51 =
√ .
=√11.94 = 3.45
t = 0.56-0 3.45√16
= 0.560.86 = 0.65 Based on the T test result above, the value of T obtained was 0.65.
Moreover, the T critical for this test was 1.753 which came from dfn-1 df 16-1 df 15 1.753 with 5 significance. It could be seen that there was no
significant different between the result of the pre test and post test due to the T obtained fell in the Ho area.
4.5 Analysis
The researcher would analyze the pre test, treatment, and post test which had been done by the researcher. The researcher would corelate the result of the
research with the theories used. The analysis was used to answer the research question of this study.
4.5.1 Pre test:
In this pre test, the students were not asked to sing but only read the lyrics. Based on the reading the lyrics of both songs, the researcher made a record and
displayed it in the previous pages. In the pre test most of students could not
52 pronounce the words in “Beautiful Day” and “Promise” lyrics correctly. Most of
them were confused with the new words that they just knew in the lyrics.
4.5.2 Treatment
In the treatment step, the researcher conducted 4 treatments using songs. The objective of the song treatments was to increase the students’ ability in
pronunciation. In the first meeting of treatment, the researcher delivered the lyrics of the songs and asked the students to read it loudly. In fact, the researcher still
found several mistakes in the pronunciation. Based on the Hubbart’s suggestion, in using song in classroom activities, the teachers need to explain the lyric of the
songs carefully and patiently to make the students understand how to pronounce the lyric and also the meaning Hubbard,et al., 1983. Then, the researcher taught
the students how to pronounce the lyrics of the songs clearly. The researcher repeated the word one by one patiently while the students were imitating what
they heard. Due to the students seemed bored with the treatment, the researcher had to change the situation of the class.
Basically, young learners are very active and love to play. They are able to work with others and learn from others. They can learn from the teacher, friends,
parents, etc Scott Ytlberg, 1990, pp. 2-4. Due to the experts’ explanation, in attracting the students’ enthusiasm, the researcher improved the situation of the
treatment by asking the students to work in pair. The objectives of this activity was to change the situation of the class. The students had to write the
mispronunciation which has been made by their partners. They took turn in doing this activity. The situation of the class became more active, the students were
53 bussy to write down their partner’s mistakes. From this activity, they could learn
from their friends. When a student made mistakes, his or her friend would discuss for the right pronunciation. The researcher also walked around to find the students
who did mispronunciation. Then, the researcher reviewed the activity. In the end of the meeting, the researcher played those two children songs namely “Beautiful
Day” and “Promise”. The reseacher let the students to listen to the songs. The students enjoyed to listen the songs and they tried to sing the songs. The
atmosphere of the class became more lively. The researcher continued to taught deeply about the songs in the next meetings.
In the second meeting, the researcher reviewed what the researcher had taught from the previous meeting. After that, the researcher played the “Beautiful
Day” and “Promise”. Based on the suggestion from Hubbard, et al. 1983, in presenting songs in the class, the teacher plays the whole songs to make the
students understand the rythm of the songs. If necessary, the teacher might use gesture activities related to the songs to attract the students’ enthusiasm. The
teacher needs to bring the lively atmosphere into the class. Due to the expert’s suggestion, the researcher taught the students how to sing the songs, especially the
rhythm of the songs. The students imitated what they heard from the researcher. After the students could sing the songs, they were asked to make a group of four
and sing in front of the class. They were very enthusiastic to sing the songs and they could learn from their friends.
In the third meeting, the students were already familiar with the songs. In this meeting, the researcher asked the students to sing without reading the lyrics.
54 This kind of treatment was to attract the students’ motivation in singing freely
without concerning on the lyrics. The students had a big enthusiasm in memorizing the lyric and pronouncing it as well as they could. This activity would
also train their ability in memorizing. Then, the students were asked to work in pair and write down the misprounced words which made by their partner. They
could learn from their partner’s suggestion. Furthermore, the researcher also corrected the students who did mispronunciation. By doing this kind of treatment.
the situation of the class became more lively and they students enjoyed the activity. After all of the students finished to work in pair, the researcher played the
songs again to make the students remembered in singing the songs with the correct pronunciation.
In the fourth meeting, the researcher had a follow up activity to encourage the use of song in teaching pronunciation. The researcher organized the spelling
bee game was to increase the students’ ability in spelling the words. The reason why the researcher conducted spelling bee was to improve the use of songs in
another way. The purpose of the spelling bee was to provide the students with the opportunity to practice spelling the words aloud in front of their classmates. In the
spelling bee game, the students had to spell the words loudly letter by letter and end it by pronouncing the words. The words used in this game were the lyrics of
“Beautiful Day” and “Promise”. In the end of this game, the students discussed the words which were used in the game. Then, the students were asked to listen
and sing the “Beautiful Day” and “Promise” to make sure whether their pronunciation was correct or not. The students were really enjoy doing the
55 spelling bee game. They work in group and they competed with other groups.
There were four students in a group. They were cooperating with their own groups to win the game. The students were so enthusiastic to get the point.
The students were confident to sing the songs. It was because the students were mastering the songs well. Most of them were able to memorize the lyrics of
the songs. In line with the theory from Scott and Ytlberg, young learners are very active and also love to play Scott Ytlberg, 1990, pp. 2-4. This activity proved
that the students loved to play and interact with their friends. The situation of the class became different rather than just listening to the teacher’s explanation.
4.5.3 Post test
