SINGING AN ENGLISH SONG TO IMPROVE STUDENT’S PRONOUNCIATION AT SIXTH GRADE ELEMENTARY SCHOOL IN MI FAQIH HASYIM BUDURAN SIDOARJO.

PRONOUNCIATION AT SIXTH GRADE ELEMENTARY SCHOOL IN MI FAQIH HASYIM BUDURAN SIDOARJO

THESIS

Submitted in partial fulfillment of requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English

By

Slamet Hadi Santoso NIM D55211119

ENGLISH TEACHER EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY SURABAYA

ABSTRACT Slamet Hadi Santoso (2016). S

Pronounciation At Sixth Grade Elementary School In MI Faqih Hasyim Buduran Sidoarjo. A thesis. English Teacher Education Department Faculty of Tarbiyah and Teachers Training Sunan Ampel State Islamic University, Surabaya. Advisor: Sigit Pramono Jati, M.Pd Key Words: English song, improve, pronounciation, singing .

This thesis is about The Use of English Song As a Strategy to Buduran Sidoarjo. The Elementary school students have different characteristics than those of adults, they easily get bored, lose interest. A teacher of this level has got a challenging task to motivate them. He or she needs to modify the way of his/her teaching.So,he/she can use the media in order to attract the attention and interest of students. To know the improvement of sixth grade of MI Faqih Hasyim Buduran Sidoarjo after being taught speaking by using Singing An English Song, the writer doing a research in MI Faqih Hasyim Buduran Sidoarjo . The subject of the study is the sixth grade students of MI Faqih Hasyim Buduran Sidoarjo in Academic Year 2015-2016. There are 27 students in MI Faqih Hasyim Buduran Sidoarjo. The method of the research is the Classroom Action Research. The technique that used for obtaining data was getting datas from the students by using field note and giving test (pre-test, test1, oral-test2 and post-test). First, the writer gave pre-test. It was conducted at the beginning of the research. Second, the writer gave a treatment for experiment class, and then followed with oral-test1 and oral-test2. The last, the writer gave post-test. The result of the research: the class mean of pre-test was 53,44 . It was a score that under the minimal acheivement score. But after implementing this strategy, the result was more effective to . It was showed by the mean of tests during research that always increase gradually higher .There were many improvements on the test score. The results were :oral-test1 = 72,370, oral-test2 = 79,185, and post-test = 80,407. Based on the result of tests score, so It could be concluded that this strategy is really effective to

LIST OF CONTENT

page

TITLE SHEET ... i

ADVISOR APPPROVAL SHEET ... ii

APPROVAL SHEET ... iii

DEDICATION SHEET ... iv

ABSTRACT ... v

ACKNOWLEDGEMENT ... vi

LIST OF CONTENT ... vii

LIST OF APPENDIX ... ix

CHAPTER I : INTRODUCTION ... A. Background of The Study ... 1

B. Research Questions ... 5

C. Objectives of The Study ... 5

D. Significant of The Study ... 6

E. Scope and Limitation ... 6

F. Definition of Key Term ... 6

CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of related literature ... .8

1. Theory of Pronounciation ... .8

2. Characteristic of Song in Learning Process.... ...9

3. The Characteristics of Children in Learning Process...12

4. English Teaching at Elementary School...14

5. The English Curriculum of Elementary School...15

6. The Guideline of English Curriculum... .16

7. The Application of Singing English Songs in Learning Process...17

CHAPTER III : RESEARCH METHOD

A. Research Design ... 20

B. Population ... 21

C. Research Instrument ... 22

D. Data Collection Technique ... 23

E. Research Procedure ... 24

1. Planning...24

2. Implementing...25

F. Data Analysis Technique...28

CHAPTER IV : RESEARCH FINDING A. Findings ... 30

1. PreTest Score ... 31

2. Oral-test Result...31

3. The post-test Result...33

B. Discussion ... 34

CHAPTER V : CONCLUSSION AND SUGGESTION A.Conclusions ... 36

B.Suggestions ... 37

LIST OF APPENDIX

Appendix Page

1. Field Note During Research ... 40

2. Table 4.1.List of Pre-Test Score ... 41

3. Table 4.2.List of Oral-Tes 1 Score... ... . 42

4. Table 4.3 List of Oral- ... 43

5. Table 4.4. List of Post-Test Score ...44

6. Table 4.5 The List of Test Result Scores Change ... 45

7. The Graph 4.1 The changes of test score during research ... 46

8. Lesson Plan ... 47

9. The Test Materials... 53

10.Song Text ... 55

11.Photos of Documentary ... 61 12.Surat Keterangan Penelitian from MI Faqih Hasyim Buduran Sidoarjo 13.Surat Tugas Bimbingan Skripsi

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CHAPTER I INTRODUCTION

A. Background of the Study

English as an international language is used in many countries all over the world. It also plays an important role as a means of both oral and written communication. So many people learn about English. Nowadays, language is changing a long with the changing of the world in science and technology. People, especially young learners should be able to face modern life in the global era. When the learners struggle to live in the global era, they should have many skills including mastering foreign languages. One of them is English, the international language. By mastering English, they already have a key in reaching the goals.

Besides, as stated above English is used as lingua franca, as it is an international language used in many countries throughout the world. For this reason, millions of Indonesian students want to learn English in order to be able to speak English.

In Indonesia English as a foreign language plays a very important role in education, furthermore, it is necessary to increase the ability to use foreign language to extend and to strengthen our knowledge and technology and also to increase the communication ability in international community.

From the description above, it is clear that English is very important. The learners who master English usually have bigger chance to develop their language

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learning. They will be more appreciated than other learners who are not able to do that. So English is considered as the first foreign language.

The government has decided that English should be designed intoa curriculum as a compulsory subject at the first grade of junior high school until the third grade of senior high school. It is also taught in some semesters at university. English is an international language that is necessary to teach for the purpose of absorbing and developing the science, technology and arts, developing the countries relationship and also for improving the education development, especially for the students’ language skills. So English becomes one of educations that should be taught in all educational institutions at all levels from elementary school up to university.

In learning English, we often find difficulties. What Ramelan says (1944) that a foreign language student will meet difficulties in his learning process may be easily understood? When someone wants to learn a new language, so they should know some components of language. Language has three major components including phonology, vocabulary, and grammar”.1Language is primarily spoken; therefore the sounds are very important. So in this relation, phonology takes an important role.

According to Murphey, 1992 “Songs can help young learners improve their listening skills and pronunciation, therefore potentially helping them to improve their speaking skills”.2_{Most children enjoy singing songs, and they can} often be a welcome change from the routine of learning a foreign language. For

1_{Ramelan, English Phonetic(Semarang: IKIP Semarang Press, 1994), 17.} 2_{T. Murphey, Music and song(Oxford: Oxford University Press,1992), 56.}

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the teacher, using songs in the classroom can also be a nice break from following a set curriculum. Singing English songs can be taught to any number of students and even those teachers with the most limited resources can use them effectively. Probably the most obvious advantage to using singing English songs in the young learner classroom is that they are enjoyable.

Most children enjoy singing and usually respond well to using singing English songs in the classroom, but there are more significant benefits to using singing English songs other than just being fun. The greatest benefit of using singing English songs in the classroom is they could be fun in learning English. Pleasure for its own sake is an important part of learning a language, something which is often overlooked by teachers, and songs can add interest to the classroom routine and potentially improve student motivation. Practicing the different sounds by singing songs can be more interesting and enjoyable than other activities such as minimal-pair drills.

In MI Faqih Hasyim BuduranSidoarjo there is a problem that nowadays occurs at sixth grade students. They always experience some obstacles in learning English. One of them is in speaking skill especially on pronunciation. The pronunciation always has been become a classical problem. They feel hard to become motivated in studying because English learning teaching in the classroom is boring.

Now the writer try to share some experiences in facing this problem. Once upon, the writer tried to present a different technique in teaching English especially on pronunciation to support speaking skill by using singing English

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song. And he hopes the result will be amazing. The students will become more motivated in studying English. They always repeat and repeat the lyrics in many times with the correct pronunciation. In this case writer will try to present using CD as the teaching media, it starts from Humalik ( 1996 ) teory. He said that teaching english with media of CD would be able to increase spirit of learning.3 Based onSilabus KTSP 2006 , The Basic Competence for the sixth grade at 1st semester especially on Acheivement Indicators, students should be able to speak clearly and correctly prounce include frase and simple sentences.4 But the results for this time could not reach the target. So the writer will try teaching by using song as the fun learning for this class.From here, the writer start to act to get the solution. And The Action research may be one alternative to improve the results. The statement from Elliot (1991), “I’m anticipating that action research will become highly recommended as a strategy for helping teachers to maximize pupils’ achievements of national curriculum targets”5

In this action research the writer will use only two cycles and be ended with post test.. The evaluation of the test is based on rubric of pronounciation test and then it will be categorized to be score of pronounciation test 6 _{. The. scores} of test results will be devided to be class average score , And then the average scoreshould be above the minimal acheivement score . According the result of Sidoarjo MGMP ( Musyawarah Guru Mata Pelajaran ) Bahasa Inggeris that held

3 _{Oemar Hamalik, Proses Belajar Mengajar (Bandung: PT Bumi Aksara, 2007), 27}

4Ida Kusuma, et.al., “_{MODEL Silabus dan RPP}”. Titik Sumiyati (Ed). _{Active English 6(Solo: PT.} Tiga Serangkai Mandiri, 2007), 1.

5 _{Elliot. J, Action Research For Educational Change(Buckingham: Open University Press, 991),} 52.

6Ida Kusuma, et.al., “_{MODEL Silabus dan RPP}”. Titik Sumiyati (Ed). _{Active English 6(Solo: PT.} Tiga Serangkai Mandiri, 2007), 73.

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11-13 September 2013 had decided that although english subjet now is as the local material (MULOK=Muatan Lokal) but it should still use the minimal score of acheivement to measure acheivement of learning process. The result of MGMP about the minimal acheivement score is 657. This is followed up the KTSP 2006. In the research writer will make pre-test, oral-test and post-test. The result of test score should be able to reach above 65,. If the result of test will be able to reach above 65 so it is able to be categorized the writer get success doing the research to face the problem that students experienced for this time.

So that teaching English by using singing English song for the sixth grade students in MI Faqih Hasyim Buduran Sidoarjo will become one of fun teaching technique that able to build student’s motivation in studying English and help improving their pronunciation that always supports speaking skill.

B. Research Question

1. How is the process of using song in teaching speaking?

2. How are the students speaking ability especially in pronunciation after using songs?

C. Objective of the Study

1. To describe the process of using songs in teaching speaking.

2. To find out the students speaking ability especially in pronunciation after using songs.

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D. Significance of the Study

1. To use the result of this research as a reference for English teachers in teaching speaking at elementary school.

2. To introduce in teaching English by singing English songs for teachers and students as a means of teaching speaking skill.

E. Scope and Limit of the Study

In this study, the writer limit the scope and the set of problem of the research, so that the problem is not so wide and the research becomes effective. The limitations of the study are:

1. The students of elementary school at the sixth grade.

2. Singing English songs that are used as the teaching technique in this study is the song that has lyrics in english .

3. The speaking activity in this study is singing English pop song. It purposes to check the students’ pronunciation accuracy through singing a song in English.

F. Definition of Key Term

1. Singing isderived from to sing that means the act to produce or articulate (sounds, words, a song, etc) with definite and usually specific musical intonation 8. Singing is a fun activity for the children in the classroomespecially they are in 6 untill 12 years old 9_.

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2. English Song is consist of two words . they are english and song. Song is a short piece of music which contains words 10 _{, and English is the language} that used in words of song. So English Song is the set of music that contains the english words as lirics.

3. Improve is a verb that means to do something to get better 11.

4. Pronounciation is a part of speaking that involves how to make cerrect sounds of particular language, as well as how the sounds are put together in the flow of speech (not just in isolated words)12. Singing and pronounciation always have some parts that connecting each other especially in sounds and intonations.

University Press India Pvt ltd, 2009 ), 867.

9_{Jean Brewster, et.al., The Primary English Teacher 's Guide ( London: Penguin English Guides,} 2003 ), 15.

10 _{Cambridge Dictionary,} Cambridge Advance Learner’s Dictionary _{( cambridge: Cambridge} University Press India Pvt ltd, 2009 ), 868.

11_{---, 432.}

12 _{Susan Boyer, Understanding English Pronounciation (Sanfrancisco: Boyer Educational} Resources, 2002), 1

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Literature 1. Theory of Pronounciation

According to Ramelan (1994), he stated that, “Phonology is the study of phones or speech sounds”13_{. There are two studies of phonology:}

a. Phonemics

Phonemics is the study of speech sounds with a view to finding out the significant units of sounds in a given language.

b. Phonetics

Phonetics is the study of speech sounds as sounds, without regard to their function as signaling units of language. Phonetics is divided into two kinds, namely Articulator Phonetics and Acoustic Phonetics. So, pronunciation plays an important role in learning a second or a foreign language.

The pronunciation is production of perception of segmental (sounds), both alone and the stream of speech, where they undergo number of modifications and interact with supra segmental (prosodic) features, particularly stress and intonation).14

Learning pronunciation is essential to second language learners. The pronunciation is the foundation of speaking to reach well communication. There

13

Ramelan, English Phonetic(Semarang: IKIP Semarang Press, 1994), 22.

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are some elements of pronunciation that very important for students to learn in order to communicate well in meaning. They suggest that, native like intonation (such as tempo, pitch or inflection) seems to be another difficult area for adult learners to acquire. 15

Putting the stress on the right syllable in English words cannot be underestimated and it is unintelligible to put the stress in the wrong syllable thus this might lead to mispronouncing one of its sounds. If we are wrong in pronouncing the words, It may be able to make miscommunication interaction in speaking. So in learning a foreign language, the pronunciation always becomes an important fundamental part in speaking.16

2. _{Characteristics of Songs in Learning Process}

Song has some similarities with the speech in English. According to Richards (1969) “Songs have natural rhythm with a recurring beat that is similar to the stress patterns of spoken English “.17These patterns make singing some songs useful for practicing rhythm and stress. Moriya (1988) emphasizes the value of using songs for pronunciation practice with Asian learners of English due to the phonemic differences between Asian languages and English.18

15_{Andrés Rober}to ,“_{Improving Pronounciation}“ . ISSN. 1657_{-0790, Colombia, 2009, 93.} 16_{--- --- ---, 94.} 17_{J. Richards, - Rodgers, T. Approaches and methods in language teaching (Cambridge:} Cambridge University Press. 2001), 161.

18_{Y. Moriya. English speech rhythm and its teaching to non-native speakers (Paper presented at} the annual convention of Teachers of English to Speakers of Other Languages, Chicago,1988), 162.

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Furthermore, the song is very influence able in the learning activities, because it has some characteristics According to Miller. M. H, P. Taylor and E. William (1991) explain the characteristics of songs as follows: 19

a. Tone consists of pitch, duration, intensity and timbre.

b. Rhythm consists of beat, tempo, meter, syncopation, irregular metric schemes and non-metric schemes.

c. Melody consists of progression, range, register, length, tempo, character, contour and rhythm.

d. Harmony consists of interval, chords, consonance and dissonance. e. Tonality consists of scale and key, diatonic chords and chord motion.

f. Texture consists of monophonic texture, homophonic texture and polyphonic texture.

`And more detail, Rivers. W.M and Malley, A, (1987) also explained the following song’s characters:20

a. Easy to remember

Songs stick in our mind. The phrases of which they are made up are often particularly poignant or striking and seem to go on repeating themselves in our inward ear (and even our night-time mind) without our conscious will.

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M. H. Miller, et.al.,Introduction to Music (New york: Harpercollins Publisher, 1991), 32 20_{A. Maley, Interactive Language Teaching (Cambridge : Cambridge University Press, 1987),} 93-109

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b. Rhythmic

One reason for this retention is doubtless that song is highly rhythmical. Patterns of sounds and stress are repeated in regular sequences, and this facilitates their acquisition.

c. Ambiguity

It means that within limits, each learner’s personal interpretation has validity. It also means that because each person’s perception is different an almost infinite fund of interactive discussion is possible.

d. Non-Triviality

Because function of songs is to enhance our experiencing of existence, in however humble a particular, it follows that songs offer significant input for learners.

e. Universality

Songs as a form of language use that is universal among human beings. f. Playfulness

Songs are the media in which the learners can observe and experience what others have dared to do with the language.

g. Motivation

There is an obvious motivational element in learning songs of the foreign language.

h. Interaction

The use of songs offers unparalleled opportunities both of teacher-student and student-student interaction. This can extend through the phases of

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preparation, comprehension, planning of follow-up activities and evaluation of such activities.

From those characteristics above, all can be concluded that singing an English song is very possible to be an alternative fun media in English class to motivate and improve the student’ s fluency in pronunciation that must be able to build their English speaking skill .

3. The Characteristics of Children in Learning Process

As we know that the children always easily in absorbing something new especially closed with their environments. It will be possible that they learn languages easily and faster than adults. According to Steven Pinker (1994), “Acquisition is guaranteed for children up to the age of six, is steadily compromised from then until shortly after puberty, and is rare thereafter”, and this applies not only the acquisition of the first language, but also to second or foreign language. 21

According to Jeremy Harmer (2002), Young children, especially those up to the ages of nine or ten, learn differently from older children, adolescents and adults in the following ways 22

a. They respond to meaning even if they do not understand individual words. b. They often learn indirectly rather than directly-that is they take in information

from all sides, learning from everything around themselves rather than only focusing on the precise topic they are being taught.

21_{Pinker Steven, The Language Instinct(New York: The William Morrow Company, USA, 1994), 56} 22_{J. Harmer, The Practice of Language Teaching(New York: Longman, 2002), 37-38}

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c. Their understanding comes not just from explanation, but also from what they see and hear, and crucially, have a chance to touch and interact with,

d. They generally display on enthusiasm for learning and a curiosity about the world around them.

e. They have a need for individual attention and approval from the teacher. f. They are keen to talk about themselves and respond well to learning that uses

themselves and their own lives as main topics in the classroom.

g. They have a limited attention span; unless activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so.

According to Scoot and Ytrberg (1990), general characteristics of students in elementary school are as follows:23

a. They are competence users of mother tongue

b. They can tell the difference between the fact and the fiction

c. They love to play and learn best when they enjoy themselves, but they also take themselves seriously and like to think what they are doing really work d. They are enthusiastic and positive about learning

e. They rely on the spoken word as well as the physical world to convey and understand meaning

f. They are able to work with others and learn from others g. Their own understanding comes through eyes, hands and ears h. They have very short attention and concentration span

According to J. Brewster (2003) state that,

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“Children between six until twelve years old, usually tend to expand their ability by reading or learning chants, poems, song lyrics and love tongue twister or jokes”.24

From the explanation above, we can describe that children love to play and move around in the process of learning, so a creative teacher is needed in this case to make them enjoy, enthusiastic and interested in English classroom activities. In other words, an English teacher should provide some attractive classroom activities in the process of English teaching, so that children are not easily getting bored and lose interest in the classroom.

In this study, the writer will asks children/students to listen to an English song and then sing it as the attractive teaching media. This is based on some explanations above that children always love to be involved in fun learning activities. Those are singing an English song and pronouncing some words in the song lyrics correctly.

4. English Teaching at Elementary School

Teaching English at elementary school is different from the one at other grade of schools. Because the students at elementary schools are children while at other grade of schools are teenagers and adults. It is, of course, teaching children are not as easy as teaching adults. They have different characteristics and motivations. It is stated by Lynne Cameron (2001) that:

24_J

. Brewster, et.al.,The Primary English Teacher 's Guide( London: Penguin English Guide, 2003), 15

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“Children are often more enthusiastic and lively as learners. They want to please the teacher rather than their peer groups. They will attempt an activity even when they do not quite understand why or how. However, they also lose interest more quickly and they are less able to keep themselves motivated on the tasks they find difficult”. 25

By nature, children like imitating. In the learning process, they have a tendency to imitate. The children like to learn spontaneously and directly from their environment. It is hot different from learning English. The children's environment is seen exerting a major influence. It provides both the models which they imitate and the rewards which make learning take place. Children acquire their mother tongue by listening. In learning a language children just listen first and then speak by imitating the words they listened. So listening English songs and then singing it able to be one way in helping learning English especially in pronunciation.

5. The English Curriculum of Elementary School

Teaching English at elementary school should understand first about the English curriculum that used as the teaching program in teaching English at elementary school. The curriculum of English teaching that has been designed for elementary school is based on the Ministry of National Education policy on the KTSP English Curriculum 2006.26

The KTSP English Curriculum 2006 involves the rational of the curriculum, the definition, the functions and the purposes, the scopes, the competence standard across curriculum, the competence, and standard of the

25_{Lyne Cameroon, Teaching Languages to Young Learners. Cambridge(Cambridge: Cambridge} University Press, 2001), 1.

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material, the competence standard of English local content subject at elementary school and the guidelines. That has the main purposes of English Curriculum that means the students must have four language skills involving simple listening, speaking, reading and writing that focus on communicative skill.

The basic course outline plans two hours every week for the time of English subject. It is taken for the purpose of measuring students' achievement grades in mastering the subject given and it is from the three different kinds of system of test that comprise oral, written and activity test and also daily, midterm and final test.

6. The Guideline of English Curriculum

The Guideline of English Curriculums the teaching approach that used in teaching English. And it is called as the communicative approach that gives the direct experience for students to use English as the means of communication, the basic ability and the skill for students to be able to communicate easily, the knowledge for students to know their environments better.

The Guideline of English Curriculum also contains the explanation of Basic Course Outline Application of English Curriculum .It includes the columns which contain the topics and subtopics of curriculum materials, the speaking explanation that describes the teacher's role in giving the good model for students especially in English pronunciation, the explanation of the speaking skill that explains the chance given for students to practice English pronunciation in the right way.

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7. The Application of Singing English Songs in Learning Process

Singing songs is an interesting habit. Because many people will be looked and feel happy if connected with the music at any time and any place. So, when people listen or sing a song, it will make them relaxed. Furthermore, people sometimes use music as a tool to overthrow their depression, music also influence people in learning language.

In educational field, students require such skills in speaking. Thus, a teacher should try to find appropriate technique, in which students could be easily hear, dramatize and perhaps memorize vocabulary. From the description above, the writer tends to use one of the attractive ways through singing English songs.

By singing an English song, it will develop students’ ability., Finocchiaro (1974) stated that many teachers also prefer to introduce songs through recording/CD.27 It proves that by singing a song will be the best way for students in which they would able be to improve and pronounce the words in lyrics well like the native speakers who sing in that song.

Basically, children love listening to and singing songs while learning language as parts of their activities, Brewster. J, Gail Ellis and Dennis Girard (2002) state, “The children always like songs and rhymes”. 28Those are the ideal vehicles for learning language for sixth grade students.

Based on the explanation above, the writer categorized listening and then singing song is as an environment learning process. That is why the writer chooses

27_{M. Finocchiaro, English as a Second Language From Theory to Practice(New York: Regent}

Publishing Company, Inc, 1974), 55

28_J

. Brewster, The Primary English Teacher 's Guide ( London: Penguin English Guides, 2003), 162

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singing an English song as the alternative teaching media in learning English to support speaking English skill. Starting from chapter I and chapter II the writer is going to make a research. By singing English songs, the writer hopes that it would be able to help students in learning English process and improve their speaking skill especially in pronunciation.

B. Review of Previous Studies

In this case, the writer describes some previous researches which are relevant to this research. The same idea of using song as a strategy to solve the problem in teaching English becomes the guidance to strength this

research.

1. The thesis with title “The Role of English Children Songs in Improving Students’ Listening Skill An Action Research at the Year Fifth Students of SDN 4 Krajankulon Kaliwungu in the Academic Year of 2008 /2009” by Dewi Oktavialinna. Her study is limited to to describe the procedure of teaching English listening skill at the fifth year students of Elementary School using English children songs and to identify the advantages and disadvantages of using the English children songs as a teaching media in teaching foreign language listening skill.29

2. The thesis has tittled “songs as a medium for teaching vocabulary in the Elementary School, a case study in the 4th grade of SD Negeri Pucungroto Magelang.”by Eko Ari Setyowati. Her study is limited to get improvement

29 _{Dewi Oktavialinna,} The Role of English Children Songs in Improving Students’ Listening Skill

An Action Research at the Year Fifth Students of SDN 4 rajankulon Kaliwungu in the Academic Year of 2008 /2009.( Semarang: UNNES, 2008)

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for the students’ achievement by using songs as a medium for teaching vocabulary in the elementary school.30

3. The thesis has tittled, “Pengaruh Minat pada Lagu Bahasa Inggris terhadap Kemahiran Mendengarkan Siswa di SMA Kristen Irene Manado”, by Helen Yuliana Angmalisang. Her research is to analyze in what extent the interest in English songs have an effect on student’s listening skills in SMA Kristen Irene Manado. 31

All the studies has the same purpose in teaching learning proses to get improvement in speaking and listening skill. And the pronounciation is part of that skills. In those studies teaching learning english by using song is always used in the strategy. It ensures that teaching learning english by using song becomes one alternative in fun learning english to get goals. In this study, the writer will make something different with the studies mentioned above. This study will be focussed in pronounciation through singing english song.

30 _{Eko Arisetyowati, songs as a medium for teaching vocabulary in the lementary School, a case}

study in the 4th grade of SD Negeri Pucungroto Magelang. (Semarang: UNNES, 2006 ) 31 _{Helen Yuliana, Pengaruh Minat pada Lagu Bahasa Inggris terhadap Kemahiran}

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CHAPTER III RESEARCH METHOD

A .Research Design

The Design of this research is Classroom Action Research. This research is expected to improve the student’s speaking ability before and after using songs to teach speaking and the process of the teaching using songs as well as possible.

Action research is a kind of research that always becomes significant research in language education research. Elliot (1991) has opinion about it. He states “I’m anticipating that action research will become highly recommended as a strategy for helping teachers to maximize pupils’ achievements of national curriculum targets”. 32

By the definition of action research above, it can be concluded that action research is a series of procedures, a group of activity and a piece of descriptive research carried out by a teacher in the classroom in order to improve aspects of the teaching or to evaluate the success and /or appropriate of certain activities and procedures, without changing the phenomenon under investigation.

Elliot (1991) adds the central characteristic of action research is the join reflection about the relationship in particular circumstances between processes and products. Each kind of research must have goal in order to solve the problem which is being researched. All wright and Bailey state that "the goals of action

32_{J. Elliott, Action Research for Educational Change (Buckingham: Open University Press, 1991),} 50

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research are achieving local understanding and developing viable solutions to problems". 33

The step in action research means the way to conduct and action research. According to Dick All wright and K.M Bailley stated that the procedures on conducting an action research are: 34

1) Collecting the data 2) Planning an action 3) Carrying out the plan 4) Observing implementation 5) Reflecting

6) Revising the plan

B. Population

Population is the whole subject of research.35 In the research, population of this research is sixth grade of MI faqih Hasyim Buduran Sidoarjo in academic year 2015-2016. The sixth grade of MI Faqih Hasyim Buduran Sidoarjo.There are only 27 students in one class.

33_{J. Elliott, Action Research for Educational Change(Buckingham: Open University Press, 1991),} 50

34 _{Dick Allwright - K.M. Bailey.Focus on the Language Classroom ( Cambridge : Cambridge} University Press. 1991), 10

35 _{Suharsimi Arikunto, Procedur Penelitian:Suatu Pendekatan Praktik(Jakarta:PT Rineka Cipta,} 2010), 130.

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C .Research Instrument

To collect the data, the researcher should check the lesson plan. Because it contains tools and teaching media and then the next they are able to be used as the instruments of research process. Based on KTSP 2006 lesson plan ( RPP) to teach pronounciation with it’s acheivement indicator, so there are some instruments that will be used in this research are: 36

1. Song MP3

Song MP3 is the song that has lyrics in english and it had been formatted in MP3 and played in CD player.

2. CD player

CD player is one of music equipment to play the CD’s music contents. 3. Song text

Song text is the lyrics of the song that contains words, phrase and sentences in english. The song text are Someone Like You by Adelle, Thousands Years by Christina Perry and All of Me by Jhon Legend. The writer chooses those song because they are the populair song and almost of the students have been familiar with them.

4. Field note

Field note is the important notes that writer recorded during research to support other datas.

5. Pre-test score

36Ida Kusuma, et.al., “MODEL Silabus dan RPP”. _{Titik Sumiyati (Ed). Active English 6(Solo:} PT.Tiga Serangkai Mandiri, 2007), 71.

23

Pre-test score is the score that gotten from the test before the writer’s strategy has been implemented.

6. Oral-Test score

Oral-Test score is the score that gotten from the test after the writer has been implemented his strategy.

7. Post-test score

Post-test score the score that gotten from the test after the writer has been implemented his strategy. This is the last tes when research will be ended. 8. List of test result score sheet

List of test result score sheet is the sheet that contains all of test score. They are pre-test, oral-test and post-test score,

D .Data Collection Technique

In this research, the writer use tests which are pre-test and post-test to find out the students ability before and after the using of songs in teaching and observation to find out the process of the teaching and learning activity using songs. The techniques are :

1. Making the field note, the writer should write down the important notes about some matters during research to support other datas.

2. Making the test, kinds of test are: a. Pre-test

24

Pre-test is the test before the writer’s strategy has been implemented. Students should read/speak up 5 sentences that some words are same with in the song text/lyrics.

b. Oral-test

Oral-test is the test that has been held after the writer has implemented his strategy. Students should read/speak up 5 sentences that some words are same with in the song text/lyrics and the pre-test’s questions too. c. Post-test

Post-test is the last test that ends all of test during the research. Students should read/speak up 5 sentences that some words are same with in the song text/lyrics, the pre-test’s questions and oral-test1 and oral-test 2.

;

E .Research Procedure 1. Planning

The writer prepare schedule of research before doing in action. And the schedule is adjusted with english subject schedule that has exsisted. Here is the schedule :

25

Tabel 3.1 List of research time

No Date Activity

1 January, 6th, 2016 Pre-test

2 January, 13rd, 2016 Oral—test 1 (1st cycle)

3 January, 20th, 2016 Oral-test 2 (2nd cycle)

4 January, 27th, 2016 Post-test

2. Implementing

Implementing is the performing of planned action. Based on the model above, the researcher can change the plans when it is necessary. Therefore, in this research the writer conducts basic cycle and then if the target has been not achieved, the writer conducts the second cycle after revise the plans (amended plan). To make the steps in this research more clearly, the writer makes the elaboration of the activities in this action research as follows:

a. Pre-test

The pre-test is going to be done to check how far the student’s ability in mastering English speaking skill.Have the students beencorrect or not in pronouncing the words? The writer gives an oral test, by asking the students one by one to read 5 sentences loudly to check each student’s pronunciation. And

26

then the writer elaluates them with the pronounciation rubrics to determine their score.

b. The First Cycle

The procedures of teaching learning process in the first cycle are as follows:

Activity 1

1) Giving material speaking that focussed on pronounciation and teaching based on lesson plan (RPP).

2) The teacher (writer) plays English song in a CD.

3) The teacher (writer) asks the students to listen to an English song carefully while the students look the words in the song’s lyrics how to pronounce them.

Activity 2

1) The teacher (writer) gives example in pronouncing words in these song lyrics and then asks all of students try to follow him loudly. 2) The teacher (writer) leads the students to sing that song together.

3) Then the teacher (writer) let the students try it by their selves by singing that song enjoyfully.

Activity 3

1) The teacher (writer) gives an oral reading test again. The test is reading the lyrics of the song that the words is related with lyrics of the song played.

2) The writer compares the result of score with the pre-test score. If the score is going to increase, the writer still has to keep checking

27

the minimal acheivement score. The scores should be above the minimal acheivement score. But whatever the results the writer should go on second cycles to get the satisfied result.

c. The Second cycle

In this cycle, the procedures of teaching learning process arestill same with the first cycle. This is meant to get the maximum results. The process is as follows:

Activity 1

- The teacher plays the different song with different words in lyrics. While the students listen to the song carefully without any activities, just concentrate to pronunciation of the words in the lyrics only not the melody.

Activity 2

- The writer gives the students little time to try pronouncing words in lyric by their selves before post-test will be held.

d. Post-test

In this post-test activity, the teacher asks to the students to read the 5 sentences that different with some tests before. The students should read in correct pronounciation.

28

F . Data Analysis Technique

After doing pre-test, doing action in 2 cycles and ending with the post-test, the writer analyzes results of all test by comparing data before and after action research done.And then reflecting all of them to standard of competency speaking skill in KTSP 2006 especially on acheivement indicator that means students able to speak up clearly the frase or simple sentences with the correct pronounciation37_.

The score can be gotten from the value of each pronounciation rubric criterion multiplied by the number of the questions and then devided by the maximal score 38. To evaluate student’s pronounciation should be measured by the rubric of pronounciation and then it could be counted with each of rubric creterion value/score. Then writer uses the formula to determine the student’s test result score. The score formula is :

the value of each pronounciation rubric criterion X the number of the questions

The maximal score × %

The class average score is : ∑ a ’

T a ′

The class average score should be above 65 as KTSP on minimal acheivement score39.

37Ida Kusuma, et.al., “MODEL Silabus dan RPP”. Titik Sumiyati (Ed). _{Active English 6(Solo: PT.} Tiga Serangkai Mandiri, 2007), 1.

38 _---,74.

29

Tabel 3.2

Rubric of pronounciation

No Criterion / description Value Score Category

1 Comprehensible and Having Native like Accent

5 85-100 Excellent

2 Comprehensible with non-Native Accent

4 70-84 Good

3 Some Existing

Mispronunciation that Affect Comprehension

3 55-69 Fair

4 Frequent Mispronunciation

that Affect Comprehension 2 40-54 Poor

5 Not Comprehensible 1 0-39 Very Poor

30

CHAPTER IV RESEARCH FINDING

In this chapter, the writer would like to analyze each of the data that had been gathered from the action research activities. The data was gotten from the result of tests that held as the teaching learning evaluation. The aims of tests was able to give an evaluation to know how far the students in pronouncing the words that given when this action research was done. Therefore the score of the test result should be above minimal acheivement score . It should be above 65 as KTSP 2006 target 40

A. Findings

The sixth grade in MI Faqih Hasyim Buduran Sidoarjo has 27 students. The writer had recorded data of the research trough pre-test, oral test and post-test that followed all of sixth grade students. The writer got some changes of test scores. The scores always changed gradually from pre-test until post-test. at the first test the score of all students were almost bad, but the next score increased to be better untill able to get above the minimal acheivement score.

Beside the writer got the test scores but he also could record some matters during the research done and written down into fieldnote. Writer had written some matters to support the datas gotten.

31

1. Pre-test Score

The analysis of each activity started from pre-test. Before discussing it, the first We see tabel 4.1 shows the list of pre-test score that held on january, 6th, 2016 ago. If we analyze that tabel that contains scores of pre-test result so we can see that almost students get bad score. They almost got under 65. There were only 6 students get above 65. They were students in A5, A6, A11, A12, A21 and A27. If only 6 students of 27 students could acheive target minimal score so it could not be categorized as the succes of learning proses ach eivement target. If we could count the procentage 6 of 27 is × % = 22% . But the target

acheivement should be minimal 65%.

Based on tabel 4.1 the result of pre-test activity, the writer could count the score of class average.The class average score is = 53,4444. This average score was bad that could not get minimal acheivement target because score of 53,4444 < 65. And here was a result of english learning before using english song. It looked like almost all of the students got the bad score under minimal acheivement score. They were not motivited and bored.

2. Oral-test Result

After passing the process that the writer began to try teaching pronounciation using english song and then he got the next data from the first oral-test that held on January,13th, 2016 . Further more , see the tabel 4.2 contains the result of oral-test 1 score .

32

If we checked that tabel that contains scores of oral-test1 result so we can see the changes to be better than pre-test. The tabel showed that almost students get good score. They almost got above score of 65. But there were only 3 students get under score of 65. They were students in A7, A18 and A26. If only 3 students of 27 students could not acheive target minimal score so there were 24 students got the score above 65. If we could count the procentage 24 of 27 in to summary

× % = 88 % . But the target acheivement should be minimal 65%. If we

compared 88% with 65% were 88% > 65%. So we could be categorized that this score could get the succes of learning proses acheivement target.

Furthermore we should check the average class score. We could count the average of class score = 72,37037 during the oral-test1. It indicated that there were little increase in 1st oral-test. It could be sign that in first cycle students become little more motivated in learning english by singing english song. Then the writer still got data again from oral-test 2 that held on January, 20th, 2016. The data could be seen on tabel 4.3 . If we checked that table contains scores of oral-test2 result so we could see the changes to be better than oral-test1. The tabel showed that almost students get good score. They almost got above score of 65. But there were still only one student got the under score of 65. He was student in A18 . If only 1 student of 27 students could not acheive target minimal score so there were 26 students got the score above 65. If we could count the procentage 26 of 27 in to summary × % = 96 % . But the target

33

65% were 96% > 65%. So it could be categorized that this score could get over the succes of learning proses class acheivement target.

Furthermore we should check the average class score. We could count the average of class score during the test2. Based on tabel 4.3 the result of oral-test 2, the writer could count the class average score was = 79, 18519. This score had get over the miniamal score acheivement target. We knew that the minimal score acheivement target was 65. If we compared score 79,18518 was above 65 or 79,18519 > 65. And it meant that process in second cycle had been able to change significanly to get better in learning process. It could be seen at table 4.1, table 4.2 and table 4.3 that showed increase score from pre-test, oral-test1 and oral-test2. It signed that students become little more motivated in learning english by singing english song.

3. The post-test Result

The writer got the last data of all steps. It was gotten from the result of post-test score that held on January, 27th, 2016 ago. It could be seen tabel 4.4 In that table contained scores that had changed gradually to better and gotten over the score of 65. There was no student gotten under score of 65. In the begining in pre-test only 6 students who got good score were in A5, A6, A11, A12, A21 and A27, but in the post-test all of them could get good score. The lowest score was 72 on student A7 .But the score 72 was still above minimal acheivement score. Furthermore to confirm the significant changes we should check the average class score. We could count the average of class score during the

34

test. Based on the tabel 4.4 the writer could count the class average score is = 80,40741. This score had get over the miniamal score acheivement target. We knew that the minimal score acheivement target was 65. If we compared score 80,40741 was above 65 or 80,40741 > 65. It meant that the score continuously increased from pre-test, oral-test 1, oral-test 2 untill the post-test.

B. Discussion

Here the writer started to conduct results of some test scores from pre-test, oral-test 1 and 2, and the last the post-test. And the reality, It was true that the score always continuously increase step by step. If we looked for a moment, before the writer done his research, the student’s score especially on the pre-test score so their scores were very poor. Almost all of the students got the un-expected score .

The first cycle had graduatly changed thier score to better, it caused the writer’s tehnique in learning-teaching english had been tried to in the class. And students began to get some more motivations to learn english through singing english song in the english class. Therefore the material of pronounciatian was easy and fun to be absorbed for students. The results were on oral-test 1 became increasing. And it was taken a place continuously on pre-test 2 and ended on post-test. The test score changed to be higher .We could look on the tabel 4.5 at the next page.

35

Based on the tabel 4.5 the changes of test result score , the writer analyzed that the scores was continuously increase from pre-test untill post-test. Although at the begining , the score on pre-test was only 53,4444. And it was bad score that always not been expected in acheivement target. The minimal acheivement score should be above 65. If the result of pre-test was only 53,4444, so it could not be categorized as success of learning proses. But after the writer done his researh for a month ( 6th-27th january 2016 ) with the some steps so He was able to become students to be more motivated and being fun in learning process especially in improving thier prounciation through singing english song. This was really proved by the writer with the increase of scores from :

1) Oral-test 1 = 72,37037 2) Orall-test 2 = 79, 18519 3) Post-test = 80,40741

The score 72,37037, 79, 18519, 80,40741 were the scores above the minimal acheivement score .This could be categorized that the learning process got the success as the acheivement target.

Based on all of datas the writer had gotten from all activities that started from pre-test untill post-test so the writer could draw that his research had brough the better changes in learning process. It could be checked based on the graph 4.1 above. The line chart rise up rapidly . Then It could be concluded that teaching-learning english by singing english song could motivate and improve student’ s speaking skill especially on pronounciation.

36

CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclussion

After the research was held during 6th-27th of january 2016, the writer could conclude some conclussion. As we knew in the first that before the research, the speaking ability of sixth grade elementary school students in MI Faqih Hasyim Buduran Sidoarjo especially in pronunciation was very poor. The average score was under the minimal acheivement score. The students had no motivation in learning. They were bored with old learning. But after the research was held, so we could conclude that:

1. There were some more changes for students. In process of learning english in the class for the sixth grade, singing an english song the reallity had been able to attract student ‘s interest and encourage them. Because learning with CD media was very fun learning and at the same time able to give motivations for students. By singing an english song the students could feel fun and enjoy in learning english process.They became to be more motivated in learning. So the target could be achieved well.

2. After the writer tried teaching english pronounciation by singing an english song in learning english process, so the result of it was the score gradually increased. The lowest score was on student who had initial name A16,A18 and A20 . The score was 35 at pre-test and then gradually

37

increased to be 69, 55 and 56. But in the post-test still able to rise up again to be 79,74 and 76. The class average score became increase from 53,444 to be 80,407.

So the writer concluded that singing an english song in teaching-learning english process had been able to improve the student’ s speaking skill especially in pronounciations.

B. Suggestions

To get the target as well as possible in speaking skill especially on pronounciation , so singing an english song in learning-teaching english process could be recommended for english teachers, especially for the elementary school teacher to attract the student’s interest and motivation in learning english.

The program should be done regularly and continuously. Not only at that time . the next research will also be needed to enlarge the next value reseach.

To get a wider contribution of the result of the research, so some activities should be conducted in other classes of other school, and the writer hopes that there will be many researchers explore furthermore about how to apply singing an english songs in the teaching and learning process more effectively in the future.

38

REFERENCES

Allwright, Dick, - K.M. Bailey. Focus on the Language Classroom. Cambridge: Cambridge University Press, 1991.

Arisetyowati, Eko, Songs as A Medium for Teaching Vocabulary in The

Elementary School, A Case Study in The 4th Grade of SD Negeri Pucungroto Magelang. (Semarang: UNNES, 2006 ) Boyer, Susan. Understanding English Pronounciation . Sanfrancisco: Boyer Educational Resources, 2002

Brewster, Jean, Gail Ellis, and Dennis Girard. The Primary English Teacher 's Guide. London: Penguin English Guides, 2003.

Cameroon, Lynne. Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001.

Elliott, J,. Action Research for Educational Change. Buckingham: Open University Press, 1991

Finocchiaro, M. English as a Second Language: From Theory to Practice. New York: Regent Publishing Company, Inc, 1974. Hamalik, Oemar. Proses Belajar Mengajar . Bandung: PT Bumi Aksara, 2007 Harmer, J. The Practice of Language Teaching. New York: Longman, 2002. Karsidi, Model KTSP 2006 SD dan MI . Solo: PT. Tiga Serangkai Mandiri, 2007 Kusuma, Ida, djatmika, and Agus Dwi, “MODEL Silabus dan RPP”. Titik Sumiyati (Ed). Active English 6 . Solo: PT. Tiga Serangkai Mandiri, 2007

Maley, A. Interactive Language Teaching. Cambridge: Cambridge University Press, 1987.

Miller, M.H, Taylor P, and Williams E.W. Introduction to Music. New York: Harpercollins Publisher, 1991.

Moriya, Y. English speech rhythm and its teaching to non-native speakers. Paper presented at the annualconvention of Teachers of English to Speakers of, Chicago, 1988

39

Oktavialinna, Dina, The Role of English Children Songs in Improving Students’ Listening Skill An Action Research at the Year Fifth Students of SDN 4 Krajankulon Kaliwungu in the Academic Year of 2008 /2009.( Semarang: UNNES, 2008)

Ramelan, English Phonetic, Semarang: IKIP Semarang Press, 1994.

Richards, J - Rodgers, T. “Approaches and methods in language teaching”. Cambridge: Cambridge University Press. 2001

Roberto, Andrés, Improving Pronounciation. ISSN,2009, 1657-0790. Colombia, 2009

Steven, Pinker,The Language Instinct, The William Morrow Company, USA, 1994.

Wendy A. Scott, - Lisbeth H. Ytrebeg, Teaching English To Children. London: Longman, 1990 .

Yuliana, Helen, Pengaruh Minat pada Lagu Bahasa Inggris terhadap Kemahiran Mendengarkan Siswa di SMA Kristen Irene Manado. (Manado: Sam Ratulangi University, 2013)

34

test. Based on the tabel 4.4 the writer could count the class average score is = 80,40741. This score had get over the miniamal score acheivement target. We knew that the minimal score acheivement target was 65. If we compared score 80,40741 was above 65 or 80,40741 > 65. It meant that the score continuously increased from pre-test, oral-test 1, oral-test 2 untill the post-test.

B. Discussion

Here the writer started to conduct results of some test scores from pre-test, oral-test 1 and 2, and the last the post-test. And the reality, It was true that the score always continuously increase step by step. If we looked for a moment, before the writer done his research, the student’s score especially on the pre-test score so their scores were very poor. Almost all of the students got the un-expected score .

The first cycle had graduatly changed thier score to better, it caused the writer’s tehnique in learning-teaching english had been tried to in the class. And students began to get some more motivations to learn english through singing english song in the english class. Therefore the material of pronounciatian was easy and fun to be absorbed for students. The results were on oral-test 1 became increasing. And it was taken a place continuously on pre-test 2 and ended on post-test. The test score changed to be higher .We could look on the tabel 4.5 at the next page.

35

Based on the tabel 4.5 the changes of test result score , the writer analyzed that the scores was continuously increase from pre-test untill post-test. Although at the begining , the score on pre-test was only 53,4444. And it was bad score that always not been expected in acheivement target. The minimal acheivement score should be above 65. If the result of pre-test was only 53,4444, so it could not be categorized as success of learning proses. But after the writer done his researh for a month ( 6th-27th january 2016 ) with the some steps so He was able to become students to be more motivated and being fun in learning process especially in improving thier prounciation through singing english song. This was really proved by the writer with the increase of scores from :

1) Oral-test 1 = 72,37037 2) Orall-test 2 = 79, 18519 3) Post-test = 80,40741

The score 72,37037, 79, 18519, 80,40741 were the scores above the minimal acheivement score .This could be categorized that the learning process got the success as the acheivement target.

Based on all of datas the writer had gotten from all activities that started from pre-test untill post-test so the writer could draw that his research had brough the better changes in learning process. It could be checked based on the graph 4.1 above. The line chart rise up rapidly . Then It could be concluded that teaching-learning english by singing english song could motivate and improve student’ s speaking skill especially on pronounciation.

36

CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclussion

After the research was held during 6th-27th of january 2016, the writer could conclude some conclussion. As we knew in the first that before the research, the speaking ability of sixth grade elementary school students in MI Faqih Hasyim Buduran Sidoarjo especially in pronunciation was very poor. The average score was under the minimal acheivement score. The students had no motivation in learning. They were bored with old learning. But after the research was held, so we could conclude that:

1. There were some more changes for students. In process of learning english in the class for the sixth grade, singing an english song the reallity had been able to attract student ‘s interest and encourage them. Because learning with CD media was very fun learning and at the same time able to give motivations for students. By singing an english song the students could feel fun and enjoy in learning english process.They became to be more motivated in learning. So the target could be achieved well.

2. After the writer tried teaching english pronounciation by singing an english song in learning english process, so the result of it was the score gradually increased. The lowest score was on student who had initial

37

increased to be 69, 55 and 56. But in the post-test still able to rise up again to be 79,74 and 76. The class average score became increase from 53,444 to be 80,407.

So the writer concluded that singing an english song in teaching-learning english process had been able to improve the student’ s speaking skill especially in pronounciations.

B. Suggestions

To get the target as well as possible in speaking skill especially on pronounciation , so singing an english song in learning-teaching english process could be recommended for english teachers, especially for the elementary school teacher to attract the student’s interest and motivation in learning english.

The program should be done regularly and continuously. Not only at that time . the next research will also be needed to enlarge the next value reseach.

To get a wider contribution of the result of the research, so some activities should be conducted in other classes of other school, and the writer hopes that there will be many researchers explore furthermore about how to apply singing an english songs in the teaching and learning process more effectively in the future.

38

REFERENCES

Allwright, Dick, - K.M. Bailey. Focus on the Language Classroom. Cambridge: Cambridge University Press, 1991.

Arisetyowati, Eko, Songs as A Medium for Teaching Vocabulary in The

Elementary School, A Case Study in The 4th Grade of SD Negeri Pucungroto Magelang. (Semarang: UNNES, 2006 ) Boyer, Susan. Understanding English Pronounciation . Sanfrancisco: Boyer Educational Resources, 2002

Brewster, Jean, Gail Ellis, and Dennis Girard. The Primary English Teacher 's Guide. London: Penguin English Guides, 2003.

Cameroon, Lynne. Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001.

Elliott, J,. Action Research for Educational Change. Buckingham: Open University Press, 1991

Finocchiaro, M. English as a Second Language: From Theory to Practice. New York: Regent Publishing Company, Inc, 1974. Hamalik, Oemar. Proses Belajar Mengajar . Bandung: PT Bumi Aksara, 2007 Harmer, J. The Practice of Language Teaching. New York: Longman, 2002. Karsidi, Model KTSP 2006 SD dan MI . Solo: PT. Tiga Serangkai Mandiri, 2007 Kusuma, Ida, djatmika, and Agus Dwi, “MODEL Silabus dan RPP”. Titik Sumiyati (Ed). Active English 6 . Solo: PT. Tiga Serangkai Mandiri, 2007

Maley, A. Interactive Language Teaching. Cambridge: Cambridge University Press, 1987.

Miller, M.H, Taylor P, and Williams E.W. Introduction to Music. New York: Harpercollins Publisher, 1991.

Moriya, Y. English speech rhythm and its teaching to non-native speakers. Paper presented at the annualconvention of Teachers of English to Speakers of, Chicago, 1988

39

Oktavialinna, Dina, The Role of English Children Songs in Improving Students’ Listening Skill An Action Research at the Year Fifth Students of SDN 4 Krajankulon Kaliwungu in the Academic Year of 2008 /2009.( Semarang: UNNES, 2008)

Ramelan, English Phonetic, Semarang: IKIP Semarang Press, 1994.

Richards, J - Rodgers, T. “Approaches and methods in language teaching”. Cambridge: Cambridge University Press. 2001

Roberto, Andrés, Improving Pronounciation. ISSN,2009, 1657-0790. Colombia, 2009

Steven, Pinker,The Language Instinct, The William Morrow Company, USA, 1994.

Wendy A. Scott, - Lisbeth H. Ytrebeg, Teaching English To Children. London: Longman, 1990 .

Yuliana, Helen, Pengaruh Minat pada Lagu Bahasa Inggris terhadap Kemahiran Mendengarkan Siswa di SMA Kristen Irene Manado. (Manado: Sam Ratulangi University, 2013)