SONGS TO IMPROVE THE STUDENTS’ ACHIEVEMENT

IN PRONOUNCING ENGLISH WORDS

(An Action Research of the Year Seventh Students of MTs
ANNUR Jepara in the Academic Year 2006 / 2007)

a Final Project

Submitted in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan in English

by

Henny Ratnasari
2201903005

LANGUAGES AND ARTS FACULTY

SEMARANG STATE UNIVERSITY
2007
A good book is a great friend.

To
my beloved parents

i
 ACKNOWLEDGMENT

First of all, the writer thanks God, Allah SWT,, for his blessing and his

guidance, so that the writer could finish this thesis, which is written to fulfill one of

the requirements for the Degree of Sarjana Pendidikan in English at Semarang State

University. The writer realizes that this thesis could not be finished without the help

and support of other people who have sacrificed their valuable time in giving advice

to complete this thesis.

On this occasion, the writer would like to express her gratitude to:

1. Drs. Abdurrrachman Faridi, M.Pd., my first advisor, who has led and

provided invaluable and continuous guidance, advice, as well as

encouragement in making and completing this thesis.

2. Intan Permata Hapsari, S.Pd, M.Pd., my second advisor, who has read this

thesis carefully and given many useful suggestions and corrections for its

improvement.

3. All lecturers in English Department of UNNES who had been teaching and

sharing their knowledge since I began my study at UNNES.

4. My parents, sisters, brother and all friends who have given support to finish

my study.

Finally, the writer realizes that this final project is still far from being perfect.

Thus she would like to expect any suggestions for the improvement of it. She hopes

that it would be useful for the readers.

Semarang, 2007

The Writer

ii
 ABSTRACT

Henny Ratnasari. 2007. Songs to Improve the Students’ Achievement in Pronouncing

English Words ( An Action Research of the Year Seventh Students of MTs
ANNUR Jepara in the Academic Year 2006 / 2007 ). Final Project. English
Educational Program. Bachelor’s Degree, Semarang State University.
Supervisors I: Drs. Abdurrachman Faridi, M.Pd., II: Intan Permata Hapsari,
S.Pd., M.Pd.

Keywords: Songs, Pronunciation, Improvement.

The objective of this study is to describe how songs influence the students
achievement in pronouncing English words. In constructing this study, the writer
collected data from the classroom action research, which was carried out through five
activities. The activities were begun from selecting focus, collecting data, analyzing
and interpreting the data, taking action and find out the students’ reflection. The
subjects of this study were 30 students of year seventh of MTs ANNUR in the
academic year 2006/2007. In doing this study, the writer used an oral test method or
sound of production. The action was done through teaching learning process. All of
the teaching learning process were presented by the help of songs. Those songs were
implemented in teaching listening for Building Knowledge of the Field (BKOF) of
descriptive text.
The data analysis of this study was descriptive qualitative and a bit of
quantitative measurement to find the mean. Based on the data analysis from each
activity, it can be seen that there is a significant difference of the students’
achievement in the pretest and posttest. The students’ achievement in the posttest is
higher than that of the pretest.
After the treatment by using songs in each cycle, the students’ achievement in
pronouncing English words improved. This improvement is caused by the students’
interest of the songs given and the relevance between vocabularies that are presented
in the songs used in this action research and the vocabulary that the students have
already got, but they still get difficulties in pronouncing them.
Based on this study, it is found that the use of songs in teaching English is
effective to improve the students’ pronunciation and very beneficial for the students
in order to facilitate them in learning English.
Based on this finding, it is suggested that songs in teaching English can be
recommended for the English teachers. To get a wider generalization, research of
similar kind should be done with different subjects.

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 TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT…….……………………………………………… ii

ABSTRACT……………………………………………………………………iii

TABLE OF CONTENTS………………………………………………………iv

LIST OF TABLES ...………………………………………………….………..vii

LIST OF APPENDICES..………………………………………………………viii

CHAPTER

I INTRODUCTION

1.1 Background of the Study…….……………………………………………1

1.2 Reasons for Choosing the Topic…….…………….…………..…………..3

1.3 Statement of the Problems..…………….…………………………………5

1.4 Objective of the Study………………….…………………………………5

1.5 Significance of the Study……………….…………………………………5

1.6 Outline of the Thesis………………….……………………………….…..5

II REVIEW OF RELATED LITERATURE

2.1 Characteristics of Junior High School Students…….……………………..7

2.2 Song as a Teaching Media……………….……………………………….9

2.2.1 Definition of a Song………….………….……………….…………….…10

2.2.2 Elements of Songs………………………….……..…..…………….…….11

2.2.3 Selection of the Songs……………………...…………..………….……...12

2.2.4 Procedure in Applying the Songs…….…………..……………….………13

2.3 Teaching Pronunciations………………………....……..……………….14

2.3.1 Elements of Pronunciation………...………………..………….………..16

2.3.1.1 Segmental Features…………………………………………………….16

2.3.1.2 Supra segmental Features………………………………………………17

2.4 Students’ Problems in Pronouncing English Words….…..…….………..18

2.5 Songs to Improve Achievement in Pronunciation…..…………….……..19

2.6 Action Research………………………………………………………….22

III METHOD OF INVESTIGATION

3.1 Data Collection…………………..………………………………………26

3.2 Population and Sample………..…………………………………………28

3.3 Research Instrument………….……….…………………………………28

3.4 Validity of the Test…………………………………………………….. 31

3.5 Action Plan…………………….………….……………………………..31

3.6 Method of Data Analysis..……………………..………………………..34

IV DATA ANALYSIS

4.1 Analysis of Pretest ….……………………………………..……………..38

4.2 Analysis of the Teaching Learning Activities……….………...………….40

4.2.1 Analysis of the First Activities.…………..……………….….…..……..41

4.2.2 Analysis of the Second Activities..…………….………………...……...42

4.2.3 Analysis of the Third Activities……...……….…..………………..…..42

4.3 Analysis of Posttest…..………………………………………….…….…43

4.4 Analysis of the Questionnaires……..…………….……….………..….…45

4.4.1 Grading the Items of the Questionnaires…………….……….…………45

4.4.2 Determining the Grade Score…………………….……………………..46

4.4.3 Tabulating the Data of Questionnaires…………..…………...…………47

4.4.4 Finding the Mean…………………………………………………....…..47

4.4.5 Matching the Mean to a Criterion……...……………..………..…….…47

4.4.6 Concluding the Questionnaires Result…...………….……………….…48

4.5 Effectiveness of Songs to Improve the Student’s

Pronunciation………………………………………………………..…49

V CONCLUSION AND SUGGESTION

5.1 Conclusion………………………………………………………………51

5.2 Suggestion………………………………………………………………52

BIBLIOGRAPHY…………………………...………………………………..53

APPENDICES………….………………………..……………………………55
 LIST OF TABLES

Table page

4.1 Students’ Pronunciation Achievement on Pretest……………………. 39

4.2 Students’ Pronunciation Achievement on Pretest..…………………… 44

4.3 Score Per Item of the Questionnaires ……………………….……..… 46

4.4 Classification of Graded Scores………………………….……. ……. 46

4.5 Category of the Criterion………………………………….….……… 48

 LIST OF APPENDICES

Appendix Page

1 List of the Words……………………………………………..………… 55

2 Song Lyric: Mother How Are You Today………………….. ………….. 56

3 Song Lyric: Old Mc Donald Had A Farm………………………….….. 57

4 Song Lyric: My Garden……………………………………….………. 58

5 Tabulating Data of Questionnaires………………………….…………. 59

6 Questionnaires……………………………………………...……….…... 60

7 Analysis of Students’ Pronunciation Achievement on Pretest……..….. 61

8 Analysis of Students’ Pronunciation Achievement on Posttest……..… 64

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is a very important means of communication in daily human life.

Human being uses language both in written and spoken forms to express their

idea. As stated by Ramelan (1992: 10), language is an arbitrary system of speech

sounds which is used in interpersonal communication by an aggregation of human

beings, and which rather exhaustively catalogs thing, process, and events in the

human environments.

English has become an international language. People of different countries

speak English to communicate. English is a key, which opens the door to

scientific and technological knowledge. The Indonesian government has chosen

English as the first foreign language to be taught in the schools.

English becomes one of compulsory subjects from Junior High School up to

University. Therefore, the government provides a curriculum as the guidance of

English teacher in teaching-learning process. In the English curriculum 2006, the

learning activities involve listening, speaking, reading and writing. The four skills

are taught cohesively. Although it is focused on the four skills, pronunciation is

not separately taught from the four skills.

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It is difficult for Indonesian students to pronounce English words correctly,

for example when they are asked to pronounce the word “umbrella” / ∂mbrel∂ /

they will pronounce /umbrella /. It is because of the differences between their

mother tongue and the English. The degree of difficulty in learning is also

determined by the degree of difference between the two languages. The greater

similarity between them, the less difficult it will be for the students to learn the

foreign language (Ramelan,1985:5).

Pronunciation is one of the most important parts of English to communicate

with others since there are differences between the symbol and its sounds. When

we communicate with other people we should not only have a good vocabulary

but also have good pronunciation. Therefore, it is important to teach

pronunciation. As stated by Harmer ( 2000: 183 ) that for all these people, being

made aware of pronunciation issues will be of immense benefit not only to their

own production but also to their own understanding of spoken English.

The students often find problem with pronunciation when they speak, read,

or listen to English words. It might be caused by some factors. Learning English

is very complex since there are many factors that determine the success or failure

of learners in language learning. There are two kinds of factors, which affect

someone in learning English: internal and external factors come from the learners

themselves, such as motivation, interest, aptitude, and intelligence, while external

factors come from outside of the learners, such as the situation and condition of
 3

the environment, learning materials, and the teacher’s ability in handling the

English teaching and learning program.

Therefore, the teachers should have several special tricks to make their

students motivated to learn English. The learners need a way of teaching that is

enjoyable and practical so that finally they can integrate themselves into English,

for example singing English songs can get the students integrated to English. It is

assumed that they can contribute many things to improve student’s capabilities,

especially in their skill elements, such as vocabulary enrichment, listening and

speaking. Singing English song is believed to have direct influence on the

pronunciation skills. This thesis tries to find out whether songs can improve

achievement in pronunciation.

1.2 Reason for Choosing the Topic

To teach language skill, it is not enough for a teacher just to give an explanation

to his / her students, but it is necessary for them to be brought in an experience in

practicing the language in a real situation. Therefore the teacher needs a way of

teaching that is enjoyable and practical so that finally they can integrate into

English.

There are some ways in the language learning, for example, using picture to

teach vocabulary and games to teach grammar. In doing this study, the writer uses

songs as the media to improve the students’ achievement in pronouncing English

words.
 4

Song is a kind of poet sung with music accompaniment. Most people like

songs. It is believed that songs are like magic. People can cry, laugh, be sad or be

angry only by listening to songs. From songs, they can also learn a lot of things

such as culture and new words. Based on the reasons above, the writer believes

that songs can be used as an alternative way in the language learning.

In the curriculum 2006, the English learning activities involve listening,

speaking, reading, and writing. Most students get difficulties when they have

listening classes. It is difficult for them to memorize and comprehend what they

listen to. Therefore, it is better for the teacher to teach the students with

something interesting and valuable in the listening class. The writer thinks that

song is a valuable material because by listening to songs, students can learn

vocabulary, pronunciation, expression, and so on.

However, the teacher cannot bring all songs into the class. She/ he should be

able to select appropriate songs for the students. She/ he should think about the

level of the students, the theme, and the students’ interest of the songs.

Based on the explanation above the writer wants to show to English teachers

that there are actually many ways of English teaching, which are useful as the

alternative treatments for the students problem in teaching pronunciation. She

hopes that it will be a valuable contribution to the development of English

teaching in general and teaching pronunciation in particular. Gross errors of

pronunciation seriously distract attention in the communication.

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1.3 Statement of the Problems

In order to make a systematic approach in solving the problems, the statement of

the problem is: are songs effective to improve the students’ achievement in

pronouncing English words?

1.4 Objective of the Study

In line with the statement of the problems, the objective of the study is to find out

whether songs are effective to improve the students’ achievement in pronouncing

English words

1.5 Significance of the Study

This study is expected to have a significant contribution in quality improvement

of the language teaching. In particular, it is expected to be a very useful input for

foreign language teachers in teaching pronunciation. It is also hoped that the

result of study can help the students to find alternative ways to improve their

pronunciation quality.

1.6 Outline of the Report

In order that this study is easy to follow, it is organized within the five chapters as

follow. Chapter I deals with the Introduction. This includes Background of the

Study, Reasons for Choosing the Topic, Objective of the Study, Statement of the

Problem, Significance of the Study, Outline of the Thesis.

 6

Chapter II includes Review of the Literature Related to The Characteristics

of Junior High School Students, Songs as a Teaching Media, The Definition of a

Song, The Elements of Songs, Songs in the Language Learning, Teaching

Pronunciation, The Elements of Pronunciation, Students’ Problems in

Pronouncing English Words and Songs to Improve Achievement in

Pronunciation.

Chapter III presents Data Collection, Population and Sample, The

Instrument of the Research,Validity, Action Plan and The Analysis Method.

Chapter IV presents Data Analysis. Chapter V presents the conclusions of

the research and suggestion.

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CHAPTER II

REVIEW OF RELATED LITERATURE

To support this study, the writer does a literature review related to the topic of this

study that is about the Characteristics of Junior High School Students, Songs as a

Teaching Media, The Definition of a Song, The Elements of Songs, Songs in the

Language Learning, Teaching Pronunciation, The Elements of Pronunciation,

Students’ Problems in Pronouncing English Words, Songs to Improve Achievement

in Pronunciation.

2.1 Characteristics of Junior High School Students

According to Hurlock as quoted by Soeparwoto ( 2004: 62 ) that students of Junior

high school have some characteristics. They are as follows:

(1) The ages of the students are between 13 to 16.

(2) They can not be said as young children or adult.

(3) The students of these ages will have changes on their body and their

psychology and it will improve the way they think about something.

(4) The students of these ages are better in practice rather than in theory.

(5) They like to try new life style and decide what kind of attitude or character, as

they want.

(6) They are less self-confident and do not believe about their ability.

(7) They like to attract people’s attention because they want people realize about

their appearance by doing something out of social norm.

 8

From the points mentioned above, it can be said that the students of these ages

do not like something formal and they usually like to show outright attitude.

Therefore, it is better for the teacher to bring the students into the real life rather than

to give them a lot of theory in the learning process.

Generally, the age of the students is very important for the teacher to decide

about what to teach and how to teach them. The different age levels of the students

will influence their competence in acquiring new languages. People say that children

are fast language learners than adults. However students of different age levels have

their own characteristics in learning a language. Harmer (2000: 38-40 ) divides

students into three age levels: young children, adolescents and adults. And the

students of Junior High school can be grouped into adolescents.

Students of Junior High School are very special, as they cannot be said as

children or adults. They are usually called as teenagers or adolescents. The students

of these ages have special characteristics as they are in a transitional age. Callahan

(1977:7) states that adolescence, including transition, is a period of change, of a new

experience, of learning new roles of uncertainty, and instability undoubtedly one of

the most trying times in life.

On the other hand, Harmer (2000: 37) states that adolescents are believed to be

unmotivated, surly, and uncooperative and therefore they make poor language. While

Puchta and Schrats as quoted by Harmer (2000: 38) state that teenagers seemed to be
 9

less lively and humorous than adults, they are so much less motivated and they

present outright of discipline problems.

From the statements above, the writer concludes that students of Junior High

School level are usually less motivated and they also show contrast behaviors.

However, teenage students also could be the best language learners. Therefore, as the

teachers of teenage learners they should be able to plan the learning process that

would make the students involve in the learning activities without any pressure in

taking parts.

2.2 Songs as a Teaching Media

Media is derived from the Latin word ‘medium’ that means ‘between’. The term

refers to anything that carries information between a source and receiver. In general,

it is a means of communication. Media is also considered as instructional system of

teaching learning process. So instructional medium is also called teaching aid. It is

used in order to facilitate the teacher to achieve the goal teaching learning process.

The teacher can select the media from the traditional ones up to the modern ones. In

doing this study the writer uses songs as the media in improving the students’

achievement in pronunciation. And here the writer discusses more about songs first.

In our daily life, we are surrounded by songs. A song is like a magic that can

hypnotize us, therefore, when we hear the songs we could be brought into the songs.

For example, when someone is listening to a song, he can be brought into the story of

the lyrics and the melody will play his emotion or feelings.
 10

Sometimes we did not realize that we could sing the songs without learning how

to sing the songs in a certain way. From the songs we can learn many things, for

example we can get some more new words, and we also could learn how the words

are pronounced. As songs are having magical effects, we can use songs in the

learning process. Harmer (2000: 242) states that music is a powerful stimulus for

student engagement precisely because it speaks directly to our emotions while still

allowing us to use our brains to analyze it and its effects if we so wish. Songs are a

good resource for English teaching. First, they are funny. Second, they promote

mimics, gestures, etc. associated to the meaning. Third, they are good to introduce

suprasegmental phonetics (stress, rhythm and intonation). Fourth, students play a

participative role. Fifth, they can be applied to comprehension stages (listening) or

production (singing). Sixth, there are songs for all levels and ages. Seventh, students

learn English very easily, through echoic memory.

2.2.1 Definition of a Song

Before talking about the effectiveness of songs as a media in learning language, here

the writer quotes some definitions of a song from some sources:

(1) Jamalus (1988: 5) states that songs can be said as art works if they are

sounded (sung) with the accompaniment of musical devices.

(2) Song - a short musical composition with words; "a successful musical must

have at least three good songs" (http://www.allwords.com/word-

song+thrush.html)
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(3) Song - a set of words, short poem, etc. to be sung, usually with accompanying

music.

(http://www.allwords.com/query.php?SearchType=3&Keyword=song&goquery=

Find+it%21&Language=ENG&v=65646309)

(4) Hornby, AS (1995) defines song as a short poem or a number of verses set

into music and intended to be sung.

(5) The Encyclopedia of Americana (1998) defines song as a short musical work

set to a poetic text, with equal importance given to the music and to the words. It

may be written for one or several voices and is generally performed with

instrument accompaniment.

From the definitions of song above the writer concludes that song is a kind of

arts work that are intended to be sung either with or without instrumental

accompaniments

2.2.2 Elements of Songs

When a song is played, the listeners will not only listen to its lyrics, but also its

melody. They enjoy the harmony, the expression and the rhythm. It means that a song

is a unity of some music elements. The elements of music are divided into two

categories (Jamalus, 1988: 7); those are main elements and expression elements.

The first category is the main elements. It consists of rhythm, melody, harmony,

and lyrics. Rhythm is the stretch of movement of the sounds. It becomes the base

element in music. It is like how to sound a word, there will be letters read long and
 12

short and there can be a pause too. It means that rhythm is how to step the music.

Melody is the arrangement of stretch sound. And harmony is the unity of two or more

tones that have different level played together. The last is lyrics, it can be said as

musical sentences.

The second category is the expression elements. It is the way of the musicians

express their mind and feeling that consists of tempo, dynamic, and voice color. All

the elements above are needed when someone creates a song.

2.2.3 Selection of the Songs

When the teacher will apply songs in her / his teaching learning process, she /he

should know what kind of song she would bring into the class. This is the problem if

the teacher wants to use songs to her class. Harmer ( 2000: 243 ) suggests two ways

to solve the problem about the way in selecting the songs to be brought into the class:

the first is to have students bring their own favorite songs to class. If they do this,

however, the teacher may want to have time ( a day or two ) to listen to the songs and

try to understand the lyrics, the second way is to use older songs, to ask students

whether they still have merit, whether they like them, despite their antiquity. Teachers

then can choose songs, which they like and appropriate to the topic and subject

matter.

In this case, the writer uses the second way. She takes three songs related to the

topic. Based on the curriculum 2006, the text types for the first grade of junior high

school students are description and procedure. The themes suggested for the first
 13

grade are self identity, family, school life, profession, things around us, shopping, and

hobbies. The objective of the English subject in Junior High School is that the

students can communicate through written or spoken form to solve their daily

problems. In doing this study, the writer chooses the songs about description with the

themes family, profession and hobby.

The subject of the study is the student of the first year. From the characteristics

of the first year students of junior high school explained above, it seems that they are

not children anymore, but they are also not fully teenagers. So, the writer thinks that

the songs Mother How Are You Today, Old Mc Donald and My Garden are

appropriate for them. Those three songs are not too childish and not too complex.

However, it is also better for the teacher to use the songs that can describe about the

culture of people English spoken language.

2.2.4 Procedure in Applying the Songs

To apply songs in the classroom, the teacher should also plan application sequence of

the songs. In applying songs, the writer offers two procedures suggested by Ur and

Wright and Haycraft.

(1) The procedure suggested by Ur and Wright (1993 : 77-78) as follows:

(a) Preparation: select a tape recording of a song so that you can sing it. Prepare

an overhead transparency (or a poster/ hand out) of the words of the song.
 14

(b) Procedure: first, play the song on a tape or sing it to yourself; second, show

the words of the song; third, ask the students to follow the words; fourth, sing

while you play it again.

(2) The procedure suggested by Haycraft (1983 : 93), he suggested some

variations using songs recorded on tape as follows:

(a) Play the tape as many times as necessary and ask questions.

(b) Get the class to use line by following the tape.

(c) Divide up the class and have a group, each singing a line. Reply the tape as

often as necessary. Find out who has a good voice and try to get solos. Bring

out a student to conduct different combination until the song is familiar.

(d) Play and sing whenever you want to revise. It is good to play songs at the

beginning of class, while everyone is setting down.

In doing the study the writer will use both the procedure suggested by Ur and

Wright and Haycraft.

2.3 Teaching Pronunciation

Pronunciation is defined as the way in which a language is spoken (Hornby, 1995:

497). On the other hand, Dalton ( 1998: 3) defines pronunciation as the production of

significant sound in two senses. First, sound is significant because it is used as a part

of a code of a particular language. Second, sound is significant because it is used to

achieve meaning in contexts of use. From the definitions, it can be concluded that

pronunciation is the way to sound languages so that meaningful.

 15

Most of nonnative speakers of English have learnt English as a part of their

formal education, and as a result, all of them are literates. They are able to write and

read. This is really different from the condition found in English speaking countries.

They learn the pronunciation, intonation, and other suprasegmental features first then

finally they learn the spelling of the words.

Although the nonnative speakers of English are literate enough; however, it

does not mean that they are literate enough in English language. Therefore, the

learners of English as foreign language should also need to learn about how to

pronounce the words of the target language. Harmer (2000: 183) states that

pronunciation teaching not only makes students aware of different sounds and sound

features (and what these mean), but can also improve their speaking immeasurably.

Concentrating on sounds, showing where they are made in the mouth, making the

students aware of where words should be stressed – all these things give them extra

information about spoken English and help them.

On the other hand, Dalton ( 1998: 6 ) also states about the importance of the

students to be aware the pronunciation elements. When it comes to a language

teaching, it is important to note that there is a difference between what is effective as

appoint of reference or set of bearings for learning (let us call this a model) and what

is presented as an attainable behavioral target (let us call this a norm). The task of

pronunciation teaching, as in the teaching of any other aspect of language, is (in these

term) to establish models for guidance, not norms for imitation.

 16

From the statements above, it is important for the teacher to teach pronunciation

and to make the students aware of pronunciation features because it can improve their

production of spoken language and listening comprehension.

2.3.1 Elements of Pronunciation

When learning English we will find two kinds of speech features

(Ramelan, 1985: 22).

(1) Segmental features, which refer to sound units, arranged in a

sequential order; or it is about consonant and vowel.

(2) Suprasegmental features refer to stress, pitch, length intonation and

other features that always accompany the production of segmental.

2.3.1.1 Segmental Features

English segmental system includes vowels and consonants. The classification is

based on the differences in their functions in an utterance and their ways of

production.

Vowels are sounds which are made without any kind of closure to the escape of

air through the mouth (Syafei, 1988: 11).English vowels are divided into two kinds of

vowels, long vowels and short vowels. Long vowels consist of / i: /,/ ∂: /,/ a: /,/ u: /,/

o: /, while short vowels consist of / i /,/ e /,/ æ /,/ ∂ /,/Λ /,/ u /,/ o /.
 17

Beside the two kinds of vowels above, there are also diphthongs. Diphthong is a

sound composed of two vowels pronounced in close succession within the limits of a

syllable (Syafei, 1988: 13). There are nine English diphthongs, / ei /,/ ai /,/ oi /,/ au /,/

o∂ /,/ i∂ /,/ au /,/ u∂ /,/ e∂ /. The English consonants consist of twenty-four. Those are

/ p /,/ b /,/ t /,/ d /, / k /,/ g /,/ f /,/v /,/ θ /,/ δ /,/ s /,/z /,/ ∫ /,/ з /,/ h /,/ t∫ /,/ dз /,/ m /,/ n /,/

η /,/ l /,/ r /,/ w /, / y /.

It is quite different with the condition in Indonesian. There are only 5 vowels,

21 consonants and 3 diphthongs. It is possible if the students find difficulties when

they learn English.

2.3.1.2 Supra segmental Features

Supra segmental features are like the style used in words or sentences. There are four

kinds of supra segmental features. The first is stress. Stress is meant the degree of

force or loudness with which a syllable is pronounced so as to give it prominence

(Ramelan, 1985: 25). Stress can be classified into a word stress and sentence stress. A

word stress within a word and a sentence stress is the stress within a thought group or

a sentence. Stress has an important role in English because different stress will

differentiate meaning and intention.

Second is pitch and intonation. Speech is produced with a sort of musical

accompaniment or intonation. Intonation is the tune of what we say (Syafei, 1988:

 18

28). For example if someone is getting angry, he will speak in a high tone. But when

he is sad, he will speak in a low tone.

The third is pause. English is spoken in groups of words, which are separated by

pause. There are two kinds of pauses, a short one and a final one (Syafei, 1988: 30).

Fourth is rhythm. It means the beat of language. In English, rhythm is stress-timed.

This means that the time between two primary stresses is the same. If there are many

words between the two primary stresses, then these syllables will be pronounced fast;

if, on the other hand, there is only small number of syllables between the primary

stresses, then these syllables will be pronounced slowly and more clearly (Syafei,

1988: 33). For example “Can you see the van?”; the words see and van take primary

stresses for special purposes.

2.4 Students’ Problems in Pronouncing English Words

Our mother tongue has some differences with English in pronunciation. In our

language, there is no difference between its writing and its sound. But we find it

different in English. Sometimes we sound differently from the writing. For example,

the word here is pronounced / hi:∂ /; however, in Indonesian we pronounce / here /. It

is not denied that students often make mistakes in learning foreign language;

however, doing such mistake is a part of learning the language itself.

According to Julian Edge on ‘Mistakes and Correction’ as quoted by Harmer

(2000: 99) that mistakes can be divided into three broad categories: ‘slips’ (that is
 19

mistakes which students can correct themselves once the mistake can be pointed out

to them), ‘errors’ (mistakes which they cannot correct themselves – and which

therefore need explanation), and ‘attempts’ ( that is when a student tries to say

something but not yet know the correct way of saying it) . From the three categories,

it can be said that error is the most important thing for the teacher to be concerned

because the students cannot correct themselves instead of the teacher’s help.

There are two kinds of mistakes that might cause the students to make mistake:

L1 interference and developmental error. Ramelan (1985: 6-7) states some reasons

about why students make mistake in their pronunciation are because they face such

problems as follows:

(1) The existence of a given sound in the latter, which is not found in the former.

(2) Sounds which have the same phonetic features in both languages but differ in

their distribution.

(3) Similar sounds in two languages which differ only slightly in their phonetic

features.

(4) Sounds that have the same qualities in both languages may constitute some

learning problem if they occur in a cluster or sequence of sounds.

2.5 Songs to Improve Achievement in Pronunciation

Phonemic awareness is not the same thing as phonics. Phonemic awareness deals

with sounds in spoken words, whereas phonics involves the relationship between

sounds and written symbols. Phonics deals with learning sound-spelling relationships
 20

and is associated with print. Most phonemic awareness tasks are purely oral -- Wiley

Blevins in Phonics from A to Z: A Practical Guide

(http://www.songsforteaching.com/phonemicawareness.htm).

From the statement above, the writer concludes that teaching pronunciation is

done orally. One very effective thing to teach students’ pronunciation is by having the

students train themselves in their daily lives through their own interests. Some

students probably prefer to play games to enrich their vocabulary, other may sing or

listen to English songs or may be read poetry to improve their listening ability,

pronunciation and the English fluency. Paul (1996: 7) states that if she is singing or

playing something she really enjoys, and suddenly encounters a word or structure she

does not know, but which she feels she needs in order to sing or play successfully,

she will feel an emotional need to learn. It means that someone will learn something

when they need to learn. No one can force him/her to learn something if he/she does

not want to learn.

If we want our young learners to achieve something, we should not teach them

formally. The more we teach, the less children learn. By using song, we may keep

them emotionally involved in the learning process and keep them interested in

making sense of this fascinating world of English. The aim is for the children to feel

excited by getting better at English (Paul, 1996: 8). So it is better for the teacher to

give extensive listening task to train their pronunciation by listening songs they like.
 21

There are two kinds of listening activities that can be done by the students.

Those are extensive listening and intensive listening. Extensive listening usually

takes place outside of the classroom. It can be done at home or any places that the

students want to have listening activities. They can also choose the way and the

material they want. For example, the students may have songs or English news on the

radio as the listening materials. While intensive listening is usually done in the

classrooms, and the teachers usually have the materials and the way of listening

activities for the students. Intensive listening can be done in some ways, by using

taped material and life listening. It can be in the form of reading aloud, story telling,

or conversation. Both ways are very important to improve the students acquisition of

the language.

Songs as one of listening materials can be applied in both ways. While the

students listening to the music or song, they will learn many things, such as learning

grammar and pronunciation. They also could train themselves for the listening

comprehension. When they are listening they will not realize that they are improving

their achievement of the language. While listening to the songs, the students may

follow to sing the songs. So they can train their pronunciation ability unconsciously.

From the statements above, we can say that songs are relaxing. They provide

variety and fun, and encourage them to learn by themselves and unconsciously.
 22

2.6 Action Research

In dong this study, the writer uses classroom action research. Classroom action

research is one of methods used in doing a study by having activities in the

classroom. This study is usually used to revise a method or a curriculum in order to

make it better. According to Gall (2003: 579) action research in education is a form

of applied research whose primary purpose is the improvement of an educational

professional’s own practice. We use the term action research to include what is

sometimes called practitioner research, teacher research, insider research, and

(usually when carried out by teacher educators on their own practice) self study

research. Teacher conducts much of the action research in education.

In summary, action research is a study that needs practical concerns to solve the

problems. It is a simply form self-reflection of the subject of the research toward the

action given.

Action research is different to other researches because in the action research,

the researcher could greater self-knowledge, fulfillment, and professional awareness

among practitioners. Here are the characteristics of action research according to Elliot

( 1978a ) as quoted by Mc Kernan (1998: 31) :

(1) It examines problems, which are deemed problematic by practitioners.

(2) These problems are deemed solvable.

(3) Such problems require a practical response.

(4) Action research suspends a full definition of the situation until exploratory

research is undertaken.
 23

(5) The goal is to deepen the researcher’s understanding of the problem.

(6) Action research uses case study methodology in an attempt to ‘ tell a story ‘

about what is going on and how events hang together.

(7) The case study is reported in terms of the perceptions and beliefs of those

setting- teachers, children, etc.

(8) Action research uses the language of everyday discourse employed by the

participants.

(9) Action research can only be validated in unconstrained dialogue by the

participants.

(10) There must be a free flow of information within support groups and between

actors in the project.

According to Denise Dabisch in Gall ( 2003:588 ) there are six stages in doing

action research. Here is the chart:

 24

Select a focus

Continue/ modify Collect data

Analyze and
Reflect interpret data

Take action

Source: Action research: an educational leader’s guide to school improvement (Glanz, 1998: 27).

Select a focus is selecting what or who will be the subject of the study, those are

the problems and the subject of the study. For example, the teacher conducts a

classroom action research about the methodology used on the teaching-learning

process, so s/he might selects the students as the focus of the study. Collect data

could be done before the researcher does an action. The data collection could be done

through an observation or recording. Analyze and interpret data mean that before

taking the action, the researcher takes a certain pretest to know the students’

competence before they and the researcher do the action. Take action means that the

researcher implements the plan that s/he has made before. Reflect means that the

reflection of the action toward the subject of the study that is students. How the action
 25

influences the students. Continue / Modify, after taking the action and analyzing the

result then the researcher, if the researcher is not satisfied, will modify or revise the

plan that will be used in the next cycle.

All the research designs have their own purpose and advantage. The purpose of

action research is to combine the research function with the teacher growth in such

qualities as objectivity, skill in research processes, habits of thinking, ability to work

harmoniously with others, and professional spirit. It means that the researchers could

use their own thinking or their own way in conducting the research. The researchers

could express their mind through the research.

 26

CHAPTER III

METHOD OF INVESTIGATION

In this chapter the writer discusses about data collection, population and sample. The

instrument of the research, action plan and the analysis method will be presented

accordingly.

3.1 Data Collection

Data are facts we have about people, situations, events, things, and relationships

(Tripp, 1996: 15). Like other researchers, in carrying out a classroom action research

one has to collect the data containing some information for one’s undertaking. In

doing research ( Walker, 1985 ) and in A Teacher’s Guide to Classroom Action

research ( Hopkins, 1985 ) as quoted by Mc Niff ( 1992: 76 ) there are various

methods of data collection: field notes, audio tape recording, pupil diaries, interviews

and discussions, video tape recording, questionnaires, goniometry, documentary

evidence, slide/ tape photography, case study.

All the techniques have the advantages and disadvantages. In order to make it

clear, here is the taxonomy of the techniques:

Techniques Advantage(s) Disadvantage(s) Use(s)

Field notes Simple, on going, Subjective, need • Specific issues

personal practice • Case study
• General
impression
 27

Techniques Advantage(s) Disadvantage(s) Use(s)

Audio tape Versatile, Transcription • Detailed

recording accurate, provide difficult, time evidence
sample data consuming, often • Diagnostic
inhibiting
Pupil diaries Provides pupils Subjective • Diagnostic
perspective • Triangulation
Interviews and Can be teacher- Time consuming • Specific in
discussions pupil, pupil-pupil depth information
Video tape Visual and Awkward and • Visual material
recorder comprehensive expensive, can be • Diagnostic
distracting
Questionnaires Highly specific, Time consuming • Specific
easy to to analyze, information and
administer, problem of right feedback
comparative answer
Goniometry Easy to Can threaten • Analyses social
administer, isolated pupils relation ships.
provides guide to
action
Documentary Illuminative Difficult to obtain, • Provides
evidence time consuming context and
situation
Slide / tape Illuminative, Difficult to obtain, • Illustrates
photograph promote superficial critical incidents
discussion
Case study Accurate, Time consuming • Comprehensive
representative, overview of an
uses range of issue
technique • Publishable
format

In doing this study the writer obtained data by using test, questioner, and field

notes. She also used audio tape recording to record the data obtained because by

audio tape recording technique an accurate and detailed data is needed to gain the

data of students’ achievement in pronouncing English words. Stringer (1996: 64)

 28

asserts that the use of a tape recorder has the advantage of allowing the researcher to

record accounts that are both detailed and accurate.

3.2 Population and Sample

The subjects of this study are the students of year seventh of MTs ANNUR Jepara in

the academic year 2006/2007. There are 130 students who are divided into 4 classes.

Since the study is a classroom research, the writer then took one class as the sample

of the study. The selection of the sample was done randomly, all the classes had a

chance to be chosen. The writer wrote the name of the class on small pieces paper

then she rolled the paper and put it into a bottle. She then shook the bottle and let the

one rolled paper out. Finally, she got class VII C as the sample of the study. There are

30 students in class VIIC.

The choice of the sample is based on the following considerations: (1) the

students of year seventh of MTs ANNUR have been studying English when they

were in Elementary school. However, their ability in pronouncing English words is

still poor (2) the writer wants to improve the students’ ability in pronouncing English

words.

3.3 Research instrument

To get the empirical data of the students’ achievement in pronouncing English words,

the writer used a test of sound production. The pronunciation test belongs to a valid

test. Lado (1961: 30 ) claims that if a test of pronunciation and nothing else, it is a
 29

valid test of pronunciation, it would not be a valid test grammar or vocabulary

because it does not test grammar or vocabulary. The instruments used in this study

are:

(1) Songs

In doing this study, the writer selected three songs: Mother How Are You Today?,

Old Mc Donald, and My Garden. Those three songs have themes and kinds of text

related to the English curriculum 2006. The writer implemented the songs in teaching

Building Knowledge of the Field ( BKOF) through listening activities.

(2) Test

The objective of the test was used to identify the students’ achievement in

pronunciation related to intelligible pronunciation through spoken words. Harmer

(2000: 184) states that if intelligible is the goal then it suggests that some

pronunciation features are more important than others. Harris (1969: 81) also asserts

that pronunciation analysis includes the segmental features (vowels and consonants)

and the suprasegmental features (stress and intonation pattern).

Based on the statements above, the writer made the analysis on three important

pronunciation features; vowels, consonants and word stress. The writer did analysis

on vowels, consonants and word stress. The standard pronunciation used in this study

was the standard pronunciation of Oxford Learner’s Dictionary.

(3) Questionnaire

Questionnaire is a number of written questions used to get information from

respondents (Arikunto, 1998: 128). In constructing the questionnaire, the writer used
 30

closed questionnaire. It means that the respondents answer the questions by choosing

one of answered given by the researcher. In this study, the writer used questionnaire

to get additional information about the students’ reflection toward the learning

activities by using songs. There were five information questions about five things.

They are:

(a) The students’ interest in some songs that were given by the teacher during the

learning process.

(b) The advantages that the students’ gained after the teacher presented the songs

to improve their pronunciation.

(c) The students’ motivations in taking part the learning activities.

(d) The relevance between vocabularies that were presented in the songs used in

this action research and the vocabulary that the students ever got but they still

get difficulties in their pronunciation.

(e) The sustainability the program in the action.

(4) Field notes

The field notes in this study was used to know the activities during the teaching-

learning process, such as how the teacher carried out the material and the students’

response. In using field notes, the writer systematically kept notes of the classroom,

for example;
 31

(a) Students’ participation.

In this study, the writer analyzed the students’ participation in the teaching

learning activities by using songs, whether they followed all the activities or

perhaps they only followed some of the activities.

(b) Students’ interest and motivation

In doing this study, the writer took notes of the students’ interest and

motivation in learning English by using songs. If the students enjoyed the

activities and liked to the songs given, the writer concluded that the students

were interested and motivated in learning English by using songs.

(c) Students’ improvement in pronouncing English words.

Before and after the writer presented the songs, she took some notes about the

students’ ability in pronouncing the words of the song.

3.4 Validity of the Test

Harris (1969: 89) states that empirical validity is used to prove that scores have a high

correlation to some outside criterion such as mark they get at the end of the course.

This study deals with the students’ pronunciation achievement. So, the writer did not

make statistical computation to check the empirical validity. To get the empirical data

on students’ pronunciation, the transcription of students’ pronunciation was made by

playing the recording several times to make it clear. She also consulted the

transcription to an English teacher. The teacher’s educational background is S-1

degree of English Education.

 32

3.5 Action Plan

The writer planned six steps of action research in doing the action. The step was

begun from selecting focus until continue or modify. In order to be clear, the writer

would like to present the Glanz’s model of action research as interpreted by Denish

Dabish in Gall ( 2003: 586 ).

Select a focus
Step 1

Continue/ modify Collect Data

Step 6 Step 2

Analyze and
Reflect Interpret data
Step 5 Step 3

Take Action
Step 4
Source:The six stages of action research by Glanz in Gall ( 2003: 586 )

Based on the model above, here are the implemented plans of the research:

(1) The first step was selecting focus. The focus of this study was the students of

class VII C of MTs ANNUR Jepara.

(2) The second step was collecting data. The writer collected the data on January

22, 2007. The data collection was done by giving a pretest to the students. It was
 33

done through sound production test and followed by 30 students. The writer asked

the sudents to read the 75 words taken from the songs used in the research. She

also recorded the students’ sound to get the empirical data. The objective of this

test was used to know the students’ achievement in pronouncing English words

before they took the program.

(3) The third step was analyzing and interpreting the data. To get the empirical

data, the writer not only made the analysis on the students’ pronunciation herself

but also consulted the result of the analysis to the English teacher where the writer

did the action. The analysis was done by transcribing students’ pronunciation.

After making the analysis, the writer interpreted the result of the analysis by

describing the pronunciation problems encountered by the students.

(4) The fourth step was taking action. The action activities were teaching learning

process by using songs. The teaching learning activities were done on three

meetings. The first meeting was on January 30, 2007, the second meeting was on

January 31, 2007 and the third meeting was on February 3, 2007. On each

meeting, the writer used different songs. The songs used were Mother How Are

You Today?, Old Mc Donald and My Garden. The writer implemented the songs

in teaching description text through spoken cycle. Here are the activities during

the teaching learning process:

(a) The writer distributed the lyrics of the song to the students. Before the

students listened to the song the writer asked the students to read the

underlined words of the lyric.

 34

(b) The writer played the song and the students listened to the song.

(c) The writer asked some questions about the song played.

(d) The writer and the students discussed about the content of the song.

(e) The writer played the song once again while the students listened

attentively to the song and to the word pronunciation of the lyric.

(f) The students sang the song together with the music accompaniment.

(g) The students worked in-group and then tried to retell the song.

(h) Before the class ended, the writer asked the students to read the

underlined words once again.

(5) The fifth step was reflection. To know the students reflection toward the

program, the writer gave a posttest and questionnaire. The material and the way of

taking the test were same as those on pretest. The writer conducted a posttest on

February 5, 2007. The objective of the posttest was used to know whether the

students made improvement on their pronunciation or not after listening to the

songs. The questionnaire was used to know the students reflection toward

learning English by using songs.

(6) The last step was the continuation / modification. After conducting a posttest

and giving questionnaire, the writer made the analysis. As the writer only took

one action research cycle, it means that the study was complete.
 35

3.6 Method of Data Analysis

In his book, Syakur (1995:85) states that there are nine possible methods that can be

used in research. One of them is descriptive method. This kind of method is used to

describe what actually happens in a certain situation or condition. It provides the

analysis of certain facts, for instance, the analysis of test result. The research

conducted by the writer in this study is a descriptive research. The writer chose this

method because it represented the effectiveness of song used to improve

pronunciation achievement of the year seventh students of MTs ANNUR Jepara

Arikunto (1998:102) states that a descriptive research can be carried out at

school, factory, family, hospital, society, etc. The writer conducted the research at

MTs ANNUR Jepara.

The objective of the test was used to identify the students’ achievement in

pronunciation related to intelligible pronunciation through spoken words. Harmer

(2000: 184) states that if intelligible is the goal then it suggests that some

pronunciation features are more important than others. Harris (1969: 81) also asserts

that pronunciation analysis includes the segmental features (vowels and consonants)

and the suprasegmental features (stress and intonation pattern).

Based on the statements above, the writer made the analysis on three important

pronunciation features; vowels, consonants and word stress. The writer did analysis

on vowels, consonants and word stress. The standard pronunciation used in this study

was the standard pronunciation of Oxford Learner’s Dictionary.

The data analysis of this study went through the following steps:
 36

(1) Transcribing the students’ pronunciation.

In this step, the writer made the transcription of the students’ sound by listening

to their voice several times to make it clear. To get the empirical data, the writer

playing the recording several times to make the transcription of students’

pronunciation and the teacher of the school where she conducted the research.

The teacher’s educational background is S-1 degree of English Education. And

then compare whether there was difference on the transcription. When there were

some differences, then, the writer listened the recording sounds again.

(2) Comparing the transcription

After getting the transcription of students’ pronunciation, the writer compared it

to the standard pronunciation transcription. The standard phonetic transcription

used in this study was taken from Oxford Advanced Learner’s Dictionary.

(3) Marking Students’ pronunciation

The criteria of marking pronunciation achievement suggested on GBPP of The

Development of Competence Based Curriculum-Scoring System is that to mark

pronunciation can be based on the close similarity of the students’ pronunciation

with the native’s. From this suggestion, the writer drew criteria in analyzing the

students’ pronunciation. If the students’ pronunciation was intelligible and

acceptable (do not offer meaning changes) it means that the students made good

pronunciation. On the other hand, students made poor pronunciation if their

pronunciation of the words were unintelligible and offer different meaning.

(4) Analyzing questionnaire

 37

The writer analyzed the questionnaire through the following steps:

(a) Grading the Items of the Questionnaire.

(b) Determining the Grade Score.

(c) Tabulating the Data of Questionaire.

(d) Finding the Mean.

The formula used for computing the mean is as follows:

M = Σx
N

Where,

M = the mean

Σx = the sum of the item score, and

N = the number of the students

(e) Matching the Mean to a Criterion

(5) Interpreting the data findings

The writer interpreted the results of the data obtained by comparing the students’

pronunciation achievement on pretest and posttest, and its relation with the result

of the questionnaire. The interpretation was used to describe the improvement of

the students’ achievement in pronouncing English words.

 38

CHAPTER IV

DATA ANALYSIS

In this chapter, there are three important analyses that will be discussed. They are

the analysis of each activity started from pretest until posttest, the analysis of

questionnaire and the implementation of the songs in the teaching learning

process. Here are the discussions of the analyses.

4.1 Analysis of Pretest

The pretest was conducted on Monday, 22 January 2005 and followed by 30

students. The method used to gather the data for this study is achievement test.

And the method of data analysis is by describing students’ pronunciation through

its phonetic transcription. Based on those data, later the writer identified the

students’ pronunciation achievement before they got treatment. The standard

pronunciation used in this study was standard pronunciation on Oxford Learner’s

Dictionary. The analysis was done into two ways. The first is about the way to

pronounce vowels and consonants. The second is about the words stress. Here is

the result of the students’ pronunciation achievement on pretest.

The writer asked the sudents to read the 75 words taken from the songs used

in the research. In the pretest, the students result was as follows:

 39

Table 4.1
Students’ Pronunciation Achievement on Pretest

The number of The percentage of

No. Test code pronunciation pronunciation
achievement achievement
1. S-1 45 60.00 %
2. S-2 57 76.00 %
3. S-3 58 77.33 %
4. S-4 60 80.00 %
5. S-5 55 73.33 %
6. S-6 61 81.33 %
7. S-7 57 76.00 %
8. S-8 68 90.66 %
9. S-9 53 70.66 %
10. S-10 58 77.33 %
11. S-11 62 82.66 %
12. S-12 58 77.33 %
13. S-13 57 76.00 %
14. S-14 54 72.00 %
15. S-15 55 73.33 %
16. S-16 50 66.66 %
17. S-17 60 80.00 %
18. S-18 55 73.33 %
19. S-19 63 84.00 %
20. S-20 57 76.00 %
21. S-21 53 70.00 %
22. S-22 58 77.33 %
23. S-23 58 77.33 %
24. S-24 52 69.33 %
25. S-25 45 60.00 %
26. S-26 55 73.33 %
27. S-27 53 70.66 %
28. S-28 57 76.00 %
29. S-29 50 66.66 %
30. S-30 52 69.33 %
Total 1676 2234.58
Mean 55.86 74.49 %

From the table above, it can be said that the students achievement is good

enough because the average of students’ achivement is 74.49 %. It is a high

percentage. So, the writer concluded that the students were familiar enough with
 40

the pronunciation of the words would be presented in this study although most of

them still made some pronunciation pronunciation. The students made poor

pronunciation on the words orchid, delay, knight, know, thing, there, with, favorite

and butterflies at the most. The classification of the students’ problem based on

the reasons of pronunciation problem explained by Ramelan (1977: 6-7).

(1) The existence of a given sound in the latter, which is not found in

the former. They are / θ / (with, everything and thing) and / δ / ( mother ).

(2) Sounds which have the same phonetic features in both languages

but differ in their distribution, such as / d / on the word had and / k / on the

word orchid.

(3) Similar sounds which differ only slightly in their phonetic

transcription, such as / eI / on the word today, / ∂ U / on the word note.

In analyzing the word stress, the writer followed the pattern from the

dictionary. Most of the stress of words used in this study happened on the first

syllable. However, there are some students put the wrong stress on the words

delay. It was caused the students made poor pronunciation, / d ∂ ‘l ΛI /. The stress

should be put on the first syllable but they put it on the second syllable. Beside

that, there is a word that do not happen on first syllable. It is / f ∂ (r) ‘g e t /.

4.2 Analysis of the Teaching Learning Activities

The action activities were teaching learning process by using songs. The teaching

learning Process was divided into three meetings. On each meeting, the writer

used different songs. The songs used were Mother How Are You Today?, Old Mc
 41

Donald and My Garden. The writer implemented the songs in teaching description

text through spoken cycle.

4.2.1 Analysis of the First Activities

The first activities were conducted on Tuesday, 30 January 2007. The teaching-

learning activities could run well. The song used was “Mother How Are You

Today?” The writer used this song to teach descriptive text about family through

spoken action. She used the song as a modelling text. During the learning process,

the students showed their interest by taking part on the learning process. However,

they were still nervous when they were asked by the writer to retell about the

song. In retelling the song, the writer asked the students to work in group and

retell the song in front of the class by recalling their memories about the words

and phrases of the song. Because of the limited time, there were only two groups

retold the song in front of the class.

Before the writer played the song, she asked the students to read the

underlined words that were shown in the lyric together. In this case the students

made poor pronunciation on the words know, knight, delay, today, daughter,

while, away, time, mother, here and was. And at the end of the lesson the writer

also asked the students to read the underlined words of the lyric. The students

made poor pronunciation on the words here, know, knight, was and delay.

Therefore, the writer concluded that the students made improvement on their

pronunciation after listening to the song.

 42

4.2.2 Analysis of the Second Activities

The second activities were done on Wednesday, 31 January 2007. The activities

done were like those on the first meeting that were teaching-learning process by

using song. And the song used was “Old Mc Donald”. This song was used to

teach descriptive text with the theme profession through spoken action.

In the second meeting, the students became more relaxed and they began to

enjoy the lesson using song. They were not afraid when they were asked to retell

about the song in front of the class because they could memorize some of the

words or phrases of the lyric. And they were not doubt in pronouncing the words.

As the same previous activities, there were two groups represent to retell the song.

The activities were same as those on the first meeting, so, before the writer

played the song, she asked the students to read the underlined words that were

shown in the lyric together. In this case the students made poor pronunciation on

the words old, his, farm, here, there, with, everywhere, duck, some and chick.

And at the end of the lesson the writer also asked the students to read the

underlined words of the lyric. At the end of this action, the students only made

poor pronunciation on the word with. Therefore, the writer concluded that the

students made improvement on their pronunciation after listening to the song.

4.2.3 Analysis of the Third Activities

The third activities were done on Saturday, 3 February 2007. The activities in this

action were same as the activities on the second meeting that was teaching-

learning process by using song. However, the song used in this action was “My
 43

Garden” with the theme hobby. In this action, the students could enjoy the

activities and they were not so nervous when they were asked to retell the song.

The activities on the third meeting were same as those on the second

meeting. So, before the writer played the song, she asked the students to read the

underlined words that were shown in the lyric together. In this case the students

made poor pronunciation on the words garden, orchid, bougainvillea, butterflies,

make, and water. And at the end of the lesson the writer also asked the students to

read the underlined words of the lyric. The students only made poor pronunciation

on the words orchid and butterflies. Therefore, the writer concluded that the

students made improvement on their pronunciation after listening to the song.

4.3 Analysis of the Posttest

The writer gave posttest to the students on Monday, 5 February 2007. It was done

by reading the list of the words taken from the songs used in this research. The

procedure of doing the posttest was the same as the procedure on the pretest.

Before the posttest was given, the students were asked to review all the words that

had been given by singing and reading the songs together. In this posttest the

students would pronounce 75 words. Here is the result of the posttest:

 44

Table 4.2
Students’ Pronunciation Achievement on Posttest

The number of The percentage of

No. Test code pronunciation pronunciation
achievement achievement
1. S-1 71 94.66 %
2. S-2 73 97.33 %
3. S-3 72 96.00 %
4. S-4 75 100 %
5. S-5 74 98.66 %
6. S-6 72 96.00 %
7. S-7 71 94.66 %
8. S-8 75 100 %
9. S-9 73 97.33 %
10. S-10 72 96.00 %
11. S-11 75 100 %
12. S-12 72 96.00 %
13. S-13 73 97.00 %
14. S-14 70 93.33 %
15. S-15 69 92.00 %
16. S-16 69 92.00 %
17. S-17 73 97.33 %
18. S-18 70 93.33 %
19. S-19 73 97.33 %
20. S-20 70 93.33 %
21. S-21 72 96.00 %
22. S-22 73 97.33 %
23. S-23 72 96.00 %
24. S-24 75 100 %
25. S-25 71 94.66 %
26. S-26 73 97.33 %
27. S-27 72 96.00 %
28. S-28 71 94.66 %
29. S-29 73 97.33 %
30. S-30 75 100 %
Total 2169 2861.60

Mean 72.30 95.38 %

From the table above, the average achievement of the students’ posttest was

95.38 %. It shows that there is a rising for the percentage of the students’
 45

achievement. It can be concluded that after the students learned English through

listening to English songs, the students made a significant improvement on their

pronunciation. However, there are three students who can pronounce the entire

words well and the number of poor pronunciation of each student are decrease.

The poor pronunciation happened on the words knight, know, orchid and

note at the most. It was because the students got difficulties in pronouncing

cluster sounds and they did not know that there is difference on the distribution of

the same phonetic features in both languages. After taking the program, the

students still have the same problem in giving stress words. However, they made

improvement on several words.

4.4 Analysis of the Questionnaires

Answering the questionnaire was the last activity of the classroom action research.

It was done at the same time when the writer gave a post test. The students were

asked to answer five questions. There are certain techniques to analyse the

questionnaire items. They will be discussed in the following sections.

4.4.1. Grading the Items of the Questionnaire

The questionnaire consisted of five questions; each of them had these options

namely: a, b, and c. Each option was given a score that indicated the quality of

each item. The score ranges were from 1 to 3 as shown in the table below:
 46

Table 4.3 Score Per Item

Option Point Meaning

a 1 Low
b 2 Medium
c 3 High

Scoring procedure of graded questionnaire(Arikunto, 1998: 215)

The explanation of the point above is if the students choose a, the score is 1,

it means that it is low, if the students choose b, the score is 2, it means that it is

medium, if the students choose c, the score is 3, it means that it is high.

4.4.2 Determining the Grade Score

After the students answered the questionnaire, the writer analyzed the result of the

questionnaire to get the data. The result of the data analysis of each question can

be classified into a range of mean below:

Table 4.4 Classification of Graded Scores

Range of Students’ The Students’ The Sustainabi

Mean interest Advantage motivation Relevancy lity
0.01-1.00 Low Do not help Low Not relevant Not
students necessary

1.01-2.00 Medium Help Medium Relevant Necessary

2.01-3.00 High Help High Very Very

students relevant necessary
very much
 47

4.4.3 Tabulating the Data of Questionaire

The purpose of tabulating the questionnaire is to make the result of grading clearly

readable. The table consists of these coloumns: name and score per item, which is

presented in appendix 5 (p.56)

4.4.4 Finding the Mean

The formula used for computing the mean is as follows:

M = Σx
N

(1) students’ interest

M = 73 = 2.43
30
(2) the advantage

M = 70 = 2.33
30
(3) students’ motivation

M = 82 = 2.73
30
(4) the relevancy

M = 63 = 2.10
30
(5) sustainability

M = 66 = 2.20
30

4.4.5 Matching the Mean to a Criterion

To get additional information about the students’ response in getting the class

action research, the students should answer a questionnaire. Then, the writer

matched the mean of the students’ response in answering the questionnaire to the
 48

criterion above. Here is the analysis of the questionnaire result, which is based on

the criterion above.

Table 4.5 Category of the Criterion

Issue Mean Category

Students’ interest 2.43 High
The adventage 2.33 Help students very much
Students’ motivation 2.73 High
The relevancy 2.10 Very relevant
Sustainability 2.20 Very necessary

4.4.6 Concluding the Questionnaire Result

Based on the result of the matching the mean to the criterion, it can be concluded

that:

(1) The students’ interest in learning English by using songs is high.

(2) The songs have a high advantages for the students. By using songs also

help the students to improve their confidence and motivate the students in

learning english.

(3) The students are having motivation in taking part the activities of the

learning process.

(4) The relevance between vocabularies that were presented in the songs used

in this action research and the vocabulary that the students ever got.

(5) The program is very important to the students.

 49

4.5 Effectiveness of the Songs to Improve the Students’ Achivement in

Pronunciation

The step of teaching learning process used was Building Knowledge of the Field

(BKOF) through spoken cycle. In this step, the writer introduced descriptive text

by using songs. The objective of the learning is that the students have an

imagination about descriptive text besides they can improve their pronunciation.

The writer did this study through intensive listening activities because it was done

in the classroom. The writer also had the material and hsd the way of listening

activities for the students. At the first time, the students still got difficulties in

getting along the activities because they never had such learning activities.

However, the activities could run well. On the next meetings, the students could

enjoy the learning process and they felt more relax. They seemed interested and

happy in taking parts the activities. It was shown from their willing to do what the

writer asked to do.

At the end of the learning process the writer always asked the students work

in-group to retell the songs by recalling their memories of the lyrics. Because of

the limited time, there were only two groups retold the songs in front of class on

each meeting. The students were good enough in retelling the songs although they

could not remember all the lyrics. They became more confident when they were

asked to retell because they could pronounce the words well.

Before and after the learning process, the writer gave pretest and posttest to

the students by reading the underlined words on the lyrics. The result of the

posttest shows that the students make improvement on their pronunciation.

 50

Therefore it can be concluded that the implementation of songs in the teaching

learning process can help the students to improve their pronunciation.

Based on the results of pretest and posttest, the writer concludes that before

the students took the program most of the students made poor pronunciation. The

range of poor pronunciation made by the students is around 5 words up to 22

words. The students made poor pronunciation on the words orchid, delay, knight,

know, thing, there, with, favorite and butterflies at the most. After taking the

program, there are three students made good pronunciation of all the words.

Besides, other students also made improvement on several words. The range of

the students’ poor pronunciation is around 0 until 14.

From the results above, it can be concluded that songs are effective to

improve the students’ achievement in pronouncing English words, although not

all of the students can pronounce the words well. However, the students’

improvement was also supported by the students’ interest in the songs and their

motivation in taking part the activities of the learning process.

 51

CHAPTER V

CONCLUSION

In this chapter, the writer will draw some conclusions about the research that has been

reported on the previous chapters and she also would give some suggestions as the

contribution to support the teaching-learning process.

5.1 Conclusion

After conducted this study the writer concludes:

(1) The progress of 20,89% shows that listening English songs is effective to

improve the students’ pronunciation achievement.

(2) The use of songs in the teaching-learning process have some benefit for the

students. The students not only learn about how the words pronounced but also

master English vocabularies.

(3) Most of the students are interested in learning English by using songs. It

seems that they feel more relax instead of threatened with the theory. Their

motivation in learning English increases and they expect that this kind of program

will be given regularly and continously.

(4) The students still get difficulties in pronouncing words with cluster sounds

such as knight and know.

 52

(5) In conducting this study, the writer got some problems when collecting the

data. It was time consuming because the writer had to test one by one and check

students’ pronunciation one by one. It was not easy to make the transcription of

the students’ pronunciation.

5.2 Suggestions

It is better for the English teachers to use songs on their teaching-learning process

since songs have a very big benefit for the students. Songs can be implemented when

the teacher wants to teach vocabulary, grammar, pronunciation, or kind of text. It is

known that aImost all the students like songs, so it can be used as one of the ways to

get the students’ participation in the teaching-learning process.

 53

BIBLIOGRAPHY

Arikunto, S. 1993. Prosedur Penelitian. Yogyakarta: PT Rineka Cipta.

Callahan, J, F and L. H. Clark. 1977. Teaching in the Middle and Secondary

Schools. New York: Macmillan publishing Co. inc.

Dalton, E. 1998. Teaching Pronunciation. London: Longman Group Ltd.

Friedman, P. 1998. Encyclopedia of Americana Volume 19. Connecticut:Grolier

Incorporated.

Gall, M. D. 2003. Educational Research. Sydney: Pearson Education Inc.

Harmer, J. 2000. The Practice of English language Teaching. London: Longman

Group Ltd.

Harris, D. 1969. Testing English as a Second language. London: Longman Group

Ltd.

Haycraft, J. 1983. An Introduction to English Language Teaching. London:

Longman Group Ltd.

Hornby, A.S. 1995. Oxford Advanced Learners Dictionary. Oxford: Oxford

University Press.

Jamalus, 1988. Belajar Musik. Jakarta: Depdikbud, Dirjen Dikti.

Lado, R. 1961. Language testing: The teacher’s book. London: Longman Group
Ltd.

Mc Niff, J. 1992. Action Research: Principles and Practice. London: Routledge.

Mc Kernan, J. 1998. International Encyclopedia of Higher Education Vol.5:

Curriculum Action Research. New Delhi: Crest Publishing House.

Paul, D. 1996. Song and Games for Children. New York: Macmillan publishing
Co. inc.

Ramelan. 1985. English Phonetics. Semarang: IKIP Semarang Press.

Ramelan. 1992. An Introduction to Language Analysis. Semarang: IKIP Semarang

Press.

Soeparwoto. 2004. Psikologi Perkembangan. Semarang: UPT UNNES Press.

 54

Stringer, E.T. 1996. ActionResearch: A Handbook for Practitioners. London:

Sage Publication Ltd.

Syakur, M. 1995. Prinsip Dasar Metodologi Penelitian. Yogyakarta. PT Rineka

Cipta.

Syafei, A. 1988. English Pronunciation: Theory And Practice. Jakarta:

Depdikbud, Dirjen Dikti.

Tripp, D. 1996. SCOPE: Supporting Work Place Learning Education Department

of Western Australia. Eaglewood

Ur, P. and A. Wright. 1993. Teaching Listening Comprehension. Cambridge:

University Press.

http://www.allwords.com/word-song+thrush.html

http://www.allwords.com/query.php?SearchType=3&Keyword=song&goquery=F
ind+it%21&Language=ENG&v=65646309

http://www.songsforteaching.com/phonemicawareness.html
55
 55

Appendix 1

List of the words

1. mother 26. found 51. chick

2. how 27. the 52. there
3. are 28. knight 53. flower
4. you 29. of 54. garden
5. today 30. my 55. in
6. here 31. dream 56. morning
7. is 32. next 57. jasmine
8. a 33. get 58. bougainvillea
9. note 34. know 59. Lillian
10. from 35. him 60. orchid
11. your 36. many 61. favorite
12. daughter 37. thing 62. forget
13. with 38. happen 63. happy
14. me 39. while 64. water
15. everything 40. I 65. them
16. worry 41. was 66. all
17. fine 42. away 67. see
18. promise 43. old 68. butterflies
19. to 44. had 69. over
20. see 45. farm 70. make
21. this 46. and 71. duck
22. summer 47. on 72. dog
23. time 48. his 73. fish
24. no 49. he 74. everywhere
25. delay 50. some 75. cow
 56

Appendix 2

Mother How Are You Today?

Mother how are you today?

Here is a note from your daughter
With me everything is okey
Mother how are you today?

Mother don’t worry I’m fine

Promise to see you this summer
This time there,ll be no delay
Mother how are you today?

I found the knight of my dream

Next time you’ll get to know him
Many things happened while I was away
Mother how are you today?
 57

Appendix 3

Old Mc Donald had a farm

do = g 4/4

1 1 1 5. 6. 6. 5. • 3 3 2 2 1 • •
Old Mc Donald had a farm E I E I O

5. 1 1 1 5. 6. 6. 5. • 3 3 2 2 1 • •
And on his farm he had some chicks E I E I O

5. 5. 1 1 1 5. 5. 1 1 1 •
With a chick chick here and a chick chick there

1 1 1 1 1 1 1 1 1 1 1 1
Here a chick, there a chick e - very where a chick chick

1 1 1 5. 6. 6. 5. • 3 3 2 2 1 • •
Old Mc Donald had a farm E I E I O

1. Cows : mow – mow

2. Duck : quack – quack
3. Fish : oi – oi
4. Dog : bark - bark
 58

Appendix 4

My Garden

do = f 4/4

5 6 7 1 3 3 21 2 7
There are some flo - wers in my gar - den

5 6 5 5 2 2 1 7 1 3
There is a jas - mine and some bou - gain - villea

5 6 7 1 3 3 2 1 4 1
Lil - li - an, or - chid are my fa - vo - rite

4 3 2 3 3 2 2 1 7 1
And I don’t for - get to wa - ter them all

Reff

1 2 3 4 6 6 5 4 5 3
And e - very mor - ning I see but - ter - flies

5 4 3 4 2 3 4 3 5
Fly o - ver flo - wer It makes me happy

1 2 3 4 6 6 5 4 5 3
And e - very mor - ning I see but - ter - flies

5 4 3 4 2 4 3 2 1
Fly o - ver flo - wer makes me hap - py
 59

Appendix 5

Tabulating Data of the Questionnaire

Score per item
No Students’ Code
1 2 3 4 5
1. S-1 2 2 3 1 2
2. S-2 2 3 3 2 2
3. S-3 2 2 2 2 2
4. S-4 3 3 3 2 3
5. S-5 3 3 3 2 3
6. S-6 2 3 3 2 2
7. S-7 2 2 3 2 2
8. S-8 2 2 3 2 2
9. S-9 2 2 2 2 2
10. S-10 3 2 3 2 2
11. S-11 3 3 3 2 2
12. S-12 2 3 3 2 3
13. S13 3 2 3 3 3
14. S-14 3 3 3 2 2
15. S-15 3 3 3 2 2
16. S-16 3 2 2 2 2
17. S-17 2 2 3 2 2
18. S-18 3 3 3 2 2
19. S-19 2 2 2 2 2
20. S-20 2 2 3 2 2
21. S-21 3 2 3 2 2
22. S22 3 2 3 3 3
23. S-23 2 2 2 2 2
24. S-24 2 2 2 2 2
25. S-25 3 2 3 2 2
26. S-26 3 3 3 2 3
27. S-27 2 2 3 2 2
28. S-28 2 2 3 2 2
29. S-29 2 2 2 3 2
30. S-30 2 2 2 3 2

Total score 73 70 82 63 66

Mean 2.43 2.33 2.73 2.10 2.20

 60

Appendix 6

The Questionnaires

Jawablah pertanyaan berikut ini dengan menyilang salah satu jawaban a, b atau c!

1. Apakah anda menyukai lagu-lagu yang diberikan?

a. tidak suka
b. suka
c. sangat suka
2. Apakah lagu-lagu yang diberikan dapat membantu anda memperbaiki
pengucapan anda dalam berbahasa Inggris?
a. tidak
b. membantu
c. sangat membantu
3. Apakah kegiatan dalam menggunakan lagu ini menembah kesukaan anda
dalam belajar bahasa Inggris?
a. tidak
b. sedikit membantu
c. sangat membantu
4. Apakah kata-kata yang ada dalam lagu pernah anda dengar tetapi anda
masih mengalami kesulitan untuk mengucapkannya?
a. tidak
b. kadang-kadang
c. sering
5. Apakah kegiatan pembelajaran bahasa Inggris dengan menggunakan lagu
perlu dilakukan secara terus menerus?
a. tidak perlu
b. perlu
c. sangat perlu
Appendix 7
Analysis of the Students’ Pronunciation Achievements on Pretest

The number of students’

List of Pronunciation pronunciation
No Explanation of poor pronunciation
words suggested
Good Poor
1 Mother / m Λ δ ∂ (r) / 26 4 /moδ∂r/

2 How /haU/ 30 -
3 Are / a: (r) / 27 3 /Λr/

4 You / j u: / 29 1 /you/

5 Today /t∂deI/ 15 15 /t∂ dΛI /,/tudaI /

6 Here / h I ∂ (r) / 8 22 /h∂ r/

7 Is /Iz/ 30 -
8 A / ∂ / / ei / 30 -
9 Note /n∂Ut/ 12 18 /not/

10 From /fr∂m/ 29 1 / f r u: m /

11 Your / j o: (r) / 28 2 / y u: r /

12 Daughter / d o: t ∂ (r) / 24 6 / d o: gh t ∂ r /

13 With /wIθ/ 13 17 / w I δ / , / wi t / , / w ai t / , / w i: t ∂ /
14 Me / m i: / 29 1
15 Everything /evrIθiη/ 28 2 / e v ri δI η /

16 Worry /wΛri/ 29 1 / m o: ri /

17 Fine /faIn/ 23 7 / f i: n / , / f e n /

18 Promise /promIs/ 28 2 / p r o m e s / , / p r o m ae s /

61
 The number of students’
List of Pronunciation pronunciation
No Explanation of poor pronunciation
words suggested
Good Poor
19 To / t ∂: / 30 -
20 See / s i: / 30 -
21 This /δIs/ 30 -
22 Summer / s Λ m ∂ (r) / 27 3 /sum∂ r/

23 Time /taIm/ 21 9 / ti: m / , / t e m /

24 No /n∂U/ 30 -
25 Delay /dIleI/ 11 19 / d ∂ l ΛI / , / d ai li /

26 Found /faUnd/ 25 5 / f u: n / , / f o n /

27 The / δ ∂ / / δ i: / 29 1 / ti: /

28 Knight /naI t/ 8 22 / k ∂ ni t / , / k ∂ ni η / , / k ∂ ni g h / , / k ∂ n e t / , / k ∂ n e I t / , / k ∂ n aI t /

29 Of /∂v/ 30 -
30 My /maI/ 27 3 / m ei /

31 Dream / d r i: m / 28 2 / d r em /

32 Next /nekst/ 22 8 / n e k / , / ni x / , / ni k /

33 Get /get/ 27 3 / gi t /

34 Know /n∂U/ 8 22 /k∂nou/

35 Him /hI m/ 22 8 / h ai m / , / hi : m / , / h ∂ m /
36 Many / m e ni / 27 3 / m Λ ni /
37 Thing /θIη/ 16 14 / θ e η / , / δI η /

38 Happen /haep∂n/ 29 1 / h ae pi n /

62
 The number of students’
List of Pronunciation pronunciation
No Explanation of poor pronunciation
words suggested
Good Poor
39 While /waIl/ 21 9 / w i: l / , / w e l / , / w e li /

40 I / ai / 28 2 / ei /

41 Was /w∂z/ 26 4 /wes/,/w∂∫ /

42 Away /∂weI/ 22 8 /Λ weI /,/∂ waI/ ,/∂w∂I /

43 Old /∂Uld/ 27 3 / o: l d /

44 Had /haed/ 28 2 / h e: t /

45 Farm / f a: m / 27 3 / f ∂ (r) m / , / f a r m /

46 And /∂nd/ 29 1 /Λn/

47 On /on/ 30 -
48 His /hIz/ 30 -
49 He / h i: / 21 9 /h∂ /

50 Some /s∂m/ 23 7 / s o: m /

51 Chick / t∫ I k / 24 6 / ki k / , / c e k / , / s I k /

52 There / δ e ∂ (r) / 17 13 / δ ∂ r / , / δ i∂ r /

53 Flower / f l a U ∂ (r) / 30 -
54 Garden / g a: d n / 30 -
55 In /In/ 30 -
56 Morning / m o: n I η / 29 1 / m Λ r ni η /

57 Jasmine / d з ae z m I n / 30 -
/ b u: g ∂ n v I l I / b o u g ei n vi l ea / , / b u g ei n vi l /
58 Bougainvillea 28 2
∂/

63
 The number of students’
List of Pronunciation pronunciation
No Explanation of poor pronunciation
words suggested
Good Poor
59 Lillian /lIlI∂n/ 23 7 / li li a n /
60 Orchid / o: kid / 7 23 /orsIt/,/orsaIt/
61 Favorite / f ei v ∂ r I t / 22 8 / f a v o ri t /

62 Forget / f ∂ (r)g e t / 30 -
63 Happy / h ae pi / 30 -
64 Water / w o: t ∂ (r) / 28 2 /wet∂r/

65 Them /δ∂ m/ 30 -
66 All / o: l / 27 3 / Λ l /, / u:l /
67 See / s i: / 30 -
68 Butterflies /bΛt∂flaI/ 16 14 / b y u t ∂ (r) f li s / , / b u t ∂ r f l aI s / , / b u t ∂ r f li s / , / b Λ t ∂ r f li s /

69 Over / ∂ U v ∂ (r) / 30 -
70 Make /meIk/ 26 4 /mek/ / mΛk/
71 Duck /dΛk/ 30 -
72 Dog /dog/ 30 -
73 Fish /fI∫/ 30 -
74 Everywhere / e v r I w e ∂ r/ 22 8 / e v ∂ r I w ∂ (r) /
75 Cow /kaU/ 24 6 /koU/

64
Appendix 8
Analysis of the Students’ Pronunciation Achievements on Posttest

The number of students’

Pronunciation pronunciation
No List of words Explanation of poor pronunciation
suggested
Good Poor
1 Mother / m Λ δ ∂ (r) / 30 -
2 How /haU/ 30 -
3 Are / a: (r) / 30 -
4 You / j u: / 30 -
5 Today /t∂deI/ 28 2 /t∂ dΛI /

6 Here / h I ∂ (r) / 24 6 /h∂ r/

7 Is /Iz/ 28 2 / is /

8 A / ∂ / / ei / 30 -
9 Note /n∂Ut/ 22 8 /not/

10 From /fr∂m/ 30 -
11 Your / j o: (r) / 30 -
12 Daughter / d o: t ∂ (r) / 29 1 / d au t ∂( r) /

13 With /wIθ/ 18 12 / w I δ / , / wi t / , / wΛ I t /
14 Me / m i: / 30 -
15 Everything /evrIθiη/ 28 2 / e v ri δI η /

16 Worry /wΛri/ 30 -
17 Fine /faIn/ 30 -
18 Promise /promIs/ 30 -

65
 The number of students’
Pronunciation pronunciation
No List of words Explanation of poor pronunciation
suggested
Good Poor
19 To / t ∂: / 30 -
20 See / s i: / 30 -
21 This /δIs/ 30 -
22 Summer / s Λ m ∂ (r) / 30 -
23 Time /taIm/ 30 -
24 No /n∂U/ 30 -
25 Delay /dIleI/ 28 2 / d ∂ l ΛI /

26 Found /faUnd/ 30 -
27 The / δ ∂ / / δ i: / 30 -
28 Knight /naI t/ 11 19 / k ∂ ni t / , / k ∂ n aI t /

29 Of /∂v/ 30 -
30 My /maI/ 30 -
31 Dream / d r i: m / 30 -
32 Next /nekst/ 30 -
33 Get /get/ 30 -
34 Know /n∂U/ 17 13 /k∂nou/

35 Him /hI m/ 30 -
36 Many / m e ni / 30 -
37 Thing /θIη/ 27 3 / δi η /

38 Happen /haep∂n/ 30 -

66
 The number of students’
Pronunciation pronunciation
No List of words Explanation of poor pronunciation
suggested
Good Poor
39 While /waIl/ 30 -
40 I / ai / 30 -
41 Was /w∂z/ 30 -
42 Away /∂weI/ 30 1 /∂wΛI/
43 Old /∂Uld/ 29 1 / o: l d /

44 Had /haed/ 30 -
45 Farm / f a: m / 30 -
46 And /∂nd/ 30 -
47 On /on/ 30 -
48 His /hIz/ 30 -
49 He / h i: / 30 - /h∂/
50 Some /s∂m/ 27 3 / s o: m /

51 Chick / t∫ I k / 30 -
52 There / δ e ∂ (r) / 26 4 / δ ∂ r / , / δ i∂ r /

53 Flower / f l a U ∂ (r) / 30 -
54 Garden / g a: d n / 30 -
55 In /In/ 30 -
56 Morning / m o: n I η / 30 -
57 Jasmine / d з ae z m I n / 30 -
/ b u: g ∂ n v I l I ∂
58 Bougainvillea 30 -
/

67
 The number of students’
Pronunciation pronunciation
No List of words Explanation of poor pronunciation
suggested
Good Poor
59 Lillian /lIlI∂n/ 30 -
60 Orchid / o: kid / 27 3 / o( r) si t /
61 Favorite / f ei v ∂ r I t / 30 -
62 Forget /f∂get/ 30 -
63 Happy / h ae pi / 30 -
64 Water / w o: t ∂ (r) / 30 -
65 Them /δ∂ m/ 30 -
66 All / o: l / 30 -
67 See / s i: / 30 -
68 Butterflies /bΛt∂flaI/ 28 2 / b u t ∂ r f li s / , / b Λ t ∂ r f li s /

69 Over / ∂ U v ∂ (r) / 30 -
70 Make /meIk/ 30 -
71 Duck /dΛk/ 30 -
72 Dog /dog/ 30 -
73 Fish /fI∫/ 30 -
74 Everywhere / e v ri w e ∂ r/ 29 1 / e v ri w ∂ (r) /
75 Cow /kaU/ 30 -

68