000			02133nam a22002537a 4500
003			URS
005			20251001101008.0
008			251001b |||||||| |||| 00| 0 eng d
050	0	0	_aLG 221. R59 _b.M3334 2025
100	1		_aMarcos, Mica _eResearcher
245	1	0	_aInfuence of song-teaching method in improving the english performance of sophomore english majors// _cMica Marcos, Mary Anne Varona [and] Christine Anne Verastigue
260		1	_c2025
300			_aix. 75 leaves _bIllustrations _c28cm
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aUndergraduate Thesis _bBachelor of Secondary Education major in English _cUniversity of Rizal system, Rodriguez, Rizal _d2025
520			_aThis study explored the influence of the song-teaching method on the English performance of sophomore English majors at the University of Rizal System Rodríguez Campus during the Academic Year 2023-2024. A descriptive qualitative research design anchored on the Dual Coding Theory was employed in this study. The researchers gathered data through a validated interview guide administered to twenty selected sophomore English major students using purposive sampling. The researchers used thematic analysis to examine the participants' responses. Based on the gathered data, findings revealed the following: You sent The song-teaching method enhanced English performance by facilitating memory retention through melody and repetition, improving pronunciation, promoting the understanding of grammar in context and increasing learners' motivation and engagement. Participants indicated that the song-teaching method made learning more enjoyable and less intimidating, resulting in greater classroom participation. Lastly, the approach contributed to better listening comprehension and contextual vocabulary acquisition.
650			_2Infuence of song-teaching method in improving the english performance
700			_aVarona, Mary Anne _eResearcher
700			_aVerastigue, Christine Anne _eResearcher
700			_aDela Cruz, Romi M. _eAdviser
942			_2lcc _cT
999			_c87082 _d87080