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

SALATIGA

2017

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v

vi

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.

2

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

4

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%

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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

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%

15

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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Kramsch, C.,(1993) Context and culture in language teaching, Oxford: Oxford University Press

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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