, Jesus Christ, without Him I could never have reached this current level of success.
Second, To my family especially for my parents for every day’s supports and prayers.
Third, I want to say thank you so much for my dearest boyfriend, Nevan. Thank you for believing in me and teaching me to block all the negativity. Thank you my sweet private cheerleader!
Fourth, biggest thanks goes to Mrs. Rindang Widiningrum, M.Hum. and Mr. Yustinus Calvin Gai Mali, M.Hum for helping me in correcting mistakes during this thesis process making and the process of finishing this thesis. Thank you for your patience to me, without you I am nothing. Thank you.
19 REFERENCES
Cakir,I, (2006). The use of video as an audio-visual material in foreign language teaching classroom. Tojet . ISSN:1303-6521 volume 5 issue 4, p.62
Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge. Cambridge University Press.
Halliwel, S. (1993). Teaching English in the Primary Classroom. Longman: London
Kirsch, C,. (2008). Teaching Foreign Languages in the Primary School. London: Continuum Klein , K. (2005). Teaching Young Learners. English Teaching Forum, 43(1):12-17
Kramsch, C.,(1993) Context and culture in language teaching, Oxford: Oxford University Press Lo,R.& Fai Li,H.C, (1998).Songs enhance learner involvement: English Teaching Forum, 36, pp
8-12
Martin, C. (2000). An analysis of national and international research on the provision of modern foreign languages in primary schools. London: Qualifications and Curriculum authority.
Miller P.H., (1993). Theories of development psychology, New York: Freeman
P. Eggen, D. Kauchak. (2001). Educational Psychology: Windows on classroom. New Jersey Pretince Hall.Inc.
Rixon, Shelagh. (1999). Young learners of English: some research perspectives. London: Longman.
Rumley, G (1999) 'Games and Songs for Teaching Modern Languages to Young Children'. in P. Driscoll and D. Frost (eds), The Teaching of Modern Foreign Languages in the Primary School. London: Routledge, pp 114-125. Division, Directorate of School, Out-of-School and Higher Education, Council of Europe. Starsburg.
Sahin,D., (2008). Teaching conditionals through songs in the EFL preparatory classrooms. Yuksek Lisans Tezi, Selçuk Universitesi/Sosyal BilmierEnstitűsű, Konya,p41
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Sevik, M. (2011). Teacher views about using songs in teaching English to young learners. Full Length Research Paper: Teacher views about using songs in teaching English to young learners , 1027-1035.
Sharpe K (2001). Modern Foreign Languages in the Primary School: The what, why and how of early MFL teaching: London: Kogan Page.
Terhune, T ., (1997). Pop songs, The English Connection, 1, pp 8-12
Wang, Y. (2010). Using Games in Teaching and Learning English in Taiwanese Primary School. Journal of Engineering Technology and Education, Vol. 7 No. 1 , 126-142.
Warrington, S.D & Jeffrey, D.M. (2005). A Rationale for passivity and de-motivated revealed :. An interpretation of inventory result among freshmen English students. Journal of Language and Learning, 3 (2) , 312-335.
YB, Krisyandi. (2016). Teachers’ perception towards the use of Schoology in pronunciation class at Satya Wacana Christian University (published undergraduate thesis). Universitas Kristen Satya Wacana, Salatiga, Indonesia
21 APPENDIXES
Dear participants,
My name is Sofia Kristiani. I am conducting a research for my thesis about Pre-service students’ perception about the use of songs in teaching young learner. I would be grateful if you would kindly answer this questionnaire honestly. This will not affect your grade and there is no right or wrong answer. Thank you for your cooperation.
Direction: Please thick one answer that suits best to you (Strongly agree, Agree, Undecided, language teaching curriculum for young learner.
opportunities for young learners to show their skills in many language areas.
5. I find it difficult to find an appropriate song for every topic of the English language curriculum. 6. I believe that songs provide a large
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language.
7. I believe that songs are fun and full of pedagogical value.
8. I believe that using songs to teach
English may distract students’
attention during the lesson.
9. I believe that songs are a highly motivating and entertaining way of teaching English, especially for young learners.
10. I cannot easily access and find appropriate songs to use in my English classes.
11. I think that teachers must use songs only for fun, and breaking down
important in developing the
teaching skills of young learners. 15. I believe that I can’t measure
students’ knowledge of English
when I use songs in my class 16. I believe that using songs can lower
student’s anxiety toward learning
English.
17. I use songs in my classes as much as possible.
18. I teach one song to young learners. OPTIONS
