pre-service teachers’ perception about using songs
TRANSCRIPT
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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
SALATIGA
2017
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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
Appendix ............................................................................................................... 22
1
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).
In their golden age, the children will be able to learn everything well including grasping
new language. The way they learn may be very different with how adults learn language. The
definition of young learner is children whose age in 5 years old to 12 years old (Rixon, 1999),
while according to Lynne Cameron (as cited in Yuliana, 2004) defined that young learners are
those whose age is under 14 years old. Moreover, it can be concluded that young learners are
those who are in elementary school until junior high school or before secondary school.
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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
Defining Teacher’s Perception of Using Song in Teaching Young Learner
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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
learners are not able to pay their attention for more than 10-20 minutes and after that they start to
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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)
In teaching, using songs as tools to teach foreign language has many benefits. According
to Lo and Li (1998), songs are able to create a good mood with the smoothing effect of music;
they provide a comfortable class environment so that the students can develop their lingual skills
easily. Utilizing songs in class environment amuses students, helps them feel relaxed and get rid
of their negative attitudes towards a foreign language while learning a lingual structure through a
song (Saricoban, 2000). In this direction, the amusing and relaxing mood brought by songs to the
class eases the effects of certain emotional cases such as excitement, anxiety, lack of self-
confidence and the feeling of being threatened, in addition to influencing learning process
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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
songs in the classroom for this aim does not necessitate any expertise in this field. Teachers can
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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
researcher chose teaching practicum that was held in seventh semester in September 2016. This
course concerned with giving English Language Teaching Department’s students chance to feel
and experience “how to be a real teacher” in school environment. This course sent students to
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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
participants were asked to choose the option that best showed their opinion about the use of
songs in teaching young learner according to their EFL teaching experience. The questionnaire
included five-point Likert type scale with five options namely: “strongly agree”, “agree”,
“undecided”, “disagree”, “strongly disagree”. The last question (question no 18) which was
related to the teacher’s frequency of using songs in the class, the options consisted of “per
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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.
FINDINGS AND DISCUSSION
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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
Options
Strongly
Agree
(%)
Agree
(%)
Undecided
(%)
Disagree
(%)
Strongly
Disagree
(%)
1---- I believe that songs should
be an essential part of the
English language teaching
curriculum for young learners.
63.63%
31.81%
4.50%
0%
0%
4---- I believe that songs present
many opportunities or young
63.63% 18.18% 22.72% 0% 0%
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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.
63.63% 13.63% 18.18% 4.50% 0%
11
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
Option
Strongly
Agree
(%)
Agree
(%)
Undecided
(%)
Disagree
(%)
Strongly
Disagree
(%)
2--- I believe that I do not have
enough resource to use as songs.
0%
9.09%
18.18%
54.54%
18.18%
5--- I find it difficult to find an
appropriate song for every topic
of the English language
curriculum.
13.63%
63.63%
18.18%
4.50%
0%
8--- I believe that using songs to
teach English may distract
students’ attention during the
lesson.
9.09%
4.50%
22.72%
59.09%
0%
12--- I believe that using songs
in my class can be time
consuming.
4.50%
22.72%
18.18%
54.54%
0%
15--- I believe that I cannot
measure students’ knowledge of
English when I use songs in my
class.
13.63%
4.50%
27.27%
54.54%
0%
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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
Option
Strongly
Agree
(%)
Agree
(%)
Undecided
(%)
Disagree
(%)
Strongly
Disagree
(%)
3---I believe that songs
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
13.63% 81.81% 0% 4.50% 0%
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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.
68.18%
13.63%
9.09%
0%
0%
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Table 4 Teachers’ perceptions in relation with songs effectiveness
in teaching young learners
OV
ER
AL
L
DIS
CU
SSI
ON
I
n
this
stud
y,
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
Option
Strongly
Agree
(%)
Agree
(%)
Undecided
(%)
Disagree
(%)
Strongly
Disagree
(%)
10--- I can easily access and find
appropriate songs to use in my
English classes.
9.09%
59.09%
13,63%
0%
18.18%
17--- I use songs in my classes
as much as possible.
4.50%
63.63%
27.27%
4.50%
0%
Statements Per
Week
Per
Two
Week
Per Month Per
Two
Month
Never
18--- I teach one songs to young
learner.
45.45%
50%
4.50%
0%
0%
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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
helps the students to get rid of negative attitude toward foreign language teaching (Saricoban,
2000). Li and Lo (1998) also added that songs are able to change classroom mood; it provides
relaxed and comfortable classroom so that the students are motivated in developing their lingual
skill.
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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
The most preferred frequency of using songs was one song per two weeks. Although this
research does not have rights to give any recommendation about the ideal frequency that teachers
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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
is hoped that a better research would give different result and salient outcomes.
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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.
To all my friends I cannot mention, thank you so much for supporting me in the process of
making and finishing this thesis. I love you all.
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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,
Disagree, and Strongly Disagree).
Gender : Male
Female
Statement
Option
SA A U D SD
1. I believe that songs should be an
essential part of the English
language teaching curriculum for
young learner.
2. I believe that I do not have enough
resources to use as songs.
3. I believe that songs accelerate the
memorization of vocabulary.
4. I believe that songs present many
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
amount of repetition which results
in automatic use of the target
22
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
boredom.
12. I believe that using songs in my
English class can be time
consuming.
13. I believe that songs are not very
effective in teaching English to
young learners.
14. I believe that songs are very
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
Per
wee
k
Per
two
weeks
Per
mon
th
Per
two
mon
ths
Ne
ver