AN ANALYSIS OF THE PROCESS OF TEACHING
PRONUNCIATION THROUGH SONGS AT THE FIRST
GRADE OF SMAN 15 BANDAR LAMPUNG
A Script
By
HARDIANSYAH PUTRA
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
i ABSTRACT
AN ANALYSIS OF THE PROCESS OF TEACHING PRONUNCIATION THROUGH SONGS AT THE FIRST GRADE OF SMAN 15 BANDAR
LAMPUNG
By
Hardiansyah Putra
The objectives of this research were to analyze the process of teaching pronunciation through song and to determine mispronounced friction/fricatives sounds done by the students. The sample was the students of class X.1 consisting 36 students was chosen randomly using lottery.
This qualitative descriptive research used two kinds of instruments: observation sheets and pronunciation test. The research was conducted from May 22th to May 30th 2012 in SMAN 15 Bandar Lampung. The writer focused on how the process of pronouncing the words consisting of fricatives consonants and determined mispronounced fricatives sounds done by students
The result of the research showed that the process of teaching pronunciation through song was well accepted by the students and it could improve students’ pronunciation. However the students still found difficulties in pronouncing the words containing fricatives consonants. The result also showed that through song, The average of students’ involvement percentages in teaching learning process of observation sheet 1 of “More Than Words” song were 73,6%. The average of students’ involvement percentages teaching learning process of the observation sheet 2 of “Diamond” song were 84%. The students still found difficulties in pronouncing the words containing fricatives/friction consonants. The root cause of the students did the mistakes in pronouncing the words were their own mother tongue and also influenced by the unfamiliar sounds which did not in Indonesian Language
AN ANALYSIS OF THE PROCESS OF TEACHING
PRONUNCIATION THROUGH SONGS AT THE FIRST
GRADE OF SMAN 15 BANDAR LAMPUNG
By
HARDIANSYAH PUTRA
A Script
Submitted in a Partial Fulfillment of The requirements for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
ii
CURRICULUM VITAE
The researcher was born on September 28th, 1990 in Bandar Lampung. He is the
first son of Wardi Wartan, B.Sc., and Yusni Efi, S.Pd. He has two younger sisters,
Wiza Yuli Avio Nanda and Dila Febri Tri Nanda.
He graduated from Elementary School (SD Negeri 1 Labuhan Ratu) in 2002.
Next, he studied in Junior High School (SMP Al-Azhar 3 Bandar Lampung) and
graduated in 2005 and he graduated from Senior High School (SMA Negeri 15
Bandar Lampung) in 2008. In the same year, he was accepted in Lampung
University majoring in English Education Study.
In 2011, the writer did Teaching Practice (PPL) at SMAN 1 Way Tenong, West
iii
DEDICATION
This script is proudly dedicated to those who support me keep struggling to get
success they are:
1. My beloved mother and father, everything that I did is nothing compare to
your love. I’m so proud to be your son.
2. My lovely sisters, thanks for coloring my life.
3. My beloved future wife, thanks for listening up my jeremiad as always.
4. My best friends, thanks for the motivation by their own words.
5. All people who have helped, motivated and supported me “Thank you so much.”
v
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise and thanks are only to God the Almighty for
blessing the writer so that he can accomplish the writing of this script. In this
occasion I would like to express my deepest gratitude and appreciation to:
1. Dr. Ari Nurweni, M.A., as the Chairperson of English Department
Lampung University who always help her students.
2. Dr. Muhammad Sukirlan, M.A., as the First advisor who gave his
guidance, advice, encouragement and time from beginning up to
completion of this script.
3. Dra. Hartati Hasan, M.Hum., as the Second advisor who gave motivation
and advice to me for completing this script.
4. Drs. Sudirman, M.Pd., as the Examiner who gave instruction and his
knowledge in order to make this script better.
5. Drs. Teguh Budi Santoso as the Headmaster of SMA Negeri 15 Bandar
Lampung who gave his permission to conduct a research at the school.
6. Riza Yulianti, S.Pd., as the English teacher of SMA Negeri 15 Bandar
Lampung who had become second raters and observer in this research,
thanks for her kindness and help.
7. Students of Class X.1 SMA Negeri 15 Bandar Lampung who became
vi
8. My Beloved father, Wardi Wartan, B.Sc., my beloved mother Yusni Efi,
S.Pd., my sisters Wiza Yuli Avio Nanda and Dila Febri Tri Nanda thanks
for love, support and pray.
9. My future wife Mitha Febrianti Sudarman, S.H., who always motivate me
when I was getting lack of confidence.
10.My close friends Irvan Prasetyo Hananto, S.Psi., Rian Arya Prasetya,
Affriyan E.S, Mujiono, S.Pd., Tri Wahyudi, S.Pd., Dito Setiyawan, S.Pd.,
Ferry Indra Jaya, S.Pd., Sekar Dini, S.Pd., Ayu Roshada, S.Pd., and Fajar
Prayoga, S.Pd., who always help and motivated me.
11.My friends in English Department 2008 and 2007 that cannot mentioned
one by one for wonderful friendship. It’s been fun guys.
Hopefully, this script would give a positive contribution to the educational
development or to those who want to carry out further research.
Bandar Lampung, July 1st 2015
The writer
x
LIST OF APPENDICES
1. Lesson Plan of „More Than Words’ Song ... 64
Song Lyric ... 67
2. Lesson Plan of „Diamonds’ Song ... 68
Song Lyric ... 71
Pronunciation Test ... 72
3. Class Observation 1 ... 73
4. Class Observation 2 ... 74
5. Mispronounced Friction Consonants ... 75
6. Rating Scale of Pronunciation ... 77
xi
LIST OF TABLES
1. Table of Consonants due to the Point of Articulation ... 13
2. Table of Friction Consonants /f/ and /v/ Sounds ... 14
3. Table of Friction Consonants /θ/ and /ð/ Sounds ... 15
4. Table of Friction Consonants /s/ and /z/ Sounds ... 15
5. Table of Friction Consonants /ʃ / and /ʒ / Sounds ... 16
6. Table of Friction Consonants /h/ Sound ... 17
7. Table of Observation Sheets ... 27
8. Table of Mispronounced Words in Initial Position ... 43
9. Table of Mispronounced Words in Middle Position ... 44
10.Table of Mispronounced Words in Final Position ... 45
11.Table of Words could be Pronounced in Initial Position ... 46
12.Table of Words could be Pronounced in Middle Position ... 47
13.Table of Words could be Pronounced in Final Position ... 47
14.Table of Words Pronounced by All Students in Initial Position ... 48
15. Table of Words Pronounced by All Students in Initial Position ... 48
16.Table of Words Pronounced by All Students in Initial Position ... 48
17.Table of Class Observation 1 ... 70
18.Table of Class Observation 2 ... 71
19.Table of Mispronounced Words in Initial Position by Students ... 75
20.Table of Mispronounced Words in Middle Position by Students ... 75
21.Table of Mispronounced Words in Final Position by Students ... 76
vii 2.1 Review of Related Research Teaching Pronunciation ... 9
2.2 Pronunciation ... 10
2.6 Song Related to Language Teaching ... 19
2.7 Criteria of Selecting Song ... 19
2.7.1 What to Look for ... 20
2.7.2 What to Avoid ... 20
2.8 Selected Technique of Teaching English through Song ... 21
viii
2.8.2 Performance ... 22
2.8.3 Procedures of Teaching Pronunciation through Songs ... 22
1. Pre-Activity ... 22
2. While Activity ... 23
3. Post Activities ... 23
2.9 Advantages and Disadvantages ... 24
2.9.1 Advantages ... 24
3.4.4 Analyzing and Interpreting Data ... 29
3.5 Reliability and Validity of Data ... 29
3.6 Data Analysis and Interpretation ... 30
CHAPTER IV RESULT AND DISCUSSION 4.1 General Description of Research ... 32
4.2 Research Finding ... 34
4.2.1 The Process of Teaching Pronunciation through Song ... 34
4.2.1.1 Stages of Implementing Song to Teach Pronunciation ... 35
a. Preparing the Material ... 35
b. Creating Classroom Interaction ... 35
c. Implementing Song in The Classroom ... 36
d. Giving Evaluation ... 37
4.2.2.1 Teaching Learning Process ... 37
a. Teaching Learning Process of Observation Sheet 1 ... 37
b. Teaching Learning Process of Observation Sheet 2 ... 40
4.4 Mispronouncing Friction Consonants ... 42
ix
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 58
5.1.1 Process of Teaching Pronunciation ... 58
5.1.2 Mispronounced Sounds in Pronouncing Fricatives Consonants ... 59
5.2 Suggestions ... 60
REFERENCES ... 62
I. INTRODUCTION
In this chapter, the writer discusses the background of the problems, identification
of problems, limitation of problems, formulation of problems, objectives of the
research, uses of the research, scope of the research, and definition of key terms.
1.1 Background of Problem
Pronunciation is an important element in language. The importance of teaching
pronunciation remained one of the most widely debated subjects in the field of
language teaching. Celce-Murcia, Brinton, & Goodwin, (1996:23) says that the
most important part of learning a second language rests on pronunciation. There
is no doubt that we set about pronunciation to learn the foreign language, then we
learn speaking, reading, writing and we finally reaped the benefits and have
access to the second language.
Recently, English has been an obligatory subject since eighth grade students of
junior high school. Each grade of students has its own goal of English teaching
learning process. In this case, as it is stated on English core competence and basic
competence of teaching learning process for tenth grade students of senior high
school in 2013 curriculum, one of the goals of teaching English is to enable the
students to arrange simple particular text in oral and written in form of
2
language elements such as vocabulary, grammar, and pronunciation correctly.
Therefore, pronunciation as one of the language elements of English has an
important role to build a well formed communication.
Based on the writer’s experiences when he was teaching at SMA Negeri 1 Way Tenong Lampung Barat, it could be reported that the students had some
difficulties to pronounce the words not only for the unfamiliar words but also
familiar words. For examples, „that’, some said /det/; to pronounce „with’, the majority of students said /wIt/. The same problems were also found by the writer
when he was doing pre-observation in SMA Negeri 15 Bandar Lampung. In that
occasion, the writer asked the students to read some paragraphs. When the
students were reading the paragraph, the writer found that they made several
errors. They found difficulties in pronouncing English sounds, especially for
fricatives/friction consonants that contains /f/ and /v/, /s/and /z/, /ð/ and /θ/, /ʃ /and /ʒ /, /h/. For examples, when they pronounced the words „thing’, the majority of students said /tiŋ/. Furthermore when the students were asked to pronounce English sounds by reading aloud a simple descriptive text, most of them found
some difficulties such as pronouncing English sounds well, differentiate similar
words sound, and recognizing how to pronounce the unfamiliar words because
their pronunciation were influenced by their mother tongue. These facts were also
supported by the data that showed there were only about 18% students who
passed the passing grade of pronunciation scoring system in final examination of
speaking class based on pre-observation and by the writer. Their problems might
3
media, and second was the material which is not interesting for the students. As
the result, the students were not influenced to practice a lot.
Teacher’s creativity was also needed in order to make the learning situation run appropriately. But it did not happen in the school where the writer conducted the
research. Students felt bored in learning because the teacher was not able to make
the students interested in teaching learning process.
Pronunciation involves more aspects than individual sounds. Word stress,
sentence stress, intonation, and word linking influenced the sounds of spoken
English such as plosive, fricative, affricative, nasal, lateral and glottal. “The pronunciation class … was one that gave primary attention to phonemes and their meaningful contrasts, environmental allophonic variations, and combinatory
phonotactic rules, along with … attention to stress, rhythm, sounds and intonation.” (Morley, 1991: 484). For example, “What are you going to do?”
Indonesian students still uses Indonesian pronunciation with their mother tongue.
English pronunciation involved too many complexities for learners to strive for a
complete elimination of accent.
Nonetheless, pronunciation is definitely the most dominant thing that people
noticed when a person was speaking, Look at an anecdote:
Whenever I spoke to a person in America, they kept asking me "What? What?". I would repeat my sentence again and again. Finally they would say "Ah-ha!" and then say my sentence, using exactly my words! It was very humiliating. I knew my words and grammar were good, but nobody would understand me, just because of my pronunciation.
4
For this reason the focus of teaching English was in pronunciation. Even though
our grammar were good but mother tongue still influenced our pronunciation.
Therefore, the teacher should be able to teach pronunciation effectively in order to
avoid some previous problems happened in their class. The implementation of
suitable material is an influential component in classroom activity in order to
create effective teaching in pronunciation, since it could create a pleasant situation
and encourages students to learn English. The teacher should choose an
interesting and appropriated material to be applied in his/her teaching activity
because the success of teaching learning process is not only influenced by the
teacher or students but also by the materials used. Therefore, in this research the
writer stated that one possible way to solve this problem is that the use of
interesting technique in teaching pronunciation. There were many interesting
methods of teaching pronunciation that could be used by the teacher such as,
community language learning, silent way, audio-lingual method, song, etc.
This research, the writer proposed song could encourage the students’ enthusiasm in teaching learning process. Song also allowed the students to build their
confidence. Here, song as an alternative media to teach pronunciation because the
writer considered that it would create an enjoyable teaching learning activity for
the students. Noteboom (1983:170) emphasized that it was necessary for adults or
preschool teachers to motivate student to interact with song in enjoyable ways
because passive listening may not encourage language development. Another
consideration why the writer used song in teaching English pronunciation to the
students was because its tone that could interest them when they were studying
5
Based on the explanations above, it was expected that teaching pronunciation
through song helped the teachers to solve the problems faced by the students’ pronunciation. Besides, as far as concerned that this technique has never been
implemented in SMA Negeri 15 Bandar Lampung.
1.2 Limitation of Problems
Considering the identification of the problem, the writer gave the limitation of the
problem in order to focus this research on specific problem. Based on the writer
experiences, he considered that the problems which appeared in pronunciation
were the students had some difficulties to pronounce the friction/fricatives
consonants (/f/, /v/, /s/, /z/, /ð/, /ɵ/, /ʃ /, /ʒ /, /h/). The writer determined the
limitation of problem in this research on how the process of pronouncing the
words consisting friction/fricatives consonants.
1.3 Formulation of Problems
Based on the problems above, the writer formulated the problems as followed:
1. How is the process of teaching pronunciation through song at the First
Grade of SMA Negeri 15 Bandar Lampung?
2. What are the mispronounced sounds done by the students in pronouncing
the friction/fricatives consonants at the First Grade of SMA Negeri 15
6
1.4 Objectives of Research
Referring to the problems, the objectives of this research were:
1. To analyze the process of teaching pronunciation through song at the First
Grade of SMA Negeri 15 Bandar Lampung.
2. To determine the mispronounced sounds done by the students in
pronouncing the friction/fricatives consonants at the First Grade of SMA
Negeri 15 Bandar Lampung.
1.5 Uses of Research
The uses of research are:
1. Theoretically, the result of the research could be useful as references for
future to give information to the teachers about teaching through song.
2. Practically, it was hoped that this study would be used as information to
find an alternative material for teachers in order that the students’ language development were encouraged in a joyful way.
1.6 Scope of Research
This descriptive qualitative research was conducted in SMA Negeri 15 Bandar
Lampung. The subject of this research was the students of First Grade of
2012/2013 academic years. The class was chosen randomly by using lottery.
This descriptive qualitative research was specified to analyze the process of
teaching pronunciation (friction/fricatives consonants through song at the first
grade of senior high school and explored the mispronounced sounds in
7
namely „More Than Words’ sung by Westlife and „Diamonds’ sung by Rihana.
The writer chose these songs because;
1. The songs are simple
2. If you here the songs, those are clearly pronounced.
3. The song also contains some fricatives/friction consonants (/f/, /v/, /s/, /z/, /ð/,
/ɵ/, /ʃ /, /ʒ /, /h/).
This research analyzed the process of teaching pronunciation through song and
determined the problem in the teaching process based on observation and
pronunciation test. The focus of this research was in teaching the students
pronounced consonants, especially in friction/fricatives consonants (/f/, /v/, /s/, /z/,
/ð/, /ɵ/, /ʃ /, /ʒ /, /h/).
1.7 Definition of Terms
Pronunciation
An integrated and integral part of second/foreign language learning since it
directly affects learners' communicative competence as well as performance to a
substantial extent. In other words, pronunciation is the activity to produce speech
sounds of the words in English.
Song
Song is a short poem or verses set to music and intended to be sung in English.
Consonants
Speech sound is made by a definite interference on the vocal organ with the air
8
Fricatives Consonants Sound
Fricative or friction consonants are all consonants with the characteristic that
when they were produced, air escapes through a small passage and made hissing
II. FRAME OF THEORIES
In this research, the writer considers some theories in order to support in
collecting and judging the data needed. The theories are important to strengthen
the finding and it is also necessary to give the references in giving reasons for
some explanation in this research. In quoting the theories, the writer prefers to use
the theories that were compatible with his ideas. This chapter presents previous
research on teaching pronunciation concept of pronunciation, basic sounds of
English, song related to language teaching, criteria of selecting songs, selected
technique of teaching English through song and advantages and disadvantages.
2.1 Review of Related Research Teaching Pronunciation
There have been several studies in the teaching of English using song. Kurniawati
(2000) conducted a research about improving students’ vocabulary through song at the fifth year of SD Sejahtera 1 Bandar Lampung. She used song to see
students’ achievement of vocabulary by using test. The finding of Kurniawati’s
research showed that there was a positive influence of song toward the students’ vocabulary achievement because after treatments there was an increase of the
10
Saptorini (2006) did the research about analyzing the process of teaching
pronunciation through children song at Palm Kids. In her research, she used
children song to show the problems in teaching pronunciation. She concluded that
enthusiasm was very important in teaching pronunciation. Enthusiasm created the
comfortable situation in the class. Therefore students could receive the materials
well.
Herninda (2010) has also done her research about teaching English pronunciation
(/ð/, /θ/, /ʃ /) sounds of friction consonants through song at the fifth grade of SDN
2 Rukti Harjo Lampung Tengah. The research showed that the implementation of
suitable technique, material and media was important, because it could create a
pleasant situation and encouraged students to learn English pronunciation.
To find appropriate technique, media and material for teaching pronunciation for
students, we have to see the consideration of choosing a suitable technique, media
and material that they should enjoyable, interesting, challenging and avoided the
students’ boredom.
2.2 Pronunciation
There are many experts who define the concept of pronunciation. Oster (1985)
says that pronunciation refers to the person’s way of pronunciation words. One
who learns English as a foreign language must be able to use English
pronunciation as well as other skills. O’Connor (1989) also defines pronunciation
as the organized sound that is very different from written language. We can see
from the definition above that pronunciation is a way in which someone utters the
11
Pronunciation involves the recognition of sound as well as the production of
sound. The students must be included into the process of listening for
discriminating the sounds and the process of uttering the sounds because the
differences between uttering and hearing depends on how they produce the
sounds.
Based on theories above, we can conclude pronunciation is an integrated and
integral part of second/foreign language learning since it directly affects learners'
communicative competence as well as performance to a substantial extent. In
other words, pronunciation is the activity to produce speech sounds of the words
in English. The different sounds are produced by different ways. The matter is
raised as a result of variations of the sound itself. A student may well have a good
understanding of English and an excellent vocabulary, but if their pronunciation is
so poor that they cannot communicate, all is lost.
2.3 Basic Sound of English
Language surely has each basic sound. In other words, the role of basic sounds is
very important that the students have to learn it. Here the writer gives the
explanation about basic sounds of English.
2.3.1 Consonant in English
Consonants of English are generally made by definite interference of the vocal
organs with the airstream (O’Connor, 1967:24) According to Jones (1987:23) in Diantari (2004:8), consonant is defined as a sound in which the air from the lungs
is not allowed to pass out through the mouth without something to interrupt it.
12
(1980:24) asserts that we can understand a single sentence, even though all the
vowels letter have been left out, but what happens if all the consonants are
removed, it is impossible to determine the meaning of a word, because the
consonants is bones of skeleton of English and give it shape.
Furthermore, O’Connor (1980:24) says that the differences of accents are mainly
the result of differences in sounds vowel; the consonants are similarly wherever
English spoken, in other words if the vowel sounds are imperfect, it will not
prevent us from being understood, but if the consonant sounds are imperfect there
will great of misunderstanding. For examples, If you pronounce /tæŋk/ instead of /θæŋk/ for the word „thank’, it will not make sense your sentences.
English sounds are mainly built by vowel and consonants, where consonants have
significant role in forming English sounds, they contribute more in making
English sound than vowels do (Roach, 1993:9). There are three types of English
consonants’ classification; due to the point of articulation, vibration of vocal cord
and what manner of articulation is passed through oral cavity (Roach, 1993).
According to the point of articulation, the consonants can be divided into several
positions; they are bilabial, labiodental, palate-alveolar, velar, palatal, alveolar and
glottal.
Since the consonants of English contribute more in English sounds than vowels
do, and due to some writer’s findings and experts’ theories which conclude that the most problematic consonant among the English consonant is friction
consonants, therefore it cannot be neglected that learning English consonants,
13
Based on explanation above, the writer admits that friction/fricatives consonants
are important to learning. Furthermore, friction/fricatives consonants are
appropriate to teach to students of Senior High School.
2.3.2 Type of English Consonants Due to the Point of Articulation
Based on the point of articulation, consonants of English are divided into several
positions of articulation, in this case are organs of the mouth, they are: bilabial,
labiodental, palate-alveolar, velar, palatal, alveolar and glottal consonants. These
consonants also divided by the type of the sounds that occur when they are
pronounced properly or correctly, they are plosive, fricative/friction, affricative,
nasal, lateral and glottal.
These eight types of consonants are presented on the table.
Table 1. Consonants due to the point of articulation
Bilabials Labial Dental Alveolar Palato
Alveolar Palatal Velar Glottal
Plosive p b t d k g
Fricative f v θ ð s z ʃ ʒ h
Affricative ʧ ʤ
Nasal m n ƞ
Lateral l
Glottal w r J
(Roach, 1993:63)
The classification of the English sounds above is due to the manner of articulation
14
2.3.3 English Fricative or Friction Consonants
Fricative or friction consonants are all consonants with the characteristic that
when they are produced, air escapes through a small passage and makes hissing
sounds (Roach, 1993:47). According to O’Connor (1967:26) friction consonants are /f/, /v/, /s/, /z/, /ð/. /ɵ/, /ʃ /, /ʒ /, /h/ where for all of them are articulated by
lungs push air through a narrow opening where it causes friction of various kinds.
The friction consonants are presented in the following points:
1. /f/ and /v/ sound, these two friction consonants are classified into labio-dental,
because they are produced by lower lip and upper teeth. The difference
between /f/ and /v/ is mainly one of strength: /f/ is a strong consonants, /v/ is
weak one. Also /f/ is never voiced, but /v/ is voiced. In other words, /f/ is
strong, voiceless, long consonants. While /v/ is weak, perhaps voiced, short
consonant. These consonants are presented in the following points:
Table 2. Friction Consonants for /f/ and /v/ Sounds
Symbol Basic sounds
Position in words
Initial Middle Final
/f/ f Fine /faɪ n/ Offer /'ɑ:fə/ Leaf /li:f/
/v/ v Very /verɪ / Over /’oʊvə/ Give /gɪ v/
When the /f/ and /v/ sounds occur at the end or word, they have effect on the
length of the vowel. /f/ sound make vowel longer and /v/ sounds makes the
15
2. /θ/ and /ð/, these two consonants are classified into dental fricative consonants because they are produced by lower and upper teeth. They are articulating by
placing the tongue inside the teeth and the tip of the tongue touching the lower
front teeth and the blade touching the inside of the upper teeth, /θ/ is stronger and longer and always voiceless, /ð/ is weaker and shorter and may be voiced.
These consonants are presented in the following points:
Table 3. Friction Consonants /θ/ and /ð/ Sounds
Symbol Basic sounds
3. /s/ and /z/, these two consonants are classified into alveolar, because they are
produced by the tip of the tongue touching the alveolar ridge/teeth ridge. /s/ is
strong friction consonants, longer and always voiceless, while /z/ is shorter
and may be voiced.
Table 4. Friction Consonants /s/ and /z/ Sounds
16
At the end of word, after a vowel /s/ makes the vowel rather shorter and /z/
makes the vowel rather longer.
4. /ʃ / and /ʒ / are classified into palato alveolar or post-alveolar friction because
they are produced by the tip of the tongue touching the alveolar little back to
alveolar ridge or middle alveolar. /ʃ / is strong sound and /ʒ / is weak one.
/ʒ / doesn’t occur at the beginning of English word, but /ʃ / quite frequently does.
/ʒ / consonant is seldom happens at the ends of word, and if it is any, it is only
occurred at some words borrowed from Fance.
Table 5. Friction Consonants /ʃ / and /ʒ / Sounds
Symbol Basic sounds Position in words
Initial Middle Final
/ʃ / sh Ship /ʃɪp/ Nation /neɪʃən/ Push /pʊ∫/
/ʒ/ ez, iz, zeh - vision /vɪ ʒ n/ Garage /gə'rɑ:ʒ/
5. /h/ consonant is called glottal consonant, because it is articulated in the glottal.
/h/ sound consists of the sound of breath passing between the open vocal cords
and out of the mouth which is already prepared for the following vowel, for
example: /h/ sound before /i:/ the mouth is in /i/. /h/ doesn’t make very noise,
but it must not be left out when it should be sounded, they are two reasons for
this;
17
b. English speaker considers that /h/ sound is the bigger danger and it never
occurs at the end of words. The consonant is presented in the following
point:
Table 6. Friction Consonants /h/ Sound
Symbol Basic sounds Position in words
Initial Middle Final
/h/ h His /hɪ z/ behind
/bɪ 'haɪ nd/ -
2.4 Contrastive Analysis
Utterances can convey an almost infinite number of meanings and combinations
of meanings, yet all the meanings communicated via language in any utterance are
sent out through a limited number of different sounds (written symbols).
Goldsmith, (1995) states broadly that each language is a structurally different
system.
Brown (2000) claims that the principle barrier to second language acquisition is
the interference of the first language system with the second language system,
Transfer is present in phonology more than any other area and it is because of this
fact that one can guess the first language of a speaker through his/her accent while
speaking or reading a second language.
Dardjowidjojo (1978) tries to explain pronunciation problems of Indonesian
students learning English. Since the source of problems lies in the differences
18
the best for the teaching of pronunciation, and for the findings of the discrepancies
and similarities.
Based in quotations above, mother tongue of first language also influence our
utterances in second language. Being able to recognize the problems that make
Indonesian students fail to communicate fluently, the contrastive analysis can be
used to find out the differences and similarities between English and Indonesian
phonemes.
2.5 Song
Weikart (1988:12) states that song is short poem or verses set to music and
intended to be sung. Song, which belongs to genre including both lyrics and
music, can be added to list. They are marked by richness of content, poetical
metaphor and symbol that emotionally reflect the world live in. Song can motivate
a positive influence on listener. Song can inspire the student to express their
attitude to words what they have heard. Here, we can see that applying songs in
teaching learning process provides an active process for the student they are
intended to sing.
There are many types of songs, such as folk songs, rap songs, rock songs, popular
songs, and so on. The characteristics of lyrics of these songs are usually short,
affective, simple, repetitive, rhymed, dialogic, conversation-like features. Hence,
they can be put into service in language teaching, including vocabulary teaching,
19
The writer considers that teaching pronunciation using song is enjoyable way.
Teacher will create the difference situation where students will studies
pronunciation with high enthusiasm and comfortable.
2.6 Song Related to Language Teaching
Variety is one of the most important factors in maintaining the high level of
motivation and interest among the students. Finding out the ways to vary the
presentation or reviewer of learning material can be big challenges. Yet, there are
many “real life” activities that can be brought into the classroom to add variety
not only to learning process but also the students’ experiences in English. One of these activities is song.
Senior high school students’ ability ranges from higher intermediate all the way to complete false beginner, depending on the school. However students’ levels
within a school tend to be much more homogenous than they are at junior high
school. Therefore teacher must help them to pronounce all the words better. Based
on that reason, the way of teaching English using song to students of senior high
school is somewhat different. The first discussion of this song is teacher
introduces the title of song to be interested. As we know, the students of senior
high school like listening to music. The teacher plays or sings the song that they
heard before. The second step the students imitate the teacher’s words and may join to sing.
2.7 Criteria of Selecting Songs
The writer realizes that not all kinds of song are appropriate to be used in teaching
20
are two main principles in choosing songs in teaching learning process. The
principles are “what to look for” and “what to avoid”, which can be explained as
follows:
2.7.1 What to look for
It means that in selecting the songs to be presented, the teacher must be careful
and consider some requirements as follows:
a. The song must carry some sort of massage or at least tell an interesting story.
b. The words of the song should be simple.
c. Each word must be clearly pronounced. Therefore, the students can learn how
to pronounce fricatives/friction consonant.
2.7.2 What to avoid
There are certain types of songs that should be avoided by the teacher, they are:
a. Songs that are too fast paced
b. Songs in which the lyrics are too long
c. Songs in which the music burned the singer’s voices d. Songs in where there is no substance in the lyrics
e. Songs that verge on obscene or that include lyrics that are discriminatory (for
instance, song that mock religious beliefs)
Based on the explanation above, in choosing songs, the writer’s consideration is simple and clearly pronounced. The song also contains some fricatives/friction
21
pronounced as /ɜ :rθ/, sheep are pronounced /∫i:p/, that are pronounced
/ðæt/.
2.8 Selected Technique of Teaching English through Song
English is often considered as a difficult language to teach and learn in Indonesia
especially pronunciation because the sounds of English are totally different with
Indonesian language. In teaching learning process this difficulty commonly
appears when both teacher and students are Indonesian native speakers. In this
case, an interesting effective method is needed to make it easier English
pronunciation teaching learning process in the class. One of the possible ways to
realize this idea is teaching pronunciation through music. According to Pendleton
(2000), music, however, is human universal, reaching us emotionally, whether we
like or not. Music also reaches us intellectually, offering the opportunity to use
music in teaching. Whether pre-recorded or performed live, songs can help a
person learn English, either as a first or additional language.
Pendleton (2000) also states that there are two things in selecting the song in
teaching process:
2.8.1 Lyric
a. Teachers have to select songs that students’ heard. It helps the students to follow when the teacher sings the song.
b. Employs lyric as mnemonic reminders in songs that the teacher chosen.
22
2.8.2 Performance
a. Start with easy topics, but begins increasing the difficulty. The students could
learn English by writing lyrics commemorating the best day of their lives to
tune of “Twinkle Twinkle, Little Star”.
b. Encourage students to perform songs in English, it allows the students to build
their confidence. Hold an informal concert in which students sing their song.
Based on the explanation, the writer considers using the technique above in
teaching pronunciation. It is expected helping students to follow teaching learning
process. Beside, students can receive the materials well.
2.8.3 Procedures of Teaching Pronunciation through Songs
The research uses the songs in teaching pronunciation. Therefore, the writer
determines the procedures of teaching pronunciation through song. Here is the
example of procedures of teaching pronunciation through songs:
1) Pre-Activities
a. Teacher greets the students.
b. Teacher conducts routine (asking about student’s health, their last experience, the weather, the day, and so on).
c. Brainstorming.
d. Let students express their idea about those lyric’s song. Then teacher makes a classification about the characteristic of the song.
2) While-Activities
a. Teacher writes the tittles of song and the words related to the song, on
23
b. Teacher gives example of pronounce the words given (titles of song
and words related to the song). Students repeat afterward.
c. Teacher plays a song and asks students to listen to the song twice.
d. Teacher distributes text of the song, asks the students to read first, and
then asks them to sing the song.
e. Teacher and students sing the song together and while sing the song
they are asked to repeat every word consisting.
f. Teacher and students repeat several parts that consist of friction
consonants (/f/ and /v/, /s/ and /z/, and /h/). For examples; Asks students to pronounce “fine” and “very”, “see” and “zoo” and “his”. g. Teacher gives examples of pronounce friction consonants (/f/ and /v/,
/s/ and /z/, and /h/). Students repeat afterward.
h. Teacher gives other sample of the words consists friction consonants
(/f/ and /v/, /s/ and /z/, and /h/) sound.
i. Teacher asks students to sing the song once more without seeing the
text, in order to make students able to synchronize the written form of
the words and the way it is pronounced.
j. The teacher repeats the song, andthen teacher asks students to repeat
afterwards.
k. Teacher does indirect correction in students’ error of pronunciation by re-asking incorrect words, so that they aware with their false.
l. Teacher leads students to read in appropriate way and then teacher lets students read independently, in order to find the students’ problem in pronouncing.
3) Post-Activities
a. Teacher and students discuss the topic of today and teacher lead
students to sing together (feedback).
b. Teacher makes summary of how to pronounce friction consonants (/f/
24
2.9 Advantages and Disadvantages
2.9.1 Advantages
There are several advantages, as with other teaching strategy techniques using
song. They are:
a. No special equipment in teaching learning process.
b. New vocabulary can be introduced and easily comprehended within a song.
c. Song encourages the students’ enthusiasm in teaching learning process. It also allows the students to build their confidence.
2.9.2 Disadvantages
As there are always advantages one must also look at the disadvantages when
deciding to use songs as teaching strategy.
a. Teaching Pronunciation by using Songs takes an extra time in the regular
meeting. It can be an ineffective time for the learning process while the
teachers want to give the materials appropriate their syllabus.
b. It is also seen an enjoyable activity for student, it might create a threat to
classroom atmosphere which can lead to destruction of normal discipline of
III. RESEARCH METHOD
In this research, the writer employs the qualitative research study to gain the data
needed from the subject of the research. The needed data in this research will be
collected from observation and pronunciation test. In order to keep the validity of
the data needed, the writer formulates place triangulation method. Further these
points were described in the following points. This chapter obtains research
design, subject, research procedure, data collecting technique, reliability and
validity of the data and data analysis and interpretation.
3.1 Research Design
This research aimed to describe the process of teaching pronunciation through
song to students at Senior High School. Considering the objective of the research,
a descriptive qualitative method was employed to conduct the research. It was not
designed to have some treatments or manipulations upon the subjects being
investigated. The role of the writer was limited on making some interpretations.
This approach could be seen from the data collecting technique. Through the
method, the research could concentrate on a specific analyzing of teaching
pronunciation by using song at senior High School and determining on the
26
Based on the nature of descriptive research, this research did not use hypothesis.
Tentative answers to the research using to verify based on empirical data. They
applied as foundation used by the writer to analyze the teaching of pronunciation
by using song at Senior High School. They were also used to explain the result of
the analysis.
The way of interpreting the data characterized the research as to get the meaning
of the phenomena and eventually reach conclusion. This was done inductively,
meaning that the conclusions were drawn based on the facts given or obtained
from the subjects.
3.2 Subject
The subject of this research was the students at the first grade of SMAN 15
Bandar Lampung odd semester in academic year of 2012/2013. They were
grouped in the class. There were 7 classes in that school. The number of students
in each class was 36 students in average. And the writer went to the school,
observed, and chose one class that was randomly taken as the sample of the
research by using lottery.
3.3 Instruments of Research
To collect the data, the writer needed two kinds of Instruments; 1) observation
sheets and 2) pronunciation test. Observation sheet was used to collect data on
process of teaching learning in classroom. Pronunciation test was used to collect
the data on identifying the problems. Each kind of instrument was explained as
27
3.3.1 Observation
The writer used this technique as primary technique in order to know students’ activities in the class and the process of teaching learning pronunciation through
songs. The writer taught pronunciation through song, while English teacher
observed the situation in the class directly by taking a note in description matrix
for each activity that were done in the class. The description matrix consisted of
the students’ activities and percentage of students’ involvement.
Table 7. Observation Sheets
Appendix
CLASS OBSERVATION SHEET
Topic : Day/Date :
Class : Observer :
No Students’ Activities Students’ code %ss
involved
1 Pre-Activities
a. Responding to the topic enthusiastically.
b. Answer teacher’s question about the
song and deliver their idea and
background knowledge about the song.
2 While-Activities
a. Following the teacher to pronounce words contain with Fricatives/friction consonants that containing /f/ and /v/, /s/and /z/, /ð/ and /ɵ/, /ʃ /and /ʒ/, /h/. b. Following the teacher to sing the song. c. Following the instruction pronounce
other Fricatives/friction consonants that containing /f/ and /v/, /s/and /z/, /ð/ and /ɵ/, /ʃ /and /ʒ/, /h/.
3 Post-Activity
a. Able to responds to the teacher’s
question.
28
From the table, the writer needs to see the process of teaching learning through
songs. There were two songs played in the class. Each song was played for each
meeting.
3.3.2 Pronunciation Test
The test was conducted by asking students to pronounce the words consisting
friction/fricatives consonants and it was recorded, the writer and teacher analyzed
the result of pronunciation test. The test was administered at the end in teaching
learning process. There were some aspects in the scoring system promoted by
Elana (1985:183). The aspects were as follow:
1. Phonemic contrast was also called phonemic different. The substitution of one
another, it means if a speech sound can be substituted by other speech sounds
resulting different meaning thus was called phonemic contrasts (Rose,
2002:176).
2. Phonemic inaccuracy can be seen as inaccurate pronunciation of the sound of
the language (Rose, 2002:176)
3. Accent was signaled by a fall and down pitch of the syllable, can be also be
called as stress in words (Rose, 2002:160)
4. Phonemic error was an unconscious mistake in articulating a sound of the
language.
The scoring system above only the second one which aims to help the writer
determining the mispronounced sounds done by students in teaching learning
29
3.4 Research Procedure
The procedures of this research were as follow:
3.4.1 Finding the Subject
There were 7 classes in first grade of SMAN 15 Bandar Lampung. The number of
students in each class around 36 students. And one class was randomly taken as
sample of the research by using lottery.
3.4.2 Doing the Observation
The observation was done in the classroom. The writer taught pronunciation
through song. Observation sheets were used by another teacher to take notes about
all events that occurred in the class and the problems that appeared by students
during the teaching learning process.
3.4.3 Pronunciation Test
Test was conducted by asking the students to pronounce the words and it was
recorded. Therefore, the writer and the observer found the mispronounced sounds
in pronunciation process.
3.4.4 Analyzing and Interpreting Data
After conducting the observation, the writer analyzed and interpreted the raw data
to come to conclusion.
3.5 Reliability and Validity of Data
Reliability referred to the consistency of the result of the study. For qualitative
30
triangulation. According to Setiyadi (2002) triangulation could be defined as
employing two or more methods to collect the data. It also could be said that
triangulation was the value of multiple perspective in collecting and analyzing the
data. This research used method triangulation and time triangulation which were
done through employing three data collecting techniques; they were observation,
interview and documentation. The observation was done more than one time; it
meant that time triangulation was also used in this research. Hopefully by
applying these two triangulations the result of the study would be consistent for
the same data.
Additionally, the concept of validity generally was defined as can be trusted. But,
validity in qualitative research referred to the authenticity of the data collected as
it was intended to measure. The writer has to reveal the data as the real life of the
subjects. In short, the word authenticity would be more appropriate as the
substitute for validity if we come to the qualitative research (Setiyadi, 2002).
3.6Data Analysis and Interpretation
The strength of the writer to evaluate and analyze the raw data was the key point
of the result of the qualitative research. The writer had to think creatively,
critically, and carefully in analyzing and interpreting the data. Data analysis was
the process of organizing the data in order to gain regularity of the patterns and
forms of the research (Setiyadi, 2002). The process of the data analysis was done
as collecting the data, analyzing and interpreting the data and conclusion.
31
2. The data that were collected from the instruments (pronunciation tests) were
raw data which could not be directly presented as the final result. In other
words, the writer analyzed and interpreted the data as clear as possible to
come to conclusion. The term of data interpretation could be defined as a
process of giving meaning on the result of the data analysis (Setiyadi, 2002).
V. CONCLUSIONS AND SUGGESTIONS
In the last chapter, the data has been collected and discussed by the writer,
therefore the writer determined the conclusions from the data, and also gave the
suggestions.
5.1Conclusions
Considering all data gathered after the research, the writer would like to determine
the conclusion toward the process of teaching pronunciation through song.
5.1.1 Process of Teaching Pronunciation through Song
The process of teaching pronunciation through song was well accepted by the
students as well as can improve students’ pronunciation. The applications of this technique invited the students to be active and directly involved. The actions in
this activity enable the students to enjoy their lesson and their experiences of
pronuncing English words.
a. The average of students’ involvement percentages in teaching learning process of observation sheet 1 of “More Than Words” song were 73,6%.
59
5.1.2 Mispronounced Sounds in Pronouncing Fricatives Consonants
The students still found difficulties in pronouncing the words containing
fricatives/friction consonants. Having done the pronunciation test, the writer
found out the mispronounced sounds done by students.
In pronouncing the words sound in initial position, the students still found
difficulties pronouncing the words containing /θ/, /ð/, /v/ sound. There were 34,2% students mispronounced /v/ sound. While in pronouncing /θ/ sound, there were 22,8% students mispronouncing the sound. There were 34,2% students
mispronouncing /ð/ sound.
In pronouncing the sound in middle position, the students still found difficulties in
the words containing /f/ and /v/ sound. There were 51,2% students mispronounced
/f/ and /v/ sound. They found the difficulties to differentiate between /f/ and /v/
sound. Besides that, there were 67% students also mispronounced in pronouncing
/ð/ sound.
In pronouncing the words in final position, the students mispronounced mostly in
/z/ and /
ʒ
/ sound. There were 54,2% students mispronounced /z/ sound and51,4% students mispronounced /
ʒ
/ sound, moreover the students alsomispronounced /s/ and /θ/ sound.
From all the words pronounced by students, it could be seen that they still found
difficulties in pronouncing the words containing fricatives/friction consonants.
The highest mispronouncing done by students found in the words containing /θ/,
60
The data from in discussion showed that the root cause of the students did the
mistakes in pronouncing the words were their own mother tongue and also
influenced by the unfamiliar sounds which did not in Indonesian Language.
Therefore they found difficulties to differentiate several words, for example
“offer” ['ɑ:fər] and “over” ['oʊvər].
The findings shows us clearly that the phonological systems of both languages
(English and Bahasa) have some similarities and discrepancies in terms of
phonemic oppositions and phonetic features. The differences, of course, put
students in much difficult in learning English pronunciation, particularly in
learning sound systems since Bahasa has its own sound systems that are different
from any other languages, and so does English. Broadly speaking, some groups of
English sound systems should be paid much attention carefully in teaching
pronunciations since they made students in a big difficulty in pronouncing English
words.
5.2Suggestions
Having analyzed all the problems and the findings, the writer would like to give
some suggestions toward the process of teaching pronunciation through song as
follows:
1. It was suggested that the teachers pay attention to the students’ mood in teaching English to the students by giving them familiar songs.
2. It would be better if the teacher teaches the friction consonants isolatedly,
61
3. There were still so many song that appropriate for the students, so the
teacher can use the other songs to motivate the students in pronouncing
English word and at the same time learn the meaning of the words. It will
force the students to interacte with the song and relate the words in
enjoyable ways, so that active learning may lead the students to find the
meaning of words without being translated by the teacher.
4. As the writer only focused on his research on the process of teaching
pronounciation through song and limited his supportive finding only in
friction consonants, he recommends further research on students
REFERENCES
Anecdote. Antimoon.com. Retrieved December 21, 2012 from http://www.antimoon.com/how/pronuncwhy.htm
Brown, H. D. 1987. Principles of Language Learning and Teaching. New York: Prentice Hall, Inc.
Brown, D. 2000. Principles of Language Learning and Teaching (4th Ed.). London: Longman.
Celce-Muria, M. 1987. Teaching Pronunciation as Communication. Washington, D.C.: TESOL.
Coromina, S. I. 1993. An Original Approach to the Teaching of Song in the
Classroom”. Forum Volume 31 Number 3 July 1993. New York.
Dardjowidjojo, E. 1978. Sentence Patterns of Indonesian. The University Press of Hawaii.
Elana, Shohamy. 1985. A Practical Hand-book in Language Testing for The Second Language Teacher. Tel-Aviv: Tel-Aviv University
Goldsmith, John A. 1995. The Handbook of Phonological Theory. Cambridge, Mass. & Oxford: Blackwell.
Hartatiningsih, Dwi. 1993. The Contribution of Phonetic Transcription on Students Pronunciation Achievement on The Second Year of SMA Negeri Pringsewu Lampung Selatan. Universitas Lampung (Unpublish Script).
Herninda, Diesmita. 2010. Teaching English Pronunciation (/ð/, /θ/, /ʃ /) Sounds of friction Consonants through Song at The Fifth Grade of SDN 2 Mukti
Harjo Lampung Tengah. Universitas Lampung (Unpublish Script).
Kreidler, Charles W. 2004. The Pronunciation of English: A Course Book. Victoria: Blackwell Publishing Ltd.
Kurniawati, Henny. 2000. Improving Students’ Vocabulary through Song at The Fifth Year of SD Sejahtera 1 Bandar Lampung. Universitas Lampung (Unpublish Script).
Noteboom, S. 1983. Is Speech Production Controlled by Speech Perception?” In Van den Broecke et al. ed.Sound structure: Studies for Antonie Cohen. Dordrecht: Foris.
O’Connor, J. D. 1989. Better English Pronunciation. Melbourne: Cambridge University Press.
Richard Amoto, Patricia A. 1988. Making it Happen. New York: Longman.
Setiyadi, Ag. Bambang. 2003. Teaching English as Foreign Language. Lampung University (Unpublish Book).
Setiyadi, Ag. Bambang. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantatif dan Kualitatif. Yogyakarta: Graha Ilmu.
Suyanto, Kasihani. K. E. 2007. English for Young Learners. Jakarta: PT. Bumi Aksara.
Universitas Lampung. 2008. Pedoman Penulisan Karya Ilmiah. Lampung University Press: Bandar Lampung.
