TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS : A Descriptive Study of an EYL Teacher in an English Course at Balai Bahasa UPI Bandung.
Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
(A Descriptive Study of an EYL Teacher in an English Course at Balai Bahasa UPI Bandung)
A Research Paper
Submitted to English Education Department of FPBS UPI as a partial fulfillment for the requirement of Sarjana Pendidikan degree
Sharina M. Westhisi 1002704
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH
TO YOUNG LEARNERS
(A Descriptive Study of an EYL Teacher in an English Course at Balai
Bahasa UPI Bandung)
Oleh
Sharina Munggaraning Westhisi
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Sastra
© Sharina Munggaraning Westhisi 2015 Universitas Pendidikan Indonesia
Agustus 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagaian, dengan dicetak ulang, difotokopi, atau cara lainnya tanpa izin dari penulis.
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Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
(A Descriptive Study of an EYL Teacher in an English Course at Balai Bahasa UPI Bandung)
This background of the research is to identify the teacher’s beliefs in using song as one of teaching media in teaching English to young learners which influence the teaching practices in the classroom. Hence, this present research aims to find out the beliefs of Indonesian teachers toward songs in teaching English to young learners and to find out the teacher’s beliefs in using songs which influence the teaching practices in EFL classroom context. This research used a qualitative descriptive study design. The data were gained by conducting the interview and the classroom observation which involved an English teacher who had teaching experiences in teaching young learners. The data were analyzed through several steps adapted from Dörnyei (2011) which consist of transcribing, analyzing and classifying, and interpreting the data. The findings show that the teacher’s beliefs in using songs in teaching English to young learners can influence the teaching practices in the classroom such as motivating the learners in the learning process, providing fun and joyful atmosphere, improving the learners’ language skills, enriching the vocabulary, and empowering the grammar. Furthermore, in the teaching practices, the songs may be accompanied by the gestures and the pictures to give in-depth knowledge to the learners in comprehending the lesson. Thus, considering the findings, it is suggested that the teacher may employ the songs in the teaching process to create fun ambience in order to reduce the anxiety and the boredom of the learners. Meanwhile, it is also suggested that the learners can ask the teacher to provide the songs based on their needs and interests. Moreover, the level of the learners and the variety of the songs should be taken into account in further research regarding the teacher’s beliefs in using songs in teaching English to young learners.
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Sharina M. Westhisi, 2015
ABSTRAK: Latar belakang penelitian ini adalah untuk mengidentifikasi keyakinan seorang
guru dalam penggunaan lagu sebagai salah satu media pembelajaran dalam pengajaran Bahasa Inggris untuk anak-anak yang dapat mempengaruhi praktik mengajar di dalam kelas. Sehingga, penelitian ini bertujuan untuk mengetahui keyakinan guru-guru Indonesia terhadap penggunaan lagu dalam mengajarkan Bahasa Inggris untuk anak-anak dan untuk mengetahui keyakinan guru tersebut dalam penggunaan lagu yang dapat mempengaruhi praktik mengajar dalam konteks kelas EFL. Penelitian ini menggunakan desain penelitian deskriptif kualitatif. Data yang dikumpulkan melalui wawancara dan observasi kelas yang melibatkan seorang guru Bahasa Inggris yang mempunyai pengalaman dalam mengajarkan Bahasa Inggris untuk anak-anak. Data tersebut dianalisis melalui beberapa langkah yang diadaptasi dari Dörnyei (2011) yang terdiri dari menuliskan, menganalisis dan mengklasifikasikan, dan menginterpretasikan data tersebut. Hasil penelitian menunjukkan bahwa keyakinan guru tersebut yang menggunakan lagu dalam pengajaran Bahasa Inggris dapat mempengaruhi praktik mengajarnya di dalam kelas seperti memotivasi para siswa dalam proses pembelajaran, memberikan suasana belajar yang menyenangkan dan menggembirakan, meningkatkan kemampuan berbahasa, menambah kosakata, dan memperkuat tata bahasa. Selain itu, dalam praktik mengajar tersebut, lagu dapat disertai gerak tubuh dan gambar untuk memberikan penjelasan yang lebih dalam lagi bagi para siswa dalam memahami materi tersebut. Sehingga, dari hasil temuan penelitian ini, disarankan bahwa seorang guru dapat menggunakan lagu dalam proses mengajar untuk menciptakan suasana menyenangkan yang bertujuan untuk mengurangi rasa kecemasan dan rasa bosan yang dirasakan oleh para siswa. Sementara itu, disarankan juga bahwa para siswa dapat meminta guru mereka untuk menyediakan lagu-lagu yang sesuai dengan kebutuhan dan minat mereka. Selain itu, tingkatan siswa dan jenis-jenis lagu dapat menjadi bahan pertimbangan dalam penelitian berikutnya yang berkaitan dengan keyakinan guru terhadap penggunaan lagu dalam pengajaran Bahasa Inggris untuk anak-anak.
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Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vi
TABLE OF CONTENTS
PAGE OF APPROVAL ... i
STATEMENT ... ii
PREFACE ... iii
ACKNOWLEDGEMENT ... iv
ABSTRACT ... v
TABLE OF CONTENTS ... vi
CHAPTER I INTRODUCTION ... 1
1.1Background of the Research ... 1
1.2Research Question ... 3
1.3Purposes of the Research ... 3
1.4Significance of the Research ... 4
1.5Research Methods ... 5
1.6Clarification of Terms ... 6
1.7Organization of the Paper ... 6
CHAPTER II THEORETICAL FOUNDATION ... 8
2.1 Teacher’s beliefs and teacher’s practices in teaching English in young learners’ context ... 8
2.2 Teacher’s beliefs in using songs ... 12
2.3 Song as a teaching aid to young learners ... 16
2.4 Concluding Remark ... 25
CHAPTER III RESEARCH METHODS ... 26
3.1 Research Design ... 26
3.2 Participant of the Study ... 27
3.3 Data Collection ... 28
3.3.1 Interview ... 28
3.3.2 Classroom observation ... 28
3.4 Data Analysis ... 29
3.4.1 Analysis data from classroom observation ... 29
3.4.2 Analysis data from the interview ... 30
CHAPTER IV FINDING AND DISCUSSION ... 32
4.1 Teacher’s Beliefs in Using Songs in Teaching English to Young Learners ... 32
4.1.1 Teacher’s Beliefs in Using Songs as Teaching Media ... 32
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4.1.3 Teacher’s Beliefs about Learning Strategies in Teaching English to Young
Learners through Songs ... 41
4.2 The influence of Teacher’s Beliefs to Teaching Practices in Teaching English to Young learners through Songs ... 45
4.2.1 Teaching Practices in Using Songs as Teaching Media to Young Learners ... 45
4.2.2 Teaching Practices in Improving Language Skills through Songs ... 52
4.2.3 Teaching Practices about Learning Strategies in Teaching English to Young Learners through Songs ... 60
4.3 Concluding Remark ... 66
CHAPTER V CONCLUSION, SUGGESTION, AND LIMITATION OF THE RESEARCH ... 67
5.1 Conclusion ... 67
5.2 Suggestion ... 68
5.3 Limitation of the Research ... 69
REFERENCE ... 71
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Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I
INTRODUCTION
This chapter explains general outlines of the research. It provides background of the research, research questions, purposes of the research, significance of the research, research methodology, clarification of terms and organization of the paper.
1.1Background of the Research
Beliefs are one of the essential points of all fields in education and they deal with human behavior and learning (Fishbein & Ajzen, 1975; Ajzen, 1988 as cited in
Doğruer et al., 2010). Teachers’ beliefs include some points such as beliefs about the nature of language, language learning and teaching, learners, teachers, and the power of the relationship between the teachers and the learners (Doğruer et al., 2010). Thus,
these beliefs are brought and used by them into the classroom during the teaching and learning process. Williams and Burden (1997 as cited in Doğruer et al., 2010)
mention that teachers are influenced by their beliefs which affect their teaching attitude, teaching styles, teaching methods and techniques, teaching behavior, and
also learners’ development. In teaching English as a foreign language, the teachers come into the classroom with their previous educational experiences, cultural backgrounds, and social interaction, which may have an effect on their beliefs about English teaching (Johnson, 1992; Richards & Lockhart, 1996; Smith, 1996 as cited in Liao, 2007).
In the teaching process, the teacher’s beliefs may influence the teacher to choose and use proper media in the classroom to deliver the materials. The use of media in the classroom can assist the teacher in teaching and learning process since they support the teacher to attract attention of the learners, trigger prerequisites, present objectives, deliver new content, assist learning by giving examples and visual explanation, elicit student responses, provide feedback, improve retention and
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transfer, and assess performance (Smaldino, Russell, Heinich, & Molenda, 2004 as cited in Chang et al., 2010).
Furthermore, teaching English to young learners is considerably different from adults. For instance, the children will take and learn second or foreign language in unique and different ways which can make them fun (Pinter, 2006). There are several ways can be used in teaching English to young learners through the use of techniques, methods, and media of teaching a foreign language. The teaching media become an element which should be considered by the teachers because they play a role as a teaching tool that helps the teacher in the teaching practices to create fun, joyful, and pleased ambiances, which might be manipulated by the teacher’s beliefs. Commonly, the media which are used in teaching English to young learners through pictures, stories, games, role plays, and songs.
Besides, most of the teachers use uninterested and rigid media in teaching English to young learners, for instance, in teaching vocabulary and grammar. According to personal experiences, the learners should master the grammar and the vocabulary by memorizing the pattern without the context. As a result, most of the learners feel bored and unhappy since they may be forced to memorize the vocabulary and they may confuse to use those vocabularies in a sentence. Meanwhile, the learning process of teaching English to young learners should be amusing, familiar, and attractive (Bouniol, 2012; Cakir, 1999 as cited in Ara, 2009). Hence, this research is worthy to identify the teacher’s beliefs in using media; one of them is song which commonly is forgotten by most of the teachers, which influence the teaching practices in the classroom.
Regarding to this issue, a number of researches about teachers’ beliefs and
perception were conducted to assist the teachers in teaching and learning process effectively which involved their teaching styles, the kinds of thinking, decision
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Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2011; Moon, 2000; Richards, 1998; Richards & Lockhart, 1996; Smith, 1996; Trappes-Lomax & McGrath, 1999 as cited in Lioa, 2007).
Additionally, there are some researches which show the effectiveness of songs in improving language skills, particularly listening skill, to young learners (Sevik, 2012; Li & Brand, 2009; Horn, 2007; Millington, 2011). Some researches show the
findings about teachers’ views about using songs in teaching young learners are they
had difficulties to get, select, and access proper songs to use in their classroom (Sevik, 2011; Tse, 2015). In Indonesia, some researches show similar findings which mention the use of songs in enhancing language skills effectively can be used by the teachers to teach young learners (Yuliana, 2003; Wulandari & Apriani, 2014). Unfortunately, the research regarding teacher’s beliefs in using songs which influence the teaching practices is rarely found, specifically in Indonesian context.
Thus, the research is needed to find out teacher’s beliefs in using songs in teaching English to young learners. Therefore, this present research attempts to fill
the gap by conducting research on teacher’s beliefs about pedagogical value of using songs and how those beliefs manipulated the teaching practices in the young learners’
classroom context.
1.2Research Questions
According to aforementioned explanation, the following are questions to be addressed in this research.
1. What are the teacher’s beliefs about the pedagogical value of using songs in teaching English to young learners in EFL contexts?
2. How do the teacher’s beliefs influence the teaching practices in EFL classroom contexts?
1.3Purposes of the Research
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1. To find out the beliefs of teachers toward songs in teaching English to young learners.
2. To find out the teacher’s beliefs in using songs influence the teaching practices in EFL classroom context.
1.4Significance of the Research
There are several instructional media which can be used in EFL context like digital technology media. Nevertheless, the media in young learners’ context are still rarely found. This research is limited to provide some teachers’ views about using songs in teaching English to young learners, especially in Indonesian context because the research concerning teacher’s beliefs in using songs in teaching English to young learners is still infrequently found. Hence, this present research attempts to fill the
gap which covers two main points. They are the teacher’s beliefs about pedagogical
value of using songs and the teacher’s practices in using songs to young learners through songs which are influenced by those beliefs in EFL context.
The description of teacher’s beliefs in using songs is able to explore the beliefs about pedagogical value of using songs in teaching language to young learners. In addition, it gives insight about instructional media which can be used to accommodate the students who are in the rural area because of the restrictiveness. In this research, songs might assist the teachers to teach English without using high technology media. For instance, the teachers ask the students to sing a song together by writing the lyrics on the whiteboard. Furthermore, the instructional media will see the various teaching practices that can be chosen in order to create the learning and teaching process efficiently. In a particular circumstance, appropriate songs are able to facilitate the students to enhance language skills and to comprehend the materials which are taught by the teachers. Because of the research of teachers’ beliefs about values of using songs in teaching young learners is infrequently conducted in Indonesia, this research is expected to be motivation for others to enrich knowledge about the use of songs in teaching and learning English to young learners.
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Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1.5Research Methods
This research is a qualitative which the data are gathered from the participants who have experienced in the process (Strauss & Corbin, 1998 as cited in Fraenkel, et al., 2012). According to Creswell (2004), the data which are collected based on words from the participants and are analyzed descriptively. Thus, to accomplish the purposes, this research is designed as a descriptive study which gives a portrayal about belief and teaching practices of the teachers about using songs in teaching English to young learners.
The participant in this research is an English teacher who had teaching experiences in teaching young learners. The teacher who had teaching experiences more than three years is an English course in Bandung. Moreover, an interview and a classroom observation are used as instruments to collect the information from the participants who had teaching experiences in teaching young learners. The interview has a number of open-ended questions which cover the main points related to the
objectives of this research. They are the teachers’ beliefs regarding teaching English
to young learners through songs. Meanwhile, the classroom observation will be used to identify the teaching practices in the classroom based on the teacher’s beliefs regarding teaching English to young learners through songs. The data from the interview will be analyzed by organizing, explaining, and making sense of the data in terms of the participants’ definition of the situation (Cohen et al., 2007). Meanwhile,
the data from the classroom observation will be analyzed by using checklist of the
field notes’ content which consists of actors, activities, acts, events, goals, and
feelings (Spradley, 1980 as cited in Cohen et al., 2007). There are several steps in analyzing the qualitative data (Cohen et al., 2007; Lacey & Luff, 2001; Creswell, 2004). First, the data will be transcribed through reading and scanning whole or partial transcription of the data. Then, the data will be identified based on the theme or a coding process. After that, the coding process will be used to generate a
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description which covers in-depth information about people, places, event, and setting. Finally, the data will be summarized by using a narrative approach to convey the findings of the analysis in this research.
1.6Clarification of Terms
There are concepts that need clarification in this research. Each will be described below.
1. Songs refer to a composition for voice performed by singing or musical
instruments. In this research, song is used as teaching media.
2. Belief refers to an acceptance that someone or something exists or true. In this
research, belief is a feeling of the teachers about songs which can be used to assist the children acquiring a language.
3. Young learners refer to children who are those between five years to twelve
years old (Rixon, cited in Yuliana, 2003).
1.7Organization of the Paper
This paper will be presented into five chapters as follows:
Chapter I : Introduction
This chapter contains background of the research, research questions, purposes of the research, significance of the research, research methods, clarificatioin of terms, and organization of the paper.
Chapter II : Theoretical Foundation
This chapter contains theoretical foundations taken from several different theories.
Chapter III : Research Methods
This chapter elaborates the procedures of the research to answer the two questions mentioned earlier in Chapter I. This chapter covers the statements of the problems, research design, the site and participants, the data collection, and the data analysis.
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TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Chapter IV : Findings and Discussions
This chapter presents and elaborates the result of the research. The data will be categorized, analyzed, and discussed by using some relevant theories related to
teacher’s beliefs about using songs in teaching English to young learners. Chapter V : Conclusion, Suggestion, and Limitation of the Research
This chapter provides the conclusion of the research, gives some suggestions from the writer for further research, and elaborates some limitations of the research.
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Sharina M. Westhisi, 2015
CHAPTER III
RESEARCH METHODS
This chapter explains the method of research to answer the statement problems proposed in Chapter I. It consists of research design, research site and participant of the research, data collection, and data analysis. First, research design discusses the method occupied in this research. Second, research site and participant of the research explains the place where the research was conducted and the participant who engaged in this research. Third, data collection gives details about the techniques used in collecting the data in this research. Last, data analysis conveys the procedure used in analyzing the data.
3.1 Research Design
This research used qualitative method in order to answer the research questions because it aims to examine the quality of relationships, activities, situations, or materials which can describe in detail the phenomenon in a particular activity or situation (Fraenkel et al., 2012). Furthermore, in this research, the data were gathered from the participants who have experienced in the process (Strauss & Corbin, 1998 as cited in Fraenkel, et al., 2012). The results of the qualitative research cannot be generalized in a specific context. Even though in particular circumstances, the researcher might generalize their findings. However, their generalization is usually very limited in a scope (Fraenkel et al., 2012).
The case study design was employed in this research. The aims are to investigate specific phenomenon in its real-life contexts and to describe, in detail, the particular of the case (Cohen et al., 2007; Fraenkel et al., 2012). In addition, Nisbet and Watt (1984 as cited in Cohen et al., 2007) states that a case study is designed to point up a more general principle. In this research, individual actors became focus in order to figure out their perspective of events (Hitchcock & Hughes, 1995 as cited in Cohen et al., 2007). Furthermore, Dyer (1995) as cited in Cohen et al. (2007)
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TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
believes that a case study is detailed and descriptive, with a narrow main point, and also the subjective and objective data were combined in this study.
Additionally, this research employed a descriptive study which is one of types of case study that provided narrative accounts (Yin, 1984 as cited in Cohen et al., 2007) in order to find out the teachers’ perspective about using songs in teaching English to young learners (Tse, 2015; Sevik, 2011). It also has its strengths which support the use of the case study. There are the findings can be understood easily by a large audience, they are in a real-life context, and they grasp unique features which might hold the key points to understanding the circumstance (Nisbet & Watt, 1984 as cited in Cohen et al., 2007).
This research was conducted to examine the belief of Indonesian teachers toward songs and to observe the teaching practices which are influenced by the beliefs in teaching English to the young learners in EFL context.
3.2 Participant of the Study
The focal point of this study was an English teacher who had teaching experiences in teaching English to young learners through songs. She is an English teacher at Balai Bahasa UPI Bandung who had teaching experiences regarding teaching English to young learners.
The legitimate reasons on choosing the participant of Balai Bahasa UPI were Balai Bahasa has open access for people who would like to conduct the research and there is a special program for young learners in learning English through songs. Therefore, it assisted the researcher to collect the data related to the teacher’s beliefs about pedagogical value of using songs and the teaching practices which were influenced by those beliefs in using songs in teaching a foreign language to young learners.
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3.3 Data Collection
The data collection techniques used in this research was collecting teacher’s views of teaching English to young learners through songs. In this research, an interview and classroom observation were employed as instruments of data collection in order to meet the objectives of this research.
3.3.1 Interview
In this research, the researcher conducted a face-to-face interview and it was recorded to avoid misleading concepts with both participants in the different place and time. The aim of conducting the interview in this research was to discuss their interpretation of a particular circumstance from their point of view (Cohen et al., 2007). In this case, the participant was asked about the beliefs about the pedagogical value of using songs in teaching English to young learners. Moreover, the participant was asked to answer several open-ended questions regarding teaching English to young learners through songs. The interview was conducted in Bahasa Indonesia since it was purposed to get the information deeply and it gave openness to the participant in answering the questions. The questions comprised the teacher’s beliefs
towards songs in young learners’ context and teaching practices of the teachers in the
classroom regarding teaching English to young learners through songs.
3.3.2 Classroom observation
Observation offers an investigator the chances to obtain ‘live’ data from naturally occurring social situations (Cohen et al., 2007). Robson (2002 as cited in Cohen et
al., 2007) says that observation provides a reality check since what people do may
differ from what they say they do. Furthermore, observation facilitates a researcher to look over at everyday behavior (Cooper & Schindler, 2001 as cited in Cohen et al., 2007). The methods of observation are powerful tools for increasing knowledge into situations that include both oral and visual data (Cohen et al., 2007). Moreover, Erickson (1992 as cited in Cohen et al., 2007) and Cohen et al. (2007) suggest that the observer need to write down details in field notes and to record the circumstances
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TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
occurred through audio-visual recording in order to overcome the incompleteness of
the observer’s view of a single event.
In this research, classroom observation was conducted in three times of the meetings. It spent 100 minutes for each meeting to identify the teaching practices regarding teaching English to young learners through songs. It used a checklist which covered some points like the people in the situation, the sets of acts that are taking place, the specific actions that participant is doing, the sets of activities that are taking place, the goals which people are trying to achieve, and the way how to express the feeling when the teaching and learning process occurs (Spradley, 1980 as cited in Cohen et al., 2007). Additionally, the researcher recorded the physical and contextual setting of the observation, the participant, the time of the day of the observation, the layout of the setting, the chronology of the events observed, and any critical incidents that happened in the classroom (Moyles , 2002 as cited in Cohen et al., 2007).
3.4 Data Analysis
In this research, the data, gained from the interview and the classroom observation, were analyzed descriptively.
3.4.1 Analysis data from the classroom observation
The data from the classroom observation were analyzed through several steps adapted from Dörnyei (2011). There are transcribing the data, analyzing and classifying the data, and interpreting the data.
In the first step, transcribing the data from videotaping and observation check-list and transforming those recording data into a textual form. It described some points such as the physical settings of events, behaviors, activities, and feelings (Spardley, 1980; Bogdan & Biklen, 1992; LeCompte & Preissle, 1993 as cited in Cohen et al., 2007).
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The next step is analyzing and classifying. The data from the classroom observation were analyzed and classified into some categories which related to the
teacher’s beliefs and the teacher’s practices. The main theme was about teaching
practices which were manipulated by the teacher’s beliefs in teaching English to
young learners.
In the last step, interpreting the data from the classroom observation to address the research and then drawing the conclusion about the teacher’s beliefs which influenced the teaching practices in teaching English to young learners.
3.4.2 Analysis data from the interview
The analysis of the interview was divided into three stages. Firstly, transcribe the data which were gathered from an interview. Then, identify the theme or a coding process
the participants’ answer regarding their beliefs about the use of songs in teaching
English to young learners. After that, describe the data in-depth information about the main points related to the teacher’s beliefs about the pedagogical value of using songs in teaching English to young learners and the teaching practices of the teachers related to the beliefs in teaching and learning a foreign language to young learners, specifically in Indonesian context.
In the first stage, the data from the interview were transcribed to assist the researcher to examine the general ideas regarding teaching English to young learners through songs. It involved close observation of the data through listening process repeatedly. The purpose in this process was it allowed the interview to be designed into usable form. Furthermore, the data, which were irrelevant to the research questions, were reduced in order to avoid misleading information.
The next stage, the data were identified with a coding process. Kerlinger (1970 as cited in Cohen et al., 2007) defines coding as the translation of participants’ information and responses of the questions to particular categories for the purpose of analysis. Furthermore, another purpose to use the coding process is to create an explanation of the setting or the people as well as categories or themes for analysis
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TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
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(Creswell, 2004). The categories were related to the teachers’ beliefs about the use of songs in teaching English to young learners and the teacher’s practices which
influenced by the teacher’s beliefs in teaching and learning process.
The last stage in this section is data description. The data, which were gathered by conducting an interview with the participant, were described, interpreted, and concluded descriptively. The description and themes about the teacher’s beliefs
and the teacher’s practices were presented in the qualitative narrative to meet the
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Sharina M. Westhisi, 2015
CHAPTER V
CONCLUSION, SUGGESTION,
AND LIMITATION OF THE RESEARCH
5.1 Conclusion
This research investigates the teacher’s beliefs in using songs in teaching English to young learners at Balai Bahasa UPI Bandung. Two research questions were employed
in this research covering the teacher’s beliefs regarding teaching English to young
learners and how the teacher’s beliefs influence the teaching practices in the young
learners’ classroom.
With regard to the first research question, there are three main points of the
teacher’s beliefs dealing with the usage of the songs in teaching English to young
learners. First, the teacher’s beliefs in using songs as teaching media to young
learners discover the advantages which can motivate the learners, provide fun atmosphere, and facilitate their musical intelligence through the learning activities since the young learners have natural ability to learn a language and natural sense of the music which mention that the song can be used to create fun and pleased atmospheres of learning activities in order to help them in the process of language learning and acquisition (Cakir, 1999 as cited in Ara 2009; Chomsky, 1959 as cited in Zacharias, 2010). Furthermore, the teacher believed that the music and the language are similar whereas the song lyrics should have short, simple, and clear utterances which aimed to help the process of the learning for the young learners. Second, the
teacher’s beliefs in improving the learners’ language skills through songs, which started from receptive skills to productive skills, gained the ability in enriching their vocabulary, and also enhanced their skills in comprehending the grammar. Third, the
teacher’s beliefs in regard to the learning strategies in teaching English to young learners through song which unpacked four kinds of the learning strategies. There were about at what stage the teacher used the songs whether in the pre-activity or in
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TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
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the post-activity, the repetition, the usage of gestures and pictures, and the modification of the song lyrics as well. Those were functioned to assist the learners to achieve the learning objectives in the learning process.
In responding to the second research question, generally the teacher was capable to transform the beliefs to the teaching practices in the classroom (Pajares, 1992 as cited in Yoshihara, 2012). Those beliefs influenced the teacher’s practices in the following ways. First, it obviously can be seen that the teacher provided the learning activities which utilized the songs in delivering the topic such as introducing and reviewing the materials effectively. Additionally, when the learning process occurred, the learners felt happy and enjoy the learning process. It can be seen through their expressions such as jumping, clapping, and laughing. Second, the
teacher’s practices were influenced by the beliefs related to the using songs in
improving the language skills. The findings showed that the learners proved that their language skills, the vocabulary, and the grammar increased since the teacher knew what she should do and how to employ the songs in order to assist the students in achieving the learning objectives through songs. Their language abilities can be seen when they could pronounce the vocabularies properly and they were able to make the sentences grammatically. Third, the teacher’s beliefs regarding teaching English to
young learners through songs influenced the teacher’s practices in using the other
learning strategies such as using songs in the classroom might be accompanied by using gestures and pictures. The findings showed that the songs which accompanied by the gestures and the visual aids may assist them to improve the language skills and to comprehend the lesson.
5.2 Suggestion
According to the findings and conclusions above, some suggestions are proposed. First, the implementation of using songs in teaching English is applicable and appropriate for the learners, particularly the young learners of EFL or ESL classroom. It is very useful and helpful for the teacher in teaching a foreign language.
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Additionally, the teacher can create the fun and enjoyed ambiances in the teaching process in order to reduce the anxiety of the learners who are learning a foreign language.
Second, the learners can ask the teacher to provide the songs based on their needs and interests when the process of the learning took place. Moreover, a freedom should be given to the learners in choosing and finding the songs related to the topic. Then, those songs can be brought to the classroom and they can share the knowledge of each other.
Furthermore, there are some possible recommendations for further research. First, the researcher can choose another level of the students such as the kindergarten students in conducting the research regarding teaching English through songs. Second, the variety of the songs should be taken into account in further research. Additionally, obstacle which occurs in the teaching practices during the implementation should be investigated in further research.
5.3 Limitation of the Research
The findings of this present research focus on two major points. First, the teacher’s beliefs in using songs in teaching English to young learners, specifically the
elementary students. Second, the teacher’s beliefs related to using songs in teaching English which influence the teacher’s practices in the young learners’ classroom. The
findings could not be generalizable because it has some limitations such as this research was conducted in a small-scale, there was one English teacher who involved in this research, and it has time limitation during conducting the research. Nevertheless, it relates to the nature of the study which employs case study whereas it is designed to point up a more general principle with an individual actor becomes focus in order to figure out the perspective of the events (Nisbet & Watt, 1984; Hitchcock & Hughes, 1995 as cited in Cohen et al., 2007).
However, the findings of this research are important to identify the teacher’s
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70
Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
teacher transforms those beliefs into the teaching practices to assist the learners in achieving the learning objectives of the learning and acquiring a foreign language.
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Sharina M. Westhisi, 2015
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TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Kara, Z. E., & Aksel, A. Y. (2013). The effectiveness of music in grammar teaching on the motivation and success of the students at preparatory school at
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http://www.sciencedirect.com.
Klancar,N.I. (2006). Developing speaking skills in the young learners classroom. The
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Lacey,A., & Luff, D. (2001). Qualitative data analysis. Sheffield: Trent Focus. Lee et.al. (2006). Differntial effects of kindergarten teacher’s beliefs about
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74
Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Li, X., & Brand, M. (2009). Effectiveness of music on vocabulary, acquisition, language usage, and meaning for Mainland Chinese ESL learners. Music
Education, 36 (1), 73-84. Retrieved on November 12, 2014 from
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Millington, N. T. (2011). Using songs effectively to teach english to young learners.
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(29)
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76
Sharina M. Westhisi, 2015
TEACHER’S BELIEFS IN USING SONGS IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Sevik, M. (2011). Teacher views about using song in teaching English to young learner. Educational Research and Review, 6(21), 1027-1035. doi:
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Sevik, M. (2012). First step to effective listening: “listen and show” songs. International Journal of English and Education, 1 (1), 9-18. ISSN: 2278-4012.
Retrieved on June 25, 2014 from http:// www.ijee.org.
Shen, C. (2009). Using Englsih songs:An enjoyable and effective approach to ELT. English Language Teaching Journal, 2(1), 88-94. Retrieved on November 6, 2014 from www.ccsenet.org/journal.html.
Sigurðardóttir, D. (2012). Language learning through music. (Thesis). Sigillum Universitatis Islandiae, Háskóli İslands. Retrieved on October 24, 2014 from http://skemman.is/stream/get/1946/12591/25761/1/B.Ed._Thesis._Language_le
arning_through_music.
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http://www.tojet.net/articles/v8i1/818.pdf.
Tellier, M. (2008). The effect of gestures on second language memorisation by young children. John Benjamins Publisihing, 8 (2), 219-235. Retrieved on May 25, 2015 from https://hal.inria.fr/hal-00375251/document.
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher Efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Doi: 10.1016/S0742-051X(01)00036-1. Retrieved on January 31, 2015 from
http://researchgate.net.
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http://www.ijssh.org/papers/428-H10021.pdf.
Tuan, L.T., & An. P. T. V. (2010). Teaching English rhythm by using songs. Studies in
Literature and Language, 1 (2), 13-29. ISSN: 1923-1555. Retrieved on
February 19, 2015 from http://cscanada.net.
Wulandari, T. R., & Apriani, D. W. (2014). Singing and dancing in English for young
learners classroom. (Article). Universitas Bina Darma, Indonesia. doi:
10.7763/IPEDR. Retrieved on November 13, 2014 from
http://www.ipedr.com/vol77/010-ICLMC2014_N00021.pdf.
Yolageldili, G and Arikan, A. (2011). Effectiveness of using games in teaching grammar to young learners, Elementary Education Online, 10(1). Retrieved on June 26, 2014 from http://ilkogretim-online.org.tr
York, J. (2011). Music and MEXT: How songs can help primary school english teachers teach and their students learn. The Language Teacher, 35 (4). Tokyo Denki University, Tokyo. Retrieved on October 26, 2014 from
http://jalt-publications.org/files/pdf-article/art2_17.pdf.
Yoshihara, R. (2012). ESL Teachers’ teaching beliefs and practices: A case study of three teachers in an ESL program in Hawaii. 総合文化研究第18巻第１号, 8,
41- 61. Retrieved on February 25, 2015 from http://bus.nihon-u.ac.jp.
Yuliana. (2003). Teaching English to young learners through songs. Journal Directory
Collection of Kata, 5(1), 62-66. Retrieved on June 25, 2014 from http://puslit.petra.ac.id/journals/letters
Zacharias, N.T. (2010). Issues of TEYL in Indonesian and what parent can do it.
Indonesian Journal of English Language Teaching, 6(2), 75-88. Retrieved on
(1)
Deubelbeiss (n.d). Using songs in the EFL classroom. (Article). School of TEFL. Retrieved on November 13, 2014 from http://slideshare.net.
Doğruer et. al. (2010). EFL teachers’ beliefs on learning english and their teaching style. Procedia Social and Behavioral Sciences, 3, 83–87.
doi:10.1016/j.sbspro.2010.07.015. Retrieved on February 18, 2015 from
http://www.sciencedirect.com.
Dörnyei, Z. (2011). Research methods in applied linguistics. Oxford: Oxford University Press.
Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, 6 (2), 114-127. ISSN: 1916-4742. Retrieved on November 26, 2014 from http://ccsnet.org.
Finardi, K. (2004). Teachers’ Use of and Beliefs on Ludic Language in the Foreign
Language Class. (Thesis). Universidade Federal De Santa Catarina. Retrieved
on February 18, 2015 from http://repositorio.ufsc.br.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An
introduction to theory and research. Reading, MA: Addison-Wesley. Retrieved
on March 14, 2015 from http://people.umass.edu.
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs”: What are they? Which have been examined? What can they tell us?. In Harris, K.R., Graham, S., Urdan, T (Eds.), Handbook of Educational
Psychology, 2, 471-499. doi: 10.10337/13274-019. Retrieved on February 25,
2015 from http://montclair.edu.
Fraenkel, J. R. Wallen, N. E., & Hyun, H.H. (2012). How to design and evaluate
research in education. (8th ed.). New York: McGraw-Hill.
Larsen-Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3(2), 195-210. ISSN: 1868-6311.
(2)
Gursoy, E. (2013). The development of a children’s inventory for language strategies (CHILLS). Journal of Educational and Social Research, 3(7), 263-272. doi: 10.5901/jesr.2013.v3n7p263.
Halliwell, S. (1992). Teaching english in the primary classroom. England: Longman. Horn, C. A. (2007). Englsih second langauge learners: Using music to enhance the
listening abilities of grade ones. (Thesis). University of South Africa. Retrieved
on November 6, 2014 from
http://uir.unisa.ac.za/bitstream/handle/10500/2254/dissertation.pdf.
İnceçay, G. (2011). Pre-service teachers’ language learning beliefs and effects of these beliefs on their practice teaching. Procedia Social and Behavioral Sciences, 15, 128-133. doi:10.1016/j.sbspro.2011.03.061. Retrieved on February 22, 2015 from http://ac.els-cdn.com.
Kara, Z. E., & Aksel, A. Y. (2013). The effectiveness of music in grammar teaching on the motivation and success of the students at preparatory school at
UludağUniversity. Social and Behavioral Sciences, 106, 2739-2745. doi: 10.1016/j.sbspro.2013.12.314. Retrieved on October 26, 2014 from
http://www.sciencedirect.com.
Klancar,N.I. (2006). Developing speaking skills in the young learners classroom. The
Internet TESL Journal, 7(11). Retrieved on October 28, 2014 from http://iteslj.org/Techniques/Klancar-Speaking Skills.html.
Lacey,A., & Luff, D. (2001). Qualitative data analysis. Sheffield: Trent Focus. Lee et.al. (2006). Differntial effects of kindergarten teacher’s beliefs about
developmentally appropriate practice on their use of scaffolding following in service training. Teaching and Teacher Education: An International Journal of
Research and Studies, 22 (7), 935-945. Retrieved on January 31, 2015 from http://eric,ed,gov.
(3)
Li, X., & Brand, M. (2009). Effectiveness of music on vocabulary, acquisition, language usage, and meaning for Mainland Chinese ESL learners. Music
Education, 36 (1), 73-84. Retrieved on November 12, 2014 from http://krpb.pbworks.com/f/music-esl.pdf.
Liao, P. (2007). Teachers’ beliefs about teaching english to elementary school children. English Teaching & Learning, 31 (1), 43-76. Retrieved on January 31, 2015
from http://posenliao.idv.tw/doc/teachers_beliefs_about_teaching_English.pdf. Mamun, MD. A. A. (2014). Effectiveness of audio-visual aids in language teaching in
tertiary level. (Thesis). BRAC University, Dhaka. Retrieved on May 25, 2015
from http://dspace.bracu.ac.bd/bitstream/handle/10361/3288/13177014.pdf. Marion, T. (n.d). How do teacher’s gestures help young children in second language
acquisition. Université Paris 7, UFR Linguistique, Laboratoire ARP. Retrieved
on May 26, 2015 from
http://gesture-lyon2005.ens-lyon.fr/article.php3?id_article=253.
Mateer et al. (2014). Using media to enhance teaching and learning. (Article). Science Education Resource Center, Carleton College. Retrieved on March 15, 2015 from http://serc.carleton.edu.
Millington, N. T. (2011). Using songs effectively to teach english to young learners.
Language Education in Asia, 2(1), 134-141. Retrieved on November 6, 2014
from http://dx.doi.org/10.5746/LEiA/11/V2/I1/A11/Millington.
Milne, E. D., & Garcia, A. L. (2008). The role of repetition in CLIL teacher discourse: a comparative study at secondary and tertiary levels. International CLIL
Research Journal, 1 (1), 50-59. Retrieved January 31, 2015 from http://www.icrj.eu/11/article4.html.
(4)
Ornerová, L. (2009). The use of pop songs in the EFL classroom. (Thesis). Univerzita Palackého V Olomouci. Retrieved on November 26, 2014 from
http://theses.cz/id/s3c94i/51420-943918748.pdf.
Patel, M.F & Jain, P. M. (2008). English language teaching (Methods, tools &
techniques). Jaipur: Sunrise.
Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
PorvaldsdÔttir, G. H. (2008). Songs as teaching resources in the young learners’ esl
classroom. (Thesis). Kennaraháskóli İslands, Grunnám. Retrieved on October
28, 2014 from
http://skemman.is/stream/get/1946/1590/4824/1/Microsoft_Word_-_ThesisGydaFinalEdition.pdf.
Read, C. (2007). 500 activities for the primary classroom. Oxford: Macmillan Education.
Saville, K. (2011). Strategies for using repetition as a powerful teaching tool. Music
Educators Journal, 98(1), 69-75. doi: 10.1177/0027432111414432. Retrieved
on January 31, 2015 from http://mej.sagepub.com.
Saville-Troike, Murriel. (2006). Introducing second language acquisition. Cambridge: Cambridge University Press.
Schoepp. K. (2001). Reasons for using songs in the ESL/EFL classroom. The Internet
TESL, Journal, 7 (2). Retrieved on January 3, 2015 from
http://iteslj.org/Articles/Schoepp-Songs.html.
Scott, W. A., & Ytreberg,L.H. (1991). Teaching english to children. London and New York: Longman.
(5)
Sevik, M. (2011). Teacher views about using song in teaching English to young learner. Educational Research and Review, 6(21), 1027-1035. doi:
10.5897/ERR11.250. Retrieved on June 25, 2014 from
http://academicjournals.org/ERR
Sevik, M. (2012). First step to effective listening: “listen and show” songs. International Journal of English and Education, 1 (1), 9-18. ISSN: 2278-4012.
Retrieved on June 25, 2014 from http:// www.ijee.org.
Shen, C. (2009). Using Englsih songs:An enjoyable and effective approach to ELT. English Language Teaching Journal, 2(1), 88-94. Retrieved on November 6, 2014 from www.ccsenet.org/journal.html.
Sigurðardóttir, D. (2012). Language learning through music. (Thesis). Sigillum
Universitatis Islandiae, Háskóli İslands. Retrieved on October 24, 2014 from
http://skemman.is/stream/get/1946/12591/25761/1/B.Ed._Thesis._Language_le arning_through_music.
Taiwo, S. (2009). Teachers’ perception of the role of media in classroom teaching in secondary schools. The Turkish Online Journal of Educational Technology, 8 (8), 76-83. ISSN: 1303-6521. Retrieved on January 31, 2015 from
http://www.tojet.net/articles/v8i1/818.pdf.
Tellier, M. (2008). The effect of gestures on second language memorisation by young children. John Benjamins Publisihing, 8 (2), 219-235. Retrieved on May 25, 2015 from https://hal.inria.fr/hal-00375251/document.
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher Efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Doi: 10.1016/S0742-051X(01)00036-1. Retrieved on January 31, 2015 from
http://researchgate.net.
(6)
87-89. Retrieved on October February 14, 2015 from
http://www.ijssh.org/papers/428-H10021.pdf.
Tuan, L.T., & An. P. T. V. (2010). Teaching English rhythm by using songs. Studies in
Literature and Language, 1 (2), 13-29. ISSN: 1923-1555. Retrieved on
February 19, 2015 from http://cscanada.net.
Wulandari, T. R., & Apriani, D. W. (2014). Singing and dancing in English for young
learners classroom. (Article). Universitas Bina Darma, Indonesia. doi:
10.7763/IPEDR. Retrieved on November 13, 2014 from
http://www.ipedr.com/vol77/010-ICLMC2014_N00021.pdf.
Yolageldili, G and Arikan, A. (2011). Effectiveness of using games in teaching grammar to young learners, Elementary Education Online, 10(1). Retrieved on June 26, 2014 from http://ilkogretim-online.org.tr
York, J. (2011). Music and MEXT: How songs can help primary school english teachers teach and their students learn. The Language Teacher, 35 (4). Tokyo Denki University, Tokyo. Retrieved on October 26, 2014 from http://jalt-publications.org/files/pdf-article/art2_17.pdf.
Yoshihara, R. (2012). ESL Teachers’ teaching beliefs and practices: A case study of three teachers in an ESL program in Hawaii. 総合文化研究第18巻第１号, 8,
41- 61. Retrieved on February 25, 2015 from http://bus.nihon-u.ac.jp.
Yuliana. (2003). Teaching English to young learners through songs. Journal Directory
Collection of Kata, 5(1), 62-66. Retrieved on June 25, 2014 from http://puslit.petra.ac.id/journals/letters
Zacharias, N.T. (2010). Issues of TEYL in Indonesian and what parent can do it.
Indonesian Journal of English Language Teaching, 6(2), 75-88. Retrieved on