TEACHERS’ BELIEF IN USING ENGLISH SONGS TO IMPROVE
STUDENTS’ PRONUNCIATION
RESEARCH REPORT
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
RAHMAWATI RIFKA Y
NIM: 112012073
ENGLISH EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
TEACHERS’ BELIEF IN USING ENGLISH SONGS TO IMPROVE
STUDENTS’ PRONUNCIATION
RESEARCH REPORT
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
RAHMAWATI RIFKA Y
NIM: 112012073
ENGLISH EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published by any person except where due reference is made in the text.
Copyright@ 2016. Rahmawati Rifka Yusuf and Rindang Widiningrum, M.Hum.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University Salatiga.
TABLE OF CONTENT
Findings and Discussion ... 12
English Homework in SMP N 1 Banyubiru... 12
Students‟ Cognition ...13
Definition of Teachers‟ Belief ... 5
References...25
Acknowledgements...27
TEACHERS’ BELIEF IN USING ENGLISH SONGS TO IMPROVE
STUDENTS’ PRONUNCIATION
ABSTRACT
Pronunciation learning is still viewed as the most challenging and difficult aspect for
English language learning in Indonesia. Therefore, a teacher needs to think of a way and
activity to deal with it, such as by using songs, games, movies and oral feedback. The focus
of this study is in the teaching of pronunciation using songs. Particularly, this study would
like to answer the question: what are the teacher‟s belief in using English songs to improve
students‟ pronunciation. The data for this study was obtained from a semi-structured interview using individual interview technique with one English teacher at Laboratorium high
school of UKSW, who is familiar with the use of songs in teaching English pronunciation.
The result reveals the teachers‟ belief that songs can make teaching and learning process become enjoyable. At the same time, the learners can also learn and practice through singing
the songs. Moreover, the way the teacher implemented songs, whether it is at the beginning
or whilst teaching, in her English teaching carries a great importance in building students‟ mood and motivating the students to learn more.
Keyword: pronunciation learning, teachers’ belief, English songs.
Introduction
Lately English teaching and learning was varied in many ways for example in the
implementation of technologies and other resources including songs and games. According to
Chanlin (2007), "There is a consensus among educators and various social communities that,
current educational practices need to prepare students to thrive in an ever changing
technological society "(p. 45). Those technologies are the common one that can help teachers
in teaching and learning process. Moreover English teaching and learning in Indonesia has
been started since elementary school until senior high school. It aims to the students master
Dardjowidjojo (2002) in the specific case of Indonesia, the recognition by the government of
the growing importance English now plays in the world can be seen in the increasing number
of schools from kindergarten to university level in which the medium of instruction is English
(p.48-49). In the process of English teaching and learning itself has some regulations on
differentiate every topics that is suitable for students‟ need and level. So, the knowledge would be systematically in order. Therefore, teachers have big and important role in English teaching and knowledge itself along with the practice as the assessment of what they have
learned.
Nonetheless there are still some difficulties that the learners and teachers had in
teaching and learning process. Some of them are the difficulties in understanding of what the
native speakers or teachers say especially in listening part, and then students‟ lack confidence
and even shy in speaking part, beside on writing aspect the learners had difficulty in
vocabularies and grammar rules to make it concise. Those are the challenges that as teachers
have to deal and overcome with in order to achieve the certain objectives of each lessons. It
needs lot of struggles and cooperation with the students to achieve the goal which is to be
able to communicate with it. However, the knowledge remains the same and important to share.
Until now some students still considered pronunciation as the hardest language aspect
to learn and practice as stated by Gilakjani, A., & Ahmadi, M (2011) “both psycholinguists
and phonologists believe that there is one factor which are the raw sound is categorized or
conceptualized that make pronunciation is the most challenging aspect, it is considered as
cognitive rather than physical. However the students find another part which makes it
difficult to learn, such as: how to pronounce every word correctly, and many more. Moreover
hard to follow it. After that the biggest challenge is that, since English is viewed as foreign
language where the students are rarely to communicate with it in their daily life.
Songs have the biggest influences in teaching and learning process and have a big role
especially in improving students‟ language skills. Beside the content of songs are so many
that the teachers can implement it to improve any specific of students‟ language skills, such
as: listening to the songs while practicing to sing the lyrics and understand the meaning or
content of the songs about. In that process the students are trying to improve their
pronunciation, listening and vocabulary aspect. Therefore it is so useful in language teaching
and learning, another benefit from implemented it is that nowadays songs have became part
of their life. They can directly sing and learn through the authentic materials that it brought
about. So, that the students can feel motivate in learning English more.
According to Maley, 1997; Eken, 1996; Gaston, 1968; Geoff, 2003, “besides music,
another indispensable element of songs is lyrics which serve as a direct genuine source of
teaching materials in foreign language classes, so why should songs be overlooked by the
teachers? There have been abundant researches abroad on songs as an authentic teaching
resource in language teaching, but a paucity of such studies is reported in China”. Therefore
the growing interest of songs have attract some people nowadays in any situations, that‟s why
when the songs implemented in teaching and learning can give certain impact for learners.
Research into the teachers‟ belief in using English songs to improve students‟
pronunciation has a long history because content of songs that can be used and implemented
to improve any language skills, such as: listening, speaking, vocabularies, pronunciation and
grammatical rules. There are many ways for the teachers to implement songs in the classroom
activity. Still the purpose is in there either as aid or tool for example in other related study,
such as: teaching pronunciation through songs that explain the usage of songs in improving
(2015). There is one main objective that the students need to achieve it, which is able to
communicate in English.Other related study is about the effect of English songs for young
learners‟ listening comprehension and pronunciation. In that paper it also explains the
benefits of implementing songs in teaching and learning activity especially for second or
foreign classroom, (Hashemian, M., & Ghanbari, F. (2014).
attempt to show that the teachers‟ belief in using English songs to improve students‟
pronunciation that have a pivotal role in language learning which also have big impacts to the
others as well. In this case, teachers‟ belief and role should not be taken for granted because it
is also the key to be able to communicate in English fluently. The focus of this thesis is in the
songs influence that can improve students‟ pronunciation. Through implement songs students
can clearly hear how the native speakers sing the lyrics. This activity can get students‟
attention and increase their enthusiasm in English language teaching and learning.
Literature Review Definition of Teachers’ Belief
Belief is something which is also needed in teaching and learning process either for
the teachers and students according to Kagan (1992) teachers‟ beliefs are defined as “tacit,
often unconsciously held assumptions about students, classrooms and the academic material
to be taught (p.65)”. Therefore teachers‟ belief itself has great role in helping and making the
classroom activity including teaching and learning process run smoothly. It also helps the
aims to expedite and learn together to achieve the objectives itself. According to Michael
Borg„s (2001) “defined that a belief is a proposition which may be consciously or
unconsciously held, is evaluative in that it is accepted as true by the individual, and is
therefore imbued with emotive commitment; further, it serves as a guide to thought and
behavior”. Moreover as everyone holds it that can lead them in a better perception on every
educational theorist Pajares (1992) “noted that teachers„beliefs have a greater influence than
the teachers„knowledge on the way they plan their lessons, on the kinds of decisions they
make, and on their general classroom practice”. So it is obvious that belief has big role in
handling every decision and choose one solution to overcome it. As the term “teacher beliefs”
implies, what goes on in teachers‟ minds is often acknowledged as their beliefs. Research
carried out to date has revealed that beliefs strongly influence teachers‟ perception, and that
they play a crucial role in teachers‟ decision-making, planning and implementation processes
(Busch, 2010).
Furthermore there might be some possibilities which could be happened in the
classroom especially on teaching and learning process. In order to overcome those problems,
teachers‟ belief could be the best way out also it plays important role in it in order to make
teaching and learning run smoothly, according to much of the literature on teacher education
suggests that teachers‟ beliefs affect their teaching practices and instructional decisions in the
classroom (Richards, 1998; Richards & Lockhart, 1996). These beliefs are usually guided by
a number of factors: their own experience as learners in classrooms, prior teaching
experience, classroom observations they were exposed to, and their previous training courses
at school (Richards, 1998). Teachers' actions reflect their knowledge and beliefs, which
"provide the underlying framework or scheme which guides the teachers' classroom actions"
(Richards & Lockhart, p. 29, 1996). Moreover the reason why teachers‟ belief exists is
because those factors affect so much on the way teacher starts to teach in the classroom. One
of the factors which make it so real is that on students who receives the lesson and reacts to it.
Therefore teachers should able to conduct an activity which able to grab students‟ attention
on the teaching and learning process.
As we know implementation of songs in classroom has been started since a long time
ago, songs have been an amusing companion for human beings for as long as or even longer
than we can speak. As an integral part of our language experience, it can be of great value to
foreign language teaching according to Shen (2009). It is also considered as the useful tool
and aid to language teaching and learning process “a large amount of literature which
discusses the value of using songs in ESL/EFL classrooms is not empirically based.
However, based upon teacher experience, the first hand knowledge of what actually occurs in
a language classroom is, in fact, very valuable” as stated by Schoepp(2001). The process of
implementation itself starts from observing the students‟ need including the language aspects
that they lack of and enjoyable atmosphere. Despite the fact that songs are only be used for
young learners however it can also be used for improving some factors for adult learners Lo
and Li (1998) offer similar suggestions, writing that songs provide a break from classroom
routine, and that learning English through songs develops a non-threatening classroom
atmosphere in which the four language skills can be enhanced. Nowadays as we know that
songs are one of the people needs nowadays because it has different effect and genre. There
are numerous English pop songs that can be applied to English classroom activities.
However, not all of them are appropriate for teachers‟ instruction or students‟ learning
because of the many practical concerns. For instance, good songs are those which are familiar
with the learners, or those whose melodies are well-known according to Tung, P., & Hung., C
(2009). Therefore songs can be a good solution to improve students‟ language skills
especially in English Songs help render the boredom of the class by creating an enjoyable and
interesting atmosphere and activities in class (Ulate, 2008).
Advantages of songs in teaching and learning process
There are several advantages of implementing songs in teaching and learning process
and learning session. The students can know the real example (authentic material) by
knowing that songs implemented in. Besides music, another indispensable element of songs
is lyrics which serve as a direct genuine source of teaching materials in foreign language
classes, so why songs should be overlooked by the teachers as stated by Shen, C (2009).
Moreover Saricoban and Metin (2000) have found that songs can develop the four skill areas
of reading, writing, listening, and speaking. Eken (1996, p.46) states that songs can be used:
to present a topic, a language point, lexis, practice a language point, lexis, focus on common
learner errors in a more direct way, encourage extensive and intensive listening, stimulate
discussion of attitudes and feelings, encourage creativity and use of imagination, provide a
relaxed classroom atmosphere and bring variety and fun to learning. As many researchers
have studied about songs and advantages of it, in reality it really helps learners and teachers
in giving authentic materials or examples regarding to improve their language teaching and
learning. According to Orlova (1997) songs can work as an encouragement for learners to use
English. The belief that songs provide enjoyment and develop language skills is also noted by
several other authors (Adamowski, 1997; Bechtold, 1983; Domoney & Harris, 1993; Griffee,
1992; Guglielmino, 1986; Lems, 1984; Little, 1983; Monreal, 1982), and it can motivate the
students in terms of make them be more enthusiasm in teaching and learning process. It can
help learners to learn and improve their language skills to be better. Furthermore the same as
previous point is that it can make them feel enjoy in teaching and learning process by adding
songs in the game, according to West, J., & Boothe, D (2012) songs are suggested as an
excellent method for promoting language learning.
Disadvantages of songs
Though there are numerous of advantages of implemented songs in improving
disadvantages that songs might have in teaching and learning process. The first one is that
whenever the teachers implemented in classroom the sounds and volume might disturb others
classroom activity according to Murphey (1992: 8-9) writes that loudly playing songs may
disturb neighbouring classes. In that case it might be better to use it in the multimedia room
so that it might not disturb other teaching and learning activity. Another thing is that
according to Rosova (2007) even after the long, but not exhaustive, list of what can be done
with a song, many teachers would still have doubts about using songs as a full-value teaching
material because they consider songs as a sort of leisure time activity, which cannot be taken
seriously. After that students might dislike toward the genre. Another thing is hard to find and
select the songs which are appropriate enough for the teaching and learning process. Other
thing is that the equipment sometimes cannot cooperate well with the teaching and learning
process.
Another challenge for teacher is that could not be ignored in order to be able to
implement songs in teaching and learning activity is about the availability of technology
itself. It is one of the important equipment that could support whole process; however there
are still some classrooms that do not have technology
Pronunciation
There is one aspect which has crucial advantage and influence for other language
aspect that is pronunciation, as stated by Zhang, L (2004) argues it as an umbrella term to
cover not only the sounds but also features beyond individual sounds, is an integral
component of the language. Pronunciation refers to the production of sounds that we use to
make meaning as stated by AMEP (2002) as cited in BRAN, C., & STANCULEA (2015) the
way we speak immediately conveys something about ourselves to the people around us. It
includes attention to the particular sounds of a language (segments), aspects of speech beyond
(suprasegmental aspects), how the voice is projected (voice quality) and, in its broadest
definition, attention to gestures and expressions that are closely related to the way we speak a
language AMEP (2002) as cited in. Moreover as we know that pronunciation it has big role in
helping the learners to deliver their message and intention. By being able to pronounce every
word correctly can help students and make it easier to speak or even spell words for other
language skills. It has several aspects that make it crucial in learning and able to master all of
them.
Further explanation on pronunciation aspect itself there are several parts, such as:
Review of Previous study
Henny Ratnasari once conducted an action research about songs to improve the
students‟ achievement in pronouncing English words. The researcher collected the data from
observing the classroom activity in order to know the emphasis of songs to improve students'
pronunciation. It carried through five activities which are selecting focus, collecting data,
analyzing and interpreting data, taking action and find out students‟ reflection. The subjects
were thirty students of 2006/2007 academic year. The action was done through teaching and
learning process. In doing this study the writer used an oral test method or sound of
pronunciation. The songs were implemented in teaching and learning process for listening
aspect. The result of this study is that the students‟ achievement is good enough rather than
before is only 74.49%. And then the writer categorizes the results in few points such as: the
students‟ interest in English learning by using songs is high which means that they are
reacting in a positive way. After that, songs have high advantages for students in motivating
and make them confidence in it. Then enrich their vocabularies knowledge.
Another previous study of improving students‟ pronunciation by using English songs
researcher conducted in SMK Cyber Media Duren Tiga on south Jakarta. Also it always held
on Tuesday and Wednesday morning as scheduled on 5th October up to 22th November 2010.
It consists of X grades of TKJ 1 and TKJ 2 which total around eighty two students. It has the
different test categories such as: pre-test and post-test. Each of the test items have five
questions that the students should answer with the total score around twenty of each points.
The result of this study is that teaching pronunciation using songs have significance influence
as seen from the result of statistic calculation from both experiment class and controlled
class. It can conclude that teaching has higher influence in teaching English for the first grade
students of SMK Cyber Media Jakarta.
Third is about the improving pronunciation ability of the fifth grade students of SD
METARAMAN PATI in academic year of 2013/2014, by singing children songs. It was
written by Dwi Setyorini and conducted at fifth grade on the PTK (Penelitian Tindakan
Kelas) by dividing the students into sixteen students consists of eight girls and boys. The
research also has been done in some steps such as: planning, action, observations and
reflection in each cylces. The result is that students need some special media to make the
teaching and learning process more interesting beside implemented pictures on their
textbook, explain the material and seldom to use the media to support. In that case the writer
consulted it with English teachers about singing children songs as an activity to teach English
pronunciation of fifth grade students of SD Metraman Pati in academic year 2013/2014.
THE STUDY
This study used a qualitative method by using interview technique to get the data of
the teachers‟ reasons of using songs in classroom activity and improve students‟
pronunciation. The participant was an English teacher in Laboratorium High School of Satya
reasons that lay under the teachers‟ decisions and choice to implement songs in the
classroom.
Context of the study
This study was conducted at Laboratorium high school of UKSW. The reason is
because the location is quite close and strategic so it is easier to reach to the campus also get
the data. Another part is to look on the participant perspective on using songs as an aid to
improve students‟ pronunciation by showing them the real (authentic) material about the
pronunciation.
Participant
The participant was an English teacher of Laboratorium high school of UKSW. The
participant is quite familiar with the songs implemented in teaching and learning process. The
participant herself has been used it for a while especially in game, teaching vocabularies,
grammar, even pronunciation. The reason why the researcher chooses only one participant is
because the participant is using songs quite often in the classroom especially for improving
students‟ pronunciation.
Data collection instrument
The researcher conducted a qualitative research by using interview technique to get
the data. Through the interview technique researcher wants to dig deeper and focus on the
reasons why teachers start to use songs and the belief itself. Beside that it is expected to know
what the advantages are and disadvantages of songs are based on teachers‟ experience. The
style of interview questions of semi-structured where the researcher focus on the certain
points of the teachers‟ belief, the use of songs and how it can improve students‟
speak in Indonesian to make it more flexible without set aside the formality at all. To help the
process of interview the researcher uses an audio-recorder in the cell phone.
Data collection procedure
The researcher wrote sixteen interview questions which consist of opening phase and
expanding details about the reasons that lies on teachers „belief to use songs in order to
improve students‟ pronunciation. The process of obtaining the data started from asking for
permission of school‟s staff and the teachers in Laboratorium high school of UKSW. The
researcher conducted an interview in teachers‟ room to make the researcher easier to gather
and meet her there, beside that the atmosphere is so conducive enough.
Data analysis procedure
After transcribed the data based on participant answer, another thing is grouping some
points to be discussed further. The purpose of grouping some points were to help the
researcher easier to analyze deeper. Beside that the researcher can see from other perspective
of implementing songs in teaching and learning process to improve students‟ pronunciation.
Findings and Discussions
This study aims to see the teachers‟ belief in using English songs to improve students‟
pronunciation. The discussion is divided into three themes, such as: teachers‟ reasons of
using songs, implementation of songs and difficulties or challenges of using songs in teaching
and learning process.
a. Teachers’ reasons of using songs in teaching and learning
Based on the interview there are some thoughts and a challenge that makes someone
decide to be or use something because of. In this case the teachers start on how the reason to
learners. The reason itself has strong supports in which it based on the real challenges and
problems that either teachers or learners faced. So that it makes the teacher to plan or design
some activities which are more innovative especially in making the learners learned English
easily. As we all know that in learning or even acquiring English skills need some times and
practice in order to be able to communicate with it. As stated by the participant:
Well the reason why I start to implement songs for improving the students‟ language skills are
so that they won‟t get bored, because there are so many important and things in English
teaching and learning. Second it uses to teach and improve the learners‟ language skills or aspects as efficient as possible.
Based on participants‟ respond it shows that the implementation on particularly in the
language teaching and learning is so useful in terms of improving the learners‟ language
skills. As also stated by Schoepp (2001) Songs have become an integral part of our language
experience, and if used in coordination with a language lesson they can be of great value. So
that there are some components that can be used for such as the lyrics, meaning and songs
itself. Those are the sources that can be used for teaching and learning process, for examples
in improving their vocabularies, grammar know ledges, pronunciation and listening. Those
aspects can be implemented not only for young or beginners but also for adult learners. Since
everyone nowadays like to listen to some music in every aspect of their live. For the first part
of the participant‟s response it shows that there is an affective reason in it that shows to make
the English teaching and learning fun and enjoyable for the learners. Actually it is an
important thing where the fun and enjoyable activities are the things that the learners looked
for the first time or for the whole process of it as stated by to Schoepp (2001) teachers have
long recognized the need for students to have a positive attitude in regard to learning.
On the first reason is about improving students‟ pronunciation by using songs will not
make the students get bored. For this part, students not only young learners like listen to
proves that songs can make the atmosphere and mood turning up also motivating the students
to learn more especially in improving any language skills by learning and practice it at the
same time. As stated by Ratnasari (2007) they should keep students interested, motivated, and
engaged in learning a foreign language and attain the lesson objectives.
The second reason is that it can improve students‟ language skills. Based on
participant‟s response, it might prove that songs contain some materials or language aspects
that can be used as games and an exercise. Therefore teachers have some fun and interesting
idea on it, in order to grab students‟ attention and motivation to learn and practice more.
Saricoban and Metin (2000) have found that songs can develop the four skill areas of reading,
writing, listening, and speaking. Though songs can be used in conditional terms regarding
which language skills that need to be improved however the focus in this study is about
pronunciation itself. Apparently based on participant‟s response that already familiar used it
in the classroom activity gave positive reaction based on the experience and students‟
reaction to. Songs can also be used to to improve adults‟ language skills.
b. Implementation of songs in teaching and learning
The way teacher implemented it in teaching and learning process actually needs a lot of
preparation. For example relate it with the language aspect and lesson plan which are going to
teach, do some research about the songs including the lyrics and tempo and context which
means that should be appropriate and the last is the equipment. The process of implemented
songs in teaching and learning process actually can be use in the beginning as a start and
motivate learners or it can be as whilst teaching. As the participant‟ stated that:
Actually it depends on the plan that we have made, it can be use in the beginning or
on whilst teaching. For example in the beginning I play the songs as a warm-up phase
so that it can motivate them, while on the whilst teaching I use it in order to be able to
jumble lyrics, find the meaning or context of a song and then singing along to
improve their pronunciation and speaking aspect.
Based on the above respond, the implementation itself has to follow on the lesson plan so that
the teaching and learning process can be as structure as possible. Although it uses on the
beginning still need the teachers‟ belief guidance in it, to make the teaching and learning
itself conducive and enjoyable for the learners. As stated Edelenbos et al. (2006), for
example, in trying to exemplify research, good practice and the main underlying principles of
early language teaching across Europe argue that games and songs have played a central part
in a number of approaches in various countries. Actually related with the previous data which
is about the reason why teachers start to use and implemented songs in teaching and learning
process are about the learners are enjoy listen to music or songs in their spare times. As stated
by Griffee (1992: 4) in Baroch (2008) that songs are satisfying art form, the lyrics fit the
music and the music fits the lyrics and together they form a complete unit. Therefore the
chronological process of the songs that implemented in the classroom is the good one they
can enjoy while learning of what they need to improve.
Based on the first part of the way teacher implemented songs in the classroom which
can be used in the beginning of the lesson as a warm-up phase to motivate the students and
encourage their spirit and willing to learn and practice more through singing along and
playing games on it. As stated by Sevik, M (2011) as to the philosophical background to the
centrality of games and songs in early EFL curricula, they talk about „age-related
language-learning‟ and they further argue that songs are prime examples of age related material.
The second part is that whilst teaching or process of teaching and learning itself, it aims
for improving students „language skills by learning while practicing at the same time.
asks students to sing along for improving their speaking and listening aspect especially on
correcting their pronunciation skill.
c. Difficulties or challenges of implementing songs in teaching and learning
Beside many advantages by implementing songs in teaching and learning process, there still
might be some difficulties or challenges in it. And then it relates with the real situation and
constraint that the teachers had. As also stated by the participant:
The difficulties or challenges that I had are whenever the equipment or technology that does not work appropriately. Second is about doing a little observation in the songs itself, which need a lot of time and focus in there. Third are the students do not really like the chosen song that cause them to uninterested in the teaching and learning process.
Based on above respond, the teachers find it difficult to adjust the songs into some
circumstances despite by adding games in it. The difficulties are challenging the teachers to
work hard on doing the observation so that it suits the lesson plan and students itself. Another
thing is that since it uses for improving the learners‟ language skills although it might seem
enjoyable but do not lose the serious part of acquiring the language skills itself.
Based on participant respond toward difficulties of implemented songs in teaching
and learning process are: the equipment or technology sometimes does not work really well,
time for observation (search the songs), students do not really like the genre that teachers
have been chosen.
On the first factor which use about the equipment or technology sometimes does not
work really well can cause great anxiety and confusion. Moreover in this context those are
important support to start implemented songs in teaching and learning process. However
whenever the technology or even electricity cannot cooperate with the plan and hope, and
then teacher has to think for plan B in order to deal with the problem. This might be one of
Second is about the observation for the songs itself that takes a lot of time because it
has to be as appropriate as possible. Also it has to fulfil some categories such as:
appropriateness, relate with lesson or lesson itself and it should be suitable on every
languages, content, etc which about what songs genre are about. That need to be observed
and think for quite some times when it comes in a right way then is a good one. However
sometimes songs can contain slang words, the singing pace is too fast and many more.
Moreover whenever the teachers had chosen the right and appropriate songs, another
challenge is on teachers‟ perspective on students‟ preferences toward songs‟ genre. In this
case it is hard to be ignored although it is proper for teaching and learning process but for the
motivation is a bit lack. Therefore teachers need to act and respond it in a wise way for
accomplish the objectives for the students‟ language skills.
Conclusion
This study sets out to find the teacher‟s belief in using English songs to improve
students‟ pronunciation. Furthermore the researcher wants to dig deeper about the teacher‟s
reasons, implementation of and difficulties or challenges in using songs in teaching and
learning process.
The result of the study shows that songs have many impacts for the students, teachers
and teaching or learning process. The first one is that songs indeed can make the atmosphere
of teaching and learning in the classroom become enjoyable and fun since students like to
singing therefore through this activity it is quite interesting enough to build their motivation
and grab their attention or interests in it. Second is that the students can learn and practice at
the same time through that activity the students can learn and improve their language skills
together. Third part which is so important is about the implementation of songs itself in the
their attention and interest especially in knowing and practice through the authentic material.
Despite the fact that there are numerous advantages of using songs in the classroom, still
cannot be denied that there are a few challenge and difficulty that either teachers or students
had to deal with.
The implication of this study is that to make the teachers acknowledge more about the
importance of pronunciation practice and learning. As we know that in order to achieve the
main objective for English learning is that able to communicate with it either in oral or
written. Therefore it is one of the importances based for the learners to achieve. Through
implemented songs in teaching and learning process it really can help teachers in showing the
authentic materials or examples for the students. As we know that songs contain many
elements, such as: grammar, vocabulary, sounds or phonetic aspect and story-telling.
Therefore it can be implemented based on what is really needed for the students to learn of
language learning aspects such as: listening, reading, speaking and writing.
This study still needs to be improved in terms of participant which is one and in one
school only. Therefore it still lacked in terms of many teachers‟ perspective and belief
regarding on the use of songs to improve students‟ pronunciation.
In addition this study could be conducted again in the future with the new and
approximately many participants which means that it will get many and further knowledge
ACKNOWLEDGEMENT
The highest praise is bestowed to the Almighty and Merciful Allah SWT for his great
blessing, mercies, and grant. Toward his guidance, I was able to finish this study through all
of the hard times and struggles.
I am deeply grateful and sincerely gratitude is addressed to Rindang Widiningrum,
M.Hum for the greatest patience, encouragement and fruitful advice throughout the process
of accomplishing this study. The next special gratitude is for Frances Sinanus who also helps
me a lot in this study to be better.
I would also like to express my deepest love to my parents for their encouragement,
motivation for taking care of me. Another special thanks to Lidya, Nanik, Tata, Fionna,
Patricia, Rizza and Amila for their support. Many thanks also go to ma‟am Andriyani, S.Pd
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APPENDIX
Interview questions lists:
1. What kind of teaching method that you use?
2. Why do you choose that?
3. Does the teaching materials or topics go well?
4. Are you familiar enough with the use of songs in teaching and learning?
5. What do you usually use it for teaching?
6. What do you need to prepare for teaching using songs?
7. How do you choose songs?
8. How do you implement it in teaching and learning process?
9. Does the use of songs can help the teaching material go well?
10.Are you familiar with the use songs for pronunciation?
11.What do you think songs can be use for?
