AN ANALYSIS OF THE PROCESS OF TEACHING PRONUNCIATION THROUGH SONGS AT THE FIRST GRADE OF SMAN 15 BANDAR LAMPUNG

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AN ANALYSIS OF THE PROCESS OF TEACHING

PRONUNCIATION THROUGH SONGS AT THE FIRST

GRADE OF SMAN 15 BANDAR LAMPUNG

A Script

HARDIANSYAH PUTRA

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2015

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i ABSTRACT

AN ANALYSIS OF THE PROCESS OF TEACHING PRONUNCIATION THROUGH SONGS AT THE FIRST GRADE OF SMAN 15 BANDAR

LAMPUNG

Hardiansyah Putra

The objectives of this research were to analyze the process of teaching pronunciation through song and to determine mispronounced friction/fricatives sounds done by the students. The sample was the students of class X.1 consisting 36 students was chosen randomly using lottery.

This qualitative descriptive research used two kinds of instruments: observation sheets and pronunciation test. The research was conducted from May 22th to May 30th 2012 in SMAN 15 Bandar Lampung. The writer focused on how the process of pronouncing the words consisting of fricatives consonants and determined mispronounced fricatives sounds done by students

The result of the research showed that the process of teaching pronunciation through song was well accepted by the students and it could improve students’ pronunciation. However the students still found difficulties in pronouncing the words containing fricatives consonants. The result also showed that through song, The average of students’ involvement percentages in teaching learning process of observation sheet 1 of “More Than Words” song were 73,6%. The average of students’ involvement percentages teaching learning process of the observation sheet 2 of “Diamond” song were 84%. The students still found difficulties in pronouncing the words containing fricatives/friction consonants. The root cause of the students did the mistakes in pronouncing the words were their own mother tongue and also influenced by the unfamiliar sounds which did not in Indonesian Language

Therefore, it could be concluded that learning English pronunciation become joyful and encouraging the students to practice the words but and the students still find difficulties in pronouncing the words containing fricatives consonants. Song was also able to increase students’ motivation during teaching and learning pronunciation. Through song the students were interested in joining the teaching and learning pronunciation process due to the use of interesting, attractive and creative media of learning.

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AN ANALYSIS OF THE PROCESS OF TEACHING

PRONUNCIATION THROUGH SONGS AT THE FIRST

GRADE OF SMAN 15 BANDAR LAMPUNG

HARDIANSYAH PUTRA

A Script

Submitted in a Partial Fulfillment of The requirements for S-1 Degree

The Language and Arts Department of Teacher Training and Education Faculty

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2015

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CURRICULUM VITAE

The researcher was born on September 28th, 1990 in Bandar Lampung. He is the first son of Wardi Wartan, B.Sc., and Yusni Efi, S.Pd. He has two younger sisters, Wiza Yuli Avio Nanda and Dila Febri Tri Nanda.

He graduated from Elementary School (SD Negeri 1 Labuhan Ratu) in 2002. Next, he studied in Junior High School (SMP Al-Azhar 3 Bandar Lampung) and graduated in 2005 and he graduated from Senior High School (SMA Negeri 15 Bandar Lampung) in 2008. In the same year, he was accepted in Lampung University majoring in English Education Study.

In 2011, the writer did Teaching Practice (PPL) at SMAN 1 Way Tenong, West Lampung. He did the research in 2012 at SMA Negeri 15 Bandar Lampung.

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DEDICATION

This script is proudly dedicated to those who support me keep struggling to get success they are:

1. My beloved mother and father, everything that I did is nothing compare to your love. I’m so proud to be your son.

2. My lovely sisters, thanks for coloring my life.

3. My beloved future wife, thanks for listening up my jeremiad as always. 4. My best friends, thanks for the motivation by their own words.

5. All people who have helped, motivated and supported me “Thank you so much.”

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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Praise and thanks are only to God the Almighty for blessing the writer so that he can accomplish the writing of this script. In this occasion I would like to express my deepest gratitude and appreciation to:

1. Dr. Ari Nurweni, M.A., as the Chairperson of English Department Lampung University who always help her students.

2. Dr. Muhammad Sukirlan, M.A., as the First advisor who gave his guidance, advice, encouragement and time from beginning up to completion of this script.

3. Dra. Hartati Hasan, M.Hum., as the Second advisor who gave motivation and advice to me for completing this script.

4. Drs. Sudirman, M.Pd., as the Examiner who gave instruction and his knowledge in order to make this script better.

5. Drs. Teguh Budi Santoso as the Headmaster of SMA Negeri 15 Bandar Lampung who gave his permission to conduct a research at the school. 6. Riza Yulianti, S.Pd., as the English teacher of SMA Negeri 15 Bandar

Lampung who had become second raters and observer in this research, thanks for her kindness and help.

7. Students of Class X.1 SMA Negeri 15 Bandar Lampung who became sample and participated well in this research.

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8. My Beloved father, Wardi Wartan, B.Sc., my beloved mother Yusni Efi, S.Pd., my sisters Wiza Yuli Avio Nanda and Dila Febri Tri Nanda thanks for love, support and pray.

9. My future wife Mitha Febrianti Sudarman, S.H., who always motivate me when I was getting lack of confidence.

10.My close friends Irvan Prasetyo Hananto, S.Psi., Rian Arya Prasetya, Affriyan E.S, Mujiono, S.Pd., Tri Wahyudi, S.Pd., Dito Setiyawan, S.Pd., Ferry Indra Jaya, S.Pd., Sekar Dini, S.Pd., Ayu Roshada, S.Pd., and Fajar Prayoga, S.Pd., who always help and motivated me.

11.My friends in English Department 2008 and 2007 that cannot mentioned one by one for wonderful friendship. It’s been fun guys.

Hopefully, this script would give a positive contribution to the educational development or to those who want to carry out further research.

Bandar Lampung, July 1st 2015 The writer

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LIST OF APPENDICES

1. Lesson Plan of „More Than Words’ Song ... 64

 Song Lyric ... 67

2. Lesson Plan of „Diamonds’ Song ... 68

 Song Lyric ... 71

 Pronunciation Test ... 72

3. Class Observation 1 ... 73

4. Class Observation 2 ... 74

5. Mispronounced Friction Consonants ... 75

6. Rating Scale of Pronunciation ... 77

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LIST OF TABLES

1. Table of Consonants due to the Point of Articulation ... 13

2. Table of Friction Consonants /f/ and /v/ Sounds ... 14

3. Table of Friction Consonants /θ/ and /ð/ Sounds ... 15

4. Table of Friction Consonants /s/ and /z/ Sounds ... 15

5. Table of Friction Consonants /ʃ / and /ʒ / Sounds ... 16

6. Table of Friction Consonants /h/ Sound ... 17

7. Table of Observation Sheets ... 27

8. Table of Mispronounced Words in Initial Position ... 43

9. Table of Mispronounced Words in Middle Position ... 44

10.Table of Mispronounced Words in Final Position ... 45

11.Table of Words could be Pronounced in Initial Position ... 46

12.Table of Words could be Pronounced in Middle Position ... 47

13.Table of Words could be Pronounced in Final Position ... 47

14.Table of Words Pronounced by All Students in Initial Position ... 48

15. Table of Words Pronounced by All Students in Initial Position ... 48

16.Table of Words Pronounced by All Students in Initial Position ... 48

17.Table of Class Observation 1 ... 70

18.Table of Class Observation 2 ... 71

19.Table of Mispronounced Words in Initial Position by Students ... 75

20.Table of Mispronounced Words in Middle Position by Students ... 75

21.Table of Mispronounced Words in Final Position by Students ... 76

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TABLE OF CONTENTS

ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vii

CHAPTER I INTRODUCTION page 1.1 Background of Problems ... 1

1.2 Limitation of Problems ... 5

1.3 Formulation of Problems ... 5

1.4 Objectives of Research... 6

1.5 Uses of Research ... 6

1.6 Scope of Research ... 6

1.7 Definition of Terms ... 7

CHAPTER II FRAME OF THEORIES 2.1 Review of Related Research Teaching Pronunciation ... 9

2.2 Pronunciation ... 10

2.3Basic Sound of English ... 11

2.3.1 Consonants in English ... 11

2.3.2 Type of English Consonants ... 13

2.3.3 English Fricatives or Friction Consonants ... 14

2.4 Contrastive Analysis ... 17

2.5 Song ... 18

2.6 Song Related to Language Teaching ... 19

2.7 Criteria of Selecting Song ... 19

2.7.1 What to Look for ... 20

2.7.2 What to Avoid ... 20

2.8 Selected Technique of Teaching English through Song ... 21

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2.8.2 Performance ... 22

2.8.3 Procedures of Teaching Pronunciation through Songs ... 22

1. Pre-Activity ... 22

2. While Activity ... 23

3. Post Activities ... 23

2.9 Advantages and Disadvantages ... 24

2.9.1 Advantages ... 24

2.9.2 Disadvantages ... 24

CHAPTER III RESEARCH METHOD 3.1 Research Design ... 25

3.2 Subject ... 26

3.3 Instrument of Research ... 26

3.3.1 Observation ... 27

3.3.2 Pronunciation Test ... 28

3.4 Research Procedures ... 29

3.4.1 Finding the Subject ... 29

3.4.2 Doing the Observation ... 29

3.4.3 Pronunciation Test ... 29

3.4.4 Analyzing and Interpreting Data ... 29

3.5 Reliability and Validity of Data ... 29

3.6 Data Analysis and Interpretation ... 30

CHAPTER IV RESULT AND DISCUSSION 4.1 General Description of Research ... 32

4.2 Research Finding ... 34

4.2.1 The Process of Teaching Pronunciation through Song ... 34

4.2.1.1 Stages of Implementing Song to Teach Pronunciation ... 35

a. Preparing the Material ... 35

b. Creating Classroom Interaction ... 35

c. Implementing Song in The Classroom ... 36

d. Giving Evaluation ... 37

4.2.2.1 Teaching Learning Process ... 37

a. Teaching Learning Process of Observation Sheet 1 ... 37

b. Teaching Learning Process of Observation Sheet 2 ... 40

4.4 Mispronouncing Friction Consonants ... 42

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 58

5.1.1 Process of Teaching Pronunciation ... 58

5.1.2 Mispronounced Sounds in Pronouncing Fricatives Consonants ... 59

5.2 Suggestions ... 60

REFERENCES ... 62

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I. INTRODUCTION

In this chapter, the writer discusses the background of the problems, identification of problems, limitation of problems, formulation of problems, objectives of the research, uses of the research, scope of the research, and definition of key terms.

1.1 Background of Problem

Pronunciation is an important element in language. The importance of teaching pronunciation remained one of the most widely debated subjects in the field of language teaching. Celce-Murcia, Brinton, & Goodwin, (1996:23) says that the most important part of learning a second language rests on pronunciation. There is no doubt that we set about pronunciation to learn the foreign language, then we learn speaking, reading, writing and we finally reaped the benefits and have access to the second language.

Recently, English has been an obligatory subject since eighth grade students of junior high school. Each grade of students has its own goal of English teaching learning process. In this case, as it is stated on English core competence and basic competence of teaching learning process for tenth grade students of senior high school in 2013 curriculum, one of the goals of teaching English is to enable the students to arrange simple particular text in oral and written in form of congratulation expression by considering its goals, text organization, and

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language elements such as vocabulary, grammar, and pronunciation correctly. Therefore, pronunciation as one of the language elements of English has an important role to build a well formed communication.

Based on the writer’s experiences when he was teaching at SMA Negeri 1 Way Tenong Lampung Barat, it could be reported that the students had some difficulties to pronounce the words not only for the unfamiliar words but also familiar words. For examples, „that’, some said /det/; to pronounce „with’, the majority of students said /wIt/. The same problems were also found by the writer when he was doing pre-observation in SMA Negeri 15 Bandar Lampung. In that occasion, the writer asked the students to read some paragraphs. When the students were reading the paragraph, the writer found that they made several errors. They found difficulties in pronouncing English sounds, especially for fricatives/friction consonants that contains /f/ and /v/, /s/and /z/, /ð/ and /θ/, /ʃ /and /ʒ /, /h/. For examples, when they pronounced the words „thing’, the majority of students said /tiŋ/. Furthermore when the students were asked to pronounce English sounds by reading aloud a simple descriptive text, most of them found some difficulties such as pronouncing English sounds well, differentiate similar words sound, and recognizing how to pronounce the unfamiliar words because their pronunciation were influenced by their mother tongue. These facts were also supported by the data that showed there were only about 18% students who passed the passing grade of pronunciation scoring system in final examination of speaking class based on pre-observation and by the writer. Their problems might be caused by, at least two things; first was the teaching in use of uninteresting

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media, and second was the material which is not interesting for the students. As the result, the students were not influenced to practice a lot.

Teacher’s creativity was also needed in order to make the learning situation run appropriately. But it did not happen in the school where the writer conducted the research. Students felt bored in learning because the teacher was not able to make the students interested in teaching learning process.

Pronunciation involves more aspects than individual sounds. Word stress, sentence stress, intonation, and word linking influenced the sounds of spoken English such as plosive, fricative, affricative, nasal, lateral and glottal. “The pronunciation class … was one that gave primary attention to phonemes and their meaningful contrasts, environmental allophonic variations, and combinatory phonotactic rules, along with … attention to stress, rhythm, sounds and intonation.” (Morley, 1991: 484). For example, “What are you going to do?” Indonesian students still uses Indonesian pronunciation with their mother tongue. English pronunciation involved too many complexities for learners to strive for a complete elimination of accent.

Nonetheless, pronunciation is definitely the most dominant thing that people noticed when a person was speaking, Look at an anecdote:

Whenever I spoke to a person in America, they kept asking me "What? What?". I would repeat my sentence again and again. Finally they would say "Ah-ha!" and then say my sentence, using exactly my words! It was very humiliating. I knew my words and grammar were good, but nobody would understand me, just because of my pronunciation.

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For this reason the focus of teaching English was in pronunciation. Even though our grammar were good but mother tongue still influenced our pronunciation. Therefore, the teacher should be able to teach pronunciation effectively in order to avoid some previous problems happened in their class. The implementation of suitable material is an influential component in classroom activity in order to create effective teaching in pronunciation, since it could create a pleasant situation and encourages students to learn English. The teacher should choose an interesting and appropriated material to be applied in his/her teaching activity because the success of teaching learning process is not only influenced by the teacher or students but also by the materials used. Therefore, in this research the writer stated that one possible way to solve this problem is that the use of interesting technique in teaching pronunciation. There were many interesting methods of teaching pronunciation that could be used by the teacher such as, community language learning, silent way, audio-lingual method, song, etc.

This research, the writer proposed song could encourage the students’ enthusiasm in teaching learning process. Song also allowed the students to build their confidence. Here, song as an alternative media to teach pronunciation because the writer considered that it would create an enjoyable teaching learning activity for the students. Noteboom (1983:170) emphasized that it was necessary for adults or preschool teachers to motivate student to interact with song in enjoyable ways because passive listening may not encourage language development. Another consideration why the writer used song in teaching English pronunciation to the students was because its tone that could interest them when they were studying pronunciation.

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Based on the explanations above, it was expected that teaching pronunciation through song helped the teachers to solve the problems faced by the students’ pronunciation. Besides, as far as concerned that this technique has never been implemented in SMA Negeri 15 Bandar Lampung.

1.2 Limitation of Problems

Considering the identification of the problem, the writer gave the limitation of the problem in order to focus this research on specific problem. Based on the writer experiences, he considered that the problems which appeared in pronunciation were the students had some difficulties to pronounce the friction/fricatives consonants (/f/, /v/, /s/, /z/, /ð/, /ɵ/, /ʃ /, /ʒ /, /h/). The writer determined the limitation of problem in this research on how the process of pronouncing the words consisting friction/fricatives consonants.

1.3 Formulation of Problems

Based on the problems above, the writer formulated the problems as followed:

1. How is the process of teaching pronunciation through song at the First Grade of SMA Negeri 15 Bandar Lampung?

2. What are the mispronounced sounds done by the students in pronouncing the friction/fricatives consonants at the First Grade of SMA Negeri 15 Bandar Lampung?

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1.4 Objectives of Research

Referring to the problems, the objectives of this research were:

1. To analyze the process of teaching pronunciation through song at the First Grade of SMA Negeri 15 Bandar Lampung.

2. To determine the mispronounced sounds done by the students in pronouncing the friction/fricatives consonants at the First Grade of SMA Negeri 15 Bandar Lampung.

1.5 Uses of Research

The uses of research are:

1. Theoretically, the result of the research could be useful as references for future to give information to the teachers about teaching through song. 2. Practically, it was hoped that this study would be used as information to

find an alternative material for teachers in order that the students’ language development were encouraged in a joyful way.

1.6 Scope of Research

This descriptive qualitative research was conducted in SMA Negeri 15 Bandar Lampung. The subject of this research was the students of First Grade of 2012/2013 academic years. The class was chosen randomly by using lottery.

This descriptive qualitative research was specified to analyze the process of teaching pronunciation (friction/fricatives consonants through song at the first grade of senior high school and explored the mispronounced sounds in pronouncing fricatives/friction consonants in teaching process through two songs,

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namely „More Than Words’ sung by Westlife and „Diamonds’ sung by Rihana. The writer chose these songs because;

1. The songs are simple

2. If you here the songs, those are clearly pronounced.

3. The song also contains some fricatives/friction consonants (/f/, /v/, /s/, /z/, /ð/, /ɵ/, /ʃ /, /ʒ /, /h/).

This research analyzed the process of teaching pronunciation through song and determined the problem in the teaching process based on observation and pronunciation test. The focus of this research was in teaching the students pronounced consonants, especially in friction/fricatives consonants (/f/, /v/, /s/, /z/, /ð/, /ɵ/, /ʃ /, /ʒ /, /h/).

1.7 Definition of Terms

Pronunciation

An integrated and integral part of second/foreign language learning since it directly affects learners' communicative competence as well as performance to a substantial extent. In other words, pronunciation is the activity to produce speech sounds of the words in English.

Song

Song is a short poem or verses set to music and intended to be sung in English.

Consonants

Speech sound is made by a definite interference on the vocal organ with the air stream.

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Fricatives Consonants Sound

Fricative or friction consonants are all consonants with the characteristic that when they were produced, air escapes through a small passage and made hissing sounds.

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II. FRAME OF THEORIES

In this research, the writer considers some theories in order to support in collecting and judging the data needed. The theories are important to strengthen the finding and it is also necessary to give the references in giving reasons for some explanation in this research. In quoting the theories, the writer prefers to use the theories that were compatible with his ideas. This chapter presents previous research on teaching pronunciation concept of pronunciation, basic sounds of English, song related to language teaching, criteria of selecting songs, selected technique of teaching English through song and advantages and disadvantages.

2.1 Review of Related Research Teaching Pronunciation

There have been several studies in the teaching of English using song. Kurniawati (2000) conducted a research about improving students’ vocabulary through song at the fifth year of SD Sejahtera 1 Bandar Lampung. She used song to see students’ achievement of vocabulary by using test. The finding of Kurniawati’s research showed that there was a positive influence of song toward the students’ vocabulary achievement because after treatments there was an increase of the students’ vocabulary.

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Saptorini (2006) did the research about analyzing the process of teaching pronunciation through children song at Palm Kids. In her research, she used children song to show the problems in teaching pronunciation. She concluded that enthusiasm was very important in teaching pronunciation. Enthusiasm created the comfortable situation in the class. Therefore students could receive the materials well.

Herninda (2010) has also done her research about teaching English pronunciation (/ð/, /θ/, /ʃ /) sounds of friction consonants through song at the fifth grade of SDN 2 Rukti Harjo Lampung Tengah. The research showed that the implementation of suitable technique, material and media was important, because it could create a pleasant situation and encouraged students to learn English pronunciation.

To find appropriate technique, media and material for teaching pronunciation for students, we have to see the consideration of choosing a suitable technique, media and material that they should enjoyable, interesting, challenging and avoided the students’ boredom.

2.2 Pronunciation

There are many experts who define the concept of pronunciation. Oster (1985) says that pronunciation refers to the person’s way of pronunciation words. One who learns English as a foreign language must be able to use English pronunciation as well as other skills. O’Connor (1989) also defines pronunciation as the organized sound that is very different from written language. We can see from the definition above that pronunciation is a way in which someone utters the words or the language to another based on the available rules.

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Pronunciation involves the recognition of sound as well as the production of sound. The students must be included into the process of listening for discriminating the sounds and the process of uttering the sounds because the differences between uttering and hearing depends on how they produce the sounds.

Based on theories above, we can conclude pronunciation is an integrated and integral part of second/foreign language learning since it directly affects learners' communicative competence as well as performance to a substantial extent. In other words, pronunciation is the activity to produce speech sounds of the words in English. The different sounds are produced by different ways. The matter is raised as a result of variations of the sound itself. A student may well have a good understanding of English and an excellent vocabulary, but if their pronunciation is so poor that they cannot communicate, all is lost.

2.3 Basic Sound of English

Language surely has each basic sound. In other words, the role of basic sounds is very important that the students have to learn it. Here the writer gives the explanation about basic sounds of English.

2.3.1 Consonant in English

Consonants of English are generally made by definite interference of the vocal organs with the airstream (O’Connor, 1967:24) According to Jones (1987:23) in Diantari (2004:8), consonant is defined as a sound in which the air from the lungs is not allowed to pass out through the mouth without something to interrupt it. Consonants have significant role in forming English sound. As O’Connor

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(1980:24) asserts that we can understand a single sentence, even though all the vowels letter have been left out, but what happens if all the consonants are removed, it is impossible to determine the meaning of a word, because the consonants is bones of skeleton of English and give it shape.

Furthermore, O’Connor (1980:24) says that the differences of accents are mainly the result of differences in sounds vowel; the consonants are similarly wherever English spoken, in other words if the vowel sounds are imperfect, it will not prevent us from being understood, but if the consonant sounds are imperfect there will great of misunderstanding. For examples, If you pronounce /tæŋk/ instead of /θæŋk/ for the word „thank’, it will not make sense your sentences.

English sounds are mainly built by vowel and consonants, where consonants have significant role in forming English sounds, they contribute more in making English sound than vowels do (Roach, 1993:9). There are three types of English consonants’ classification; due to the point of articulation, vibration of vocal cord and what manner of articulation is passed through oral cavity (Roach, 1993). According to the point of articulation, the consonants can be divided into several positions; they are bilabial, labiodental, palate-alveolar, velar, palatal, alveolar and glottal.

Since the consonants of English contribute more in English sounds than vowels do, and due to some writer’s findings and experts’ theories which conclude that the most problematic consonant among the English consonant is friction consonants, therefore it cannot be neglected that learning English consonants, especially the friction consonants is important to learn it.

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Based on explanation above, the writer admits that friction/fricatives consonants are important to learning. Furthermore, friction/fricatives consonants are appropriate to teach to students of Senior High School.

2.3.2 Type of English Consonants Due to the Point of Articulation

Based on the point of articulation, consonants of English are divided into several positions of articulation, in this case are organs of the mouth, they are: bilabial, labiodental, palate-alveolar, velar, palatal, alveolar and glottal consonants. These consonants also divided by the type of the sounds that occur when they are pronounced properly or correctly, they are plosive, fricative/friction, affricative, nasal, lateral and glottal.

These eight types of consonants are presented on the table.

Table 1. Consonants due to the point of articulation

Bilabials Labial Dental Alveolar Palato

Alveolar Palatal Velar Glottal

Plosive p b t d k g

Fricative f v θ ð s z ʃ ʒ h

Affricative ʧ ʤ

Nasal m n ƞ

Lateral l

Glottal w r J

(Roach, 1993:63)

The classification of the English sounds above is due to the manner of articulation and point of articulation.

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2.3.3 English Fricative or Friction Consonants

Fricative or friction consonants are all consonants with the characteristic that when they are produced, air escapes through a small passage and makes hissing sounds (Roach, 1993:47). According to O’Connor (1967:26) friction consonants are /f/, /v/, /s/, /z/, /ð/. /ɵ/, /ʃ /, /ʒ /, /h/ where for all of them are articulated by lungs push air through a narrow opening where it causes friction of various kinds. The friction consonants are presented in the following points:

1. /f/ and /v/ sound, these two friction consonants are classified into labio-dental, because they are produced by lower lip and upper teeth. The difference between /f/ and /v/ is mainly one of strength: /f/ is a strong consonants, /v/ is weak one. Also /f/ is never voiced, but /v/ is voiced. In other words, /f/ is strong, voiceless, long consonants. While /v/ is weak, perhaps voiced, short consonant. These consonants are presented in the following points:

Table 2. Friction Consonants for /f/ and /v/ Sounds

Symbol Basic sounds

Position in words

Initial Middle Final

/f/ f Fine /faɪ n/ Offer /'ɑ:fə/ Leaf /li:f/ /v/ v Very /verɪ / Over /’oʊvə/ Give /gɪ v/

When the /f/ and /v/ sounds occur at the end or word, they have effect on the length of the vowel. /f/ sound make vowel longer and /v/ sounds makes the vowel shorter.

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2. /θ/ and /ð/, these two consonants are classified into dental fricative consonants because they are produced by lower and upper teeth. They are articulating by placing the tongue inside the teeth and the tip of the tongue touching the lower front teeth and the blade touching the inside of the upper teeth, /θ/ is stronger and longer and always voiceless, /ð/ is weaker and shorter and may be voiced. These consonants are presented in the following points:

Table 3. Friction Consonants /θ/ and /ð/ Sounds

Symbol Basic sounds

Position in words

Initial Middle Final

/θ/ th Think /θɪ ŋk/ Earthy /3:θɪ / Tooth /tu:θ/

/ð/ dh That /ðæt/

mother /mʌðə/

With /wɪ ð/

3. /s/ and /z/, these two consonants are classified into alveolar, because they are produced by the tip of the tongue touching the alveolar ridge/teeth ridge. /s/ is strong friction consonants, longer and always voiceless, while /z/ is shorter and may be voiced.

Table 4. Friction Consonants /s/ and /z/ Sounds

Symbol Basic sounds

Position in words

Initial Middle Final

/s/ s See /si:/ Buses /bʌsɪ z/ Price /praɪ s/

/z/ z Zoo /zu:/

Raising /reɪ zƞ/

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At the end of word, after a vowel /s/ makes the vowel rather shorter and /z/ makes the vowel rather longer.

4. /ʃ / and /ʒ / are classified into palato alveolar or post-alveolar friction because they are produced by the tip of the tongue touching the alveolar little back to alveolar ridge or middle alveolar. /ʃ / is strong sound and /ʒ / is weak one. /ʒ / doesn’t occur at the beginning of English word, but /ʃ / quite frequently does.

/ʒ / consonant is seldom happens at the ends of word, and if it is any, it is only occurred at some words borrowed from Fance.

Table 5. Friction Consonants /ʃ / and /ʒ / Sounds

Symbol Basic sounds Position in words

Initial Middle Final

/ʃ / sh Ship /ʃɪp/ Nation /neɪʃən/ Push /pʊ∫/

/ʒ/ ez, iz, zeh - vision /vɪ ʒ n/ Garage /gə'rɑ:ʒ/

5. /h/ consonant is called glottal consonant, because it is articulated in the glottal. /h/ sound consists of the sound of breath passing between the open vocal cords and out of the mouth which is already prepared for the following vowel, for example: /h/ sound before /i:/ the mouth is in /i/. /h/ doesn’t make very noise, but it must not be left out when it should be sounded, they are two reasons for this;

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b. English speaker considers that /h/ sound is the bigger danger and it never occurs at the end of words. The consonant is presented in the following point:

Table 6. Friction Consonants /h/ Sound

Symbol Basic sounds Position in words

Initial Middle Final

/h/ h His /hɪ z/ behind

/bɪ 'haɪ nd/ -

2.4 Contrastive Analysis

Utterances can convey an almost infinite number of meanings and combinations of meanings, yet all the meanings communicated via language in any utterance are sent out through a limited number of different sounds (written symbols). Goldsmith, (1995) states broadly that each language is a structurally different system.

Brown (2000) claims that the principle barrier to second language acquisition is the interference of the first language system with the second language system, Transfer is present in phonology more than any other area and it is because of this fact that one can guess the first language of a speaker through his/her accent while speaking or reading a second language.

Dardjowidjojo (1978) tries to explain pronunciation problems of Indonesian students learning English. Since the source of problems lies in the differences between the two languages, exercises based on a careful contrastive analysis are

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the best for the teaching of pronunciation, and for the findings of the discrepancies and similarities.

Based in quotations above, mother tongue of first language also influence our utterances in second language. Being able to recognize the problems that make Indonesian students fail to communicate fluently, the contrastive analysis can be used to find out the differences and similarities between English and Indonesian phonemes.

2.5 Song

Weikart (1988:12) states that song is short poem or verses set to music and intended to be sung. Song, which belongs to genre including both lyrics and music, can be added to list. They are marked by richness of content, poetical metaphor and symbol that emotionally reflect the world live in. Song can motivate a positive influence on listener. Song can inspire the student to express their attitude to words what they have heard. Here, we can see that applying songs in teaching learning process provides an active process for the student they are intended to sing.

There are many types of songs, such as folk songs, rap songs, rock songs, popular songs, and so on. The characteristics of lyrics of these songs are usually short, affective, simple, repetitive, rhymed, dialogic, conversation-like features. Hence, they can be put into service in language teaching, including vocabulary teaching, listening comprehension, pronunciation, etc.

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The writer considers that teaching pronunciation using song is enjoyable way. Teacher will create the difference situation where students will studies pronunciation with high enthusiasm and comfortable.

2.6 Song Related to Language Teaching

Variety is one of the most important factors in maintaining the high level of motivation and interest among the students. Finding out the ways to vary the presentation or reviewer of learning material can be big challenges. Yet, there are many “real life” activities that can be brought into the classroom to add variety not only to learning process but also the students’ experiences in English. One of these activities is song.

Senior high school students’ ability ranges from higher intermediate all the way to complete false beginner, depending on the school. However students’ levels within a school tend to be much more homogenous than they are at junior high school. Therefore teacher must help them to pronounce all the words better. Based on that reason, the way of teaching English using song to students of senior high school is somewhat different. The first discussion of this song is teacher introduces the title of song to be interested. As we know, the students of senior high school like listening to music. The teacher plays or sings the song that they heard before. The second step the students imitate the teacher’s words and may join to sing.

2.7 Criteria of Selecting Songs

The writer realizes that not all kinds of song are appropriate to be used in teaching English to students of Senior High School. Coromina (1993) suggests that there

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are two main principles in choosing songs in teaching learning process. The principles are “what to look for” and “what to avoid”, which can be explained as follows:

2.7.1 What to look for

It means that in selecting the songs to be presented, the teacher must be careful and consider some requirements as follows:

a. The song must carry some sort of massage or at least tell an interesting story. b. The words of the song should be simple.

c. Each word must be clearly pronounced. Therefore, the students can learn how to pronounce fricatives/friction consonant.

2.7.2 What to avoid

There are certain types of songs that should be avoided by the teacher, they are:

a. Songs that are too fast paced

b. Songs in which the lyrics are too long

c. Songs in which the music burned the singer’s voices d. Songs in where there is no substance in the lyrics

e. Songs that verge on obscene or that include lyrics that are discriminatory (for instance, song that mock religious beliefs)

Based on the explanation above, in choosing songs, the writer’s consideration is simple and clearly pronounced. The song also contains some fricatives/friction consonants (/f/, /v/, /s/, /z/, /ð/. /ɵ/, /ʃ /, /ʒ /, /h/). For instance, “Earth” are

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pronounced as /ɜ :rθ/, sheep are pronounced /∫i:p/, that are pronounced /ðæt/.

2.8 Selected Technique of Teaching English through Song

English is often considered as a difficult language to teach and learn in Indonesia especially pronunciation because the sounds of English are totally different with Indonesian language. In teaching learning process this difficulty commonly appears when both teacher and students are Indonesian native speakers. In this case, an interesting effective method is needed to make it easier English pronunciation teaching learning process in the class. One of the possible ways to realize this idea is teaching pronunciation through music. According to Pendleton (2000), music, however, is human universal, reaching us emotionally, whether we like or not. Music also reaches us intellectually, offering the opportunity to use music in teaching. Whether pre-recorded or performed live, songs can help a person learn English, either as a first or additional language.

Pendleton (2000) also states that there are two things in selecting the song in teaching process:

2.8.1 Lyric

a. Teachers have to select songs that students’ heard. It helps the students to follow when the teacher sings the song.

b. Employs lyric as mnemonic reminders in songs that the teacher chosen.

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2.8.2 Performance

a. Start with easy topics, but begins increasing the difficulty. The students could learn English by writing lyrics commemorating the best day of their lives to tune of “Twinkle Twinkle, Little Star”.

b. Encourage students to perform songs in English, it allows the students to build their confidence. Hold an informal concert in which students sing their song.

Based on the explanation, the writer considers using the technique above in teaching pronunciation. It is expected helping students to follow teaching learning process. Beside, students can receive the materials well.

2.8.3 Procedures of Teaching Pronunciation through Songs

The research uses the songs in teaching pronunciation. Therefore, the writer determines the procedures of teaching pronunciation through song. Here is the example of procedures of teaching pronunciation through songs:

1) Pre-Activities

a. Teacher greets the students.

b. Teacher conducts routine (asking about student’s health, their last experience, the weather, the day, and so on).

c. Brainstorming.

d. Let students express their idea about those lyric’s song. Then teacher makes a classification about the characteristic of the song.

2) While-Activities

a. Teacher writes the tittles of song and the words related to the song, on the whiteboard.

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b. Teacher gives example of pronounce the words given (titles of song and words related to the song). Students repeat afterward.

c. Teacher plays a song and asks students to listen to the song twice. d. Teacher distributes text of the song, asks the students to read first, and

then asks them to sing the song.

e. Teacher and students sing the song together and while sing the song they are asked to repeat every word consisting.

f. Teacher and students repeat several parts that consist of friction consonants (/f/ and /v/, /s/ and /z/, and /h/). For examples; Asks students to pronounce “fine” and “very”, “see” and “zoo” and “his”. g. Teacher gives examples of pronounce friction consonants (/f/ and /v/,

/s/ and /z/, and /h/). Students repeat afterward.

h. Teacher gives other sample of the words consists friction consonants (/f/ and /v/, /s/ and /z/, and /h/) sound.

i. Teacher asks students to sing the song once more without seeing the text, in order to make students able to synchronize the written form of the words and the way it is pronounced.

j. The teacher repeats the song, andthen teacher asks students to repeat afterwards.

k. Teacher does indirect correction in students’ error of pronunciation by re-asking incorrect words, so that they aware with their false.

l. Teacher leads students to read in appropriate way and then teacher lets students read independently, in order to find the students’ problem in pronouncing.

3) Post-Activities

a. Teacher and students discuss the topic of today and teacher lead students to sing together (feedback).

b. Teacher makes summary of how to pronounce friction consonants (/f/ and /v/, /s/ and /z/, and /h/) sounds.

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2.9 Advantages and Disadvantages

2.9.1 Advantages

There are several advantages, as with other teaching strategy techniques using song. They are:

a. No special equipment in teaching learning process.

b. New vocabulary can be introduced and easily comprehended within a song.

c. Song encourages the students’ enthusiasm in teaching learning process. It also allows the students to build their confidence.

2.9.2 Disadvantages

As there are always advantages one must also look at the disadvantages when deciding to use songs as teaching strategy.

a. Teaching Pronunciation by using Songs takes an extra time in the regular meeting. It can be an ineffective time for the learning process while the teachers want to give the materials appropriate their syllabus.

b. It is also seen an enjoyable activity for student, it might create a threat to classroom atmosphere which can lead to destruction of normal discipline of the classroom.

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III. RESEARCH METHOD

In this research, the writer employs the qualitative research study to gain the data needed from the subject of the research. The needed data in this research will be collected from observation and pronunciation test. In order to keep the validity of the data needed, the writer formulates place triangulation method. Further these points were described in the following points. This chapter obtains research design, subject, research procedure, data collecting technique, reliability and validity of the data and data analysis and interpretation.

3.1 Research Design

This research aimed to describe the process of teaching pronunciation through song to students at Senior High School. Considering the objective of the research, a descriptive qualitative method was employed to conduct the research. It was not designed to have some treatments or manipulations upon the subjects being investigated. The role of the writer was limited on making some interpretations. This approach could be seen from the data collecting technique. Through the method, the research could concentrate on a specific analyzing of teaching pronunciation by using song at senior High School and determining on the mispronounced sounds done by students in teaching learning process.

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Based on the nature of descriptive research, this research did not use hypothesis. Tentative answers to the research using to verify based on empirical data. They applied as foundation used by the writer to analyze the teaching of pronunciation by using song at Senior High School. They were also used to explain the result of the analysis.

The way of interpreting the data characterized the research as to get the meaning of the phenomena and eventually reach conclusion. This was done inductively, meaning that the conclusions were drawn based on the facts given or obtained from the subjects.

3.2 Subject

The subject of this research was the students at the first grade of SMAN 15 Bandar Lampung odd semester in academic year of 2012/2013. They were grouped in the class. There were 7 classes in that school. The number of students in each class was 36 students in average. And the writer went to the school, observed, and chose one class that was randomly taken as the sample of the research by using lottery.

3.3 Instruments of Research

To collect the data, the writer needed two kinds of Instruments; 1) observation sheets and 2) pronunciation test. Observation sheet was used to collect data on process of teaching learning in classroom. Pronunciation test was used to collect the data on identifying the problems. Each kind of instrument was explained as followed:

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3.3.1 Observation

The writer used this technique as primary technique in order to know students’ activities in the class and the process of teaching learning pronunciation through songs. The writer taught pronunciation through song, while English teacher observed the situation in the class directly by taking a note in description matrix for each activity that were done in the class. The description matrix consisted of the students’ activities and percentage of students’ involvement.

Table 7. Observation Sheets

Appendix

CLASS OBSERVATION SHEET

Topic : Day/Date :

Class : Observer :

No Students’ Activities Students’ code %ss

involved

1 Pre-Activities

a. Responding to the topic enthusiastically.

b. Answer teacher’s question about the

song and deliver their idea and

background knowledge about the song.

2 While-Activities

a. Following the teacher to pronounce words contain with Fricatives/friction consonants that containing /f/ and /v/, /s/and /z/, /ð/ and /ɵ/, /ʃ /and /ʒ/, /h/. b. Following the teacher to sing the song. c. Following the instruction pronounce

other Fricatives/friction consonants that containing /f/ and /v/, /s/and /z/, /ð/ and /ɵ/, /ʃ /and /ʒ/, /h/.

3 Post-Activity

a. Able to responds to the teacher’s

question.

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From the table, the writer needs to see the process of teaching learning through songs. There were two songs played in the class. Each song was played for each meeting.

3.3.2 Pronunciation Test

The test was conducted by asking students to pronounce the words consisting friction/fricatives consonants and it was recorded, the writer and teacher analyzed the result of pronunciation test. The test was administered at the end in teaching learning process. There were some aspects in the scoring system promoted by Elana (1985:183). The aspects were as follow:

1. Phonemic contrast was also called phonemic different. The substitution of one another, it means if a speech sound can be substituted by other speech sounds resulting different meaning thus was called phonemic contrasts (Rose, 2002:176).

2. Phonemic inaccuracy can be seen as inaccurate pronunciation of the sound of the language (Rose, 2002:176)

3. Accent was signaled by a fall and down pitch of the syllable, can be also be called as stress in words (Rose, 2002:160)

4. Phonemic error was an unconscious mistake in articulating a sound of the language.

The scoring system above only the second one which aims to help the writer determining the mispronounced sounds done by students in teaching learning process.

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3.4 Research Procedure

The procedures of this research were as follow:

3.4.1 Finding the Subject

There were 7 classes in first grade of SMAN 15 Bandar Lampung. The number of students in each class around 36 students. And one class was randomly taken as sample of the research by using lottery.

3.4.2 Doing the Observation

The observation was done in the classroom. The writer taught pronunciation through song. Observation sheets were used by another teacher to take notes about all events that occurred in the class and the problems that appeared by students during the teaching learning process.

3.4.3 Pronunciation Test

Test was conducted by asking the students to pronounce the words and it was recorded. Therefore, the writer and the observer found the mispronounced sounds in pronunciation process.

3.4.4 Analyzing and Interpreting Data

After conducting the observation, the writer analyzed and interpreted the raw data to come to conclusion.

3.5 Reliability and Validity of Data

Reliability referred to the consistency of the result of the study. For qualitative research, to ascertain the consistency of the study the writer generally employed

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triangulation. According to Setiyadi (2002) triangulation could be defined as employing two or more methods to collect the data. It also could be said that triangulation was the value of multiple perspective in collecting and analyzing the data. This research used method triangulation and time triangulation which were done through employing three data collecting techniques; they were observation, interview and documentation. The observation was done more than one time; it meant that time triangulation was also used in this research. Hopefully by applying these two triangulations the result of the study would be consistent for the same data.

Additionally, the concept of validity generally was defined as can be trusted. But, validity in qualitative research referred to the authenticity of the data collected as it was intended to measure. The writer has to reveal the data as the real life of the subjects. In short, the word authenticity would be more appropriate as the substitute for validity if we come to the qualitative research (Setiyadi, 2002).

3.6Data Analysis and Interpretation

The strength of the writer to evaluate and analyze the raw data was the key point of the result of the qualitative research. The writer had to think creatively, critically, and carefully in analyzing and interpreting the data. Data analysis was the process of organizing the data in order to gain regularity of the patterns and forms of the research (Setiyadi, 2002). The process of the data analysis was done as collecting the data, analyzing and interpreting the data and conclusion.

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2. The data that were collected from the instruments (pronunciation tests) were raw data which could not be directly presented as the final result. In other words, the writer analyzed and interpreted the data as clear as possible to come to conclusion. The term of data interpretation could be defined as a process of giving meaning on the result of the data analysis (Setiyadi, 2002). 3. The last step was making conclusion of the data analysis.

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V. CONCLUSIONS AND SUGGESTIONS

In the last chapter, the data has been collected and discussed by the writer, therefore the writer determined the conclusions from the data, and also gave the suggestions.

5.1Conclusions

Considering all data gathered after the research, the writer would like to determine the conclusion toward the process of teaching pronunciation through song.

5.1.1 Process of Teaching Pronunciation through Song

The process of teaching pronunciation through song was well accepted by the students as well as can improve students’ pronunciation. The applications of this technique invited the students to be active and directly involved. The actions in this activity enable the students to enjoy their lesson and their experiences of pronuncing English words.

a. The average of students’ involvement percentages in teaching learning process of observation sheet 1 of “More Than Words” song were 73,6%. b. The average of students’ involvement percentages teaching learning

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5.1.2 Mispronounced Sounds in Pronouncing Fricatives Consonants

The students still found difficulties in pronouncing the words containing fricatives/friction consonants. Having done the pronunciation test, the writer found out the mispronounced sounds done by students.

In pronouncing the words sound in initial position, the students still found difficulties pronouncing the words containing /θ/, /ð/, /v/ sound. There were 34,2% students mispronounced /v/ sound. While in pronouncing /θ/ sound, there were 22,8% students mispronouncing the sound. There were 34,2% students mispronouncing /ð/ sound.

In pronouncing the sound in middle position, the students still found difficulties in the words containing /f/ and /v/ sound. There were 51,2% students mispronounced /f/ and /v/ sound. They found the difficulties to differentiate between /f/ and /v/ sound. Besides that, there were 67% students also mispronounced in pronouncing /ð/ sound.

In pronouncing the words in final position, the students mispronounced mostly in /z/ and /

ʒ

/ sound. There were 54,2% students mispronounced /z/ sound and 51,4% students mispronounced /

ʒ

/ sound, moreover the students also mispronounced /s/ and /θ/ sound.

From all the words pronounced by students, it could be seen that they still found difficulties in pronouncing the words containing fricatives/friction consonants. The highest mispronouncing done by students found in the words containing /θ/, /ð/, and /

ʒ

/ sound.

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The data from in discussion showed that the root cause of the students did the mistakes in pronouncing the words were their own mother tongue and also influenced by the unfamiliar sounds which did not in Indonesian Language. Therefore they found difficulties to differentiate several words, for example “offer” ['ɑ:fər] and “over” ['oʊvər].

The findings shows us clearly that the phonological systems of both languages (English and Bahasa) have some similarities and discrepancies in terms of phonemic oppositions and phonetic features. The differences, of course, put students in much difficult in learning English pronunciation, particularly in learning sound systems since Bahasa has its own sound systems that are different from any other languages, and so does English. Broadly speaking, some groups of English sound systems should be paid much attention carefully in teaching pronunciations since they made students in a big difficulty in pronouncing English words.

5.2Suggestions

Having analyzed all the problems and the findings, the writer would like to give some suggestions toward the process of teaching pronunciation through song as follows:

1. It was suggested that the teachers pay attention to the students’ mood in teaching English to the students by giving them familiar songs.

2. It would be better if the teacher teaches the friction consonants isolatedly, so that the students will be able to pronounce the consonant well.

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3. There were still so many song that appropriate for the students, so the teacher can use the other songs to motivate the students in pronouncing English word and at the same time learn the meaning of the words. It will force the students to interacte with the song and relate the words in enjoyable ways, so that active learning may lead the students to find the meaning of words without being translated by the teacher.

4. As the writer only focused on his research on the process of teaching pronounciation through song and limited his supportive finding only in friction consonants, he recommends further research on students pronouncing other sounds.

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REFERENCES

Anecdote. Antimoon.com. Retrieved December 21, 2012 from http://www.antimoon.com/how/pronuncwhy.htm

Brown, H. D. 1987. Principles of Language Learning and Teaching. New York: Prentice Hall, Inc.

Brown, D. 2000. Principles of Language Learning and Teaching (4th Ed.). London: Longman.

Celce-Muria, M. 1987. Teaching Pronunciation as Communication. Washington, D.C.: TESOL.

Coromina, S. I. 1993. An Original Approach to the Teaching of Song in the

Classroom”. Forum Volume 31 Number 3 July 1993. New York.

Dardjowidjojo, E. 1978. Sentence Patterns of Indonesian. The University Press of Hawaii.

Elana, Shohamy. 1985. A Practical Hand-book in Language Testing for The Second Language Teacher. Tel-Aviv: Tel-Aviv University

Goldsmith, John A. 1995. The Handbook of Phonological Theory. Cambridge, Mass. & Oxford: Blackwell.

Hartatiningsih, Dwi. 1993. The Contribution of Phonetic Transcription on Students Pronunciation Achievement on The Second Year of SMA Negeri Pringsewu Lampung Selatan. Universitas Lampung (Unpublish Script). Herninda, Diesmita. 2010. Teaching English Pronunciation (/ð/, /θ/, /ʃ /) Sounds

of friction Consonants through Song at The Fifth Grade of SDN 2 Mukti

Harjo Lampung Tengah. Universitas Lampung (Unpublish Script).

Kreidler, Charles W. 2004. The Pronunciation of English: A Course Book. Victoria: Blackwell Publishing Ltd.

Kurniawati, Henny. 2000. Improving Students’ Vocabulary through Song at The Fifth Year of SD Sejahtera 1 Bandar Lampung. Universitas Lampung (Unpublish Script).

Morley, J. 1991. The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL.

(52)

Noteboom, S. 1983. Is Speech Production Controlled by Speech Perception?” In Van den Broecke et al. ed.Sound structure: Studies for Antonie Cohen. Dordrecht: Foris.

O’Connor, J. D. 1989. Better English Pronunciation. Melbourne: Cambridge University Press.

Richard Amoto, Patricia A. 1988. Making it Happen. New York: Longman. Setiyadi, Ag. Bambang. 2003. Teaching English as Foreign Language. Lampung

University (Unpublish Book).

Setiyadi, Ag. Bambang. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Suyanto, Kasihani. K. E. 2007. English for Young Learners. Jakarta: PT. Bumi Aksara.

Universitas Lampung. 2008. Pedoman Penulisan Karya Ilmiah. Lampung University Press: Bandar Lampung.

Weikart, Phyllis S. 1988. Movement plus Rhymes, Songs and Singing Games. Michigan: The High / Scope Press.

(1)

V. CONCLUSIONS AND SUGGESTIONS

In the last chapter, the data has been collected and discussed by the writer, therefore the writer determined the conclusions from the data, and also gave the suggestions.

5.1Conclusions

Considering all data gathered after the research, the writer would like to determine the conclusion toward the process of teaching pronunciation through song.

5.1.1 Process of Teaching Pronunciation through Song

(2)

5.1.2 Mispronounced Sounds in Pronouncing Fricatives Consonants

In pronouncing the words in final position, the students mispronounced mostly in /z/ and /

ʒ

/ sound. There were 54,2% students mispronounced /z/ sound and 51,4% students mispronounced /

ʒ

/ sound, moreover the students also mispronounced /s/ and /θ/ sound.

ʒ

/ sound.

(3)

5.2Suggestions

Having analyzed all the problems and the findings, the writer would like to give some suggestions toward the process of teaching pronunciation through song as follows:

1. It was suggested that the teachers pay attention to the students’ mood in teaching English to the students by giving them familiar songs.

2. It would be better if the teacher teaches the friction consonants isolatedly, so that the students will be able to pronounce the consonant well.

(4)

(5)

REFERENCES

Anecdote. Antimoon.com. Retrieved December 21, 2012 from

http://www.antimoon.com/how/pronuncwhy.htm

Brown, H. D. 1987. Principles of Language Learning and Teaching. New York: Prentice Hall, Inc.

Brown, D. 2000. Principles of Language Learning and Teaching (4th Ed.). London: Longman.

Celce-Muria, M. 1987. Teaching Pronunciation as Communication. Washington, D.C.: TESOL.

Coromina, S. I. 1993. An Original Approach to the Teaching of Song in the

Classroom”. Forum Volume 31 Number 3 July 1993. New York.

Dardjowidjojo, E. 1978. Sentence Patterns of Indonesian. The University Press of Hawaii.

Elana, Shohamy. 1985. A Practical Hand-book in Language Testing for The Second Language Teacher. Tel-Aviv: Tel-Aviv University

Goldsmith, John A. 1995. The Handbook of Phonological Theory. Cambridge, Mass. & Oxford: Blackwell.

Hartatiningsih, Dwi. 1993. The Contribution of Phonetic Transcription on Students Pronunciation Achievement on The Second Year of SMA Negeri Pringsewu Lampung Selatan. Universitas Lampung (Unpublish Script). Herninda, Diesmita. 2010. Teaching English Pronunciation (/ð/, /θ/, /ʃ /) Sounds

of friction Consonants through Song at The Fifth Grade of SDN 2 Mukti Harjo Lampung Tengah. Universitas Lampung (Unpublish Script).

Kreidler, Charles W. 2004. The Pronunciation of English: A Course Book.

Victoria: Blackwell Publishing Ltd.

Kurniawati, Henny. 2000. Improving Students’ Vocabulary through Song at The Fifth Year of SD Sejahtera 1 Bandar Lampung. Universitas Lampung (Unpublish Script).

Morley, J. 1991. The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL.

(6)

Noteboom, S. 1983. Is Speech Production Controlled by Speech Perception?” In Van den Broecke et al. ed. Sound structure: Studies for Antonie Cohen. Dordrecht: Foris.

O’Connor, J. D. 1989. Better English Pronunciation. Melbourne: Cambridge University Press.

Richard Amoto, Patricia A. 1988. Making it Happen. New York: Longman. Setiyadi, Ag. Bambang. 2003. Teaching English as Foreign Language. Lampung

University (Unpublish Book).

Setiyadi, Ag. Bambang. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Suyanto, Kasihani. K. E. 2007. English for Young Learners. Jakarta: PT. Bumi Aksara.

Universitas Lampung. 2008. Pedoman Penulisan Karya Ilmiah. Lampung University Press: Bandar Lampung.

Weikart, Phyllis S. 1988. Movement plus Rhymes, Songs and Singing Games. Michigan: The High / Scope Press.

AN ANALYSIS OF THE PROCESS OF TEACHING PRONUNCIATION THROUGH SONGS AT THE FIRST GRADE OF SMAN 15 BANDAR LAMPUNG

AN ANALYSIS OF THE PROCESS OF TEACHING

PRONUNCIATION THROUGH SONGS AT THE FIRST

GRADE OF SMAN 15 BANDAR LAMPUNG

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2015

AN ANALYSIS OF THE PROCESS OF TEACHING

PRONUNCIATION THROUGH SONGS AT THE FIRST

GRADE OF SMAN 15 BANDAR LAMPUNG

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2015

I. INTRODUCTION

II. FRAME OF THEORIES

III. RESEARCH METHOD

V. CONCLUSIONS AND SUGGESTIONS

ʒ

ʒ

ʒ

REFERENCES

V. CONCLUSIONS AND SUGGESTIONS

ʒ

ʒ

ʒ

REFERENCES

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