CHAPTER I

INTRODUCTION
A. Background of the Problem
Naturally each human communicates by using mother tongue, which they
received at birth according to their origin either form of the language, dialect, and
his pronunciation. In this era, people are in demand not only master their mother
tongue, but in demand also master a foreign language as a link between cultures
and countries. Because the era of globalization that is so rapidly evolving
demands of every human being to have abilities that could make them compete
with the other one of which is discussed English, learn a foreign language course
must also master the pronunciation right, at least in order to be able to achieve
successful communication, in this study pronunciation in use to make English
speakers except the native can reach the truth in the pronunciation of the English
language.
Penny and Ur (1996:46) claim a language course may be based on
pronunciation, vocabulary, and grammar, or on the more 'communicative'
categories of the topic, situation, notion, and function. The pronunciation is
important to make a good communication, in our nation the subject is almost
never learned by student, cause the teacher is only focus to give teaching materials
which foster self-confidence of students to speak without regard to whether the
pronunciation of the students already qualify or not. So the teacher have to make a
creative way as the process of teaching pronunciation.

There are so many ways to improve student pronunciation ability such as

watching English movie, listening to the English song, or read lyric of
song(karaoke). On this occasion, researcher offers listening to English song as a
good technique in learning and teaching pronunciation. According to Wardani
(2015) in her research paper, the use of songs has been proven to improve
pronunciation skills in all study groups. The advatages of using English song in
teaching and learningpronunciation are enjoyable, flexible, interisting, and
students can directly hear the correct pronunciation from native speaker.
The reason why the researcher raises this title is because, according to the
researchers experience while observing to that school for finishing some
assignment, students were more interested when they heard a song that they like
and then they start to imitate it step by step. While according to Erno (2011) in his
thesis, improving students pronunciation by using English songs an experimental
study at the tenth grade students of smk cyber media, finds that there is a
significant improvement after the students learning pronunciation

by using

English song to what natives sung in a song. In this case, the researcher concerns
with student in tenth grade at one of senior highschool in Karawang. Mastering
these skills, especially pronunciation, is important for them who want to
communicate with foreifn people, it can be at work or if they get a scholarship to
study at the other countries.
There are some studies related with the use of songs in learning. First, a
research done by Fismar (2003) entitled The Correlation between Delighting in
Listening

to

English

Songs

and

Students Achievement

in

Listening

Comprehension of First Semester of English Study Program at Universitas

Bengkulu Academic Year 2001-2002, where the result is the English songs are
helpful in stimulating the development of students listening comprehension.
Another study is a research done by Wardani (2015) that related of using English
song as the media the title is teaching speaking by using listening to English
song.The last is from the reasearcher own experience and from Ernos thesis,
improving students pronunciation by using english songs an experimental study at
the tenth grade students of smk cyber media. This study diferrences with Erno is;
that he did the research with a quantitative approach and doing the reasearch at
vocational school, whereas the researcher uses a qualitative approach and doing
the research at senior highschool. So, the researcher will study about teaching
pronunciation by using English songs in tenth grade at one of senior high school
in Karawang.
B. Limitation of the Problems and Formulation Research Question
1. Limitation of the Problems
To focus on this study, the researcher limit the discussion of teaching
pronunciation by using English song media namely, researcher observes the
process in teaching and learning listening activities and student response about the
technique that teacher gives. The researcher itself will focus to answer of research
question.
2. Formulation Research Question
Based on limitation of the problem above, the research question of the
study is as follows :

1. How is the process of teaching pronunciation by using English song

media in X grade of SMAN 1 Rengasdengklok?
2. How are the students responses in learning pronunciation by using
English song in X grade of SMAN 1 Rengasdengklok?
C.Objectives of the Research
This research will be aimed at finding out :
1. The process of teaching pronunciation by using English song media in
X grade of SMAN 1 Renagsdengklok.
2. The students responses in teaching pronunciation by using English
song media in X grade of SMAN 1 Rengasdengklok.
D. Advantages of the Research
The research is conducted by expectation that it will be useful for many
sides. The significances are:
1. For Student
Through this research study, students are expected relax and enjoys to
learning English, especiallyfor material of pronunciation.
2. For Teacher
Through this reserach, teacher should be able to improve student interesting in
learning English, and provide inspiration to the teaching in order to make the
methods more creative.
3. For Research
Through this study, the researcher will be able to improve his
knowledge in writing good paper, and to improve his knowledge in

students response on English song which is hopefully can improve

students pronunciation ability.
E. Definition of Terms
1. Pronunciation
Pronunciation is the way a word or a language is usually spoken, the
manner in which someone utters a word. In line with the definition above,
(Hornby 1995:928) pronunciation is the way in which a language is spoken, the
way in which a word is pronounced, the way a person speaks the words of a
language.
2. Song as Media
A song is a short piece in one concise movement for the medium of solo
voice and piano (Simms 1993:29). According to parto, a song is a group of
arrangments which consist of lyrics and elements of music like rhythm , melody,
harmony and expressions (Parto 1996:99). They can provide valuable speaking,
listening and language practice in and out of the classroom. According to Arsyad
teaching of songs as media is used to convey educational messages (Arsyd
2006:4).

CHAPTER II
LITERATURE REVIEW

A. Pronunciation
This part talks about pronunciation. Firstly, it discussses definition of
pronounciation. The next discussion is teaching pronunciation.
1. Definition of Pronunciation
Pronunciation is the way a word or a language is usually spoken, the
manner in which someone utters a word. In line with the definition above,
(Hornby 1995:928) pronunciation is the way in which a language is spoken, the
way in which a word is pronounced, the way a person speaks the words of a
language. From the definitions above, it shows conclusion that pronounciation is
the way person utters a word or a language.
2. Aim of Pronunciation
There are many factors that influnce language teaching especially English
pronunciation teaching. Besides teacher should select the media that is suitable to
be applied in teaching English pronunciation, they are also hoped to know how to
teach pronunciation well, by knowing the good way in teaching English
pronunciation. According to Jerremy Harmers alternatives in pronunciation
teaching :
There are three alternatives to convey. First, whole lesson : making
pronunciation the main focus of lesson does not mean that every minute of the
lesson has to be spent on pronounciation work. Second, discrete slots: some
teacher insert short into lesson sequences and the last alternative is integrated

phases: many teachers get student to focus on pronunciation issues as an

integrated part of lesson (Harmer 2002:1883).
In this case, teachers decide what alternative that they choose. By
deciding the alternatives they use in teaching English pronunciation, they can
make a strategy based on the alternative to get a maximum result.
Moreover, the most important thing of teaching and learning process is
the understanding of the student about the lesson. Cameron says that it is a
crucial thing for teachers to make the responsibility for checking whether their
pupils understand the language being used and the purpose of activities being
carried out:. In this case, the teacher should let the students know that they are
studying about pronunciation and they are expected to be able to pronounce
English words correctly (Cameron 2001:40).
It needs an enthusiasm in teaching English pronunciation so that both the
teacher and the students get a good result in it. It can be done by encourging the
students that they can do the best. Besides that, it also can be done by asking the
students to present their ability in pronunciacing English words so other students
know that they can do it well. By this, students have a great spirit to learn how to
pronounce English words well.

B. Song as Media

1. Definition of Song
A song is a short piece in one concise movement for the medium of solo
voice and piano (Simms 1993:29). According to parto, a song is a group of
arrangments which consist of lyrics and elements of music like rhythm , melody,
harmony and expressions (Parto 1996:99). Moreover, A song is a musical
composition for the voice of several voices and short poem whether intended to
be sung or not; a lyric or ballad. It is said in the American heritage dictionaries.
Music is a brief composition written or adapted for singing. It also says that song
is distinctive or characteristic sound made by an animal, such as bird or an insect.
The last definition about song is poetry, a verse and a lyric poem or ballad.
Other definition of song are listed bellow : song is the act of singing the
characteristic sound produced by a bird; a short musical composition with a word,
a successful musical must have at least three good songs. It is also said that song
is a distinctive or characteristic sound. Besides that, song is the imperial dynasty
of China from 960 to 1279 and very small sum.
Based on the references above, it shows that song is a group of beautiful
words in which there is a message in it to be conveyed to other people
andpresented with beautiful music. It deals with some themes. It deals with story,
advice, study, religion, environment, universe, love, happy and sad feeling.
We have seen the definition of song above. And now, let us talk about
song. It is viewed, song is a group of beautiful words in which there are a message
to be conveyed to individuals who have not reached puberty(Hornby

1995:192)and presented with a beautiful music so that they can get the message
from it easily. But in fact, it can be enjoyed by everyone. It can be enjoyed by
teenagers, adults, and even old people.
2. Teaching of Song as Media
Language teachers can use songs as part of their classroom teaching
repertoire. Songs containing authentic language, are easily obtainable, provide
vocabulary, grammar and cultural aspects and are fun for the students.
They can provide valuable speaking, listening and language practice in
and out of the classroom. According to Arsyad teaching of songs as media is used
to convey educational messages (Arsyd 2006:4). Another definition of teaching
songs as media are performs of communication either printed or audio visual and
the tools (Arsyd2006:5).
From the two definitions above, it can be said that teaching media is used
by the teacher to convey the teaching material to the students. It can be printed or
audio visual and the tools. Media are needed in teaching and learning process
because of several factors.
Sudjana and Rifai said (Arsyd 2006:24) that they have benefits in it. That they are
a. The teaching process will be more interesting so that the students can be
motivated to learn the material given by the teacher. By using media, the
teacher can attract the students attention to the material given by him/her.
From the explanation above, it is expected that by using media in teaching

and learning process, students will be motivated in learning the material

given by the teacher by heart. If they learn by heart they will automatically
get a maximum result.
b. The material will be clearer so that the students can understand the
material easily. Media make students easier in catching the material given
by the teacher. Here, media act as the means used by the teacher to make
the teaching material easier and clearer so the students can catch the
material easily. If the students can catch the material easily they can
automatically understand it easily too. As a simple sample is a white
board. The teacher writes the material which is conveyed to the students
on the board in a form of diagram and writes the explanation of the
diagram so that students can catch it easily.
c. There will be a variation in the teaching and learning process. It makes
students enjoy the teaching and learning process. Students will feel bored
if the teacher only uses the explanation when presenting the material
during the teaching and learning process. Students will not feel bored if
the teacher uses media in teaching and learning process. They feel that
there is a variation in it.
d. Students can do more activities in teaching and learning process. For
example, the teacher gives a topic to be discussed and the students do the
discussion. According to Derek Rowntree (Rohani 1997:7-8), Educational
Media have functions to:

1. Motivate students to study.

2. Review what students have learnt.
3. Give a stimulus to study.
4. Activate students responses.
5. Give a feedback soon.
From the references above, it can be seen that teaching songs as media is
needed in teaching learning process. It is because students are motivated to
study. Students can catch the material from the teacher clearly. The
teaching learning processes have more varieties so make students enjoy it.
Students will be more active in giving responses to the material given by
the teacher.
C. Characteristics of Vocational School Students
As we see, most of Vocational School students are at the age of fourteen
to seventeen years old. To know the characteristics of them, we can see from the
opinions conveyed by Scott and Ytleberg below (Scoot and Ytelberg 1990:2-4) :
Students of vocational School are users of mother tongue and language
target. They can tell the difference between fact and fiction. They love to play and
get the best when they enjoy themselves. But they also take themselves seriously
and like to think that what they are doing is real work. They are also enthusiastic

and positive about learning. They rely on the spoken word as well as the physical
word to convey understandable meaning. They are able to work with others and
learn from others.
From the characteristics above, we know that vocational School students
have a great enthusiasm in learning something they like. It does not mean that
they do not need a guide in learning something they like. They still need a guide
in learning something. It is because in line with their nature, they love to play.
They can forget the main assignment they have to do because they focus on the
game they are doing. Moreover, they need help from adults. Teenagers can do and
understand much more pronouncing English considered as a local content course
in Vocational School, because English is needed in any aspects of life.
D. Song as Media in Teaching English Pronunciations
This part talks about songs as media in teaching English pronunciation.
There are two parts in this sub chapter. First is contribution of teenagers songs in
teaching English pronunciation. And the second is the way of applying songs in
teaching English pronunciation. There are many reasons why teenagers songs are
good for English pronunciation. It has many contributions in pronunciation
teaching. For example:
a. Kramer states that songs are good for English teaching because, songs are
funny. They promote mimics, gestures etc, and associated to the meaning. They
are good to introduce supra segmental phonetics. Students play a participative

role. They can be applied to comprehension stages (listening) or production

(singing). There are songs for all ages and levels. Students can learn English
very easily through echoic memory.
b. Songs can add feeling and rhythm to language practice that might otherwise be
flat. They also help and remember things more easily and draw more deeply
into a lesson (Paul 2003:58)
c. Music and rhythm are much easier to imitate and remember language than
words which are just spoken. From the statements above, we know that song is
funny and interesting. As we see, most of teenagers like something funny. With
their interest in song, will make the process of teaching English pronunciation
easier. The writer assume that it is effective using song in teaching English
pronunciation to Vocational School students because they learn something by
using something funny that is a song.
Students especially teenager will have zest in learning something if they
take part in it. Zest of students influences their result in their study. In this case,
teacher should use a medium that can make students have a great enthusiasm in
learning something because they can take part in it. In my opinion, it is good for
teacher to use song in teaching English pronunciation to Vocational School
students.
Because they can take part in it by following the song when it is played.
As Paul said that song also helps remember things more easily and draws more
deeply into a lesson. So it is very pleasant for the teacher to use song in teaching

English pronunciation. Teenagers can remember the right way of pronouncing the
words easily. With a good remembrance of how to pronounce the words as they
heard on the song given by the teacher, it is expected that they can apply it in
pronouncing English words not only in singing a song but also anytime they speak
in English.
Besides that, songs also make students much easier to imitate and
remember language than words which are just spoken. Students will get bored if
they just hear a lecture from the teacher of how to pronounce English well.
Teacher can make students know how to pronounce English well by using songs
to remember and imitate the song, because they like and interested in it.
In this case, teacher is hoped to be selective in choosing a song that will
be used in English pronunciation teaching. They are to choose interesting song so
that the students are attracted in them. A song is learnt only when the learner
understands the meaning of the language item contained in it.
After preparing and choosing the right song, some steps should apply as
Suk Mei Lo, Chi Fai Lo and Cakir opinions in Rina Utami (2002). Here are ways
of applying song in classroom:
1. Suk Mei Lo and Chi Fai Lo say that song is applied in teaching and learning
process by: First, teacher hands out the lyrics of song to the students or write it
in the board. Then the teacher explains the meaning of the lyrics and tells the way
how to pronounce it. After that, teacher asks the students to read the text aloud.
The next step is lets the students listen to the songs three times. The first time

students purely listen, the second time sing with the tape, and the last time sing
without tape. The last step is asks the students to do exercises.

2. The steps suggested by Cakir: First, students listen to the songs from cassette.
Second, teacher repeats the song in spoken form. Teacher and students repeat the
song together. Once again, students listen to the song from cassette. And the last is
the repetition of the song in the instrumental version. Based on the references
above, the writer supposes the following activities to be applied in the classroom.
First, teacher hands out the lyrics of the songs or writes them on the board.
Second, teacher explains the meaning of the songs and lets the students know the
meaning of each word. Third, teacher plays or sings the songs many times. Fourth,
teacher lets the students know how to pronounce the words of the songs correctly.
Fifth, teacher gives the students an example of the way how to sing the songs.
Sixth, teacher asks the students to repeat the songs using right pronunciation after
him/her. After mastering the intonation of the song, teacher asks the students to
sing the song together. After that teacher asks the students to sing the song by
themselves. The last is teacher asks the students to exercises related to the songs.
3. Previous Studies
There are some studies related with the use of songs in learning. First, a
research done by Fismar (2003) entitled The Correlation between Delighting in
Listening

to

English

Songs

and

Students Achievement

in

Listening

Comprehension of First Semester of English Study Program at Universitas

Bengkulu Academic Year 2001-2002, where the result is the English songs are
helpful in stimulating the development of students listening comprehension.
Another study is a research done by Aria Kusuma S.W that related of using
English song as the media the title is Teaching Speaking By Using Listening to
English Song. The last is from the other researcher from Syarif Hidayatullah
State Islamic University the name is Erno Sumantri the title Improving Students
Pronunciation by Using English Songs this research use quantitative method but
still have correlation with the research, although it can take the new result to the
process in qualitative research. The result is bringing in music and playing songs
in the classroom motivates the students to attend lessons and pay attention in
class.
From those previous studies, this research is different in two cases. First,
the study does not make the correlation of using songs with listening achievement.
Second, the study does not using songs only to motivate the students to attend
lessons and pay attention in class. Furthermore, the study of this research is only
want to know how is the process and students response of teaching pronunciation
by using English song media.

CHAPTER III
RESEARCH METHODOLOGY

A. Research Approach and Methods

1.Reserach Approach
In this research, the researcher uses a qualitative approach. It means that
the data collected is not a number, but the data is derived from the script
interview, observation and documentation. A qualitative approach is used in a
natural condition where the researcher as a key instrument. In line with the views
expressed by Sugiyono:
Qualitative research is based on the philosophy post positivisme, used to
examine the condition of natural objects, (as his opponent is an experiment) in
which researchers is a key instrument, sampling data sources is done by purposive
and snowball, gathering techniques with triangulation (combined), analysis Data
is inductive / qualitative and qualitative results further emphasize the research
significance than generalizations (Sugiyono, 2011: 11).
According Sukmadinata (2011: 95), there are some characteristics in
qualitative research, including:
1. Study naturalistic: see the real situation has changed naturally, open, no control
unreal variable.
2. Inductive analyze : data reveal specific details, to find categories, dimensions,
relations important and original, with open questions.
3. Hilistik: the totality of phenomena understood as a complex system, complete
linkage was in pieces when separated, causation.
4. The qualitative data: a detailed description-in, perceptual experience

5. Relationships and personal perception: a close relationship researcher,

informants, perceptions and personal experiences important researchers gain
understanding. Understanding of the phenomena.
6. Dynamic: changes occur constantly.
7. Orientation uniqueness: each typical situation, understand the specific nature
and in the context of social-historical, cross-case analysis, time-space
relationships.
8. Empathy neutral: purely subjective is not far-fetched.
From definition above, the researcher only take the data naturally, in which
researcher is a key instrument, sampling data sources is done by purposive and
snowball, gathering techniques with triangulation (combined), analysis Data is
inductive / qualitative and qualitative results further emphasize the research
significance than generalizations.
2. Research Method
In this study, the researcher used a descriptive method. The Researcher
tries to describe a phenomenon or phenomena that occur at the present time.
Descriptive study tried to describe a symptom, events, events that occur at the
present time. In other words, descriptive study takes issue or focus on actual
problems as the research upon research carried on (Sudjana, 2011: 64). Once it is
clear that by using a qualitative approach and descriptive method, the researcher
want to know the process and the students' response to the teaching pronunciation
by using English song media in SMAN 1 Rengasdengklok.
B. Research Subjects

In the research onteaching pronunciation by using English song media in

SMAN 1 Rengasdengklok, the subjects to be studied is composed of two parts,
namely:
1) "Resources", which consists of students who can provide data about him and
how his experience relating to the use of the English language track media in the
learning process and Listening
2) "Source informant", which can provide complementary information about
things that are not revealed by the study subjects. This informant is a teacher of
English class X of SMAN 1 Rengasdengklok.
To reveal data aboutteaching pronunciation by using English song media
in SMAN 1 Rengasdengklok, study subjects chosen, purposive (fit for purpose).
Study subjects are usually slightly been based on the purpose (purposive)
research. Thus the qualitative research approach does not require a lot of subjects.
research subjects depending on the concept used is limited to its research unit.
Number of research subjects are not strictly defined, but is subject to the
achievement of mastery or saturation data. So it tends to be Snowball Sampling.
In research on teaching pronunciation by using English song media in
SMAN 1 Rengasdengklok, which is used as the subject of research is Professor of
English and Class X which consists of 40 students.
C. Instrument and Data Collection Techniques
1. Instrument

Research instrument is a tool used to measure the natural and social

phenomena are observed. Specifically these phenomena are called variable
penilitian (Sugiono, 2011: 148). In this study, researchers used a qualitative
approach, the instrument is researcher itself. It means that researchers act as an
observer as participant. With this participant observation, the data obtained will be
more complete and accurate.
Instruments Teaching Listening Skill By Using English Song in SMAN 1
Rengasdengklokused as a research tool is based on questions that have been raised
against the respondents using interview guideline.

2. Data Collection Techniques

In this qualitative research approach as the human instrument is the
researchers themselves. That is, the researcher acts as participant observation.
Then the data collection techniques that will be used is the analysis of
observations, interviews, and documents. To collect data in research is needed
ways or data collecting technique specific data, so that the process of research
runs smoothly.
Data has a very important role in research, because without the data are
not likely to get the results. In qualitative research in general using three
techniques, namely: (1) Observation; (2) Interview; and (3) documentation, on the
basis of the concept, then the three data collection techniques used in the above
data.

a.Observation
Observation is a technique or way of collecting data by conducting
observations of the ongoing activities. (Sukmadinata, 2011: 220). Observations
aims to find out about the behavior patterns of the subjects (people), objects
(objects), or systematic activity without any questions or communication with the
individuals studied. At the time of the study, the researcher goes to the field. In
this observation the researcher's role is as an observer as participant (observer as
participant) involve with the daily activities in the field. While performing the
observations of researchers involved by the data source and to feel the interaction
during the learning activities, and responses can be recorded during teaching
pronunciation by using English song media in SMAN 1 Rengasdengklok. The
researcher will take six times to observing the research site.
b. Interview
The interview is a conversation with the specific intent that conversation
by both sides, that interviewers ask questions that interviewees who gave an
answer to that question (Moleong 2004: 135). Techniques interviews conducted
during teaching pronunciation by using English song media in SMAN 1
Rengasdengklok underway to determine directly the opinion in the form of a
question of knowledge, feelings, experiences, reflecting the response is positive or
negative at the time during learning, which can not be monitored but can be felt
after the interview, the researcher will take nine students from the class thats
observed, and will be separated by three levels, higher achievement, middle

achievement, and lower achievement. As well as in-depth interview to an English

teacher at SMAN 1 Rengasdengklok to determine the use Teaching Listening Skill
By Using English Song Media in SMAN 1 Rengasdengklok.
c.Documentation
This documentation studies need to be done as a secondary data for the
enrichment of secondary data that has a relationship with the purpose of research
and secondary interpretation of the events. The data collected is non statistical
records concerning, profile, vision, mission schools and the intended useteaching
pronunciation by using English song media in SMAN 1 Rengasdengklok.
According Sukmadinata (2011: 221), a document or a documentary study is a
technique of collecting and analyzing data collector-document is a document,
either document written, images, and electronic. It seems like syllable, lesson plan
and teachers data about student classified.
D. Stages Research
Stages of research conducted in research on teaching pronunciation by
using English song media in SMAN 1 Rengasdengklok include:
1. Stage Pre pitch
Activities undertaken in this phase is
a) Conduct field studies introduction to SMAN 1 Rengasdengklok to identify
problems or research focus.
b) Develop a research design in accordance with the specified research purposes.

c) Taking care of a variety of licensing with related parties to conduct research.

2. Hold Implementation Research
a. Data collection
In collecting this data, researchers collect the data in the following manner:
1) Interview with English teacher
2) Interviews with students
3) Direct observation and data collection from the field
4) Documentation
5) Make a note rough results data collected from study subjects.
6) Select, organize and classify the data according to the type of research aspects
7) Improve focus research problems.
b. Identifying Data
Data have been collected through observation, interviews, documentation
later identified to facilitate researchers in analyzing the corresponding desired
goals.
3. End Stage Research
a. Presenting data in the form of thesis
b. Analyzing data in accordance with the objectives to be achieved
c. Data Analysis Techniques

Step-by-step techniques of data analysis performed in this study as follows:

1) Collection of data, is collecting data of observation, interviews and
documentation conducted by researchers of the study subjects and resources in
collecting the data, the authors require observation, in-depth interviews with the
study subjects and resources, as well as achieve documentation of teaching
listening using the media track English CLASS X SMAN 1 Rengasdengklok
through observation, interviews, and documentation immediately poured authors
in writing and analyzed.
2) Reduction of data, a review of the entire record of the results of observation,
interviews and documentation. At this stage it will be obtained the key points
relating to focus research on teaching pronunciation by using english song media
in SMAN 1 Rengasdengklok.
3) Presentation of data, the preparation of the activities subject matter that has
been summarized systematically acquired so themes and patterns clearly on the
research problems to be easily drawn conclusions
4) Conclusion and verification; after data is presented, then the conclusion or
verification. For that endeavored to find patterns, models, themes, relationships,
similarities, things that often appear, and so on. So these data are trying drawn
conclusions. Verification can be done with a decision, based on data reduction and
data presentation is a response to the issues raised in the study.