a final project
TRANSCRIPT
A Final Project
CHILDREN SONGS AS MEDIA IN TEACHING
ENGLISH PRONUNCIATION (The Case of Fourth Graders of SD N 01 Sekaran Gunungpati
in the Academic Year 2006/2007)
Submitted
In Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan in English
BY
MARDLIYATUN
2201403647
ENGLISH DEPARMENT
LANGUAGES AND ARTS FACULTY
SEMARANG STATE UNIVERSITY
2007
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APPROVAL
This final project was approved by Board of Examiners of the English
Department of the Languages and Arts Faculty of Semarang State University on
September 2007.
Board of Examiners
1. Chairman
Name: Drs. Triyanto, M. A
NIP
2. Secretary
Name: Drs. Suprapto,M. Hum
NIP
3. First Examiner
Name: Drs. Amir Sisbiyanto, M. Hum
NIP
4. Second Examiner/ Second Adviser
Name: Drs. Warsono, M. A
NIP 130350484
5. Third Examiner/ First Adviser
Name: Drs. A. Faridi, M. Pd
NIP 131876218
Approved by:
The Dean of FBS
Prof. Dr. Rustono
NIP 131281222
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MOTTO AND DEDICATION
Motto:
1. Believe in Allah and yourself.
2. Every problem has a solution.
Dedicated to:
1. My parents
2. My siblings
3. My love in the future
4. My friends, Kiki, Wiwin, Melti, Nika,
Dwi and Retno.
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ACKNOWLEDGEMENTS
First of all, I wish to praise Allah SWT, who has blessed and let me finishing
my final project writing.
I would like to address my sincere thanks to Drs. Abdurrahman Faridi, M. Pd
as the first adviser and Drs. Warsono, M. A as the second adviser for their
continuous guidance, advice as well as encouragement so that I was finally able to
finish my final project.
My special thanks to my parents and my siblings for their support. I also
would like to express my thanks to my friends, Kiki, Wiwin, Melti, Nika, Dwi and
Retno for the friendship.
Semarang, September 2007 The writer
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ABSTRACT
Mardliyatun. 2007. Children Songs as Media in Teaching English Pronunciation: A Case of the Fourth Graders of SDN 01 Sekaran Gunungpati in the Academic Year 2006/2007. English Department. Languages and Arts Faculty. Semarang State University. First Adviser: Drs. A. Faridi, M. Pd. Second Adviser: Drs. Warsono, M. A.
Keywords: Children Songs, English Pronunciation. Pronunciation is the way a person utters a word or a language. There are many differences of pronunciation between English and Indonesian. Therefore, there are many students of Elementary school especially the students of SDN 01 Sekaran Gunungpati who pronounce English words incorrectly. In this case, I observed that English children songs are suitable media to teach them English pronunciation. The problems of the study are as follows: Can teaching English pronunciation by using English children songs improve the students’ ability in English pronunciation? Is it effective to use English children songs in teaching English pronunciation? And the objectives of the study are: to find out whether using English children songs can improve students’ ability in English pronunciation and to find out to find out whether it is effective to use English children songs to teach English pronunciation. The subject of the study is the fourth graders of SDN 01 Sekaran Gunungpati in the academic year 2006/2007. There are 22 boys and 23 girls. There are two variables; they are independent variable and dependent variable. The independent variable of the study is the method that is used that is the use of English children songs in teaching English pronunciation. And the dependent variable of the study is the students’ achievement in English pronunciation after getting the treatment by using the method. The instruments of the study are children songs -Baa Baa Black Sheep, Pilot, Doctor and Boy and Girl, test -pre test, the four formative tests at the end of each activity by using English children songs and post test, field notes and interview. The procedure of the study was, firstly I conducted a pre-test continued by the four teaching English pronunciation activities by using English children songs and the last was a post test. The average of the pre-test was 50. The averages of the four activities were 59, 67, 73 and 78. And the average of the post-test was 82. The range of average between the pre test and the post test is 32. Based on the study I have done, I conclude that teaching learning process by using English children songs can improve the students’ ability in English pronunciation. It is pleasing to use English children songs in teaching pronunciation. It is recommended that before deciding the media that will be used in the teaching learning process, a teacher should know the things that the students like. Because of the differences of each student, a teacher should also choose the way of teaching that is suitable with the condition of the students.
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TABLE OF CONTENTS
Page of Title ..................................................................................................... i
Page of Approval ............................................................................................. ii
MOTTO AND DEDICATION ........................................................................ iii
ACKNOWLEDGEMENTS…………………………………………………. iv
ABSTRACT..................................................................................................... v
TABLE OF CONTENTS................................................................................. vi
LIST OF TABLE ............................................................................................. ix
LIST OF APPENDICES.................................................................................. x
CHAPTER
I INTRODUCTION
1.1 General Background of the Study………………………………………... 1
1.2 Reasons for Choosing the Topic………………………………………….. 2
1.3 Statements of the Problem ......................................................................... 2
1.4 Objectives of the Study .............................................................................. 3
1.5 Significance of the Study ........................................................................... 3
1.6 Limitations of the Study............................................................................. 3
1.7 Outline of the Study ................................................................................... 4
II REVIEW OF RELATED LITERATURE
2.1 Children...................................................................................................... 6
2.2 Song ........................................................................................................... 7
2.3 Defimition of Children Song...................................................................... 8
2.4 Teaching Media.......................................................................................... 9
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2.5 Characteristics of Elementary School Students ......................................... 11
2.6 Teaching English to Elementary School Students ..................................... 12
2.7 Pronunciation ............................................................................................. 12
2.7.1 Definition of Pronunciation............................................................... 12
2.7.2 Teaching Pronunciation .................................................................... 13
2.8 Children Songs as Media in Teaching English Pronunciation................... 14
2.8.1 Contribution of Children Songs in Teaching English
Pronunciation ................................................................................... 14
2.8.2 Applying Children Songs in Teaching English Pronunciation ......... 16
III METHOD OF THE STUDY
3.1 Subject of the Study ................................................................................... 18
3.2 Variable ...................................................................................................... 18
3.3 Instrument of the Study.............................................................................. 19
3.3.1 Children Songs .................................................................................. 19
3.3.2 Test.................................................................................................... 20
3.3.3 Field Notes ........................................................................................ 21
3.3.4 Interview ........................................................................................... 21
3.4 Procedure of the Study ............................................................................... 22
IV DATA ANALYSIS AND DISCUSSION
4.1 Analysis of the Pre test............................................................................... 26
4.2 Analysis of the Activities ........................................................................... 28
4.3 Analysis of the Post test ............................................................................. 34
4.4 Analysis of the field notes.......................................................................... 36
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4.5 Analysis of the Interview ........................................................................... 37
V CONCLUSION AND SUGGESTION
5.1 Conclusion ................................................................................................. 40
5.2 Suggestion.................................................................................................. 40
BIBLIOGRAPHY............................................................................................ 42
APPENDICES ................................................................................................. 44
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LIST OF TABLE
Table 1 Procedure of the study......................................................................... 22
Table 2 The result of the pre test...................................................................... 27
Table 3 The result of the formative test ........................................................... 30
Table 4 The result of the post test .................................................................... 34
Table 5 The result of the first question of interview........................................ 38
Table 6 The result of the second question of interview ................................... 38
Table 7 The result of the third question of interview....................................... 39
Table 8 The result of the interview after having the treatment ........................ 39
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LIST OF APPENDICES
Appendix 1 Text of Baa Baa Black Sheep....................................................... 44
Appendix 2 Text of Pilot.................................................................................. 45
Appendix 3 Text of Doctor .............................................................................. 46
Appendix 4 Text of Boy and Girl .................................................................... 47
Appendix 5 Script of the interview .................................................................. 48
Appendix 6 Name of students .......................................................................... 49
Appendix 7 Phonemic transcription of Baa Baa Black Sheep......................... 51
Appendix 8 Phonemic transcription of Pilot.................................................... 52
Appendix 9 Phonemic transcription of Doctor ................................................ 53
Appendix 10 Phonemic transcription of Boy and Girl .................................... 55
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CHAPTER I
INTRODUCTION
This chapter discusses the general background of the study. It also presents
the reasons for choosing the topic. Moreover, it presents statements of the
problem, objectives of the study, significance of the study and limitation of the
study. It also gives the outline of the study.
1.1. General Background of the Study
As we see, children’s curiosity is very high. As Donald (2004: 4) says that
(the child) actively tries to make sense of the world and asks questions, (2001, 4).
They will try to search information about something that they want to know. They
also ask something that they feel new and strange for them. They ask adults or
people around them everything they want to know. Indeed they ask the
information to people they have just known.
Because of the high curiosity of children, I view that children songs are very
good as media to teach English pronunciation. It is because the language that is
used in the songs is English. Children are not accustomed to English. And based
on that reason, children will try to do any efforts to know much about the songs. If
the children have a willing to know the songs, they will try to learn anything
related to the songs.
Here, I emphasize the pronunciation of English. I choose the pronunciation
because of the differences between the two languages-English and Indonesian.
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There are many differences between English and Indonesian especially in
pronunciation. As we see, the differences between English and Indonesian are
very significant. Therefore, there are many students of Elementary School
especially the students of SDN 01 Sekaran Gunungpati, who pronounce English
words in correctly.
1.2. Reasons for Choosing the Topic
There are two reasons for the writer choosing the topic. First the
pronunciation ability of the students of SDN 01 Sekaran Gunungpati is not
satisfactory. Most of them have not got the ability to pronounce English words
well.
And the second one is children songs can be used as media in teaching
English pronunciation. I want to know whether it is pleasing to use children songs
as media in teaching English pronunciation or not. And I want to find it out by
applying the songs in teaching English pronunciation.
1.3 Statements of the Problem
The problems of the research can be stated as follows:
1. Can teaching English pronunciation by using children songs improve
students’ ability in English pronunciation?
2. Is it pleasing to use children songs in teaching English pronunciation?
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1.4 Objectives of the Study
The objectives of the study are:
a. To find out whether using children songs as media in teaching English
pronunciation can improve pronunciation ability of the students of SDN 01
Sekaran Gunungpati or not.
b. To find out whether using children songs as media in teaching English
pronunciation is pleasing or not.
1.5 Significance of the Study
The results of the study are expected to be able to give the following benefits:
a. For English Teachers
The results of the study are expected to be used as a consideration in teaching
pronunciation for young learners.
b. For The Readers
It is expected that the study will be useful for further research and enlarge the
readers’ knowledge in using children songs as media.
1.6 Limitations of the Study
The limitations of the study are made as follows:
a. The children songs use simple words so that they are appropriate to the
language level of the students of SDN 01 Sekaran Gunungpati.
b. The children songs are related to their environment and part of their body.
c. The test is done in the form of oral test. It is done by singing the songs.
d. The testes are the fourth graders students of SDN 01 Sekaran Gunungpati .
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1.7 Outline of the Study
There are five chapters in this final project. Chapter one consists of
background of the study, reasons for choosing the topic, objectives of the study,
significance of the study and limitation of the study. And the last one is the outline
of the study.
There are several discussions in chapter two. Firstly, it discusses children,
songs and the definition of children songs. The next discussion, talks about
teaching media, characteristics of Elementary School students and teaching
English to Elementary school. The next discussion is pronunciation. It consists of
definition of pronunciation and teaching pronunciation. As the last discussion of
this chapter is children songs as media in teaching English pronunciation. It
consists of contributions of children songs in teaching English pronunciation and
the way how to apply them in the classroom.
Chapter three discusses the method of the study. It consists of the subject of
the study, the variable, the instrument of the study. It also presents the method of
the study -pre test, the four activities by using English children songs and the last
is the post test.
Chapter four presents the result of the study and discussion. It tells about
the distinction of students’ ability in pronunciation. It compares the pronunciation
ability before and after the treatment. It also discusses the reason behind the result
of the study.
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Chapter five presents conclusions and suggestions of the study. It presents
the conclusions of the study from the beginning until the end. There are some
suggestions from me based on the result of the study.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will discuss children, songs and the definition of children songs.
The middle of this chapter consists of discussions of teaching media and
characteristics of Elementary School students. Pronunciation also would be
presented I this chapter. The last discussion of this chapter is a discussion of
children songs as media in teaching English pronunciation.
2.1 Children
As we see, children are an object that is interesting to be discussed. It is
caused because of the nature of the children itself. They are able to work with
others and learn from others (Scott and Ytlberg, 1990:2-4). They also love to play.
Moreover, children are very active. Not only that, they are also intelligent.
As listed above, children are able to work wit others and learn from others.
Connected with the education world, this characteristic of children is
exceptionally beneficial to the teaching and learning process. It makes the teacher
easier to convey the material to the students (children). It because based on the
nature of children they can work in group and learn something from their friends.
Out of the education scope, childhood is a pleased period. They can do
anything they want to do. They do not think that it disturbs others or not. They
also do not think that it inflicts others or not. They can play the whole time as they
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want. It is appropriate to their nature that they love to play (Scott and Ytlberg,
1990:2-4).
Moreover children are very active. It is in line with Donaldson’s opinion in
Cameron (2001: 4) that the child tries to make sense of the world. They do
something as though they don’t have fatigue. They will do anything, provided
they are happy. Here, their enthusiasm in doing something they like is very great.
And their enthusiasm in doing something is a source of their energy to do
activities they want to do.
Besides the reasons above, children are intelligent. They will try to solve a
problem around them that sometimes can not be solved by adults. As Cameron
(2001: 2) says that “the child is seen as continually interacting with the world
around her/him, solving problems that are presented by the environment”. For
example, there are two youngsters, an elder sister and her younger brother. At that
time, they went sight seeing by bike. The kickstand of the bike was broken. The
elder sister was confused thinking how to repair the kickstand. Without much
thinking, the younger brother repaired the kickstand optimistically. And finally,
the younger brother succeeded in repairing the kickstand. From the example
above, we see that children are intelligent.
2.2 Song
“A song is a short of piece in one concise movement for the medium of solo
voice and piano”. (Simms, 1993:29). According to Parto (1996: 99), a song is a
group of arrangements which consists of lyrics and elements of music like
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rhythm, melody, harmony and expressions. Moreover, “A song is a musical
composition for the voice of several voices”, “A song is a short poem whether
intended to be sung or not; a lyric or ballad”. (The International Websters
comprehensive dictionary of the English Language, 2003: 1127).
The American Heritage Dictionaries says that song is:
“Music is a brief composition written or adapted for singing. It also says that song is a distinctive or characteristic sound made buy an animal, such as a bird or an insect. The last definition, song is poetry, a verse and a lyrics poem or ballad”.
www.answers.com/topic/song Other definitions of song are listed below:
“Song is the act of singing, the characteristics sound produced by a bird, a short musical composition with word, a successful musical must have at least three good songs. It also says that song is a distinctive or characteristic sound. Besides that, song is the imperial dynasty of China from 960 to1279 and a very small sum”.
www.Submit @songoftheyear.com
Based on the references above, I conclude that song is a group of beautiful
words in which there is a message in it to be conveyed to other people and
presented with beautiful music. It deals with some themes. It deals with story,
advice, study, religion, environment, universe, love, happy and sad feeling.
2.3 Definition of Children Song
We have seen the definition of song above. And now, let us talk about
children. Principally, children are the plural of child. And definition of child itself
is an individual who has not reached puberty (Hornby, 1995:192).
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In my view, children song is a group of beautiful words in which there are a
message to be conveyed to individuals who have not reached puberty 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.
2.4 Teaching Media
Arsyad (2006: 4) says that teaching media are means that are used to convey
teaching messages. Another definition of teaching media is conveyed by National
Education Association (in Arsyad, 2006:5), which says that media are forms of
communication either printed or audio visual and the tools.
From the two definitions above, I conclude that teaching media are the
means that are 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 says (in Arsyad, 2006:24) that they have benefits in it. They
are:
1. The teaching process will be more interesting so that the students are
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
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by the teacher by heart. If they learn by heart automatically they will get a
maximum result.
2. 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 that the students can catch the material
easily. If the students can catch the material easily automatically they can
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.
3. 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.
4. 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 (in Rohani, 1997: 7-8), Educational Media
have functions:
1. Motivate students to study.
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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, I conclude that teaching media are 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 process will
be more varieties so that students enjoy it. Students will be more active in giving
responses to the material given by the teacher.
2.5 Characteristics of Elementary School Students
As we see, most of Elementary School students are the age of seven to twelve
years old. To know the characteristics of them, we can see from the opinions
conveyed by Scott and Ytleberg (1990:2-4) below:
“Students of Elementary School students are users of mother tongue. They can tell the difference between fact and fiction. They love to play and 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 Elementary 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
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game they are doing. Moreover, they need help from adults. Children can do and
understand much more than they can on their own with help from adults.
2.6 Teaching English to Elementary School Students
Nowadays English is considered as a local content course in Elementary
School, because English is needed in any aspects of life. The government expects
that elementary School students get a basic knowledge of English when they are
in Elementary School. It can be seen in “GBPP Muatan Lokal SekolahDasar
Pelajaran Bahasa Inggris” as listed below:
“The students are expected to have the skill of the language in simple English
with the emphasis on speaking skills using selected topics to the environmental
needs such as tourism industry”. (1999: 2).
2.7 Pronunciation
This part talks about pronunciation. Firstly, it discusses definition of
pronunciation. The next discussion is teaching pronunciation.
2.7.1 Definition of Pronunciation
Pronunciation is the way a word or a language is usually spoken; the manner
in which someone utters a word. (en.Wikipedia.org/wiki/pronunciation). In line
with the definitions above, Hornby (1995:928) says that 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.
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From the definitions above, I take conclusion that pronunciation is the way
person utters a word or a language.
2.7.2 Teaching Pronunciation
There are many factors that influence language teaching especially English
pronunciation teaching. Besides teacher should select the media that suitable to be
applied in teaching English pronunciation, they also should know how to teach
pronunciation well. By knowing the good way in teaching English pronunciation,
the result that is achieved will be more maximal. The following Jeremy Harmer’s
alternatives in pronunciation teaching (2002:1883):
“There are three alternatives are conveyed by Harmer. First, whole lesson: making pronunciation the main focus of lesson does not mean that every minute of the lesson has to be spent on pronunciation work. Second, discrete slots: some teachers insert short, separate bits of pronunciation work into lesson sequences. And the last alternative is integrated phases: many teachers get students to focus on pronunciation issues as an integrated part of lesson”. In this case, teacher should decide what alternative he chooses.
In this case, teacher should decide what alternative he chooses. By deciding
the alternatives he uses in teaching English pronunciation, he can make a strategy
based on the alternative to get a maximum result.
Moreover, the most important thing of the teaching and learning process is
the understanding of the students about the lesson. Cameron (2001:40) says that
“it is a crucial thing for teachers to take 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.
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It is needed 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 encouraging the
students that they can do the best. Besides that, it also can be done by asking the
students to present their ability in pronouncing English words so that other
students know that they can do it well. By this, students have a great spirit to learn
how to pronounce English words well.
2.8 Children Song as Media in Teaching English Pronunciation
This part talks about children songs as media in teaching English
pronunciation. There are two parts in this sub chapter. First is contributions of
children songs in teaching English pronunciation. And the second is the way of
applying children songs in teaching English pronunciation.
2.8.1 Contributions of Children Song in Teaching English
Pronunciation
There are many reasons why children songs are good for English
pronunciation. It has many contributions in pronunciation teaching. For example:
a. Kramer (http://www.mla.org/adlt/bulletinv33NI/331012.htm) states that
songs are good for English teaching because:
“Songs are funny. They promote mimics, gestures etc associated to the meaning. They are good to introduce suprasegmental 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”.
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b. Songs can add feeling and rhythm to language practice that might otherwise
be flat. “They also help children remember things more easily and draw
children more deeply into a lesson”. (Paul, 2003:58).
c. Music and rhythm it much easier to imitate and remember language than
words which are just spoken (Philips, 1993:94).
From the statements above, we know that children song is funny. As we see,
most of children like something funny. With their interest in children song, will
make the process of teaching English pronunciation easier. I assume that it is
effective using children song in teaching English pronunciation to Elementary
School students because they learn something by using something funny that is
children song.
Students especially children 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 children song in teaching English pronunciation to Elementary School
students because they can take part in it by following the song when it is played.
As Paul says that song also helps children remember things more easily and
draw children more deeply into a lesson. So it is very pleasant for the teacher to
use children song in teaching English pronunciation. Children 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
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that they can apply it in pronouncing English words not only in singing a song but
also anytime they speak in English.
Besides that, song also makes 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. They will try
to remember and imitate the song because they like and interested in it.
2.8.2 Applying Children Songs in Teaching English Pronunciation
In this case, teacher should be selective in choosing a song that will be used
in English pronunciation teaching. They should choose interesting song so that the
students are attracted in them. A song should be 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 Sri Utami. 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”.
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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, I suppose 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. Eight, 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.
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CHAPTER III
METHOD OF THE STUDY
This chapter discusses several things such as subject of the study, variable,
instrument of the study and procedure of the study. Those things are very
important for me in conducting my study and obtaining the empirical data as the
results of the study.
3.1 Subject of The study
It was an action research. And the subject of the study was the fourth graders of
SD N 01 Sekaran Gunungpati in the academic year 2006/2007. It consisted of 45
students, 22 boys and 23 girls. I chose them as the subject of the study because of
the consideration that they have been taught English as the local content subject.
Besides, based on the interview that I had done before, most of them were not able
to pronounce English well.
3.2 Variable
Variable is the object of the research or the focus of the study. There were two
variables in the study, they are:
1. Independent Variable
It is a variable that will be studied its relation or influences toward other certain
variable that becomes main discussion.
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The independent variable of this study is the method of teaching English
pronunciation by using English children songs.
2. Dependent Variable
It is the main study that will be examined its condition by studying its relation
with other variable. It is a variable that the results are influenced by the
dependent variable.
The method here refers to the use of children songs in teaching learning
process, while the students’ achievement test in mastering English
pronunciation is the dependent variable. The dependent variable of this study is
the students’ achievement test in pronouncing the words of the songs -Baa Baa
Black Sheep, Pilot, Doctor and Boy and Girl.
3.3 Instrument of the Study
An instrument plays an important role in a study in the sense that the reliability
of the instrument will influence the reliability of data obtained. The instrument
used in this experiment was intended to measure the students’ achievement in
English pronunciation. Therefore, I used a test as the instrument for collecting the
data.
The instruments that were used in this study were children songs, test, field
notes and interview.
3.3.1 Children Songs
In doing this action research, I selected four interesting songs. The songs that
were used had themes that were related to children world. The songs were Baa
20
Baa Black Sheep, Pilot, Doctor and Boy and Girl. The first song tells about sheep.
It introduces the students some new English words related to sheep. The second
song is a song about profession. The profession here is a pilot. It tells bout
anything related to the profession. The third song also tells about profession, that
is doctor. It tells about health. The last song is Boy and Girl. It tells about a
friendship between a boy and a girl. The four songs make the students easier in
memorizing the way of pronouncing English words. The lyrics of the song can be
seen in appendix 1, 2, 3 and 4.
3.3.2 Test
A test is some questions or exercises and other tools that are used to measure
skill, knowledge and also ability of someone. In this study the test is used to
measure the students’ achievement in mastering English pronunciation through
English children songs. The result of the achievement tests are used to indicate the
students’ progress of English pronunciation by using English children songs.
The study was carried out in six activities: pre-test, four activities by using
English children songs and a post test. The first activity was a pre-test. Before
doing the pre-test, the students were taught to read some English words by giving
them the examples of how to read the words in the form of reading. The next four
activities were teaching students the way of pronouncing English words by using
children song. At the end of each activity was always an assessment. And the last
activity was a post test. The post test was done to know the progression of the
students in English pronunciation before and after getting a treatment by using
English children songs.
21
3.3.3 Field Notes
The field notes in this study was used to know the activities during the
teaching learning process, such as how I carried out the material and the students’
responses. In using the field notes, systematically I kept notes of the classroom.
For example:
a. Students’ participation
In this study, I analyzed the students’ participation in singing the songs I gave.
Since the students did what I asked them to do, I concluded that the students
were motivated to be active.
b. Students’ interest and motivation
In doing this study, I took notes of the students’ interest and motivated them in
learning English pronunciation by using English children songs.
3.3.4 Interview
Interview is a dialogue which is done by the interviewer to get information
from the interviewee. (Arikunto, 2002: 132). In this study, I interviewed the
students. It was done at the end of each activity.
The form of interview was a written interview. I was as the interviewer and
some students were the interviewee. There were four interviewee, they were: the
student who got the highest score, the student who got the lowest score, the
student who was active and the student who was not active in the teaching
learning process.
22
I gave some questions to the interviewee and the interviewee answered the
questions by writing their answers on a piece of paper. It was done at the end of
each activity.
3.4 Procedure of The study
In this study, there was a pre test. After conducting the pre test, there were four
activities. The students learnt English pronunciation by using English children
songs. After having those activities, the students were given a post test.
The procedure of the study can be seen in the table below:
Table 1 Procedure of the study
Day/Date Activity Material
Tues,
27-2-
2007
Tues,
06-3-
2007
Tues,
13-3-
2007
Tues,
20-3-
2007
Tues,
27-3-
2007
Tues,
03-4-
2007
Pre-test The words which
are included in the
songs, Baa Baa
Black Sheep,
Pilot, Doctor and
Boy and Girl.
√
The first
activity
The words of Baa
Baa Black Sheep,
i.e: black, sheep,
have, you, any,
wool, yes, three,
bags, full, master,
dame etc.
√
23
The second
activity
The words of
Pilot, i.e: fly,
pilot, sky, high,
etc.
√
The third
activity
The words of
Doctor, i.e:
people, come, say,
sicjnesses, cure,
healthy, etc.
√
The fourth
activity
The words of Boy
and Girl, i.e: I,
am, boy, girl,
want, my, friend,
etc.
√
Post test The words of the
four songs, Baa
Baa Black Sheep,
Pilot, Doctor and
Boy and Girl.
√
As we see in the table above, the pre-test was conducted on Tuesday, 27th
February 2007. The test was conducted in purpose of knowing the students’
ability in pronouncing English words before getting the treatment I gave. It
consisted of 136 items. The test was based on the words that are found in the
songs that would be given.
The pre-test ran well. It ran as follows, firstly, I handed out the pre test paper to
the students. After all students got the paper, I asked them to pay attention to me. I
24
gave examples the way of pronouncing the words on the pre-test paper. After that,
I asked them to read the words together. Then, I asked them to come forward
reading the words on the paper they have got.
The next activities were the four activities, teaching English pronunciation by
using English children songs. The activities ran well. Each activity ran as follows,
firstly I handed out the text of the song. Every student got one text. After all
students got the text, I asked the students to pay attention to the text they had got.
I asked them to listen to the cassette of the song. I told them what the song was
about. I told them the meaning of the song. I translated the text into Indonesian
word by word. Then I asked their understanding of the song.
I played the cassette of the song. The students listened to the cassette
attentively. Students listened to the cassette three times. After playing the cassette
three times, I asked the students if they could sing the song or not. The students
answered that they could not sing the song.
I gave the example of singing the song. I did not only give the example of the
way in singing the song but also the way of pronouncing each word of the song. I
did it slowly so that the students understood the way of singing and pronouncing
the song well.
The next step was I asked the students to sing the song together twice. After
that the students sang the song with me. Then the students sang the song together
by listening to the song from the cassette. After they were able to sing and
pronounce the song, I asked the students to sing the song one by one.
25
Each activity ran in equal time except in the fourth activity. In that activity, the
students understood the meaning and the way of singing the song easily. It was
because they had known the words of the song before. During the remaining time,
I asked them to sing the songs I had given.
And the last activity was a post test. The post test was conducted on Saturday,
June 9th 2007. The test consisted of 136 words. The test was conducted in the form
of singing the four songs, Baa Baa Black Sheep, Pilot, Doctor, and Boy and Girl.
I recorded the students’ voices when they were singing the songs.
The students came forward one by one to sing the songs. They came forward
based on their number on the attendant list. When one of the students came
forward to sing the songs, other students were practicing the songs by themselves.
I wanted to know the degree of the students’ achievement in English
pronunciation before and after getting the treatment by using English children
songs. The score of each student was counted individually by using this formula:
The number of the right answer The percentage: x 100% The number of items This research used simple formula to analyze the result of the students’
achievement in pronouncing English words. It was based on “petunjuk penilaian”
(the guidance of assessment) from Depdikbud (Department of Education and
culture). (Dekdikbud, 1994:29).
26
CHAPTER IV
DATA ANALYSIS AND DISCUSSION
This chapter discusses the analysis of each activity. There are analyses of each
activity. They are the pre-test, the four activities- teaching English pronunciation
by using English children songs, and the post test. The next is the analysis of the
field notes. And the last is the analysis of the interview.
4.1 Analysis of The pre-test
The study was begun by conducting a pre-test. The purpose of this activity was
to check the students’ ability in pronouncing English words. In conducting the
pre- test, the class teacher helped me control the class.
The pre- test itself was conducted on Tuesday, February 27th 2007, taken by 45
students, 22 boys and 23 girls. The pre test consisted of 136 English words. In this
test I wanted to know how many words the students pronounced well.
The result of the students’ pre test was as follows: 37 students got scores below
60, 4 students got scores about 60, and four students got scores more than 60. The
average of the scores in the pre test was 50. From the result of the pre test, I
concluded that most of the students were unable to pronounce English well yet
26
27
The result of the pre test can be seen in table below:
The result of the pre test
Table 2
No Code of Students The Number of The right answer
%
1 A-1 58 42 2 A-2 62 45 3 A-3 35 25 4 A-4 51 37 5 A-5 48 35 6 A-6 64 47 7 A-7 64 47 8 A-8 62 45 9 A-9 55 40 10 A-10 58 42 11 A-11 58 42 12 A-12 62 45 13 A-13 78 57 14 A-14 57 42 15 A-15 71 52 16 A-16 89 65 17 A-17 106 77 18 A-18 68 50 19 A-19 76 55 20 A-20 76 55 21 A-21 62 45 22 A-22 96 70 23 A-23 78 57 24 A-24 57 42 25 A-25 62 45 26 A-26 103 75 27 A-27 62 45 28 A-28 68 50 29 A-29 64 47 30 A-30 62 45 31 A-31 62 45 32 A-32 85 62 33 A-33 82 60 34 A-34 85 62 35 A-35 98 72 36 A-36 62 45 37 A-37 71 52
28
38 A-38 68 50 39 A-39 51 37 40 A-40 62 45 41 A-41 76 55 42 A-42 76 55 43 A-43 76 55 44 A-44 68 50 45 A-45 76 55
From table 2, we can see the result of the students’ achievement in the pre test
was 50%. The result was less than the criterion that has been stipulated by the
Department of Education and Culture. I concluded that the students were not
familiar with the words, so the teaching learning process of this activity was
necessary to improve the students’ achievement in mastering English
pronunciation.
4.2 Analysis of the Activities
There were four activities of teaching English pronunciations by using English
children songs in this study. The first activity was conducted on Tuesday, March
6th 2007. The second activity was conducted on Tuesday, March 13th 2007. The
third activity was conducted on Tuesday, March 20th 2007. And the fourth activity
was conducted on Tuesday, March 27th 2007.
The four activities nearly lasted in equal time except in the fourth activity. In
the fourth activity, the students mastered the song quickly. It was because they
had known the meaning of the words in the song before. During the remaining
time, I asked the students to sing the songs they had got.
29
The activities ran as follows:
a. Let the students know that they would learn how to pronounce English well.
b. Handed out the text of the song to the students.
c. Played the song three times and the students listened to the song.
d. Sang the song together.
e. Sang the song one by one.
There were 15 words that were scored in the first activity. The result of the
first formative test was as follows:
a. 20 students got scores less than 60.
b. 18 students got scores about 60.
c. 7 students got scores more than 60.
d. The average of the scores was 59.
e. The improvement of the students’ achievement from the post test into the first
activity was 15 %. It was obtained from the computation below:
%100xtestpretheofaverageThe
testpretheofaveragetheactivityfirsttheofaverageThe −
%15
%100509
%10050
5059
=
=
−=
x
x
f. From the result above, we know that the students’ achievements were higher
than before. The result of the formative test can be seen in the table below:
30
The result of the formative test
Table 3
The Number of The right answer
% No Code of Students
1 2 3 4 1 2 3 4
1 A-1 7 8 11 22 46 53 61 68 2 A-2 8 9 12 23 53 60 66 71 3 A-3 4 7 10 21 26 46 65 65 4 A-4 6 8 10 22 40 53 55 68 5 A-5 6 8 11 22 40 53 61 68 6 A-6 9 11 15 28 60 73 83 87 7 A-7 9 12 16 29 60 80 88 90 8 A-8 8 9 12 24 53 60 66 75 9 A-9 6 8 11 23 40 53 61 71 10 A-10 6 8 13 25 40 53 72 78 11 A-11 8 9 13 25 53 60 72 78 12 A-12 8 10 13 26 53 66 72 81 13 A-13 9 12 16 29 60 80 88 90 14 A-14 8 10 14 26 53 66 77 81 15 A-15 11 12 15 27 73 80 83 84 16 A-16 12 12 16 29 80 80 88 90 17 A-17 9 11 14 26 60 73 77 81 18 A-18 10 11 15 28 66 73 83 87 19 A-19 10 12 14 26 66 80 77 81 20 A-20 9 11 15 28 60 73 83 87 21 A-21 8 9 11 22 53 60 61 68 22 A-22 12 13 16 29 80 86 88 90 23 A-23 8 8 10 20 53 53 55 62 24 A-24 10 11 14 25 66 73 73 78 25 A-25 8 9 12 23 53 60 66 71 26 A-26 12 13 16 29 80 86 88 90 27 A-27 8 9 12 24 53 60 66 75 28 A-28 6 8 11 23 40 53 61 71 29 A-29 9 11 14 26 60 73 77 81 30 A-30 9 10 12 22 60 66 66 68 31 A-31 8 9 12 23 53 60 66 71 32 A-32 10 11 13 24 66 73 72 75 33 A-33 10 10 12 23 66 66 66 71
31
34 A-34 11 12 15 27 73 80 83 84 35 A-35 12 12 16 30 80 80 88 93 36 A-36 8 9 12 23 53 60 66 71 37 A-37 9 10 12 22 60 66 66 68 38 A-38 9 11 14 25 60 73 77 78 39 A-39 12 13 17 32 80 86 94 10040 A-40 8 8 11 22 53 53 66 68 41 A-41 9 10 13 24 60 66 72 75 42 A-42 10 11 14 26 66 73 77 81 43 A-43 10 10 13 26 66 66 72 81 44 A-44 8 9 12 23 53 60 66 71 45 A-45 10 11 14 26 66 73 77 81
There were 15 words that were scored in the second activity. The result of the
second formative test was as follows:
a. 29 students got scores less than 60.
b. 16 students got scores about 60.
c. 20 students got scores more than 60.
d. The average of the scores was 67.
e. The improvement of the students’ achievement from the first activity into the
second activity was 14%.It was obtained from the computation below:
%14
%100598
%10067
5967
=
−
x
x
f. The improvement of the students’ achievement from the pre test into the second
activity was 34%.It was obtained from the computation below:
%34
%1005017
%10050
5067
=
=
−
x
x
32
g. From the result above, we know that the students’ achievements were higher
than in the first formative test. The result of the formative test can be seen in
the table 3.
There were 18 words that were scored in the third activity. The result of the
third formative test was as follows:
a. 3 students got scores less than 60.
b. 16 students got scores about 60.
c. 26 students got scores more than 60.
d. The average of the scores was 73.
e. The improvement of the students’ achievement from the second activity into the
third activity was 9%. It was obtained from the computation below:
%9
%100676
%10067
6773
=
=
−
x
x
f. The improvement of the students’ achievement from the pre test into the third
activity was 46%. It was obtained from the computation below:
%46
%1005023
%10050
5073
=
=
−
x
x
g. From the result above, we know that the students’ achievements were higher
than in the second formative test. The result of the formative test can be seen in
the table 3.
33
There were 32 words that were scored in the fourth activity. The result of the
fourth formative test was as follows:
a. 0 students got scores less than 60.
b. 9 students got scores about 60.
c. 36 students got scores more than 60.
d. The average of the scores was 78.
e. The improvement of the students’ achievement from the third activity into the
fourth activity was 7%. It was obtained from the computation below:
%7
%100735
%10073
7378
x
x−
f. The improvement of the students’ achievement from the pre test into the fourth
activity was 56%. It was obtained from the computation below:
%56
%1005028
%10050
5078
=
−
x
x
g. From the result above, we know that the students’ achievements were higher
than in the second formative test. The result of the formative test can be seen in
the table 3.
34
4.3 Analysis of the Post test
The post test was conducted on Tuesday, April 3rd 2007. The test was used to
know the students’ progress after getting the treatment-English children songs as
media to teach English pronunciation.
The result of the post test can be seen in the table below:
The result of the post test
Table 4
No Code of Students The Number of The right answer
%
1 A-1 98 72 2 A-2 100 73 3 A-3 102 75 4 A-4 104 76 5 A-5 103 75 6 A-6 122 89 7 A-7 126 92 8 A-8 107 78 9 A-9 107 78 10 A-10 112 82 11 A-11 109 80 12 A-12 117 86 13 A-13 130 95 14 A-14 117 86 15 A-15 120 88 16 A-16 131 96 17 A-17 119 87 18 A-18 124 91 19 A-19 122 89 20 A-20 123 90 21 A-21 99 73 22 A-22 131 96 23 A-23 101 74 24 A-24 112 82 25 A-25 108 73 26 A-26 127 93 27 A-27 108 79 28 A-28 106 77 29 A-29 121 89
35
30 A-30 95 69 31 A-31 97 71 32 A-32 102 75 33 A-33 99 73 34 A-34 120 88 35 A-35 133 97 36 A-36 99 73 37 A-37 95 69 38 A-38 107 78 39 A-39 100 100 40 A-40 94 68 41 A-41 104 76 42 A-42 113 83 43 A-43 117 86 44 A-44 102 75 45 A-45 114 84
There were 136 words that were scored. The words come from the four songs,
Baa Baa Black Sheep, Pilot, Doctor, and Boy and Girl. There were no students
who got scores less than 60. 2 students got scores about 60 and 43 students got
scores more than 60. And the average of their scores was 82. From the analysis
above, we know that the students’ achievements in the post test were higher than
in the pre test. And the improvement of the students’ achievement from the pre
test into post test was 64%. It was obtained from the computation below:
%64
%1005032
%10050
5082
%100
=
=
−=
−
x
x
xtestpretheofaverageThe
testpretheofaveragethetestposttheofaverageThe
36
4.4 Analysis of the field notes
In this study, the analysis of the field notes was to know the students’ activities
during the teaching learning process. They are:
a. The students’ participation
I observed that the students in the teaching learning process not only learned
the pronunciation of the words given but also imitated the words of the songs
given. The students could move following the lyrics of the songs that I played.
Most of them were active in the classroom. They were satisfied and enjoyed
listening to the songs. They always raised their hands when I asked them to
pronounce some words of the songs. In this study, the students were able to
memorize quickly. It meant that using songs helped the students in learning
English pronunciation.
b. Students’ interest and motivation
In doing this activity, they looked happy when doing the activities in teaching
learning process by using songs.
In the first activity, I saw the students were active and enthusiastic in the class.
The students paid attention to the teaching learning process. The students seemed
cheerful when the songs were played. The students practiced the songs in and out
of the class. Most of them sang the song cheerfully.
In the second activity, the songs made them happier. It was because they got a
new song. The class was quiet. All students paid attention to the song that was
played. They were enthusiastic when I gave the example of singing the song.
Indeed when I gave the example of the right pronunciation to correct their
37
mistakes in pronouncing the words of the song. The students’ faces seemed
cheerful and they became more confident when they sang the song.
In the third and the fourth activities the students mostly did the same activities.
They paid attention to the songs given. As in the previous activities, they were
also enthusiastic when I gave the example of singing the song. The students’ faces
seemed cheerful when they singing the song. They were very confident when I
asked them to sing the song in front of the class.
From the analyses above, I concluded that singing can build students’ confident
and motivate them in learning English well. Songs can develop the students’ sense
of rhythm. The students enjoyed the songs. Songs helped the students to increase
their motivation in learning English. By using songs, they have more
opportunities to practice their English basic skill.
4.5 Analysis of The interview
The interview was held at the end of each activity. Before deciding to use
English children songs to teach English pronunciation, I asked them if they liked
English children songs. Mostly said that they like English children songs but there
were some students who did not give their opinions.
Based on the students’ responses I decided to use English children songs as
media to teach English pronunciation. I did it because most of the students said
that they liked it although some students said that they did not like it.
The activities ran as I planned. I gave some questions to the interviewee at the
end of each activity. The questions were: Do you like English children songs as
38
media to teach English pronunciation? Does the method that is used make you
learn English pronunciation easily? What difficulties do you have in the teaching
learning process?
The result of the interview can be seen in the table below:
The result of the first question
Table 5 Do you like English children songs as media to teach English pronunciation
Interviewee
Activity 1
Activity 2
Activity 3
Activity 4
A (the student who got the highest score)
Yes Yes Yes Yes
B (the student who was active in the
class)
Yes Yes Yes Yes
C (the student who was passive in the
class)
No Yes Yes Yes
D (the student who got the lowest score)
No No Yes Yes
The result of the second question
Table 6
Does the method that is used make you learn English pronunciation easily?
Interviewee
Activity 1
Activity 2
Activity 3
Activity 4
A (the student who got the highest score)
Yes Yes Yes Yes
B (the student who was active in the
class)
Yes Yes Yes Yes
C (the student who was passive in the
class)
No Yes Yes Yes
D (the student who got the lowest score)
No No Yes Yes
39
The result of the third question Table 7
What difficulties do you have in the teaching learning process?
Interviewee
Activity 1
Activity 2
Activity 3
Activity 4
A (the student who got the
highest score)
The student had
no difficulties
The student had
no difficulties
The student had
no difficulties
The student had
no difficulties
B (the student who was
active in the class)
Could not hear
English song from a cassette
More can hear
English song from a cassette
The student had
no difficulties
The student had
no difficulties
C (the student who was passive in the class)
Could not hear
English song from a cassette
Could not hear
English song from a cassette
The student had
no difficulties
The student had
no difficulties
D (the student who got the
lowest score)
Could not hear
English song from a cassette
Could not hear
English song from a cassette
More can hear
English song from a cassette
The student had
no difficulties
The treatment had finished. I gave a post test after conducting the four
activities by using English children songs. I interviewed the students after having
the post test. The question was: What do you feel after having the treatment? The
result of the interview can be seen in the table below:
The result of the interview Table 8
Interviewee What do you feel after having the treatment?
A
B
C
D
1. The student wants to use the method in the next teaching learning processes with the class teacher.
2. The student can learn English pronunciation easily?
3. The student can hear English songs from a cassette.
40
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the analysis of the data, we can see that teaching learning process by
using children songs can improve students’ ability in English pronunciation. It can
be seen from the following averages: the average of the pre-test was 50. The
average of the four activities by using English children songs were 59, 67, 73 and
78. And the average of the post test was 82. The range of average between the pre
test and the post test is 32.
Based on the interview, I conclude that it is pleasing to use English children
songs as media in teaching English pronunciation. It can be seen from the result of
the interview. In the last activity, all students said that they liked to use English
children songs as media in teaching English pronunciation.
5.2 Suggestion
Each student is different. It does not guarantee that if one student likes a thing
so other students like that thing too. Each of them has his own like. Therefore,
before deciding the media that will be used in the teaching learning process, a
teacher should know the things that the students like.
The condition of each student is different. The students’ achievements can be
different although they like the same thing. It can be seen from the students’
achievement in English pronunciation. Their achievements are different although
40
41
they like the method that is used. Because of the differences of each student, a
teacher should also choose the way of teaching that is suitable with the condition
of the students.
42
BIBLIOGRAPHY American Heritage Dictionaries. www.answers.com/opic/song. (November 8th,
2006). Anonym. 2003. Song: Dictionary Entry and
[email protected]. (October 9th, 2006). Arsyad, Azhar. 2006. Media Pembelajaran. Jakarta: PT Rja Grafindo Persada. Cameron, Lyne. 2001. Teaching Languages to Young Learners. United Kingdom:
Cambridge University Press. Depdikbud Propinsi Jawa Tengah. 1993. GBPP Muatan Lokal Sekolah Dasar
Pelajaran Bahasa Inggris. Semarang: Kantor Wilayah Depdikbud Propinsi Jawa Tengah.
Harmer. Jeremy. 2002. The Practice of Languge Teaching. Malaysia: Pearson
Education Limited. Hornby, A.S. 1995. Oxford Advance Learner’s Dictionary. Great Britain: Oxford
University Press. Kramer, Daniel J. Using Songs in Teaching English Classroom
.topenglishteaching.com. (January 11th, 2007) Nunan, David. 1992. Research Methods in Language Learning. United States:
Cambridge University Press. Parto, S. 1996. Seni Musik Barat dan Sumber Daya Manusia. Yogyakarta:
Penerbit Pustaka Belajar. Paul, David. 2003. Teaching English to Children in Asia. New York: Longman. Philips, Sarah. 1993. Young Learners. China: Oxford University Press. Rohani, Ahmad. 1997. Media Instruksional Edukatif. Jakarta: Rineka Cipta. Scott, Wandy A and Ytleberg, Lisbeth H. 1990. Teaching English to Children.
New York: Longman. Simms, R. Bryan. 1993. The Art of Music. An Introduction. USA: Harper Collins
College Publishers.
42
43
Utami, Rina. 2002. Songs as An alternative Technique of Teaching Vocabulary at Elementary School. FBS. Semarang State University: Unpublished Paper.
Wikipedia The Free Encyclopedia. en wikipedia.org/wiki/pronunciation.
(November 8th, 2006)
Appendix 5
Name of the students
1. Agung Susilo (male)
2. Warsito (male)
3. Yongki Lilik (male)
4. Wahyu Nugroho (male)
5. Angga Wijanarko (male)
6. Kastun (female)
7. Lilis Setyowati (female)
8. Purwanto (male)
9. Resa Reisa (male)
10. Risma Widayanti (female)
11. Septi Fitri Eka (female)
12. Elsa Ayu Santika (female)
13. Khoirul Anas (male)
14. Lisa Nurjanah (female)
15. Sucitra Indah Sari (female)
16. Erytrina Sekarsari (female)
17. Gigih Resa Prasetyo (male)
18. Irna Nur Apitasari (female)
19. Feni Alfianto (male)
20. Siti Munandiroh (female)
21. Yusrina Iman (female)
22. Rika Nurjanti (female)
23. Roeky Leonardo (male)
24. Roby Eka Fadly (male)
25. Septiana Tutuarima (female)
26. Friska Ayu Diah (female)
27. Ita Nur Lailatus Shifa (female)
28. Dyah Aji Saputra (male)
29. Dwi Setyaningsih (female)
30. Wahyu Mustika (female)
31. Indah puji (female)
32. Vigih Vidiantoro (male)
33. Fajar Anang M (male)
34. Erlina Haryono (female)
35. Riska Kurnia D (female)
36. Ahmasd Septianto (male)
37. Yuliana Indah (female)
38. Hendra Hobi W (male)
39. M. Hilal F (male)
40. Septian Aldy (male)
41. Erika Fitriyani (female)
42. Erni Susanti (female)
43. Rino Sabastian (male)
44. Setia Adi Wicaksono (male)
45. Rizah Prihantoro (male)
Appendix 7
Phonemic Transcription of Baa Baa Black Sheep
1. Black
2. Sheep
3. Have
4. You
5. Any
6. Wool
7. Yes
8. Sir
9. Three
10. Bags
11. Full
12. One
13. For
14. The
15. Master
16. And
17. Dame
18. Little
19. Boy
20. Who
21. Lives
22. Down
23. Lane
Appendix 8
Phonemic Transcription of Pilot
1. Fly
2. Pilot
3. Up
4. To
5. The
6. Sky
7. So
8. High
Appendix 9
Phonemic Transcription of Doctor
1. People
2. Come
3. Me
4. Say
5. We
6. Feeling
7. Well
8. I
9. Tries
10. Cure
11. All
12. Sicknesses
13. Let
14. Think
15. What
16. Can
17. Do
18. Help
19. Be
20. Healthy
21. Again
22. Everybody
23. Knows
24. That
25. Doctor
26. Is
27. My
28. Name
Appendix 10
Phonemic Transcription of Boy and Girl
1. Am
2. Are
3. Girl
4. Want
5. Friend