PRONOUNCIATION AT SIXTH GRADE ELEMENTARY SCHOOL IN MI FAQIH HASYIM BUDURAN SIDOARJO
THESIS
Submitted in partial fulfillment of requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English
By
Slamet Hadi Santoso NIM D55211119
ENGLISH TEACHER EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY SURABAYA
ABSTRACT
Slamet Hadi Santoso (2016). S
Pronounciation At Sixth Grade Elementary School In MI Faqih Hasyim Buduran Sidoarjo. A thesis. English Teacher Education Department Faculty of Tarbiyah and Teachers Training Sunan Ampel State Islamic University, Surabaya. Advisor: Sigit Pramono Jati, M.Pd
Key Words: English song, improve, pronounciation, singing .
This thesis is about The Use of English Song As a Strategy to
LIST OF CONTENT
page
TITLE SHEET ... i
ADVISOR APPPROVAL SHEET ... ii
APPROVAL SHEET ... iii
DEDICATION SHEET ... iv
ABSTRACT ... v
ACKNOWLEDGEMENT ... vi
LIST OF CONTENT ... vii
LIST OF APPENDIX ... ix
CHAPTER I : INTRODUCTION ... A. Background of The Study ... 1
B. Research Questions ... 5
C. Objectives of The Study ... 5
D. Significant of The Study ... 6
E. Scope and Limitation ... 6
F. Definition of Key Term ... 6
CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of related literature ... .8
1. Theory of Pronounciation ... .8
2. Characteristic of Song in Learning Process.... ...9
3. The Characteristics of Children in Learning Process...12
4. English Teaching at Elementary School...14
5. The English Curriculum of Elementary School...15
6. The Guideline of English Curriculum... .16
7. The Application of Singing English Songs in Learning Process...17
CHAPTER III : RESEARCH METHOD
A. Research Design ... 20
B. Population ... 21
C. Research Instrument ... 22
D. Data Collection Technique ... 23
E. Research Procedure ... 24
1. Planning...24
2. Implementing...25
F. Data Analysis Technique...28
CHAPTER IV : RESEARCH FINDING A. Findings ... 30
1. PreTest Score ... 31
2. Oral-test Result...31
3. The post-test Result...33
B. Discussion ... 34
CHAPTER V : CONCLUSSION AND SUGGESTION A.Conclusions ... 36
B.Suggestions ... 37
LIST OF APPENDIX
Appendix Page
1. Field Note During Research ... 40
2. Table 4.1.List of Pre-Test Score ... 41
3. Table 4.2.List of Oral-Tes 1 Score... ... . 42
4. Table 4.3 List of Oral- ... 43
5. Table 4.4. List of Post-Test Score ...44
6. Table 4.5 The List of Test Result Scores Change ... 45
7. The Graph 4.1 The changes of test score during research ... 46
8. Lesson Plan ... 47
9. The Test Materials... 53
10.Song Text ... 55
11.Photos of Documentary ... 61
12.Surat Keterangan Penelitian from MI Faqih Hasyim Buduran Sidoarjo
13.Surat Tugas Bimbingan Skripsi
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English as an international language is used in many countries all over the
world. It also plays an important role as a means of both oral and written
communication. So many people learn about English. Nowadays, language is
changing a long with the changing of the world in science and technology. People,
especially young learners should be able to face modern life in the global era.
When the learners struggle to live in the global era, they should have many skills
including mastering foreign languages. One of them is English, the international
language. By mastering English, they already have a key in reaching the goals.
Besides, as stated above English is used as lingua franca, as it is an
international language used in many countries throughout the world. For this
reason, millions of Indonesian students want to learn English in order to be able to
speak English.
In Indonesia English as a foreign language plays a very important role in
education, furthermore, it is necessary to increase the ability to use foreign
language to extend and to strengthen our knowledge and technology and also to
increase the communication ability in international community.
From the description above, it is clear that English is very important. The
2
learning. They will be more appreciated than other learners who are not able to do
that. So English is considered as the first foreign language.
The government has decided that English should be designed intoa
curriculum as a compulsory subject at the first grade of junior high school until
the third grade of senior high school. It is also taught in some semesters at
university. English is an international language that is necessary to teach for the
purpose of absorbing and developing the science, technology and arts, developing
the countries relationship and also for improving the education development,
especially for the students’ language skills. So English becomes one of educations
that should be taught in all educational institutions at all levels from elementary
school up to university.
In learning English, we often find difficulties. What Ramelan says (1944)
that a foreign language student will meet difficulties in his learning process may
be easily understood? When someone wants to learn a new language, so they
should know some components of language. Language has three major
components including phonology, vocabulary, and grammar”.1Language is
primarily spoken; therefore the sounds are very important. So in this relation,
phonology takes an important role.
According to Murphey, 1992 “Songs can help young learners improve
their listening skills and pronunciation, therefore potentially helping them to
improve their speaking skills”.2Most children enjoy singing songs, and they can
often be a welcome change from the routine of learning a foreign language. For
3
the teacher, using songs in the classroom can also be a nice break from following
a set curriculum. Singing English songs can be taught to any number of students
and even those teachers with the most limited resources can use them effectively.
Probably the most obvious advantage to using singing English songs in the young
learner classroom is that they are enjoyable.
Most children enjoy singing and usually respond well to using singing
English songs in the classroom, but there are more significant benefits to using
singing English songs other than just being fun. The greatest benefit of using
singing English songs in the classroom is they could be fun in learning English.
Pleasure for its own sake is an important part of learning a language, something
which is often overlooked by teachers, and songs can add interest to the classroom
routine and potentially improve student motivation. Practicing the different
sounds by singing songs can be more interesting and enjoyable than other
activities such as minimal-pair drills.
In MI Faqih Hasyim BuduranSidoarjo there is a problem that nowadays
occurs at sixth grade students. They always experience some obstacles in learning
English. One of them is in speaking skill especially on pronunciation. The
pronunciation always has been become a classical problem. They feel hard to
become motivated in studying because English learning teaching in the classroom
is boring.
Now the writer try to share some experiences in facing this problem. Once
upon, the writer tried to present a different technique in teaching English
4
song. And he hopes the result will be amazing. The students will become more
motivated in studying English. They always repeat and repeat the lyrics in many
times with the correct pronunciation. In this case writer will try to present using
CD as the teaching media, it starts from Humalik ( 1996 ) teory. He said that
teaching english with media of CD would be able to increase spirit of learning.3
Based onSilabus KTSP 2006 , The Basic Competence for the sixth grade
at 1st semester especially on Acheivement Indicators, students should be able to
speak clearly and correctly prounce include frase and simple sentences.4 But the
results for this time could not reach the target. So the writer will try teaching by
using song as the fun learning for this class.From here, the writer start to act to
get the solution. And The Action research may be one alternative to improve the
results. The statement from Elliot (1991), “I’m anticipating that action research
will become highly recommended as a strategy for helping teachers to maximize
pupils’ achievements of national curriculum targets”5
In this action research the writer will use only two cycles and be ended
with post test.. The evaluation of the test is based on rubric of pronounciation test
and then it will be categorized to be score of pronounciation test 6 . The. scores
of test results will be devided to be class average score , And then the average
scoreshould be above the minimal acheivement score . According the result of
Sidoarjo MGMP ( Musyawarah Guru Mata Pelajaran ) Bahasa Inggeris that held
3 Oemar Hamalik, Proses Belajar Mengajar (Bandung: PT Bumi Aksara, 2007), 27
4Ida Kusuma, et.al., “MODEL Silabus dan RPP”. Titik Sumiyati (Ed). Active English 6(Solo: PT. Tiga Serangkai Mandiri, 2007), 1.
5 Elliot. J, Action Research For Educational Change(Buckingham: Open University Press, 991), 52.
5
11-13 September 2013 had decided that although english subjet now is as the
local material (MULOK=Muatan Lokal) but it should still use the minimal score
of acheivement to measure acheivement of learning process. The result of MGMP
about the minimal acheivement score is 657. This is followed up the KTSP 2006.
In the research writer will make pre-test, oral-test and post-test. The result of test
score should be able to reach above 65,. If the result of test will be able to reach
above 65 so it is able to be categorized the writer get success doing the research
to face the problem that students experienced for this time.
So that teaching English by using singing English song for the sixth grade
students in MI Faqih Hasyim Buduran Sidoarjo will become one of fun teaching
technique that able to build student’s motivation in studying English and help
improving their pronunciation that always supports speaking skill.
B. Research Question
1. How is the process of using song in teaching speaking?
2. How are the students speaking ability especially in pronunciation after
using songs?
C. Objective of the Study
1. To describe the process of using songs in teaching speaking.
2. To find out the students speaking ability especially in pronunciation after
using songs.
6
D. Significance of the Study
1. To use the result of this research as a reference for English teachers in
teaching speaking at elementary school.
2. To introduce in teaching English by singing English songs for teachers
and students as a means of teaching speaking skill.
E. Scope and Limit of the Study
In this study, the writer limit the scope and the set of problem of the
research, so that the problem is not so wide and the research becomes effective.
The limitations of the study are:
1. The students of elementary school at the sixth grade.
2. Singing English songs that are used as the teaching technique in this study
is the song that has lyrics in english .
3. The speaking activity in this study is singing English pop song. It purposes
to check the students’ pronunciation accuracy through singing a song in
English.
F. Definition of Key Term
1. Singing isderived from to sing that means the act to produce or articulate
(sounds, words, a song, etc) with definite and usually specific musical
intonation 8. Singing is a fun activity for the children in the
classroomespecially they are in 6 untill 12 years old 9.
7
2. English Song is consist of two words . they are english and song. Song is a
short piece of music which contains words 10 , and English is the language
that used in words of song. So English Song is the set of music that
contains the english words as lirics.
3. Improve is a verb that means to do something to get better 11.
4. Pronounciation is a part of speaking that involves how to make cerrect
sounds of particular language, as well as how the sounds are put together
in the flow of speech (not just in isolated words)12. Singing and
pronounciation always have some parts that connecting each other
especially in sounds and intonations.
University Press India Pvt ltd, 2009 ), 867.
9Jean Brewster, et.al., The Primary English Teacher 's Guide ( London: Penguin English Guides, 2003 ), 15.
10 Cambridge Dictionary, Cambridge Advance Learner’s Dictionary ( cambridge: Cambridge University Press India Pvt ltd, 2009 ), 868.
11---, 432.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Literature
1. Theory of Pronounciation
According to Ramelan (1994), he stated that, “Phonology is the study of
phones or speech sounds”13. There are two studies of phonology:
a. Phonemics
Phonemics is the study of speech sounds with a view to finding out the
significant units of sounds in a given language.
b. Phonetics
Phonetics is the study of speech sounds as sounds, without regard to their
function as signaling units of language. Phonetics is divided into two kinds,
namely Articulator Phonetics and Acoustic Phonetics. So, pronunciation
plays an important role in learning a second or a foreign language.
The pronunciation is production of perception of segmental (sounds), both
alone and the stream of speech, where they undergo number of modifications and
interact with supra segmental (prosodic) features, particularly stress and
intonation).14
Learning pronunciation is essential to second language learners. The
pronunciation is the foundation of speaking to reach well communication. There
13
Ramelan, English Phonetic(Semarang: IKIP Semarang Press, 1994), 22.
9
are some elements of pronunciation that very important for students to learn in
order to communicate well in meaning. They suggest that, native like intonation
(such as tempo, pitch or inflection) seems to be another difficult area for adult
learners to acquire. 15
Putting the stress on the right syllable in English words cannot be
underestimated and it is unintelligible to put the stress in the wrong syllable thus
this might lead to mispronouncing one of its sounds. If we are wrong in
pronouncing the words, It may be able to make miscommunication interaction in
speaking. So in learning a foreign language, the pronunciation always becomes an
important fundamental part in speaking.16
2. Characteristics of Songs in Learning Process
Song has some similarities with the speech in English. According to
Richards (1969) “Songs have natural rhythm with a recurring beat that is similar
to the stress patterns of spoken English “.17These patterns make singing some
songs useful for practicing rhythm and stress. Moriya (1988) emphasizes the value
of using songs for pronunciation practice with Asian learners of English due to
the phonemic differences between Asian languages and English.18
15Andrés Roberto ,“Improving Pronounciation“ . ISSN. 1657-0790, Colombia, 2009, 93. 16--- --- ---, 94. 17J. Richards, - Rodgers, T. Approaches and methods in language teaching (Cambridge: Cambridge University Press. 2001), 161.
10
Furthermore, the song is very influence able in the learning activities,
because it has some characteristics According to Miller. M. H, P. Taylor and E.
William (1991) explain the characteristics of songs as follows: 19
a. Tone consists of pitch, duration, intensity and timbre.
b. Rhythm consists of beat, tempo, meter, syncopation, irregular metric schemes
and non-metric schemes.
c. Melody consists of progression, range, register, length, tempo, character,
contour and rhythm.
d. Harmony consists of interval, chords, consonance and dissonance.
e. Tonality consists of scale and key, diatonic chords and chord motion.
f. Texture consists of monophonic texture, homophonic texture and polyphonic
texture.
`And more detail, Rivers. W.M and Malley, A, (1987) also explained the
following song’s characters:20
a. Easy to remember
Songs stick in our mind. The phrases of which they are made up are often
particularly poignant or striking and seem to go on repeating themselves in
our inward ear (and even our night-time mind) without our conscious will.
19
11
b. Rhythmic
One reason for this retention is doubtless that song is highly rhythmical.
Patterns of sounds and stress are repeated in regular sequences, and this
facilitates their acquisition.
c. Ambiguity
It means that within limits, each learner’s personal interpretation has validity.
It also means that because each person’s perception is different an almost
infinite fund of interactive discussion is possible.
d. Non-Triviality
Because function of songs is to enhance our experiencing of existence, in
however humble a particular, it follows that songs offer significant input for
learners.
e. Universality
Songs as a form of language use that is universal among human beings.
f. Playfulness
Songs are the media in which the learners can observe and experience what
others have dared to do with the language.
g. Motivation
There is an obvious motivational element in learning songs of the foreign
language.
h. Interaction
The use of songs offers unparalleled opportunities both of teacher-student and
12
preparation, comprehension, planning of follow-up activities and evaluation
of such activities.
From those characteristics above, all can be concluded that singing an
English song is very possible to be an alternative fun media in English class to
motivate and improve the student’ s fluency in pronunciation that must be able to
build their English speaking skill .
3. The Characteristics of Children in Learning Process
As we know that the children always easily in absorbing something new
especially closed with their environments. It will be possible that they learn
languages easily and faster than adults. According to Steven Pinker (1994),
“Acquisition is guaranteed for children up to the age of six, is steadily
compromised from then until shortly after puberty, and is rare thereafter”, and this
applies not only the acquisition of the first language, but also to second or foreign
language. 21
According to Jeremy Harmer (2002), Young children, especially those up
to the ages of nine or ten, learn differently from older children, adolescents and
adults in the following ways 22
a. They respond to meaning even if they do not understand individual words.
b. They often learn indirectly rather than directly-that is they take in information
from all sides, learning from everything around themselves rather than only
focusing on the precise topic they are being taught.
13
c. Their understanding comes not just from explanation, but also from what they
see and hear, and crucially, have a chance to touch and interact with,
d. They generally display on enthusiasm for learning and a curiosity about the
world around them.
e. They have a need for individual attention and approval from the teacher.
f. They are keen to talk about themselves and respond well to learning that uses
themselves and their own lives as main topics in the classroom.
g. They have a limited attention span; unless activities are extremely engaging,
they can easily get bored, losing interest after ten minutes or so.
According to Scoot and Ytrberg (1990), general characteristics of students
in elementary school are as follows:23
a. They are competence users of mother tongue
b. They can tell the difference between the fact and the fiction
c. They love to play and learn best when they enjoy themselves, but they also
take themselves seriously and like to think what they are doing really work
d. They are enthusiastic and positive about learning
e. They rely on the spoken word as well as the physical world to convey and
understand meaning
f. They are able to work with others and learn from others
g. Their own understanding comes through eyes, hands and ears
h. They have very short attention and concentration span
According to J. Brewster (2003) state that,
23
14
“Children between six until twelve years old, usually tend to expand their
ability by reading or learning chants, poems, song lyrics and love tongue
twister or jokes”.24
From the explanation above, we can describe that children love to play and move
around in the process of learning, so a creative teacher is needed in this case to
make them enjoy, enthusiastic and interested in English classroom activities. In
other words, an English teacher should provide some attractive classroom
activities in the process of English teaching, so that children are not easily getting
bored and lose interest in the classroom.
In this study, the writer will asks children/students to listen to an English
song and then sing it as the attractive teaching media. This is based on some
explanations above that children always love to be involved in fun learning
activities. Those are singing an English song and pronouncing some words in the
song lyrics correctly.
4. English Teaching at Elementary School
Teaching English at elementary school is different from the one at other
grade of schools. Because the students at elementary schools are children while at
other grade of schools are teenagers and adults. It is, of course, teaching children
are not as easy as teaching adults. They have different characteristics and
motivations. It is stated by Lynne Cameron (2001) that:
24J
15
“Children are often more enthusiastic and lively as learners. They want to please the teacher rather than their peer groups. They will attempt an activity even when they do not quite understand why or how. However, they also lose interest more quickly and they are less able to keep themselves motivated on the tasks they find difficult”. 25
By nature, children like imitating. In the learning process, they have a
tendency to imitate. The children like to learn spontaneously and directly from
their environment. It is hot different from learning English. The children's
environment is seen exerting a major influence. It provides both the models which
they imitate and the rewards which make learning take place. Children acquire
their mother tongue by listening. In learning a language children just listen first
and then speak by imitating the words they listened. So listening English songs
and then singing it able to be one way in helping learning English especially in
pronunciation.
5. The English Curriculum of Elementary School
Teaching English at elementary school should understand first about the
English curriculum that used as the teaching program in teaching English at
elementary school. The curriculum of English teaching that has been designed for
elementary school is based on the Ministry of National Education policy on the
KTSP English Curriculum 2006.26
The KTSP English Curriculum 2006 involves the rational of the
curriculum, the definition, the functions and the purposes, the scopes, the
competence standard across curriculum, the competence, and standard of the
25Lyne Cameroon, Teaching Languages to Young Learners. Cambridge(Cambridge: Cambridge University Press, 2001), 1.
16
material, the competence standard of English local content subject at elementary
school and the guidelines. That has the main purposes of English Curriculum that
means the students must have four language skills involving simple listening,
speaking, reading and writing that focus on communicative skill.
The basic course outline plans two hours every week for the time of
English subject. It is taken for the purpose of measuring students' achievement
grades in mastering the subject given and it is from the three different kinds of
system of test that comprise oral, written and activity test and also daily, midterm
and final test.
6. The Guideline of English Curriculum
The Guideline of English Curriculums the teaching approach that used in
teaching English. And it is called as the communicative approach that gives the
direct experience for students to use English as the means of communication, the
basic ability and the skill for students to be able to communicate easily, the
knowledge for students to know their environments better.
The Guideline of English Curriculum also contains the explanation of
Basic Course Outline Application of English Curriculum .It includes the columns
which contain the topics and subtopics of curriculum materials, the speaking
explanation that describes the teacher's role in giving the good model for students
especially in English pronunciation, the explanation of the speaking skill that
explains the chance given for students to practice English pronunciation in the
17
7. The Application of Singing English Songs in Learning Process
Singing songs is an interesting habit. Because many people will be looked
and feel happy if connected with the music at any time and any place. So, when
people listen or sing a song, it will make them relaxed. Furthermore, people
sometimes use music as a tool to overthrow their depression, music also influence
people in learning language.
In educational field, students require such skills in speaking. Thus, a
teacher should try to find appropriate technique, in which students could be easily
hear, dramatize and perhaps memorize vocabulary. From the description above,
the writer tends to use one of the attractive ways through singing English songs.
By singing an English song, it will develop students’ ability., Finocchiaro
(1974) stated that many teachers also prefer to introduce songs through
recording/CD.27 It proves that by singing a song will be the best way for students
in which they would able be to improve and pronounce the words in lyrics well
like the native speakers who sing in that song.
Basically, children love listening to and singing songs while learning
language as parts of their activities, Brewster. J, Gail Ellis and Dennis Girard
(2002) state, “The children always like songs and rhymes”. 28Those are the ideal
vehicles for learning language for sixth grade students.
Based on the explanation above, the writer categorized listening and then
singing song is as an environment learning process. That is why the writer chooses
27M. Finocchiaro, English as a Second Language From Theory to Practice(New York: Regent
Publishing Company, Inc, 1974), 55
28J
18
singing an English song as the alternative teaching media in learning English to
support speaking English skill. Starting from chapter I and chapter II the writer is
going to make a research. By singing English songs, the writer hopes that it would
be able to help students in learning English process and improve their speaking
skill especially in pronunciation.
B. Review of Previous Studies
In this case, the writer describes some previous researches which are
relevant to this research. The same idea of using song as a strategy to solve the
problem in teaching English becomes the guidance to strength this
research.
1. The thesis with title “The Role of English Children Songs in Improving
Students’ Listening Skill An Action Research at the Year Fifth Students of
SDN 4 Krajankulon Kaliwungu in the Academic Year of 2008 /2009” by
Dewi Oktavialinna. Her study is limited to to describe the procedure of
teaching English listening skill at the fifth year students of Elementary
School using English children songs and to identify the advantages and
disadvantages of using the English children songs as a teaching media in
teaching foreign language listening skill.29
2. The thesis has tittled “songs as a medium for teaching vocabulary in the
Elementary School, a case study in the 4th grade of SD Negeri Pucungroto
Magelang.”by Eko Ari Setyowati. Her study is limited to get improvement
29 Dewi Oktavialinna, The Role of English Children Songs in Improving Students’ Listening Skill
19
for the students’ achievement by using songs as a medium for teaching
vocabulary in the elementary school.30
3. The thesis has tittled, “Pengaruh Minat pada Lagu Bahasa Inggris terhadap
Kemahiran Mendengarkan Siswa di SMA Kristen Irene Manado”, by Helen
Yuliana Angmalisang. Her research is to analyze in what extent the interest in
English songs have an effect on student’s listening skills in SMA Kristen
Irene Manado. 31
All the studies has the same purpose in teaching learning proses to get
improvement in speaking and listening skill. And the pronounciation is part of
that skills. In those studies teaching learning english by using song is always
used in the strategy. It ensures that teaching learning english by using song
becomes one alternative in fun learning english to get goals. In this study, the
writer will make something different with the studies mentioned above. This
study will be focussed in pronounciation through singing english song.
30 Eko Arisetyowati, songs as a medium for teaching vocabulary in the lementary School, a case
study in the 4th grade of SD Negeri Pucungroto Magelang. (Semarang: UNNES, 2006 ) 31 Helen Yuliana, Pengaruh Minat pada Lagu Bahasa Inggris terhadap Kemahiran
20
CHAPTER III
RESEARCH METHOD
A .Research Design
The Design of this research is Classroom Action Research. This research is
expected to improve the student’s speaking ability before and after using songs to
teach speaking and the process of the teaching using songs as well as possible.
Action research is a kind of research that always becomes significant
research in language education research. Elliot (1991) has opinion about it. He
states “I’m anticipating that action research will become highly recommended as a
strategy for helping teachers to maximize pupils’ achievements of national
curriculum targets”. 32
By the definition of action research above, it can be concluded that action
research is a series of procedures, a group of activity and a piece of descriptive
research carried out by a teacher in the classroom in order to improve aspects of
the teaching or to evaluate the success and /or appropriate of certain activities and
procedures, without changing the phenomenon under investigation.
Elliot (1991) adds the central characteristic of action research is the join
reflection about the relationship in particular circumstances between processes and
products. Each kind of research must have goal in order to solve the problem
which is being researched. All wright and Bailey state that "the goals of action
21
research are achieving local understanding and developing viable solutions to
problems". 33
The step in action research means the way to conduct and action research.
According to Dick All wright and K.M Bailley stated that the procedures on
conducting an action research are: 34
1) Collecting the data
2) Planning an action
3) Carrying out the plan
4) Observing implementation
5) Reflecting
6) Revising the plan
B. Population
Population is the whole subject of research.35 In the research, population of
this research is sixth grade of MI faqih Hasyim Buduran Sidoarjo in academic
year 2015-2016. The sixth grade of MI Faqih Hasyim Buduran Sidoarjo.There are
only 27 students in one class.
33J. Elliott, Action Research for Educational Change(Buckingham: Open University Press, 1991), 50
34 Dick Allwright - K.M. Bailey.Focus on the Language Classroom ( Cambridge : Cambridge University Press. 1991), 10
22
C .Research Instrument
To collect the data, the researcher should check the lesson plan. Because it
contains tools and teaching media and then the next they are able to be used as the
instruments of research process. Based on KTSP 2006 lesson plan ( RPP) to teach
pronounciation with it’s acheivement indicator, so there are some instruments that
will be used in this research are: 36
1. Song MP3
Song MP3 is the song that has lyrics in english and it had been formatted in
MP3 and played in CD player.
2. CD player
CD player is one of music equipment to play the CD’s music contents.
3. Song text
Song text is the lyrics of the song that contains words, phrase and sentences
in english. The song text are Someone Like You by Adelle, Thousands Years
by Christina Perry and All of Me by Jhon Legend. The writer chooses those
song because they are the populair song and almost of the students have been
familiar with them.
4. Field note
Field note is the important notes that writer recorded during research to
support other datas.
5. Pre-test score
23
Pre-test score is the score that gotten from the test before the writer’s strategy
has been implemented.
6. Oral-Test score
Oral-Test score is the score that gotten from the test after the writer has been
implemented his strategy.
7. Post-test score
Post-test score the score that gotten from the test after the writer has been
implemented his strategy. This is the last tes when research will be ended.
8. List of test result score sheet
List of test result score sheet is the sheet that contains all of test score. They
are pre-test, oral-test and post-test score,
D .Data Collection Technique
In this research, the writer use tests which are pre-test and post-test to find
out the students ability before and after the using of songs in teaching and
observation to find out the process of the teaching and learning activity using
songs. The techniques are :
1. Making the field note, the writer should write down the important notes
about some matters during research to support other datas.
2. Making the test, kinds of test are:
24
Pre-test is the test before the writer’s strategy has been implemented.
Students should read/speak up 5 sentences that some words are same
with in the song text/lyrics.
b. Oral-test
Oral-test is the test that has been held after the writer has implemented
his strategy. Students should read/speak up 5 sentences that some words
are same with in the song text/lyrics and the pre-test’s questions too.
c. Post-test
Post-test is the last test that ends all of test during the research.
Students should read/speak up 5 sentences that some words are same
with in the song text/lyrics, the pre-test’s questions and oral-test1 and
oral-test 2.
;
E .Research Procedure
1. Planning
The writer prepare schedule of research before doing in action. And the
schedule is adjusted with english subject schedule that has exsisted. Here is the
[image:33.595.109.513.111.552.2]
25
Tabel 3.1 List of research time
No Date Activity
1 January, 6th, 2016 Pre-test
2 January, 13rd, 2016 Oral—test 1 (1st cycle)
3 January, 20th, 2016 Oral-test 2 (2nd cycle)
4 January, 27th, 2016 Post-test
2. Implementing
Implementing is the performing of planned action. Based on the model
above, the researcher can change the plans when it is necessary. Therefore, in this
research the writer conducts basic cycle and then if the target has been not
achieved, the writer conducts the second cycle after revise the plans (amended
plan). To make the steps in this research more clearly, the writer makes the
elaboration of the activities in this action research as follows:
a. Pre-test
The pre-test is going to be done to check how far the student’s ability in
mastering English speaking skill.Have the students beencorrect or not in
pronouncing the words? The writer gives an oral test, by asking the students one
26
then the writer elaluates them with the pronounciation rubrics to determine their
score.
b. The First Cycle
The procedures of teaching learning process in the first cycle are as follows:
Activity 1
1) Giving material speaking that focussed on pronounciation and teaching
based on lesson plan (RPP).
2) The teacher (writer) plays English song in a CD.
3) The teacher (writer) asks the students to listen to an English song
carefully while the students look the words in the song’s lyrics how to
pronounce them.
Activity 2
1) The teacher (writer) gives example in pronouncing words in these
song lyrics and then asks all of students try to follow him loudly.
2) The teacher (writer) leads the students to sing that song together.
3) Then the teacher (writer) let the students try it by their selves by
singing that song enjoyfully.
Activity 3
1) The teacher (writer) gives an oral reading test again. The test is
reading the lyrics of the song that the words is related with lyrics
of the song played.
2) The writer compares the result of score with the pre-test score. If
27
the minimal acheivement score. The scores should be above the
minimal acheivement score. But whatever the results the writer
should go on second cycles to get the satisfied result.
c. The Second cycle
In this cycle, the procedures of teaching learning process arestill same
with the first cycle. This is meant to get the maximum results. The process is
as follows:
Activity 1
- The teacher plays the different song with different words in lyrics.
While the students listen to the song carefully without any activities,
just concentrate to pronunciation of the words in the lyrics only not
the melody.
Activity 2
- The writer gives the students little time to try pronouncing words in
lyric by their selves before post-test will be held.
d. Post-test
In this post-test activity, the teacher asks to the students to read the 5
sentences that different with some tests before. The students should read in
28
F . Data Analysis Technique
After doing pre-test, doing action in 2 cycles and ending with the post-test, the
writer analyzes results of all test by comparing data before and after action research
done.And then reflecting all of them to standard of competency speaking skill in
KTSP 2006 especially on acheivement indicator that means students able to speak up
clearly the frase or simple sentences with the correct pronounciation37.
The score can be gotten from the value of each pronounciation rubric criterion
multiplied by the number of the questions and then devided by the maximal score 38.
To evaluate student’s pronounciation should be measured by the rubric of
pronounciation and then it could be counted with each of rubric creterion
value/score. Then writer uses the formula to determine the student’s test result score.
The score formula is :
the value of each pronounciation rubric criterion X the number of the questions
The maximal score × %
The class average score is : ∑ a ’
T a ′
The class average score should be above 65 as KTSP on minimal acheivement
score39.
37Ida Kusuma, et.al., “MODEL Silabus dan RPP”. Titik Sumiyati (Ed). Active English 6(Solo: PT. Tiga Serangkai Mandiri, 2007), 1.
38 ---,74.
[image:37.595.109.518.115.568.2]
29
Tabel 3.2
Rubric of pronounciation
No Criterion / description Value Score Category
1 Comprehensible and Having Native like Accent
5 85-100 Excellent
2 Comprehensible with non-Native Accent
4 70-84 Good
3 Some Existing
Mispronunciation that Affect Comprehension
3 55-69 Fair
4 Frequent Mispronunciation
that Affect Comprehension 2 40-54 Poor
5 Not Comprehensible 1 0-39 Very Poor
30
CHAPTER IV
RESEARCH FINDING
In this chapter, the writer would like to analyze each of the data that had
been gathered from the action research activities. The data was gotten from the
result of tests that held as the teaching learning evaluation. The aims of tests was
able to give an evaluation to know how far the students in pronouncing the words
that given when this action research was done. Therefore the score of the test
result should be above minimal acheivement score . It should be above 65 as
KTSP 2006 target 40
A. Findings
The sixth grade in MI Faqih Hasyim Buduran Sidoarjo has 27 students. The
writer had recorded data of the research trough pre-test, oral test and post-test that
followed all of sixth grade students. The writer got some changes of test scores.
The scores always changed gradually from pre-test until post-test. at the first test
the score of all students were almost bad, but the next score increased to be better
untill able to get above the minimal acheivement score.
Beside the writer got the test scores but he also could record some matters
during the research done and written down into fieldnote. Writer had written some
matters to support the datas gotten.
31
1. Pre-test Score
The analysis of each activity started from pre-test. Before discussing it, the
first We see tabel 4.1 shows the list of pre-test score that held on january, 6th,
2016 ago. If we analyze that tabel that contains scores of pre-test result so we can
see that almost students get bad score. They almost got under 65. There were only
6 students get above 65. They were students in A5, A6, A11, A12, A21 and A27.
If only 6 students of 27 students could acheive target minimal score so it could
not be categorized as the succes of learning proses ach eivement target. If we
could count the procentage 6 of 27 is × % = 22% . But the target
acheivement should be minimal 65%.
Based on tabel 4.1 the result of pre-test activity, the writer could count the
score of class average.The class average score is = 53,4444. This average
score was bad that could not get minimal acheivement target because score of
53,4444 < 65. And here was a result of english learning before using english song.
It looked like almost all of the students got the bad score under minimal
acheivement score. They were not motivited and bored.
2. Oral-test Result
After passing the process that the writer began to try teaching
pronounciation using english song and then he got the next data from the first
oral-test that held on January,13th, 2016 . Further more , see the tabel 4.2 contains
32
If we checked that tabel that contains scores of oral-test1 result so we can see
the changes to be better than pre-test. The tabel showed that almost students get
good score. They almost got above score of 65. But there were only 3 students
get under score of 65. They were students in A7, A18 and A26. If only 3 students
of 27 students could not acheive target minimal score so there were 24 students
got the score above 65. If we could count the procentage 24 of 27 in to summary
× % = 88 % . But the target acheivement should be minimal 65%. If we
compared 88% with 65% were 88% > 65%. So we could be categorized that
this score could get the succes of learning proses acheivement target.
Furthermore we should check the average class score. We could count the
average of class score = 72,37037 during the oral-test1. It indicated that
there were little increase in 1st oral-test. It could be sign that in first cycle
students become little more motivated in learning english by singing english song.
Then the writer still got data again from oral-test 2 that held on January,
20th, 2016. The data could be seen on tabel 4.3 . If we checked that table contains
scores of oral-test2 result so we could see the changes to be better than oral-test1.
The tabel showed that almost students get good score. They almost got above
score of 65. But there were still only one student got the under score of 65. He
was student in A18 . If only 1 student of 27 students could not acheive target
minimal score so there were 26 students got the score above 65. If we could
count the procentage 26 of 27 in to summary × % = 96 % . But the target
33
65% were 96% > 65%. So it could be categorized that this score could get over
the succes of learning proses class acheivement target.
Furthermore we should check the average class score. We could count the
average of class score during the test2. Based on tabel 4.3 the result of
oral-test 2, the writer could count the class average score was = 79, 18519. This
score had get over the miniamal score acheivement target. We knew that the
minimal score acheivement target was 65. If we compared score 79,18518 was
above 65 or 79,18519 > 65. And it meant that process in second cycle had been
[image:41.595.101.514.220.535.2]able to change significanly to get better in learning process. It could be seen at
table 4.1, table 4.2 and table 4.3 that showed increase score from pre-test,
oral-test1 and oral-test2. It signed that students become little more motivated in
learning english by singing english song.
3. The post-test Result
The writer got the last data of all steps. It was gotten from the result of
post-test score that held on January, 27th, 2016 ago. It could be seen tabel 4.4 In
that table contained scores that had changed gradually to better and gotten over
the score of 65. There was no student gotten under score of 65. In the begining in
pre-test only 6 students who got good score were in A5, A6, A11, A12, A21 and
A27, but in the post-test all of them could get good score. The lowest score was
72 on student A7 .But the score 72 was still above minimal acheivement score.
Furthermore to confirm the significant changes we should check the
34
test. Based on the tabel 4.4 the writer could count the class average score is =
80,40741. This score had get over the miniamal score acheivement target. We
knew that the minimal score acheivement target was 65. If we compared score
80,40741 was above 65 or 80,40741 > 65. It meant that the score continuously
increased from pre-test, oral-test 1, oral-test 2 untill the post-test.
B. Discussion
Here the writer started to conduct results of some test scores from pre-test,
oral-test 1 and 2, and the last the post-test. And the reality, It was true that the
score always continuously increase step by step. If we looked for a moment,
before the writer done his research, the student’s score especially on the pre-test
score so their scores were very poor. Almost all of the students got the
un-expected score .
The first cycle had graduatly changed thier score to better, it caused the
writer’s tehnique in learning-teaching english had been tried to in the class. And
students began to get some more motivations to learn english through singing
english song in the english class. Therefore the material of pronounciatian was
easy and fun to be absorbed for students. The results were on oral-test 1 became
increasing. And it was taken a place continuously on pre-test 2 and ended on
post-test. The test score changed to be higher .We could look on the tabel 4.5 at the
35
Based on the tabel 4.5 the changes of test result score , the writer analyzed
that the scores was continuously increase from pre-test untill post-test. Although
at the begining , the score on pre-test was only 53,4444. And it was bad score that
always not been expected in acheivement target. The minimal acheivement score
should be above 65. If the result of pre-test was only 53,4444, so it could not be
categorized as success of learning proses. But after the writer done his researh for
a month ( 6th-27th january 2016 ) with the some steps so He was able to become
students to be more motivated and being fun in learning process especially in
improving thier prounciation through singing english song. This was really
proved by the writer with the increase of scores from :
1) Oral-test 1 = 72,37037
2) Orall-test 2 = 79, 18519
3) Post-test = 80,40741
The score 72,37037, 79, 18519, 80,40741 were the scores above the minimal
acheivement score .This could be categorized that the learning process got the
success as the acheivement target.
Based on all of datas the writer had gotten from all activities that started from
pre-test untill post-test so the writer could draw that his research had brough the
better changes in learning process. It could be checked based on the graph 4.1
above. The line chart rise up rapidly . Then It could be concluded that
teaching-learning english by singing english song could motivate and improve student’ s
36
CHAPTER V
CONCLUSSION AND SUGGESTION
A. Conclussion
After the research was held during 6th-27th of january 2016, the writer
could conclude some conclussion. As we knew in the first that before the
research, the speaking ability of sixth grade elementary school students in MI
Faqih Hasyim Buduran Sidoarjo especially in pronunciation was very poor. The
average score was under the minimal acheivement score. The students had no
motivation in learning. They were bored with old learning. But after the research
was held, so we could conclude that:
1. There were some more changes for students. In process of learning
english in the class for the sixth grade, singing an english song the reallity
had been able to attract student ‘s interest and encourage them. Because
learning with CD media was very fun learning and at the same time able
to give motivations for students. By singing an english song the students
could feel fun and enjoy in learning english process.They became to be
more motivated in learning. So the target could be achieved well.
2. After the writer tried teaching english pronounciation by singing an
english song in learning english process, so the result of it was the score
gradually increased. The lowest score was on student who had initial
37
increased to be 69, 55 and 56. But in the post-test still able to rise up
again to be 79,74 and 76. The class average score became increase from
53,444 to be 80,407.
So the writer concluded that singing an english song in teaching-learning
english process had been able to improve the student’ s speaking skill especially
in pronounciations.
B. Suggestions
To get the target as well as possible in speaking skill especially on
pronounciation , so singing an english song in learning-teaching english process
could be recommended for english teachers, especially for the elementary school
teacher to attract the student’s interest and motivation in learning english.
The program should be done regularly and continuously. Not only at that
time . the next research will also be needed to enlarge the next value reseach.
To get a wider contribution of the result of the research, so some activities should
be conducted in other classes of other school, and the writer hopes that there will
be many researchers explore furthermore about how to apply singing an english
38
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