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P Using Song sto Teach Pronunciaiton to the Fitfh e

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a -anak ,bernama lagu “Beautfiu lDay” dan lagu “Promise” .D isis ilain , a p a n a u k a l r e p n a k u k a l e m k a d it i ti l e n e

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n “Promise” ,n lia iTt e sadalah a r a t n a l o j n o n e m g n a y n a a d e b r e p a d a a w h a b i t r a r e b t u b e s r e t li s a h a u d e K . 6 , 5 1 h i b e l h e l o r e p i d g n a y T i a li n a n e r a k r i h k a s e t n a d s e t a r

p itngg idar iT kriit s

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( “Beautfiu lDay”

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p yangt erjad iuntukgrupkontrol . l

i s a

H dar i peneilitan in i menunjukkan bahwa ada peningkatan n a u p m a m e

k pengucapan bahasa Inggri spada ssiwa yang mendapa tpelajaran m a l a d u g a l n a a n u g g n e p a w h a b n a k l u p m i si d a s i b i n I . u g a l n a k a n u g g n e m n a p a c u g n e p n a r a j a g n e

p memberikan peningkatan yang baik pada pengucapan n a k t a k g n i n e m k u t n u r a j a n a h a b i a g a b e s n a k a n u g i d t a p a d u g a L . a w s i s . a w s is a d a p n o it a i c n u n o r p i c n u k a t a

i

USING SONGS

TO TEACH PRONUNCIATION TO THE FIFTH GRADERS

OF SD NANGGULAN 1 KULON PROGO

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana Pendidikan Degree

in English Language Education

By

Mahatma Primandaru Student Number : 081214127

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

This Undergraduate Thesis

Is dedicated to :

Allah SWT

Myself

My Beloved Mother

My beloved sisters

Anggoro suryo

Deliana Ciciliawati

My friends

vii ABSTRACT

Primandaru, Mahatma. 2013. Using Songs to Teach Pronunciation to the Fifth Graders of SD Nanggulan 1 Kulon Progo. Yogyakarta: Sanata Dharma University.

This research investigated the use of songs in teaching pronunciation to the fifth graders ofSD Nanggulan 1. The students did not accustomed to speak by using English language in their school and their daily life. This condition made them became hesitant to pronounce English. Moreover, they were afraid of making mispronunciation. As the result, most of the students faced difficulties in pronouncing some English words.

Therefore, the researcher intended to overcome that problem by conducting the experimental research. The researcher used songs as the treatment to improve the students’ pronunciation. The researcher formulated a question that should be answered through this research. The question was: What is the effect of teaching pronunciation through songs on the students’ pronunciation?

This research was based on experimental research. The participants of this research were 32 students. The researcher put the class into two groups, namely control group and experimental group. Then, the researcher conducted pre test for those two groups. In the following days, the researcher gave the treatment to the experimental group using two children songs, namely “Beautiful Day” and “Promise”. On the other hand, the researcher did not give any treatment to the control group. The researcher conducted the post test for those two groups in order to find out whether there was an improvement on the students’ pronunciation or not.

Based on the research result, there was significant difference between the pre test and post test on the experimental group. From the result of the test by using “Beautiful Day”, the mean value of T test was 3.78, and for the “Promise”, the mean value of T test was 15.6. From the result, the researcher inferred that there was a significant difference between pre test and post test because the mean number of T obtained was higher than the mean number of T critical (1.753). From the result of the control group, the mean value of T test on the “Beautiful Day” was 0.57 and the mean value of T test on the “Promise” was 0.65. Both of the mean value results were lower than T critical (1.753), it could be concluded that there was no improvement between pre test and post test on the control group. The results of this research showed that there was a significant improvement on the pronunciation of the students who had been taught through songs. It could be concluded that by using songs in teaching pronunciation gave the better improvement on the students’ pronunciation. Songs could be used as the teaching materials to improved the students’ pronunciation.

viii ABSTRAK

Primandaru, Mahatma. 2013. Using Songs to Teach Pronunciation to the Fifth Graders of SD Nanggulan 1 Kulon Progo. Yogyakarta: Sanata Dharma University.

Penelitian ini untuk mencari tahu mengenai penggunaan lagu dalam pengajaran pengucapan untuk siswa kelas lima SD Nanggulan 1. Para siswa tidak terbiasa untuk berbicara dengan menggunakan bahasa Inggris di sekolah mereka dan kehidupan sehari-hari mereka. Kondisi ini membuat mereka menjadi ragu-ragu untuk mengucapkan bahasa Inggris. Terlebih lagi, mereka takut membuat salah ucapan. Hasilnya, sebagian besar siswa mengalami kesulitan dalam mengucapkan beberapa kata dalam bahasa Inggris.

Oleh karena itu, peneliti bermaksud untuk mengatasi masalah tersebut dengan melakukan penelitian eksperimental. Peneliti menggunakan lagu sebagai perlakuan untuk meningkatkan kemampuan pengucapan siswa. Peneliti merumuskan sebuah pertanyaan yang harus dijawab dalam penlitian ini. Pertanyaan itu adalah: Apakah efek dari pengajaran pengucapan menggunakan lagu terhadap kemampuan pengucapan siswa?

Penelitian ini merupakan penelitian eksperimental. Responden dalam penelitian ini berjumlah 32 siswa. Peneliti membagi kelas tersebut menjadi dua kelompok, bernama kelompok kontrol dan kelompok eksperimen. Kemudian, peneliti melakukan pra tes di kedua kelompok tersebut. Di hari berikutnya, peneliti memberikan perlakuan kepada kelompok eksperimen dengan dua lagu anak-anak, bernama lagu “Beautiful Day” dan lagu “Promise”. Di sisi lain, peneliti tidak melakukan perlakuan apa-apa untuk kelompok kontrol. Peneliti melakukan tes akhir di kedua kelompok untuk melihat apakah ada peningkatan kemampuan pengucapan siswa atau tidak.

Dari hasil penelitian, terdapat perbedaan yang berarti dari pra tes dan tes akhir untuk kelompok eksperimen. Dari hasil tes untuk lagu “Beautiful Day”, nilai dari T tes adalah 3,78, sedangkan untuk lagu “Promise”, nilai T tes adalah 15,6. Kedua hasil tersebut berarti bahwa ada perbedaan yang menonjol antara pra tes dan tes akhir karena nilai T yang diperoleh lebih tinggi dari T kritis (1,753). Dari hasil pada group kontrol, nilai T untuk lagu “Beautiful Day” adalah 0,57 dan nilai T untuk lagu “Promise” adalah 0,65. Kedua nilai T tersebut kurang dari nilai T kritis yaitu 1,753. Hal ini berarti tidak ada peningkatan yang terjadi untuk grup kontrol.

Hasil dari penelitian ini menunjukkan bahwa ada peningkatan kemampuan pengucapan bahasa Inggris pada siswa yang mendapat pelajaran menggunakan lagu. Ini bisa disimpulkan bahwa penggunaan lagu dalam pengajaran pengucapan memberikan peningkatan yang baik pada pengucapan siswa. Lagu dapat digunakan sebagai bahan ajar untuk meningkatkan pronunciation pada siswa.

ix

ACKNOWLEDGMENTS

First of all, I would like to express my gratitude to Allah SWT for His love and blessing in my life, especially during completing my thesis. Through weaknesses and strengths, happiness and sorrows, I could finish this thesis with His will. Secondly, I would like to express my gratitude tomy beloved mother. I dedicate my thesis to her as she always accompanied me and motivated me until I finished my thesis.

I would like to give my sincere thank to my supervisor, Drs. Barli Bram, M.Ed., Ph.D. for the time, advice, motivation and guidance during the research and the thesis writing process. I also address my gratitude to J.S.M Pudji Lestari, S.Pd., M.Humfor the time, advice, motivation, guidance, and support. I would thank to Drs. Sugengfor supporting and giving the permission to conduct the research inSD Nanggulan 1.

I would also like to thank Deliana Ciciliawati for always supporting me in my study. I thank her for the time, advice and love that she gave to me. I thank my best friends in my campus, Mia, Berlin, Mike, Saka, Bela, Aji, Pyta, Yeni, Dhian and Sandy for their laughter, cheer, help, concern, and love. Moreover, I thank my friends in my office, Ambar, Tulus, Pengky, Iwan, Mira, and Zully for always supporting me when I found many problems related to my thesis.

I would thank all my friends in PBI, especially PBI 2008 students for being good friends during my years of study in PBI. I would also thank Mbak DanikandMbakTarifor giving information about administrative matters during

x

my study in PBI. I would also thank my friends in Dimas Diajeng Yogyakarta for giving me support in finishing my thesis. My thankfulness also goes to everybody whose name I could not mention one by one for always helping and supporting me in all aspects.

xi

TABLE OF CONTENTS

Page

TITLE PAGE... i

APPROVAL PAGES ... ii

DEDICATION PAGE ...iv

STATEMENT OF WORK’S ORIGINALITY ...v

PERNYATAAN PERSETUJUAN PUBLIKASI _...vi

ABSTRACT ...vii

ABSTRAK _...viii

ACKNOWLEDGEMENTS ...ix

TABLE OF CONTENTS ...xi

LIST OF TABLES ...xiv

LIST OF APPENDICES ...xv

CHAPTER I. INTRODUCTION 1.1 Research Background………...1

1.2 Research Problem...………...3

1.3 Problem Limitation…………...………...4

1.4 Research Objective...4

1.5 Research Benefits...4

xii

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Theoritical Description ...8

2.1.1 Young Learners...8

2.1.2 Pronunciation...……...9

2.1.3 Teaching Media...10

2.1.4 Children Songs...…...10

2.1.4.1 How to Present Educational Children Songs in Classroom…....11

2.1.4.2 Considerations and Principles in Choosing Children Songs…....11

2.1.4.3 The Benefits of Songs for Young Learners...13

2.1.4.4 Learning Pronunciation by Using Song...14

2.1.5 Review of Related Studies...16

2.2 Theoretical Framework...18

CHAPTER III METHODOLOGY 3.1 Research Method………...21

3.2 Research Setting………...24

3.3 Research Participants……….………...24

3.4 Instruments and Data Gathering Technique………...24

3.4.1 Test...24

3.5 Data Analysis Technique...27

3.6 Research Procedures...28

CHAPTER IV RESULTS AND DISCUSSION 4.1 Pre Test………...29

xiii

4.2.1 Experimental Group... .35

4.2.2 Control Group………...42

4.3 Post Test………..………...42

4.3.1 Experimental Group...42

4.3.2 Control Group...44

4.4 T test...46

4.4.1 T Test for Experimental Group...46

4.3.2 T Test for Control Group...49

4.5 Analysis...51

4.5.1 Pre test...51

4.5.2 Treatment...52

4.5.3 Post test...55

CHAPTER V CONCLUSION AND RECOMMENDATIONS 5.1 Conclusions ………...58

5.2 Recommendations ………...60

REFERENCES...62

xiv

LIST OF TABLES

Table Page

Table 4.1 Groups of the Research...30

Table 4.2 Pre-Test Result of “Beautiful Day”(Experimental Group)...31

Table 4.3 Pre-Test Result of “Beautiful Day”(Control Group)...32

Table 4.4 Pre Test Result of “Promise”(Experimental Group)...33

Table 4.5 Pre Test Result of “Promise”(Control Group)...34

Table 4.6 The Result of Tally Sheet of “Beautiful Day”...36

Table 4.7 The Result of Tally Sheet of “Promise”...37

Table 4.8 The Experimental Group’s Result of “Beautiful Day”-Post Test...42

Table 4.9 The Experimental Group’s Resulf of “Promise”-Post Test...43

Table 4.10 The Control Group’s Result of “Beautiful Day”-Post Test...44

Table 4.11 The Control Group’s Result of Promise Song-Post Test...45

Table 4.12 T Test of “Beautiful Day” for Experimental Group...46

Table 4.13 T Test of “Promise” for Experimental Group...47

Table 4.14 T Test of “Beautiful Day” for Control Group ...49

xv

LIST OF APPENDICES

Appendix Page

Appendix 1. Covering Letter for the Head ofSD Nanggulan 1...64

Appendix 2. Lesson Plan...66

Appendix 3. Teaching Materials...79

1

CHAPTER I INTRODUCTION

In this chapter, the researcher presents the research background, research problem, problem limitation, research objective, research benefits, and definition of terms.

1.1 Research Background

The English language is one of the international languages which is necessary to be learnt (Brewster, Ellis, & Girard, 2002, p. 1). Mastering the English language can help us to communicate with so many people around the world. Learning English can be started as early as possible. Since 1990s, most people in Indonesia have learnt English since they were in elementary school. According to the government’s instruction, English is taught in elementary school starting from the fourth grade (Depdikbud, 1994:ii as cited in Sutiyono, 2001:1). Therefore, inSD Nanggulan 1, the English subject is taught from the fourth grade.

Although the English subject is taught from the fourth grade, there were many students in SD Nanggulan 1 who pronounced English words incorrectly. It

was because the students were not accustomed to practicing English in class or their daily life. They did not have enough chance to speak in the English class. As a result, the students became hesitant to speak in English as they were afraid of producing incorrect sounds. In language learning, how to pronounce words is really important. When the pronunciation is unclear, it may cause ambiguity in understanding the meaning (Kenworthy, 1997, p. 13). That is why pronunciation

is important in language learning to be learnt. Due to the problems, the teachers need to make the students more active in speaking activities.

The teachers need to use the appropriate methods and teaching materials to make the students active in the English class. Although the teachers have course books as the guidance in teaching and learning process, the teachers might look for another teaching materials (Brewster, Ellis, & Girard, 2002, p. 156). There are many teaching materials that can be used, such as songs, rhymes, games, posters, flashcards, CDs, the internet, and other CALL programmes (Brewster, Ellis, & Girard, 2002, p. 156). One of those teaching materials is song. The teachers can use song in the teaching and learning activities. In this study, the researcher chose songs as the teaching material in teaching pronunciation to young learners.

In teaching English to elementary school learners, the teachers need to know their characteristics. Scott and Ytleberg (1990) explain that the children have a great motivation to learn what they like. In line with their nature, they love to play. The children will be enthusiactic in learning something they like. They can easily learn something new from other people, that is why they need a guidance to make them focus on what they need to learn (pp. 2-4). Based on Scott and Ytleberg’s explanation, the researcher inferred that the children love to learn something new which attract their attention. Furthermore, young learners like the activities which can explore their body movements. Moreover, Slattery and Willis (2001) explain that children usually like singing and performing (p.44). They will enjoy learning songs and rhymes. They will be enthusiastic when they can master the songs and then sing them confidently. The children usually repeat

the words until they can remember the lyrics of the songs. This activity will increase the children’s ability in pronouncing English words.

Based on Brewster, Ellis, and Girard (2002), “Children love songs, rhymes and chants and their repetitive nature and rhythm make them an ideal vehicle for language learning” (p.162). In addition, Philip (1993) explains that music and rhythm are an essential part of language learning for young learners (p. 100). It means that music and rhythm can be used in teaching and learning activities, especially in language learning. Music and rhythm will motivate and encourage the children to learn language.

Using songs in learning pronunciation can bring a new atmosphere for children. It can enourage them to learn pronunciation enthusiastically. According to Lo and Li (1998), songs play an important role in motivating students to learn English. By using songs, the teacher can develop the children’s abilities in reading, writing, listening and speaking, as well as provide opportunities for learning pronunciation, rhythm, grammar and vocabulary. There are many activities which can do by using songs in the classroom. From the experts’ explanation, the teachers may use songs in teaching and learning activities to improve children’s pronunciation.

1.2 Research Problem

The problem of the research can be stated as follows:

What is the effect of teaching pronunciation through songs on the students’ pronunciation?

1.3 Problem Limitations

The researcher focuses on the use of songs in teaching English pronunciation to the fifth graders of SD Nanggulan 1. The researcher wants to

find out the effect of using children songs in teaching pronunciation on the students’ pronunciation. Moreover, the researcher will teach the students how to pronounce vowels and consonants with the correct pronunciation through songs. Then, the researcher will analyze their pronunciation in pronouncing English vowels and consonants of the children songs.

Furthermore, the researcher will use simple songs which are appropriate with the level of the students. In this research, the researcher will conduct tests to answer the problem formulation. There will be two tests in this study, those are pre test and post test. The tests are conducted in oral form because the researcher will test the pronunciation ability of the fifth graders inSD Nanggulan 1.

1.4 Research Objective

The objective of this research is finding out the effect of teaching pronunciation through songs on the students’ pronunciation. The researcher wants to find out whether the use of songs in teaching pronunciation give the effect on the students’ pronunciation or not. Moreover, the aim of this research is to know the use of songs in classroom to help the fifth graders in SD Nanggulan 1 in

improving their pronunciation ability. 1.5 Research Benefits

Through this research, there are several benefits that could be achieved. In accordance with the objective of the research, this research is

expected to give contribution for the English teachers, the elementary school students, and other researchers.

a. English Teachers

The results of the study are expected to be the option used by the teachers as the teaching materials to teach pronunciation for young learners. The teachers might use songs in teaching pronunciation with various ways. In the teaching and learning activities, it will be better if the teachers do not only explain the materials all the time in front of the class and let students listen what they heard. The teachers might use the appropriate teaching materials to support their teaching and learning process. Using attractive teaching materials like songs can make the teaching and learning process more lively and the students might have a new optional way in learning pronunciation.

b. Elementary School Students

From this research, the students are expected to have a new spirit to learn English pronunciation through songs. The researcher hopes that usings songs in teaching and learning activities will break the boredom of old-fashioned way of teaching. The students become more active in learning process. Moreover, the students will be enthusiastic to learn English pronunciation. When the students are well motivated, they will enjoy to learn and their pronunciation will be better. c. Other Researchers

It is expected that the study will be useful for further research and enlarge the readers’ knowledge in using the children songs as teaching materials. The researcher hopes that this study will be beneficial to other reseacrhers who are

interested in conducting another research related to songs and its effects for young learners.

1.6 Definition of Terms

There are several terms related to this research. The descriptions of those terms are described below.

a. Song

According to Simms (1993), “a song is a short of piece in one concise movement for the medium of solo voice and piano” (p. 29). Moreover, Parto (1996) said that a song is a group of arrangements which consists of lyrics and elements of music like rhythm, melody, harmony and expressions” (p. 99). All the songs which are used in this study are children songs. It is because the object of this study is elementary school students, aged 10-11. The songs which are used in this study are related to the students’ level.

b. Pronunciation

According to Nunan (2003), pronunciation is sounds we make while speaking. The sounds we produce are used as a communciation tool (p. 112). Moreover, Jones (1958) describes pronunciation is the way people produce sound using organ of speech. In this thesis, pronunciation is the act or manner of the students in pronouncing English words.

c. The fifth graders ofSD Nanggulan 1 Kulon Progo

The fifth graders means the students who are in the fifth grade of elementary school. SD is acronym of Sekolah Dasar which in English is called

elementary school. Moreover, Nanggulan is the subdistrict of the Kulon Progo regency.

8

CHAPTER II

REVIEW OF LITERATURE

Chapter two presents the discussion of theories and research related to the study in this thesis. The purpose of this chapter is to provide information of theories used in answering the questions of this research. In this chapter, there are two major areas of concern. The first part is the theoretical description and the second part is theoretical framework.

2.1 Theoretical Description

In this part, the researcher disscusses the theories related to the use songs in teaching English pronunciation. This chapter will also discuss young learners, teaching media, and children songs.

2.1.1 Young Learners

According to Philips (1993), young learners are children from the first year of formal schooling (five or six years old) to eleven or twelve years of age (p. 5). Children, especially young learners, have many unique characteristics that make us interesting to discuss them. According to Scott and Ytlberg, young learners are able to work with others and learn from others (Scott & Ytlberg, 1990, pp. 2-4). Young learners can learn from their friends, teachers, parents, etc. Young learners are very active and also love to play (Scott & Ytlberg, 1990, pp. 2-4). From Donaldson’s opinion in Cameron (2001, p. 4), “The child tries to make

sense of the world”. They will do something if their condition is good and they are happy in doing it.

Based on the experts’ findings, the enthusiasm of the students is one of the most important things. The teachers have to know the characteristics of the students which really love to play. Moreover, the teachers need to use any interesting media and teaching materials to support the teaching and learning process.

2.1.2 Pronunciation

In communicating to other people, the way how to pronounce words is really important. If the pronunciation is unclear, it may cause ambiguity in understanding the meaning. According to Kenworthy (1997), in pronouncing the words, intelligibility is really important to avoid ambiguity in communication. Intelligibility means “being understood by a listener at a given time in a given situation” (p. 13).

In teaching and learning activities, the teachers have to be good models for the students in pronouncing English correctly and clearly. The teachers need to know and understand the problem faced by the students, so that the teachers can give the best solution related with the problem. Most of students are not accustomed to speaking English in their daily life. As a result, they feel less confident to make mistake when they speak in English.

The teachers need to use the appropriate teaching materials to teach the students. In pronunciation, Kenworthy (1997, p. 4) suggests that it would be better

if the teaching materials contain the native language as they give clear example of native language and the students would imitate the sounds precisely.

2.1.3 Teaching Media

According to Arsyad (2006), teaching media is used to convey teaching messages (p. 4). In the view of National Education Association (in Arsyad, 2006, p. 5), media is of communication either printed or audio visual and the tools. Based on the above definition, it can be concluded that teaching media are needed for the teachers to help them in teaching-learning activity. Teaching media can be printed or audio visual and the tools. Teaching media is really important for the teacher to convey the material for the students.

2.1.4 Children Songs

In understanding the definition of children songs, we need to know about the definition of the song it self. According to Parto (1996), “a song is a group of arrangements which consists of lyrics and elements of music like rhythm, melody, harmony and expressions” (p. 99). In a song, there are harmony of lyric, music, melody, rhythm and also expression. In this study, the researcher used the children songs. Children songs are songs which related to the children’s characteristics. Based on Hornby (1995), ”Child is an individual who has not reached puberty” (p. 192). Then, the researcher inferred that children songs are songs which really attract the children’ enthusiasm to listen to them. The children songs consist of beautiful words of which the melody is really cheerful. Moreover, the children songs convey message for individuals who have not reached puberty.

2.1.4.1 How to Present Educational Songs in Classroom

Knowing the procedure to present song in teaching and learning activities is really important. Hubbard, Jones, Thornton, & Wheeler (1983) suggest some procedures to present song. In using songs as the teaching materials, the teachers need to explain the lyric of the songs carefully and patiently. Moreover, the teacher explains the words clearly to make the students understand in pronouncing the lyric and also the meaning. Then, the teachers play the whole songs to make the students understand the rythm of the songs. When the students start to understand the rhythm, they will imitate what they heard from the songs.

Furthermore, the teacher needs to bring the lively atmosphere into the class. The teacher might use gesture activities related to the songs to attract the students’ enthusiasm. If the students cannot understand clearly what they heard from the cassete, the teacher might play the song verse by verse. After the students start to understand the rythm and the pronunciation of the words, the teachers let them to practice singing (Hubbard, P., Jones, H., Thornton, B., & Wheeler, R., 1983, p.94).

2.1.4.2 Considerations and Principles in Choosing Children Songs

In using children songs in teaching and learning activities, the teachers need to choose the appropriate children songs. According to Hubbard, Jones, Thornton, & Wheeler (1983, pp. 93-94), there are some considerations and principles in choosing educational children songs. First, the teachers need to make sure if the songs are suitable for the language level of students (elementary, intermediation, advanced). Second, the songs should be suitable for the age of the

students. When the songs are not appropriate with the age of students, the students might not enjoy to listen and sing the song. Third, the songs should be more appealing to the students. If the songs are interesting to them, they will pay attention to the songs (Hubbard, P., Jones, H., Thornton, B., & Wheeler, R., 1983, pp. 93-94).

In addition, Tassoni, Beith, Eldridge, and Gough (2002) explain some principles in choosing children songs. First, the songs which are used in teaching and learning for young learners should be fun and easy to be learnt. The teachers need to choose the songs which have interesting rhytm so that the children will be enjoy to listen and sing the songs. The teachers have to avoid the songs which are too complicated for children, for example: the songs are too fast; the songs have many difficult words for children. Second, the songs should have a relevance to the children environment. The teachers might introduce the children’s environment through songs. The children will be easy to draw their imagination because what they heard from the songs are close to them. Third, the songs should be linked to the theme. The teachers have to make sure if the songs are related with the theme and the content of the learning materials. Furthermore, the songs which will be used in teaching and learning acitivities should be bright with clear image to attract children (Tassoni, P. , Beith, K. , Eldridge, H. & Gough, A., 2002, pp. 424 – 428).

The teachers have to understand those considerations when choosing songs as the teaching materials. If the songs are not appropriate to the children’s age, level, interest, and theme, the children might not be interested to listen to the

songs. When the children are not interested to listen to the song, it will be difficult for the teachers to teach English through songs.

2.1.4.3 The Benefits of Songs for Young Learners

Using songs in teaching and learning activities give many benefits for children. Brewster, Ellis, and Girard (2002, pp. 162-163) explain that there are some postive impacts due to the use of songs, rhymes, and chants in teaching and learning activities. In linguistic resource, the use of songs can improve all aspects of pronunciation. The students will imitate how to pronounce many English words by singing and listening to the songs. The use of songs gives many benefits not only for linguistic aspect of children but also for other aspects. When the atmosphere of teaching and learning activities is enjoyable, it will affect on the children’s mood. The children’s mood will be increased. It means that the children’s psychological also obtain the positive impacts.

If the children are in a good mood, they will do the activities happily and concentrate on what they do. After the listen to the songs, they will try to remember the lyrics of the songs. This activity will sharpen their ability in memorization. It means their cognitive aspect also obtain postive impacts. Moreover, The children usually share what makes them happy to their friends. In here, they will share what they have learnt by listening and singing to the songs. The children will be happy to sing together with their friends. The teachers can make a group discussion related to the songs which develop the social aspect of children (Brewster, Ellis, and Girard 2002, pp. 162-163).

2.1.4.4 Learning Pronunciation by Using Song

In learning pronunciation through songs, songs give some benefits to the children. Based on Philips (1993), “the children can remember language easily by listening to music and rhythm” (p. 94). According to Paul (2003), by listening and singing song, the students’ feeling to learn language is increased (p. 58). Moreover, Paul says that songs also help children to remember words and practice language more easily. The children also get more deeply into a lesson. Based on the explanation from Paul and Philips, the researcher inferred that song is a good learning material for the students to increase their pronunciation. By listening to the music and songs, the students will be easier to imitate the lyric of the songs.

Using songs in teaching and learning actitivities give many benefits for children. Brewster, Ellis, and Girard (2002, pp. 163-164) explain the pronunciation benefits of using songs. There benefits are in four aspects, those are :

a. Individual sounds and sounds in connected speech

Songs and rhymes are useful for showing what happens to sounds in connected speech, for example, the way that certain sounds run on together : You’re not IT! Or All in together! Rather complicated consonant clusters in English are often simplified, especially where a word which ends in /t/ or /d/ is followed by consonant cluster (Brewster, Ellis,& Girard, 2002, pp. 163-164).

b. Stress and rhythm

Stress and rhythm can also be practiced in a very natural way by using songs or rhymes. Encoraging children to clap the beat as they go along or say rhymes will

help to develop a sense of rhythm in English. Weak forms, where the pronunciation of a word differs according to wheter it is stressed or unstressed, occur regularly in songs and rhymes (Brewster, Ellis,& Girard, 2002, pp. 163-164).

c. Intonation

Intonation can also be practiced in songs and rhymes (Brewster, Ellis,& Girard, 2002, pp. 163-164).

d. Ear training

By using songs and ryhmes, the teachers can use ear training to help the children distinguish between different aspects of English pronunciation. To do this activity, the teachers might ask the children to listen and count how many times an individual sound or word occurs in a song or rhyme (Brewster, Ellis,& Girard, 2002, pp. 163-164).

Based on the experts’ explanation above, there are four aspects related to pronunciation that get the good impacts of using songs in teaching and learning. By using songs, the teachers can teach the children about connected speech. Songs are useful for showing what happens to sounds in connected speech. The teachers might use songs to teach about stress, rhythm and also intonation. In here, repetition is really needed so that the students will be accustomed to pronounce words in a good stress and intonation.

Intonation is really important, according to Brewster, Ellis, and Girard (2002, p. 77), there are some functions of intonation in English. The first function is to help emphasize the most strongly stressed word in a sentence, the second

function is to show the grammatical function of what is beid said, for example, wheter something is a statement or question. The last function of intonation in English is to show feelings and emotions.

Due to the importance of teaching intonation for students, songs can be used as a teaching material which can attract the students’ enthusiasm. In the lyrics of children songs, there are so many expressions which have different intonation. The teachers might use them to be taught in attractive ways so that the children will be enthusiastic to learn. In addition, the teacher might do ear training to the students through songs. This activity will encourage the children to be focused on what they heard.

2.1.5 Review of Related Studies

There was a research which investigated the implementation of the use of songs for teaching vocabulary to kindergarten students. This research had been conducted by Apsari (2012). This research was also an attempt to investigate the students’ response toward the use of songs in teaching and learning process. An English teacher and fifteen students of TK Kartika XV-5 Batujajar, Bandung Barat were selected to be the respondents of this study. The results of the study revealed that songs can be used effectively to improve students’ English vocabulary. Finally, media such as picture is required in order to convey the meaning of songs. The study also showed that the majority of students were interested in learning English vocabulary through songs. This results indicates that by using songs the students tend to be more active in the teaching and learning process (Apsari, 2012).

Moreover, there was a journal which discussed that songs play an important role in the development of young children learning a second language. This research was conducted by Millington (2011). This study will discuss how songs can help learners improve their listening skills and pronunciation, and how they can be useful in the teaching of vocabulary and sentence structures. Millington also discussed how songs can reflect culture and increase students’ overall enjoyment of learning a second language. Finally, the paper explored how songs for children can be adapted to suit a particular theme or part of the curriculum a teacher might wish to teach (Millington, N., 2011, pp. 134-141).

Based on a journal named “The Value of Songs and Chants for Young Learners” by Forster (2006, p. 63-68), using songs in the teaching-learning for the children can increase their English vocabulary, intonation and pronunciation. The use of songs, music and rhythm in teaching pronunciation will help the teachers in doing teaching and learning process. In using songs, the first thing that the teachers need to do is determining the age of the students. Then, the teachers have to make sure whether the songs and chants are appropriate for their age or not. Basically, children love music and songs. It will be better if the teachers include music and songs in basic communication acts or classroom situations. For the example, the teachers can lead the students to sing a children song or chant. The teachers need to give the example how to pronounce the lyric of the songs. Repetition is really good to improve the students’ memorization. From this activity, the children can improve their pronunciation and their vocabulary is also increased.

Those three studies proved that songs can be use in teaching and learning activities. The children who had been taught through songs obtain the positive effects on their pronunciation, vocabulary mastery, and other aspects of language. Moreover, the students’ interest to learn language was also increased. In line with those three studies, in this research the researcher conducted a study through songs. The researcher focussed to find the effect on the students’ pronunciation when the students obtained the treatments through songs.

2.2 Theoretical Framework

In learning language, there are four skills that need to be developed. Those skills are speaking, listening, reading and writing. The teachers have to teach those skills to make the students understand clearly about the language. One of the important skills in mastering the language is speaking. Ability to speak fluently and clearly are really needed to avoid miscomunication. The stundents also have to pay attention on their pronunciation. If the pronunciation is unclear, it may cause ambiguity in understanding the meaning. According to Kenworthy (1997), in pronouncing the words, intelligibility is really important to avoid ambiguity in communication. Intelligibility means “being understood by a listener at a given time in a given situation” (p. 13). From the expert’s explanation, we can understand that speaking with the good pronunciation is really important.

In teaching English to the children, the teachers need to know the children’s characteristics due to the appropriate teaching materials that will be used. Scott and Ytleberg (1990) explain that the students love to play and they

have a great motivation to learn what they like. The elementary students will be enthusiactic in learning something which attract their attention. Based on Scott and Ytleberg’s explanation, we can understand that the teachers need to use the appropriate teaching materials to be taught. The teachers have to choose the teaching materials which can attract the students’ attention so that the students will enjoy to join the teaching-learning activities.

In this research, the researcher focused on the teaching pronunciation to young learners. The researcher found that the fifth graders ofSD Nanggulan 1had a problem in pronunciation. They pronounced English words incorrectly and some of words were influenced by Javanese accent. One of the problems that made the young learners felt difficult to improve their speaking ability, especially in their pronunciation was because the students were not accustomed to practice English. The teachers needed to use the appropriate media and teaching materials to make the students more active in speaking activities.

The researcher offered the use of songs as the teaching materials to attract the students to learn English pronunciation. The reason why the researcher used songs in teaching pronunciation was because basically the students love songs, rhymes and chants. According to Brewster, Ellis, and Girard (2002), “Children love songs, rhymes and chants and their repetitive nature and rhythm make them an ideal vehicle for language learning” (p.162). Moreover, the use of songs in teaching pronunciation will improve the students’ linguistic aspect, especially on their pronunciation (Brewster, Ellis, & Girard, 2002, p. 162).

In addition, Philip (1993) explains that music and rhythm are an essential part of language learning for young learners (p. 100). Based on a journal named “The Value of Songs and Chants for Young Learners” by Forster (2006, pp. 63-68), using songs in teaching-learning for the children can increase their English pronunciation. Based on the experts’ explanation, the researcher inferred that songs, musics and rhythm could be used in teaching and learning activities, especially in language learning. Songs, music and rhythm would motivate and encourage the students to learn language.

21

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses several things such as research method, research setting, research participants, instuments and data gathering technique, data analysis technique, and research procedure. Those things are very important for the researcher in conducting the study and obtaining the empirical data as the results of the study.

3.1 Research Method

The researcher used the analysis of results from an experimental research to answer the research problem of this thesis. Experimental research has long been employed by linguists and educational researchers to discover whether one teaching or learning technique or other variables is more effective than another when applied to one or two groups of participants. According to Gay (1992, p. 298), in conducting experimental research, the researcher will have to manipulate at least one independent variable, control over relevant variables, and observe the effect on one or more dependent variables.

According to Fraenkel and Wallen (2009) , “Experimental research is the only type of research that directly attempts to influence a particular variable, and when properly applied, it is the best type for testing hypotheses about cause-and-effect relationships” (p. 261). The independent variable in experimental research is also frequently referred to the treatment, and the dependent variable

known as the outcomes of the study (Fraenkel & Wallen, 2009, p. 261). Moreover, Fraenkel and Wallen (2009) explain that the researchers can manipulate the independent variable (p. 261). In other words, the researchers who conducts an experimental research decides what will happen to the subjects. The researchers can manipulate the methods if instruction, type of assignment, learning materials, rewards given to students, and types of questions asked by teachers. At the end of the research, the researcher observe or measure the groups receiving differents treatments. The researchers will see whether the treatment made a difference or not (Fraenkel & Wallen, 2009, pp. 261-262).

In an experimental research, three variables must be taken into account. The first one was the starting point, the second was the treatment, and the last was the outcome. After that, the researcher would compare between the starting point and the result point to see the effect after the researcher gave the treatment to the samples. Commonly, an experimental research has two or more groups of samples to be compared, although having only one group is possible (Fraenkel & Wallen, 2009).

In this research, the researcher wanted to know the effect of using songs in the classroom activities to the students’ pronunciation. That was the reason the researcher used the experimental method to answer the research problem. Through the experimental research, the researcher would find out the difference between the students who were given the treatment by using songs and those who were not given any treatment.

In this reseach, the researcher used static-group pretest-posttest design. According to Fraenkel and Wallen (2009, p. 266), the static-group pre test-post test design is a design that involves at least two nonequivalent groups. The groups which will be compared are already formed. There will be a pretest for those two groups. Moreover, one group will receive a treatment and the other one will not. The result of pre test and post test from those two groups will be analyzed to see the difference (Fraenkel&Wallen,2009, p. 266).

The Static-Group Pre test-Post test Design

Treatment group O X O

Control group O O

(Fraenkel & Wallen, 2009, p. 266).

In this research, the research put the class into two groups, namely experimental group and control group. Both of groups being measured or observed twice. The first measurement was the pre test, the second was the post test. The measurements were collected at the same time for both groups. In the pre test, the researcher asked both of groups did the pre test by reading aloud the pre-test paper. Then, the researcher analyzed the result of the pre test. After that, the researcher gave the treatment by using songs for the experimental group. On the other hand, the researcher did not give any treatment for the control group. After the treatment was given, the researcher conducted post test for both of groups. Then, the researcher compared the result between pre test and post test for those two groups and analyzed whether the treatment made a difference or not.

3.2 Research Setting

The experimental research of this study was conducted in SD Nanggulan 1, Jatisarono, Nanggulan, Kulon Progo, Yogyakarta. The condition of the school

was fairly quite and condusive to conduct a research. The researcher chose the fifth graders ofSD Nanggulan 1. The class was quite condusive and it supported

for the process of study.

3.3 Research Participants

The participants of the study were the fifth graders of SD Nanggulan 1in

the academic year 2012/2013. There were 32 students. It consisted of 15 males and 17 females. They were around 10-11 years old. Moreover, they had learnt English since they were in the fourth grade. Most of the students faced difficulties on pronouncing some English words.

3.4 Instruments and Data Gathering Technique

An instrument plays an important role in a study in the sense that the reliability of the instrument will influence the reliability of data obtained. The instrument used in this experiment was intended to measure the students’ achievement in English pronunciation. Therefore, the instrument used in this study is test.

3.4.1 Test

Test is valuable measuring in a research. As Ary wrote (1979) “a test is a set of stimuli presented to an individual in order to elicit responses on the basic of which a numerical score can be assigned” (p. 179). Therefore, tests are very important in a research. In this study the test is used to measure the students’

achievement in mastering English pronunciation through songs. The songs which were used in this tests were “Beautiful Day” and “Promise”. In choosing the songs, the researcher referred to the theories from Hubbard, et al. (1983) and Tassoni, et al. (2002). According to the explanation from Hubbard, et al. (1983) and Tassoni, et al. (2002), there are some considerations in choosing children songs (see chapter 2, p. 12). In using songs as the teaching materials, the songs must be suitable for the language level and the age of the students (Hubbard, et al., 1983). “Beautiful Day” and “Promise” contained words which were common for the children. The children already known those words from their English teacher and English books.

The songs which are used as the teaching materials should be more appealing to the students (Hubbard, et al., 1983). Moreover, the teachers need to choose songs which are fun and easy to learn (Tassoni, et al., 2002). Both of songs which were used by the researchers were easy to learn and fun. Furthermore, the lyrics of “Beautiful Day” and “Promise” contained words which were related to the children’s environment. In line with the theory from Tassoni, et al. (2002), the songs which are used in the teaching and learning activities should have a relevance to the children environment.

In this research, the researcher conducted pre test and post test. The result of the achievement tests were used to indicate the students’ progress of English pronunciation by using English children songs. In the pre test, the researcher asked the students to read aloud the lyrics of “Beautiful Day” and “Promise”. Before doing the pre-test, the students had been taught to read the

lyrics. It refered to the Basic Competence of reading aspect for the fifth graders of Elementary School: “Reading aloud words, phrases, simple sentences and texts using the appropriate pronunciation, stress, intonation”. Based on the basic competence, the lyrics of those two songs contained simple sentences which appropriate with their level. All of the students came forward one by one to read the lyrics of those two songs. The researcher recorded their voice to analyze their pronunciation in pronouncing those words.

As it had been explained previously, the researcher put the class into two groups, named experimental group and control group. The next four activities were teaching pronunciation to the students in experimental group using children songs. The last activity was a post test. The post test was to know the progression of the students in English pronunciation before and after getting a treatment by using English children songs.

In the post test, the researcher asked all of the students in the experimental group to came forward one by one to sing the songs. Due to the control group was not given any treatment through songs, in this post test all of the students in control group just read aloud the lyrics of those two songs. The researcher recorded their voice to analyze their pronunciation in pronouncing those words.

In line with the objectives of experimental research, the researcher used T test to make comparison of the mean between pre test and post test. Based on the result of T test, the researcher would understand whether the treatment made a

difference or not.The result of the T test would support in answering the research

problem of this study. The T test formula was described as follows.

d =∑ Sd = ∑ (∑ ) /

t = d - µd Sd/√n

Source: Fraenk, Wallen, and Hyun (2012)

3.5 Data Analysis Technique

In this research, the researcher collected the data both of pre test data and post test data of the respondents. In the pre test , all of the students came forward one by one to read the lyrics of those two songs. The researcher recorded all of their voice to analyze their pronunciation in pronouncing those words. The researcher counted how many mispronounced words made by the students.

In the post test, the researcher asked the students in experimental group one by one to sing the songs . The researcher recorded all of their voice and counted how many mispronounced words made by the students. For the control group, the researcher asked them one by one to read aloud the lyrics of the songs. The researcher recorded all of their voices and counted how many mispronounced words made by the them. Furthermore, the researcher analyzed the data by comparing the result between pre test and post test for those two groups. The researcher did the T test for the pre test and post test in order to show whether the treatment made a difference or not.

3.6 Research Procedures

The researcher conducted this research by planning several steps to do as follows:

First, the researcher put the class into two groups, namely experimental group and control group. There were 16 students in experimental group and 16 students in control group. Before doing the pre test, the teacher taught them how to read the words correctly. Then, the researcher did the pre test for those two groups. Moreover, the researcher recorded all of their voice and analyzed the result of the pre test.

Second, the researcher conducted the treatment for the experimental group. The treatment was using the children songs. There were four times of treatment by using songs. The objective on conducting the treatment was to increase students’ ability in pronouncing English. On the other hand, the researcher did not give any treatment for control group. Moreover, the researcher wanted to measure the difference of pronunciation between pre test and post test for those two groups.

Third, the researcher conducted a post test to measure the students’ achievement in mastering English pronunciation through songs. The researcher recorded all of the students’ voice and analyzed the result. Then, the researcher did the T test for the pre test and post test in order to show whether the treatment made a difference or not.The result of the achievement tests are used to indicate

29 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter will discuss the results of the research, the comparison between control group and experiment group and the analysis of research. As mentioned in the previous chapter, the research was conducted to 32 students at SD 1 Nanggulan, Kulon Progo, Yogyakarta. The researcher put the students into two groups, namely experimental group and control group. Then, the researcher made a treatment for experiment group and did not make treatment for control group. The researcher analyzed the data by comparing the result between pre test and post test for those two groups. The research was conducted through several steps as follows:

4.1 Pre Test

The researcher conducted the research on March 16th, 2013. The researcher opened the teaching learning activities by introducing himself. After that, the researcher asked the students to introduce themselves in English. After all of the students introduced themselves in English, the researcher knew that students’ pronunciation was weak and they mispronounced many words. They applied Javanese accent and their mother tounge in pronouncing English words. They often made sound substitutions and sound deletions when they pronounced English words.

The researcher put the class into two groups, namely experimental group and control group. Those two groups were listed as follows:

Table 4.1 Groups of The Research

No Experimental Group Control Group

1 At If

2 Al Jt

3 Wl Bu

4 An Mr

5 Ant Fk

6 Ar Nk

7 Lr Dn

8 Ba Na

9 Da Rg

10 Ni Sd

11 Dv Ft

12 Zf Tr

13 Fr Vi

14 Fa Am

15 Nd Yd

16 Sv Di

After the researcher put the class into two groups, the researcher handed out the pre test paper to the students. There were two pieces of paper, the first paper contained the lyric of “Beautiful Day”, the other one contained the lyric of “Promise”. After all students got the paper, the researcher gave the examples of how to pronounce the words on the pre-test paper. After that, the researcher asked them to read aloud the words together.

Then, the researcher asked all of the students one by one to come forward reading the first pre test paper which contained the lyric of “Beautiful Day”. The total words in the lyric were 82 words. The researcher recorded all of their voice

to analyze their pronunciation in pronouncing those words. In the pre test, the researcher obtained the result as follows:

Table 4.2 Pre-Test Result of “Beautiful Day” (Experimental Group) No Experimental Group Mispronounced Words

1 At 14

2 Al 10

3 Wl 12

4 An 8

5 Ant 9

6 Ar 12

7 Lr 11

8 Ba 10

9 Da 8

10 Ni 7

11 Dv 10

12 Zf 9

13 Fr 11

14 Fa 10

15 Nd 8

16 Sv 9

Based on the experimental group’s result of the first pre test paper, most of the students were still confused to pronounce those words. They were not accustomed in pronouncing those words. Some of the students seemed hesitant in pronouncing the words. As the result they were lowering their voice.

From the tabel above, the student who made the most mispronunciation was At. At mispronounced 14 words out of 82 words. Meanwhile, the student who made minimum mispronunciation was Ni. Ni mispronounced 7 words. Ni was quite confident in pronouncing the words. On the other hand, At was not really confident of what he said. Furthermore, some of words were influenced by Javanese accent.

The researcher also did the pre test for the control group. In the first pre test paper, the researcher obtained the result as follows :

Table 4.3 Pre-Test Result of “Beautiful Day” (Control Group) No Control Group Mispronounced Words

1 If 10

2 Jt 9

3 Bu 11

4 Mr 12

5 Fk 11

6 Nk 8

7 Dn 8

8 Na 7

9 Rg 11

10 Sd 8

11 Ft 9

12 Tr 10

13 Vi 8

14 Am 10

15 Yd 8

16 Di 9

The students from the control group were confused with the words in the lyric. The condition was almost the same with the experimental group. They were confused to pronounce some words.

From the tabel above, most of the students did more than 7 mispronunciation, except Na who only made 7 mispronunciation. Meanwhile, the student who made the most mispronunciation was Mr. In here, Mr mispronounced 12 words out of 82 words.

After the researcher recorded the students’ voice in reading the first pre test paper, the researcher asked all of the students from both groups to come forward reading the second pre test paper which was the lyric of the “Promise”.

The total words in the lyric were 55 words. In the second pre test paper, the researcher obtained the result as follows :

Table 4.4 Pre Test Result of “Promise” (Experimental Group) No Experimental Group Mispronounced Words

1 At 15

2 Al 11

3 Wl 10

4 An 16

5 Ant 13

6 Ar 12

7 Lr 11

8 Ba 10

9 Da 10

10 Ni 12

11 Dv 10

12 Zf 11

13 Fr 13

14 Fa 11

15 Nd 8

16 Sv 9

Based on the result of the second pre test paper, most of the students in experimental group did mispronunciation more than 8 words. Actually the total words in the second pre test paper was not as much as in the first pre test paper, but the students were not accustomed in pronouncing those words. Some words which considered as difficult words for the students to be pronounced were: pal, nice, faith, we’ll, fight, crossed, fingers, and leap.

From the tabel above, the student who made the most mispronunciation was At. At mispronounced 15 words out of 55 words. On the other hand, the student who made minimum mispronunciation was Nd. Nd mispronounced 8 words.

The researcher also asked the control group to come forward and reading the second pre test paper. In the second pre test paper, the researcher obtained the result as follows :

Table 4.5 Pre Test Result of “Promise” (Control Group)

No. Control Group Mispronounced Words

1 If 10

2 Jt 13

3 Bu 11

4 Mr 12

5 Fk 11

6 Nk 9

7 Dn 7

8 Na 10

9 Rg 9

10 Sd 9

11 Ft 9

12 Tr 10

13 Vi 13

14 Am 10

15 Yd 13

16 Di 9

From the tabel above, it could be seen that the students in control group made some mispronunciation. Actually, the problem that made them did the mispronunciation in many words was the same with experimental group. Due to the lack of understanding the words, they were not confident to pronounce some words.

There were three students who mispronounced 13 words, they were Jt, Vi, and Wd. Meanwhile, Dn only mispronounced 7 words out of 55 words. Other students in control group mispronounced more than 7 words and less than 13 words.

Based on the pre test result, all students of those two groups almost did the similar mistakes in pronouncing the words. The students were not accustomed to those words. Therefore, they were not confident enough to pronounce those words. As the result, they were lowering their voice. This result of pre test would be compared to the result of the post test.

4.2 Treatment

Based on the pre test result, the researcher made several treatments to the experimental group by giving the special class for learning English pronunciation. On the other hand, the researcher would not give any treatment to the control group.

4.2.1 Experimental Group

In learning English pronunciation, the researcher chose to teach the students by using songs. The researcher arranged four times class by using English children songs. The first meeting was conducted on March 21st _March, 2013. The songs were played to help them grasp the correct pronunciation.

a.First Treatment on March 21st_{, 2013 (the allocation time : 60 minutes)} The researcher gave the lyric of “Beautiful Day” to the students. Then, the researcher taught the students how to pronounce the lyric of the songs clearly. The researcher repeated the word by word patiently while the students were imitating what they heard from the researcher. The researcher did this action three times. When the students were getting bored of this action, the researcher put the 16 students into pairs to change the situation of the class. One student read the

lyrics of “Beautiful Day” and his friend listened to him while making tally sheet for the mispronounced words (see appendix 2, p. 71). They took turn doing the activity. Then, the result of the first meeting treatment was as follows:

Table 4.6 The Result of Tally Sheet of “Beautiful Day”

No Name of students The mispronounced words

1 At 9

2 Al 10

3 Wl 10

4 An 11

5 Ant 9

6 Ar 10

7 Lr 9

8 Ba 9

9 Da 10

10 Ni 8

11 Dv 9

12 Zf 10

13 Fr 9

14 Fa 10

15 Nd 8

16 Sv 9

Based on the tally sheet of the students, most of the students mispronounced more than 8 words. The researcher analyzed and discussed the result of the tally sheet together with the students. The students were very active to ask for the correct pronunciation.

On the first day, there were several words of “Beautiful Day” which were considered as difficult words. Those words were shining, start, hear, we’re, bird and share. The students faced difficulties in pronouncing those words because they were not accustomed with those words. Their Javanesse accent also influenced their pronunciation.

Then, in the same day the researcher also conducted treatment by using “Promise”. The researcher gave the lyrics and taught them how to pronounce the lyric of the songs. The researcher repeated the word by word patiently while the students were imitating what they heard from the researcher. Then, the researcher also asked the students to work in pair and analyze their friends’ pronunciation. The result of the first treatment by using the “Promise” was as follows :

Table 4.7 The Result of Tally Sheet of “Promise” No Name of the students The mispronounced

words

1 At 10

2 Al 9

3 Wl 9

4 An 11

5 Ant 10

6 Ar 9

7 Lr 10

8 Ba 10

9 Da 10

10 Ni 9

11 Dv 10

12 Zf 10

13 Fr 11

14 Fa 11

15 Nd 8

16 Sv 9

The researcher analyzed and discussed the result of the tally sheet together with the students. The situation of the class became more lively because the students were supporting each other in understanding for the right pronunciation. The researcher pronounced the words for few times while the students were imitating what they heard from the researcher.

LESSON PLAN

Fourth Treatment to The Experimental Group

Class : 5

Basic Competences (speaking) :

2.3 Making conversation to ask/give information in a good way which involves speech act : introducing himself, asking to do something, asking and giving permission, agreeing, disagreeing, and prohibiting.

6.3 Making conversation to ask/give information in a good way which involves speech act : giving information, giving opinion, and asking for clarification. Material : Two children songs namely “Beautiful Day” and

“Promise”

Objectives : The students are able to cooperate with their friends and pronounce the lyrics with the correct pronunciation Allocation time : 90 minutes

Activities :

1. Greeting! The researcher greets the students.

2. The researcher gives a follow up activity named “Spelling Bee” to increase the students’ ability in spelling of the words.

3. The researcher asks the students to make a group of 4. In this game, the researcher invites the students to compete to

78 spell words quickly and accurately. After the researcher reads a word, students must compete by rising hand; and for the fastest group will be given an opportunity to spell the word and end with pronounce the word again. For the fastest group which spell the word correctly would get 10 points, for a wrong answer will get no point.

4. The researcher divides the game into 2 round games, the first round will play with 20 words which are contained in “Beautiful Day” such as : see, the, sun, window, shining,

time, start, new, say, has, just, begun, alive, glad, that,

share,day,you,like,wanna.

5. In the second round, there are 17 words that will be used in this game. The words which are used in this game are exist in the lyrics of the “Promise”:Pal, me, good, friends, know, nice, keep, fingers, leap, faith, now, fight, can, please,

crossed, take, forever.

6. After the researcher conducts a “Spelling bee”, the researcher reviews the words which are used in spelling bee.

7. Then, the researcher asks the students to sing the songs for few times with the correct pronunciation.

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79

Appendix 3

80 TEACHING MATERIAL

A BEAUTIFUL DAY

See the sun, shining in the window, Time to start a new day

Can’t you hear the song bird singing? I’m gonna sing out loud and say That’s a beautiful day , We’re

running in the sun

A beautiful day has just begun, A beautiful day to do what I wanna do

It is a beautiful day just to be alive, A beautiful day so glad that I got a beautiful day And I like to share with you.

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PROMISE

You and me my pal, we are good friends I know I’ll be nice to you

Keep your fingers crossed, take a leap of faith

Friends forever now

We’ll never fight, friends do not fight

Can you please be nice to me

Keep your fingers crossed, take a leap of faith Friends forever now

82

Appendix 4

The Students’ Recording

of the Pre Test and Post Test

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