The Influence of Using English Song Toward Students' Pronunciation Mastery at The Seventh Grade of SMPN 6 Kota Serang

THE INFLUENCE OF USING ENGLISH SONG TOWARD
STUDENTS’ PRONUNCIATION MASTERY AT THE

SEVENTH GRADE OF SMPN 6 KOTA SERANG
(A True Experimental Design at the Seventh Grade of SMPN 6 Kota Serang)
RESEARCH PAPER
Submitted as Partial Requirement for S-1 Degree in English Education

Department of Teacher Training and Education Faculty
By
RINI DWI SEPTIYANI
2223132367
ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF SULTAN AGENG TIRTAYASA
SERANG
2017
The Influence of Using English Song toward Students’ Pronunciation Mastery at the
Seventh Grade of SMPN 6 Kota Serang
By:
RiniDwiSeptiyani
2223132367
English Education Department
ABSTRACT
The objective of this research was to find out the influence of using English song
toward students’ pronunciation mastery at the seventh grade of SMPN 6 Kota Serang.
The researcher used quantitative research by applying true experimental design for
conducting the research. The population of this research was the seventh grade students
of SMPN 6 Kota Serang. The sample of this research was chosen based on cluster
random sampling. The groups were put into Experimental Group and Control Group.
Each group consists of 30 students. Pre-test was given to the groups at the beginning of
the phase. Then treatment was given only to experimental group for two meetings. To
find the improvement, post-test was given to the groups.The researcher used content
validity and inter-rater reliability in order to make the instruments was valid and reliable.
In testing the hypothesis the researcher used t-test as formulas to know the influence of
English song technique toward students’ pronunciation mastery at the seventh grade of
SMPN 6 Kota Serang. The calculation showed the result of 𝑡𝑐𝑜𝑢𝑛𝑡 is higher than 𝑡𝑡𝑎𝑏𝑙𝑒
(3.80≥ 2.00) with the significance 0.05 (5%). It can be concluded that there is an
influence of using English song toward students’ pronunciation mastery at the seventh
grade of SMPN 6 Kota Serang. It is suggested that English song can be used by
English teacher to help students comprehend pronunciation in pronouncing words.
Keyword: Influence, English Song, Pronunciation Mastery
i
CURRICULUM VITAE
The researcher’s full name is RiniDwiSeptiyani. She was born in Serang,
on September 22nd 1994. She is the second daughter of Mr. Suharyanto, S.Pd. and
Mrs. Idah, S.E. She has one sister named NisaFitriyanti, S.ST. Keb., and has one
brother named M. AnnasSudadi. She lives at Jl. Raya TaktakanKomp. Makmur
Jaya RT/TW 03/09 Blok B No. 9 Serang-Banten.
The researchergraduated from Kindergarten at TK PGRI Serang in 2002,
Elementary school at SDN Serang 12 in 2007. Then, she continued to Junior High
School at SMPN 2 Kota Serang in 2009. After that, she continued her study to
Senior High School at SMAN 2 Kota Serang in 2013. Then, she continued his
study to University of Sultan AgengTirtayasa (UNTIRTA) – Banten. She takes
English Education Department at Teacher Training and Education Faculty in
2013–2017.
ii
MOTTO
“Don’t give up easily
because God can help you.”
(Researcher)
iii
ACKNOWLEDGMENT
Alhamdulillahirabbil’alamiin, thanks to the almighty Allah SWT who has
given his blessing and guidance in the researcher’s life, so the researcher is able to
finish this research. For accomplishment of this research, the researcher would
like to express the deepest gratitude and appreciation for everyone who helped
during composing this research paper.
1. Prof. H. SholehHidayat, M.Pd. as rector University of Sultan
AgengTirtayasa.
2. Dr. H. AcengHasani, M.Pd. as dean of Teacher Training and Education
Faculty.
3. Dr. SitiHikmah, M. Pd. as the Head of English Education Department.
The researcher would like to say thanks for her valuable time and
motivation when she studies and completes the research paper.
4. IkaHandayani, S.Pd.,M.Pd. as the first advisor, the researcher would
like to say thanks for the hard work to guide and advice to correct this
research. Furthermore, thanks for always give her valuable time when
the researcher needs help.
5. Dina Rachmawati, S.S., M.Pd. as the second advisor, the researcher
would like to say thanks for the suggestion, ideas and comments until
researcher finished this research. Without her, she did not make this
perfect research paper. Furthermore, thanks for always give her
valuable time when the researcher needs help.
iv
6. The best lecturers of English Education Department who has taught and
guided the researcher from younger university student until finish her
study.
7. FKIP and English Education Department staff who helped the
researcher to complete the documents.
8. AanHasan, M.Pd. as the headmaster of SMPN 6 Kota Serang. Thank
you for giving his permission in conducted the research.
9. Drs. Rita Juwita, S.Pd. as the English teacher and the students of SMPN
6 Kota Serang especially 7E and 7F who helped the researcher in
conducted this research.
10. Suharyanto, S.Pd. and Idah, S.E. They are the best parents that
researcher has ever had. Thanks for loving and caring her until she was
growing adult now. For her, they are the best supporter that she ever
had. They always help her with their material or their power.
Researcherdedicated this research for them as a sign that she
hascompleted her study. She does not know how to reply their struggle
for her. She loves them so much.
11. Her sister and her brother, NisaFitriyanti and M. AnnasSudadi, thanks
for coloring researchers’ life, and always supports her until she finished
this study.
12. ESA Untirta as the second house who has been another family for the
researcher inUntirta. Thank you for sharing and caring of her.
v
13. English Department class C 2013, they are the best class that researcher
ever had. Keep always your solidarity. Success for you all. See you on
top.
14. DeirraAyuKusmana, Lily SeptianiPutri, andNurikaNuurunAlaaNuurin
as researchers’best friends, thank you for their supports and always
there for helping the researcher when she needs help. They are being a
friend more than family. Hope they will keep it till the end of their life.
15. NissaRamadhani, Kusnawada, Haryadi Mufti, RosidIkbalSetiadi,
PrayogoPangestu, RamadhanAbdurrohman, and other seniors of
English Education Department, they are researchers’ beloved sisters
and brothers who has given valuable time for guided the researcher to
finish this research. Researcher would like to say thanks for their helps
and supports.
16. All of my friends in English department in years 2013 who have given
spirits for the researcher.
Finally, the research realizes this research paper is far from being perfect.
Therefore, the researcher will be pleased to have some criticism and suggestions
from the readers. She hopes that the result of this study will be useful for English
education department students especially who are interested in conducting further
studies.
Serang, April 5th, 2017
The Researcher
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Table of Contents
PRONOUNCEMENT
EXAMINERS APPROVAL
THESIS APPROVAL
ABSTRACT ............................................................................................................. i
CURRICULUM VITAE ......................................................................................... ii
MOTTO ................................................................................................................. iii
ACKNOWLEDGMENT ........................................................................................ iv
Table of Contents .................................................................................................. vii
List of Table ............................................................................................................ x
List of Figure .......................................................................................................... xi
CHAPTER I ............................................................................................................ 1
INTRODUCTION .................................................................................................. 1
1.1 Background of the Research ..................................................................... 1
1.2 Identification of the Problem .................................................................... 2
1.3 Limitation of the Problem ........................................................................ 3
1.4 Formulation of the Problem ..................................................................... 3
1.5 Objective of the Problem .......................................................................... 3
1.6 Significance of the Research .................................................................... 3
1.7 Hypothesis of the Research ...................................................................... 4
1.8 Operational Definition .............................................................................. 4
1.9 Organization of the Paper ......................................................................... 5
CHAPTER II ........................................................................................................... 6
THEORETICAL FRAMEWORK .......................................................................... 6
2.1 Pronunciation............................................................................................ 6
2.1.1 Definition of Pronunciation............................................................... 6
2.1.2 Elements of Pronunciation ................................................................ 6
2.2 Teaching Pronunciation .......................................................................... 12
2.2.1 Techniques in Teaching Pronunciation ........................................... 13
2.3 Song ........................................................................................................ 14
2.3.1 Definition of Song ........................................................................... 14
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2.4 Teaching Pronunciation through English Song ...................................... 15
2.5 The Advantages of Song ........................................................................ 16
2.8 Previous Study ........................................................................................ 17
CHAPTER III ....................................................................................................... 19
RESEARCH METHODOLOGY .......................................................................... 19
3.1 Research Design ..................................................................................... 19
3.2 Research Variables ................................................................................. 20
3.3 Population and Sample Research ........................................................... 20
3.3.1 Population Research ........................................................................ 20
3.3.2 Sample and Sampling Technique Research .................................... 21
3.4 Time and Place of the Research ............................................................. 21
3.4.1 Time of the Research ...................................................................... 21
3.4.2 Place of the Research ...................................................................... 21
3.5 Data Collection Technique ..................................................................... 21
3.6 Instrument ............................................................................................... 22
3.7 Validity and Reliability .......................................................................... 24
3.7.1 Content Validity .............................................................................. 24
3.7.2 Inter-Rater Reliability ..................................................................... 24
3.8 Data Analysis ......................................................................................... 25
3.8.1 Normality of Distribution Test ........................................................ 26
3.8.2 Homogeneity Testing ...................................................................... 26
3.8.3 Hypothesis Testing .......................................................................... 27
3.9 Research Procedure ................................................................................ 28
CHAPTER IV ....................................................................................................... 29
RESEARCH FINDING AND DISCUSSION ...................................................... 29
4.1 Research Finding .................................................................................... 29
4.2 Result of Validity and Reliability ........................................................... 30
4.2.1 Content Validity .............................................................................. 30
4.2.2 Inter-rater Reliability....................................................................... 31
4.3 Result of Normality of Distribution Test................................................ 31
4.4 Result of Homogeneity Test ................................................................... 33
4.5 Result of Hypothesis Testing ................................................................. 34
viii
4.6 Research Discussion ............................................................................... 35
CHAPTER V......................................................................................................... 38
CONCLUSION AND SUGGESTION ................................................................. 38
5.1 Conclusion .............................................................................................. 38
5.2 Suggestion .............................................................................................. 38
REFERENCES
APPENDICES
Appendix 1 : Teaching Instrument
Appendix 2 : Research Instrument
Appendix 3 : Data Calculation
Appendix 4 : Table of Reasearch
Appendix 5 :Research Documentation
ix
List of Table
Table 2. 1 English Phoneme.................................................................................... 7
Table 3. 1 The True Experimental Research Design ............................................ 19
Table 3. 2 Value of Kappa .................................................................................... 25
Table 4. 1 Statistical Description .......................................................................... 29
Table 4. 2 Content Validity ................................................................................... 30
Table 4. 3 Agreement of Inter-rater Reliability .................................................... 31
Table 4. 4 Result of the Homogeneity Test in Control and Experimental Class .. 34
x
List of Figure
Figure 2. 1 Features of English Pronunciation ........................................................ 7
Figure 3. 1 Normal Distribution ………………………………………………... 26
Figure 4. 1 Normality pre-test of experimental class ………………………...… 32
Figure 4. 2 Normality post-test of experimental class …………………………. 32
Figure 4. 3 Normality pre-test of control class …………………………………32
Figure 4. 4 Normality post-test of control class ………………………………...33
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CHAPTER I
INTRODUCTION
1.1 Background of the Research
Pronunciation mastery is important in learning a language, including
English. As stated by Harmer (2001:187), “Pronunciation is the way in which a
language is spoken; the way in which a word is pronounced; the way a person
speaks the words a language”. It means that the quality of pronunciation may
support the process of the message transfer in communication.
However, based on researchers’ experience during teaching practice
program at SMPN 6 Kota Serang, it was found that students’ pronunciation at
school was low. They could not pronounce English words correctly. For example
when they were asked to pronounce the word “Friday” / ‘fraI.deI / they
pronounced it /fridai /; it showed that most of students pronounced the word by
looking at how the words were written.
There are several factors that may contribute to the quality of students’
pronunciation mastery. First, students never use English outside classroom;
teacher seldom gave corrections in pronunciation in her/his teaching. Second,
teacher rarely discussed English pronunciation in the class; only some of students
who want to join English course or English club at their school. Third, teacher
does not use interesting technique in teaching English, especially pronunciation.
Thus, a teacher is expected to be able the primary agent toward students’
pronunciation input.
1
Additionally, there are various techniques in teaching pronunciation. The
techniques are providing meaningful materials, games, tongue twister, assessing
students’ progress, and using song (Cheng, 1998). This technique helps the
students pronounce the phoneme and allows teacher to feel a real sense of
achievement when they are able to sing a song.Some studies argue that song can
be a technique to be implemented in teaching pronunciation song can help
learners to improve students listening skills and pronunciation (Murphey, 1992).
Therefore song is potential to help learners to improve their pronunciation
mastery. It can be inferred that the song can be used by teachers. Learning English
through songs can be effective to assist pronunciation, since the students can
directly get the knowledge on how to pronounce the word from hearing song.
Considering the case above, the researcher intends to conduct a research
entitled “The Influence of Using English Song toward Students’
Pronunciation Mastery at the Seventh Grade of SMPN 6 Kota Serang”. This
research was conducted at the seventh grade students of SMPN 6 Kota Serang.
Through song, students can easily learn and know how to pronounce the words
correctly and their pronunciation skill.
1.2 Identification of the Problem
Based on background of the problem, the researcher identifies the problem
as follows.
1. Students never use their English outside the class.
2. Students do not get clear information about pronunciation.
3. Students seldom get correction in pronunciation from teacher in her/his
teaching.
2
4. Teacher does not discuss English pronunciation in specific.
5. Their teacher does not use interesting technique in learning English
pronunciation.
1.3 Limitation of the Problem
Based on the identification of the problem above, the research is limited to
solve students’ pronunciation in segmental features; vowel, consonant, and
diphthong sounds of words at the seventh grade of SMPN 6 Kota Serang.
1.4 Formulation of the Problem
The formulation of problem can be stated as follows:
Is there any influence of using English song toward students’ pronunciation
mastery at the seventh grade of SMPN 6 Kota Serang?
1.5 Objective of the Problem
The aim of this research is to find out the influence of English song toward
students’ pronunciation mastery.
1.6 Significance of the Research
The results of the research are expected to be able to give some benefits:
1. Theoretically
This research is expected to enrich theory and references in English
pronunciation teaching.
2. Practically
 For Students
It is expected that students’ will be motivated in learning English
by using song.
3
 For Teachers
The uses of this research are expected to provide an alternative
technique for English teachers in teaching pronunciation.
1.7 Hypothesis of the Research
In this research, there are two hypothesis of the research as follows:
a. The alternative hypothesis (ℎ𝜕 )
There is influence of using English song toward students’
pronunciation mastery at the seventh grade of SMPN 6 Kota Serang.
b. The null hypothesis(ℎ0 )
There is no influence of using English song toward students’
pronunciation mastery at the seventh grade of SMPN 6 Kota Serang.
1.8 Operational Definition
In order to make clear what the research focuses about, the researcher
define the description of the operational definition that are used in this research.
1. Pronunciation
Pronunciation is the way a word or language is usually spoken the
manner in which someone utters a word (Harmer, 2001:187).
2. Song
Song is a group of arrangements which consists of lyrics and
elements of music like rhythm, harmony, melody, and expressions (Parto,
1996).
4
1.9 Organization of the Paper
The writing of the research paper will be systematically divided into five
chapters. They are:
Chapter I presents about Introduction which consists of background of the
problem, identification of the problem, limitation of the problem, formulation of
the problem, objective of the problem, significance of the problem, hypothesis of
the research, operational definition, and organization of the research.
Chapter II presents about Theoretical Framework. It related to the
definition of pronunciation, the elements of pronunciation, teaching
pronunciation, techniques in teaching pronunciation, definition of song, teaching
pronunciation through English song, the advantages of teaching pronunciation by
using song, and previous study.
Chapter III presents about Research Methodology. It consists of research
design, research variable, population and sample of the research, time and place of
the research, data collecting technique, instrument, validity and reliability, data
analysis technique, and research procedure.
Chapter IV presents about Research Finding and Discussion. It consists of
research finding, result of validity and reliability, result of normality of
distribution test, result of homogeneity test, result of hypothesis testing, and
research discussion.
Chapter V presents about Conclusion and Suggestion of the research.
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CHAPTER II
THEORETICAL FRAMEWORK
2.1 Pronunciation
2.1.1 Definition of Pronunciation
Pronunciation is one of aspects how way sounds of words are pronounced.
Pronunciation should be mastered by students to make what they deliver clear. As
stated by Hornby (1995), “Pronunciation is the way in which a language is
spoken, the way in which a word is pronounced, the way a person speaks the
words of a language”. It means pronunciation is how the way sounds are
pronounced and produced.
Pronunciation is also important as the first stage when people speak a
language, especially a foreign language. According to Murcia (2011:316),
pronunciation is used to produce consonants, vowels, and stress sentence context
and fluency as the rhythm, phrasing, and timing evident in constructing, reading
and repeating sentences. Producing sentences can have different meaning related
to the way people pronounce the sentences. So, pronunciation should be taught to
students in order to make the students aware of their idea delivery.
From the definition above, it can be concluded that pronunciation is an
ability of sounds production of a language which should be considered in foreign
language teaching and learning.
2.1.2 Elements of Pronunciation
Many aspects must be learned by students to master pronunciation skill
that can make students fluent in English speech. There are supra-segmental
features and segmental features in pronunciation. Supra-segmental features refer
6
to stress, pitch, length, intonation and other features that always accompany the
production of segmental. Moreover, segmental features refer to sound units,
arranged in a consonant, vowel, and diphthong. The following diagram illustrates
of features of pronunciation. (Kelly (2000:1))
Figure 2.1Features of English Pronunciation
1. Segmental Features in pronunciation
Segmental features (phonemes) consist of three components, such as vowel,
diphthong, and consonant. (Kelly, 2000:2)
Table 2.1 English Phoneme
7
1. Vowels
Vowels are soundsthat are produced by mouth. Kelly (2000: 29) said
that vowel is articulated when a voiced air steam is shape using the tongue
and the lips to modify the overall shape of the mouth. There are two kinds of
vowel. These are short vowel and long vowel.
a. Short vowel: /ɪ/, /e/, /ə/, /æ/, /ʊ/, /ʌ/ and /ɒ/
Example:
/ɪ/ pin, English, business /ə/ the, a, woman, banana
/e/ bed, head, bury, exit /ʊ/ look, put, could, cushion
/æ/ cat, bag, apple, black /ʌ/ cut, come, mother
/ɒ/ clock, what, because
b. Long vowel: /ɜ:/, /ɑ:/, /ɔ:/, /ɪ:/, and /u:/.
Example:
/ɜ:/ girl, burn, word, heard /ɪ:/ sea, bee, people
/ɑ:/ car, art, heart, half /u:/ too, blue, fruit, fool
/ɔ:/ or, board, door, small
2. Diphthongs
When sounds of vowels and consonants are combined, they are
called diphthongs. As stated by Kelly (2000: 34), a diphthong is a
combination of two vowel sounds. Diphthongs can be divided into two types
(Kelly:2000):
8
a. Centering diphthong
Centering diphthongs end with a glide toward /ə/. They are called
centering because /ə/ is a central word. They are /ɪə/, /eə/, /ʊə/.
Example :
/ɪə/ here, deer, dear, fierce
/eə/ care, air, mayor, prayer
/ʊə/ poor, insure, tour
b. Closing diphthong
Closing diphthongs end with a glide toward /ɪ/ and /u/. The glide is
towards a higher position in the mouth. They are /eɪ/, /ɑɪ/, /ɔɪ/, /əʊ/, /ɑʊ/.
Example:
/eɪ/ take, pay, wait, ballet /əʊ/ no, road, sew, broken
/ɑɪ/ five, sigh, height, buy /ɑʊ/ round, re-known, doubt
/ɔɪ/ noise, boy, lawyer
3. Consonants
Consonants are sounds that are produced in term of articulation.
According to Kelly (2000:47), there are three ways of describing the
consonant sounds.
a. The manner of articulation
It refers to the interaction between the various articulators and the
airstream. The manners of articulation are: plosive, affricate, fricative,
nasal, lateral, approximant.
9
b. The place of articulation
It gives more information about what the various articulators actually do.
The places of articulation are: glottal, velar, palatal, palate-alveolar, post
alveolar, alveolar, dental, labio-dental, bilabial.
c. The force of articulation
It uses the terms: fortis (strong) and lenis (weak). The difference
between unvoiced and voiced sounds can be felt by touching Adam’s
apple while speaking. You will feel vibration for the voiced sounds only.
For example, the pair of /p/ and /b/. /p/ is unvoiced/fortis, while /b/ is
voiced lenis.
2. Supra-segmental Features
Supra-segmental features are features like style which is used in
words or sentences. As stated by Kelly (2000:3), supra-segmental are
features of speech which generally apply to groups of segments or
phonemes. There are four kinds of supra-segmental features.
a. Pronunciation stress
Stress is the strong and weak of syllable or words within
utterances. Stress can be classified into a word stress and sentence stress.
a) Word stress
Word stress is concerned with the stressing of individual words of
two or more syllables when they are pronounced in isolation.
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Example:
Ooo oOo ooO
SUBstitute baNAna deCREASE
MORning imPORtant underSTOOD
TEACHer converSAtion aBOVE
b) Sentence stress
Sentence stress is the stress put on words of one or more syllables to
indicate their importance in relation to order words in the sentence.
The use of stress in speech helps to deliver and understand meaning
and it is closely linked with intonation.
The example of sentence stress as follows:
Where did you say John lives? (someone asks)
Possible answer should be “he LIVES in the HOUSE on the
CORner.”
The sentence consists of onset syllable (LIVES) and tonic syllable
(CORner). The word “house” is not name stressed, because it is
“share knowledge”.
b. Intonation
Intonation describes changes of pitch pattern of words or
sentences. Intonation refers to the way of the voice goes up and down in
pitch when we are speaking (Kelly, 2000:86).
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c. Connected speech
Connected speech is the space which describes how the word
connects to be a sentence.
d. Pitch
Pitch is the quality of sounds when speak or say something.
When someone feels nervous, our voice will be weak. But, when
someone is not nervous, his voice will be strong.
2.2 Teaching Pronunciation
Teaching pronunciation is how to teach the production of sounds to
students. Kelly (2000:13) stated that a lot of pronunciation teaching tends to be
done in responding to errors which students make in the classroom. It means that
teaching is not planned before. Teacher should give pronunciation instruction to
make students be able to speak fluently and have good pronunciation mastery.
Murcia (2000:117) also stated that teaching pronunciation is so crucial to foreign
language learner, because it is the language feature that most readily identifies to
non-native speakers. Teaching pronunciation is important because it is expected to
solve student’s misunderstanding in English communication.
According to Murcia (2000), there are four realistic goals in teaching
pronunciation. They are:
1) Functional intelligibility
Intelligibility is a spoken English in which an accent. If learners
achieve an accent-free pronunciation, teacher setting the students up
failure if teacher strives for native like accuracy.
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2) Functional communicability
It is the learners’ ability to function successfully within the specific
communicative situations students’ face.
3) Increased self-confidence
Self-confidence should be possessed by students. So, they can speak
and be understood to learn English pronunciation.
4) Speech monitoring abilities
By teaching learners to pay attention to their own speech as well as
that of others, teacher helps learners make better use of the input they
receive.
2.2.1 Techniques in Teaching Pronunciation
There are several techniques of teaching pronunciation suggested by
Cheng (1998) :
1. Providing meaningful materials
This technique is about teacher who should choose several articles
of various styles to use as models for practice linking, rhythm, stress, or
intonation, so that students feel that pronunciation class is relevant to their
regular course work.
2. Using song
Using song can increase student’s motivation in a pronunciation
class. This technique helps the students pronouncing the phoneme and
allows teacher to feel a real sense of achievement when they are able to
sing a song.
13
3. Games
Games can make pronunciation practice lively and
entertaining. Teacher should design the games creatively, attempting to
make them appropriate to the level and interest of the students. The games
is assumed to be very stimulating.
4. Tongue twister
It is particularly useful for the students who have unique
pronunciation problems. Tongue twister use sentences that are difficult to
pronounce quickly and correctly to practice target sounds (e.g., She sells
seashells by the seashore).
5. Assessing students’ progress
This technique should be practiced clearly by the teacher, teacher
should provide learners with information about their performance from
time to time so that they may know what they have accomplished and
what they still have to do.
To conclude, pronunciation is the way in which learners pronounce a word
and convey something about their selves to people. Pronunciation refers to
production of sounds that the learners use to make meaning, while learning
sounds patterns refers to learners using targeted sounds and sound patterns as
quickly and interactively as possible.
2.3 Song
2.3.1 Definition of Song
Song is closed to student’s ear in learning English. According to Segarra
(2011:15), songs are repetitive, they have natural rhythm and they have an
14
element of fun, of playing with the language. Music and singing can be students’ a
medium in learning a language. Most of students like song because it can express
their feelings by song. Song can also be used to help students’ difficulties in
pronouncing English words. Sometimes, students only listen to song without
realizing the song meaning and correct pronunciation.
Additionally, song can be used to teach a variety of language items such as
sentence pattern, vocabulary, pronunciation, rhythm, adjectives, adverbs, etc. In
this case, the researcher will use English song to increase students’ pronunciation.
By using song students can enjoy the lesson, because song is considered as a
bridge of pleasure learning. It can help students to enjoy and easy to memorize the
material.
2.4 Teaching Pronunciation through English Song
Teaching pronunciation through English song is needed in teaching
learning process. It is because students are motivated to study vocabulary in
English. From the song students can learn many things, for example students can
get more new words, and also could learn how the words are pronounced.
According to Murcia (2011:353) cited in Miller (2006), these are songs’ activities
to practice various features in teaching pronunciation.
1. Students match multisyllabic words from the song to the correct stress pattern
and then repeat the words aloud.
2. Students listen to the songs and underline the prominent word in each line.
Then they pronounce each line.
3. Students have a cloze version of the song with the prominent words blanked
out.
15
4. Students pronounce phrases and thought groups from the song, being careful
to hold the final sound of one word before pronouncing the next word.
5. Students say the verses of the song in a conversational style.
From the activities above, teacher has taken a line from a familiar song
and created other phrases with the same rhythm. Moreover, students can sing the
new lines with the same melody. By doing so, the teaching learning process has
more varieties, so students will enjoy and be more active in giving responses to
the material given by the teacher.
2.5 The Advantages of Song
Song can be helpful for students learning because students are easy to
understand the language better and feel more relaxed. According to Lynch
(2008:), teaching English using song has many advantages for student in learning.
First, songs always contain authentic, natural language. From the song, students
can learn language naturally. Second, a variety of new vocabulary can be
introduced to students through songs. Looking to many vocabularies in songs,
students can learn directly to the native-speaking population through
contemporary vocabulary, idioms and expressions more easy. Third, songs are
usually very easily obtainable. Songs are usually not difficult to obtain. There are
many sources may be available to connect students with song. Forth, songs can be
selected to suit the needs and interests of the students. Many songs are available
that selection with suitable genre or themes, and levels. Students can choose the
songs that have not difficult vocabulary depending on the students. Fifth,
grammar and cultural aspects can be introduced through songs. Song can be
introduced of grammar and cultural aspects by the meaning of what is song about.
16
Sixth, time length is easily controlled. The use of songs is very flexible. For
example, whether students have an hour, 30 minutes, or only 15 minutes or so, a
song can be used in the course of a planned lesson. Seventh, students can
experience a wide range of accents. Students can learn accents which are well
represented by songs from different regions and in a variety of types and formats.
Eighth, song lyrics can be used in relating to situations of the world around us.
There are a lot of themes of song. Usually people listen to songs which are related
on their situation. They have expounded on pollution, crime, war and almost every
social theme or cause. Ninth, students think songs are natural and fun. Even silly
songs abound in English is fun. Some singers actually made a career out of them.
These are only some of the reasons why songs are useful in classroom
language learning. They contain authentic language which is easily obtainable,
provide vocabulary, grammar and cultural aspects, and song are also fun to learn
by the students. They provide enjoyable speaking, listening, vocabulary and
language practice both in and out of the classroom.
2.8 Previous Study
Previous study is needed to support the research. Because of previous
study give illustration about the issues being studied. So, the researcher puts some
previous studies which are related through English song technique in building
students’ pronunciation mastery of the seventh grade at SMPN 6 Kota Serang.
The study is conducted by Indri Iriani (2015) entitled “The Influence of
Retelling English Songs toward Students’ Pronunciation at the Seventh
Grade of SMPN 13 Kota Serang.” The research was aimed to expect how
retelling English songs can influence students’ pronunciation skills. The research
17
was conducted experimental design in quantitative research. Researcher used the
following steps, such as try out test, pre-test, and post-test.
Another researcher, Yosepkusumawibawa (2014) entitled “Improving
Students’ Pronunciation through Role Plays for Junior High School.” The
research was aimed to examine how using role play can improve students’
pronunciation skill in junior high school. The researcher implemented classroom
action research (CAR) in order to improve students’ pronunciation skill by using
role play. This study carried out some steps; they were planning, action,
observation, and reflection.
Researcher used another research from ApinHidayat (2013) entitled “The
Use of Songs in Teaching Students’ Listening Ability.” The research is aimed
to investigate the use of songs in teaching students’ listening ability. The research
was conducted based on quasi experimental design in quantitative research. The
study carried out some steps; they were pre-test and post-test by using TOEFL
based listening test, and questionnaire. Researcher expected that the research will
give contribution to the practice of listening teaching and learning in the future.
These previous studies are useful for the researcher asadditional reference
to conduct the research. The researcher compared the studies which discussed
about pronunciation related to use English song. There were similarities with the
purpose of this research. In the first study there was similarity about the technique
that can improve students’ pronunciation but test and treatment were different. In
second study, there was similarity with the skill but using different technique. And
the last, there was similarity with the media but it has different skill.
18
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
This research used quantitative approach that dealing with true
experimental research. According to Ary (2010:22), quantitative research is an
approach that uses objective measurement to gather numeric data that are used to
answer questions or test predetermined hypotheses. It means the data of
quantitative research gained the numeric data and analyzed by using statistical
computation. Quantitative research may be further classified as true experimental.
Moreover,true experimental is design of quantitative research in which has an
experimental group and a control group both measured at pre-test and post-test on
the dependent variable (Creswell (2012:296)).
The design can be illustrated as follow:
Table 3.1 The True Experimental Research Design
X
E
T1 (English Song) T2
C -
T1 T2
Notes:
E = Experimental group
C = Control group
T1 = Pre-test
T2 = Post-test
(Creswell, 2012)
19
According to the table above, the samples in this study were divided into
two groups; experimental group and control group. The experimental group
received the treatment and control group did not receive the treatment. The
researcher used pre-test and post-test find out the differences between two classes.
Experimental class was treated by English songs and control class was taught
conventionally through teacher’s modeling.
3.2 Research Variables
True experimental design is concerned with knowing the effect of a
variable (independent variable) to another variable (dependent variable). As stated
by Creswell (2012:112), variable is a characteristic or attribute of an individual or
an organization that researcher can measure or observe and varies among
individuals or organizations studied. The variables of the research as follows:
a. Independent variable (x)
Independent variable of this research is English songs.
b. Dependent variable (y)
Dependent variable of this research is students’ pronunciation mastery.
3.3 Population and Sample Research
3.3.1 Population Research
Population is the main subject of the research. As stated by Creswell
(2012:142), population is a group of individuals who have the same characteristic.
It means to get the data of population the researcher chooses one characteristic or
level for one population.
In this research, population of the research is the seventh grade students of
SMPN 6 Kota Serang in academic year 2016/2017. The population of the seventh
20
grade is 315 students that divided into nine classes from 7A-7I; each class consists
of 30-35 students.
3.3.2 Sample and Sampling Technique Research
Sample is the part of total characteristic which is included in the
population of the research. In this research, the researcher determined the sample
by using cluster random sampling using lottery as the technique of divided into
experimental and control classes. As stated by Ary (2010:167), cluster random
sampling is randomly select naturally technique occurring groups or clusters from
a population. The sample chosen will be the representative of the population.
3.4 Time and Place of the Research
3.4.1 Time of the Research
The research was conducted at SMPN 6 Kota Serang in second semester
of academic year 2016/2017. The research was conducted in two weeks that
consist of four meetings;one meeting for pre-test, two meetings for treatment, and
one meeting for post-test.
3.4.2 Place of the Research
This research was conducted the research at SMPN 6 Kota Serang. The
location is at Jalan Raya TaktakanSerang, Banten. This school was chosen due to
accessibility to the research.
3.5 Data Collection Technique
Data collection is the stage of the research in which used to answer the
research question collected. As stated by Creswell (2012:14), data collection is
use an instrument to measure the variables in the study. Inaccurate data collection
21
can impact the results of the research and ultimately lead to invalid results. The
data in this research was collected through pre-test and post-test. The tests were
pronunciation test. In the test, the students were individually asked to read some
of words from the children songs; Mary Had A Little Lamb and Three Little
Kittens (see in appendix 2). In the pre-test, the students were asked to read ten
words taken from Mary had a little lamb lyrics.In the post-test, the students were
asked to read ten words taken from Three Little Kittens lyrics.
Furthermore, students’ pronunciation was scored directly by researcher
and inter-rater based on students’ correct and incorrect pronunciation in segmental
feature of each word. Meanwhile, in the treatments, two English songs; Mary Had
A Little Lamb and Three Little Kittens were given to experimental group. The
songs were played by using video and the lyrics were displayed in video. Then,
the students were asked to watch and listen to the songs and then sang the songs
together. This stage was done trice.
3.6 Instrument
In this research, research instrument was used in getting the data. As stated
by Creswell (2012:151), an instrument is a tool for measuring, observing, or
documenting quantitative data. Before collecting the data, the instrument may be a
test or assessment instrument.
The data in this research was collected through pre-test and post-test. The
tests were pronunciation test. In the test, the students were individually asked to
read some of words from the children songs; Mary Had A Little Lamb and Three
Little Kittens (see in appendix 2). In the pre-test, the students were asked to read
22
ten words taken from Mary had a little lamb lyrics. In the post-test, the students
were asked to read ten words taken from Three Little Kittens lyrics.
Phonemes that have to be mastered for the seventh grade students of
Junior High School based on English syllabus curriculum 2013 for SMPN 6 Kota
Serang.
1) Vowels
Compulsory : / ə / / æ / / i: // ɪ // 3: // ʌ / / ʊ / / o / / u / / e /
Additional :/ɑ//ɔ/
2) Diphthongs
Compulsory : / aɪ / / eɪ / / aʊ / / ʊə / / ɔɪ /
Additional : / ɪə / / əʊ / / eə /
3) Consonants
Compulsory :/t//l//n//r//d//m//s//ð//w//z//p//v/
Additional : / f / / k / / ʧ / / ʃ // b // h // g // j // θ /
Kindly see in appendix 2 to find out the score of students’ achievement on English
pronunciation can be calculated by using this following formula:
Total Score : Number of phoneme correctly x Score of each phoneme
The final score was computed through the formula below:
Final Score : the total score of item 1-10
The assessment was made by the researcher to identify pronunciation
mastery of the students, based on following criteria:
Score Meaning
90-100 Excellent
80-89 Very good
70-79 Good
60-69 Satisfactory
< 60 Poor
23
The criteria is use to know how many students can reach the standard score of
pronunciation test (60).
3.7 Validity and Reliability
3.7.1 Content Validity
To get validity of the test, researcher used content validity which measure
the content of the test based on the program. According to Creswell (2012:162),
content validity is useful when the possibilities of the tests are well known and
easily identiﬁable. It means content validity can be done by asking help from the
expert of the English teacher in that school to analyze whether the concept of the
test is valid or not. This technique was done by proposing a test which was based
on the curriculum.
3.7.2 Inter-Rater Reliability
In order to get reliability in this research, researcher used inter-rater
reliability. According to Creswell (2012:161), inter-rater reliability involves
observations made by two or more individuals to record their scores then
compared the scores to see if their scores are similar or different. Inter-rater
reliability was used to get reliable research by checking the result of the test with
two raters. The two raters of this research were the English teacher of SMPN 6
Kota Serang and the researcher. The scores from two raters were calculated to get
the correlation coefficient. The two raters observed students’ performance in
pronunciation by scoring the pre-test and post-test.
24
The researcher used Cohen Kappa which measures inter-rater reliability
with formula as follows:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Notes:
KK : Coefficient of agreement of the observation
𝑃0 : Proportion of the frequency of the observation
𝑃𝑒 : Chance of the agreement

(Ary, 2010:255)
The interpretation value of Kappa as follows:
Table 3.2 Value of Kappa
Kappa statistic Strength of agreement
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very good
(Altman, 1991)
3.8 Data Analysis
In data analysis technique, there are analysis of normality of distribution
test, homogeneity, and hypothesis testing. Data analysis is the last step that
indicated how to analyze the data to answer the research question (Ary, 2010:95).
The steps in data analysis technique in this study are as follows.
25
3.8.1 Normality of Distribution Test
Normality of distribution test is to investigate whether or not the
distribution of pre-test and post-test in two groups are normally distributed. The
researcher used graphical method for normality of distribution test. The graphic
indicated the distribution of data is normal or not.
According to Hatch and Lazaraton (1991), there are three properties to
show the data that is normal distribution as follows.
Figure 3.1 Normal Distribution
3.8.2 Homogeneity Testing
Homogeneity test is performed to determine whether the data obtain from
a homogeneous population or not.To see standard deviation requires the test of
data from experimental and control classes. This test is performed to determine
whether the data obtain from a homogeneous population or not.
The formula as follows:
∑(𝑥−𝑥̅ )2 ∑(𝑥−𝑥̅ )2
𝑆1 = √ And 𝑆2 =√
𝑛1 −1 𝑛2 −1
𝐵𝑖𝑔𝑔𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝐹=
𝑆𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
26
Compare the value of 𝐹𝑐𝑜𝑢𝑛𝑡 and 𝐹𝑡𝑎𝑏𝑙𝑒 then specified whether
homogeneous or not homogenous with the following criteria (significance level =
5% and 𝑑𝑓1 = 𝑛 − 1, 𝑑𝑓2 = 𝑛 − 1.
To know the criteria of homogeneity as follows:
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 ; the data is homogenous.
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒 ; the data is not homogenous.
(Hatch and Anne, 1991:315)
3.8.3 Hypothesis Testing
According to Creswell (2012:187), Hypothesis testing is a procedure for
making decisions about results by comparing an observed value of a sample with
a population value to determine if no difference or relationship exists between the
values.T-test used to find out whether the hypothesis is rejected or accepted. If the
null hypothesis was rejected, it means that there were the differences between the
experimental and control group after implementing English song technique.
According to Gay (2011:484), the formula of t-test as follows:
𝑀𝑥 − 𝑀𝑦
𝑡𝑐𝑜𝑢𝑛𝑡 =
∑ 𝑥 2 ±∑ 𝑦 2 1 1
√( ) (𝑁𝑥 + 𝑁𝑦)
𝑁𝑥+𝑁𝑦−2
Notes:
Mx = mean of sample 1
My = mean of sample 2
Nx = number of subject in sample 1
Ny = number of subject in sample 2
𝑥 2 = variance of sample 1
27
𝑦 2 = variance of sample 2
Below are the criteria of the test:
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is refused.
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is received.
3.9 Research Procedure
In conducting the research, the following steps will be done as the research
procedure:
1. Asking permission to the school for conducting the research.
2. Observing the research subject.
3. Determining the research population and sample.
4. Making formulation of the problem.
5. Choosing the appropriate research method.
6. Making the design of the instrument for pre-test and post-test.
7. Discussing with the English teacher about material and technique of the
research.
8. Conducting pre-test and evaluating the result.
9. Giving treatment to the experimental class.
10. Conducting post-test and evaluating the result.
11. Collecting the data.
12. Analyzing the data.
13. Concluding the data result.
28
CHAPTER IV
RESEARCH FINDING AND DISCUSSION

4.1 Research Finding
The objective of the research was to find out whether there was influence
of using English song toward students’ pronunciation mastery. The hypothesis of
this research showed that 𝑡𝑡𝑎𝑏𝑙𝑒 was 2.00 and 𝑡𝑐𝑜𝑢𝑛𝑡 was 3.80;𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or
3.80≥ 2.00. It means that of null hypothesis (ℎ0 ) was rejected and the alternative
hypothesis (ℎ𝑎 ) was accepted. Therefore, there was an influence of using English
song toward students’ pronunciation mastery at the seventh grade of SMPN 6
Kota Serang.
The data analysis showed that calculated as follows.
Table 4.1 Statistical Description
Pre-test Post-test
No. Result
E C E C
1. Mean 57.7 53.36 64.13 64
2. Median 57.75 52.78 64.75 64.49
3. Mode 57.9 54.5 63.1 69.19
4. Min. Score 40 30 45 45
5. Max. Score 75 80 80 85
6. Standard Deviation 9.28 14.48 9.41 11.18
Based on the table above, it was found that there was significant difference
between students’ pronunciation mastery from the experimental class that
received treatment and the control class that did not receive treatment.
29
4.2 Result of Validity and Reliability
4.2.1 Content Validity
To determine content validity in this research, the researcher made validity
sheet then compared it to Kurikulum 2013 (K13) of the seventh grade of junior
high school. The researcher asked for help from the expert of English teacher to
analyze whether the content of the test was valid or not. Thus, the validity did not
need a trial and statistic analytic. The parameter of the validity of the test shown
by the following table:
Table 4.2 Content Validity

Basic Competence 3.6 To apply the structures of the text and
language elements to spoken
transactional interaction text uses giving
and asking information about the nature
or adjective of the people, animals, or
things in accordance with the context of
its use.
Indicator Identifying language elements of
declared and inquired about descriptive
text.
Technique English Song
Instrument of Test Pre-test
Students will pronounce some words
taken from song lyrics.
Post-test
Students will pronounce some words
taken from song lyrics.
Time Allocation 2 X 40 Minutes
30
4.2.2 Inter-rater Reliability
The researcher used inter-rater reliability to measure the reliability. The
researcher worked with the English teacher of SMPN 6 Kota Serang in scoring
students’ pronunciation tests. Here are the results between the two raters by
interpreted the value of kappa.Detail calculation of inter-rater reliability can be
seen in appendix 3.
Table 4.3 Agreement of Inter-rater Reliability
Group Pre-test Post-test
Experimental Class 0.76 Agreement 0.72 Agreement
Control Class 0.68 Agreement 0.79 Agreement
From the table above, it can be concluded that the data of pre-test and
post-test in experimental and control classes were reliable.
4.3 Result of Normality of Distribution Test
Normality test is used in order to figure the distribution of the test was
normally distributed. The researcher used graphical method for normality of
distribution test. The test of normality focused on pre-test and post-test of
experimental class and control class. Detail calculation of the required statistics of
graphic normal distribution can be seen in appendix 3.
31
Figure 4.1 Normality pre-test of experimental class
9
8
7
6
Frequency 5
4 Series1
3
2
1
0
37,5 43,5 49,5 55,5 61,5 67,5 73,5 79,5
Students’ Score
Figure 4.2 Normality post-test of experimental class
9
8
7
6
Frequency
5
4 Series1
3
2
1
0
41,5 47,5 53,5 59,5 65,5 71,5 77,5 83,5
Students’ Score
Figure 4.3 Normality pre-test of control class

8
7
6
5
Frequency
4
Series1
3
2
1
0
26,5 34,5 42,5 50,5 58,5 66,5 74,5 82,5
Students’ Score
32
Figure 4.4 Normality post-test of control class
8
7
6
5
Frequency
4
Series1
3
2
1
0
39,5 46,5 53,5 60,5 67,5 74,5 81,5 88,5
Students’ Score
Based on the results of normality pre-test and post-test, the graphic
indicated the distribution of data was normal.
4.4 Result of Homogeneity Test
The researcher used homogeneity test to find out the similarity between
control and experimental class. Furthermore, here is the criterion of homogeneity:
If Fcount≥ Ftable: it indicates not homogenous
If Fcount≤ Ftable: it indicates homogenous
The total variances of the students’ score were calculated (see appendix 3).
The result of sample homogeneity of the pre-test was 1.56, and the result of
sample homogeneity of the post-test was 1.18. Then, it was obtained by
comparing the value of the highest variance and the lowest variance with
significance level of 0.05 for df = 27 with the Ftable = 4.210. (Table of F
distribution, can see in appendix 4).
33
Table 4.4 Result of the Homogeneity Test in Control and Experimental Class
Group Fcount Pre-test Fcount Post-test Ftable
Control and Experimental 1.56 1.18 4.210
Pre-test : Fcount ≤ Ftable = 1.56 ≤ 4.210
Post-test : Fcount ≤ Ftable =1.18 ≤ 4.210
It can be concluded that pre-test and post-test in control and experimental
class was homogeneous.
4.5 Result of Hypothesis Testing
To find out the mean difference of experimental and control class, the
researcher used t-test formula. There are alternative hypothesis (ℎ𝑎 ) and null
hypothesis (ℎ0 ) that assumed in this research. If the null hypothesis was rejected,
it means that there were the differences between the experimental and control
group after implementing English song technique. The criteria of testing as
follows:
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is rejected.
To prove the hypothesis of this research, statistic calculation of t-test
formula with the degree of significance 5% was used. The formula as follow:
∑ 𝑥2± ∑ 𝑦2 1 1
√( 𝑁 ) (𝑁 + )
𝑥 +𝑁𝑦 −2 𝑥 𝑁𝑦
65.16−63.33
tcount = 97.47 + 103.88 1 1
√( )( + )
30 + 30−2 30 30
34
1.83
tcount = 201.36 2
√( )( )
58 30
1.83
tcount =
√(3.41)(0.067)
1.83
tcount =
√0.23
1.83
tcount = 0.48= 3.80
To interpret the value of t-test, the result was compared with the value of
ttable, degree of freedom was used. The degree of freedom formula as follow:
d.f = (𝑁𝑥 + 𝑁𝑦 – 2)
= (30 + 30 – 2)
= 58
𝑡𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) was 2.00
Based on the result of test of mean difference significant (independent 𝑡𝑡𝑒𝑠𝑡 ),
it was found that𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 3.80≥ 2.00. The alternative hypothesis was
received. It can be concluded that there was an influence of using English song
toward students’ pronunciation mastery at the seventh grade of SMPN 6 Kota
Serang.
4.6 Research Discussion
This research was designed to find out the influence of using English song
toward students’ pronunciation mastery. This research was expected to find out
the enhancement of students’ pronunciation mastery through English song.
During the process of this research, some difficulties were found: first,
during the pre-test, students did not know how to pronounce each phoneme of the
35
English words correctly. Most of students pronounced the word by looking at how
the words were written. Second, a lot of mistakes occurred when students
pronounced vowel sounds. They did not know how to pronounce every letters in
those words. Last, researcher found that most of students gave up easily when
they knew a lot of incorrect pronunciation in doing the pre-test. They said that
they could not speak English well.
Before introducing English songs as technique to the students in
experimental group, first the teacher firstly explained what pronunciation is. The
students did not know what pronunciation about. The researcher taught phonemes
in segmental features; vowels, consonants, and diphthongs. They understood
about it fast and they tried to pronounce each phoneme. Second, students were
taught about descriptive text. Because it was the topic of the song tells about
based on the syllabus at that school. When they were introduced songs as
technique to learn pronunciation, they felt enthusiastic. They paid attention to the
researcher’s explanation. Students read the lyrics and listened to the songs. After
that, they asked to follow the music and sing songs. In this segment, researcher
found that most of students did not sing the songs because they could not keep up
with beat of the songs because the beat was too fast. The researcher turned off the
music then asked the students to sing the songs together without music. This
technique was successful to make the studentsbe able to sing the songs with
correct pronunciation. As stated by Coromina (2000) and Lynch (2008) songs
must have clear and understandable lyric. The teacher was suggested to choose
songs which are understandable; not too fast in term of rhythm so that the students
36
could follow the material based on what they hear from the songs. Teacher should
choose clear song that can be understood easily by students.
Learning pronunciation using English songs as technique make students
understand easily to memorize the pronunciation of the words and enjoy the
learning process. It was revealed from the result in which students of experimental
class were more interested in learning pronunciation using English songs than
students of control class. Moreover,students enjoyed learning the materials at
school byusing suitable songs. Because through songs students could learn variety
of new vocabulary that introduced to the students.It is believed that teaching
English using song has many advantages for student in learning students’
pronunciation (Lynch, 2008).
The result of students’ achievement from pre-test to post-test showed that
there were significant difference between students’ pronunciation mastery from
the experimental class that received treatment and the control class that did not
receive treatment. Students in experimental class got better score in pronunciation
than students’ from control class. Both students in experimental and control class
showed that there was an improvement of the score after treatments; the score
from experimental class was higher than control class. Therefore, it is believed
that song can increase student’s motivation in learning pronunciation (Cheng,
1998).This study suggests that using English song can be an option for teachers to
improve students’ pronunciation mastery.
37
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result of this research, it can be concluded thatsong is
potential to be used as pronunciation teaching technique. Beside songs can
improve students’ pronunciation mastery, the used of song provide teachers with
more fun alternative teaching technique.
5.2 Suggestion
Based on the result of this research, several suggestions can be proposed:
For teacher
a. English song can be used by English teacher to help students comprehend
pronunciation in pronouncing words.
b. It will be better if the English teacher find out appropriate song before
teach it to the students.
c. Teacher should give clear explanation and pronunciation ofEnglish words
in teaching learning process.
For students
a. Students should practice and need more attention when sing a song with
good pronunciation.
b. Students should practice in learning by using English dictionary.
c. Students should be an active student during the learning process and
always pay attention.
38
For other researcher
a. The next researcher can select others challenge topic/materials to make the
variety of song.
b. The researcher should consider suitable song based on grade of the
students.
c. The researcher suggests the next researcher should use voice recording as
the evidence of this research, and take the questionnaire or interview to
know the students’ interest in using English songs as technique.
39
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Ary, Donald. 2010. Introduction to Research in Education. New York. Thomson

Learning. Eight Edition.
Celce-murcia, M.Briton, D., & Goodwin, J. 2000.Teaching Pronunciation: A

Reference for Teachers of English to Speakers of Other
Languages.Cambridge: Cambridge University Press.
Creswell, John W. 2012. Education Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research. Pearson. Fourth
Edition.
Fangzhi, Cheng. 1998.The Teaching Pronunciation to Chinese Students of

English. English Teaching Forum Journal, Vol 36/1, China.
Gay, R. Lorraine., Mills, E. Geoffrey. 2011. Educational Research: Competencies

for Analysis and Applications. Tenth edition.
Harmer, J. 2001.The Practice of English Language Teaching-Third

Edition.Cambridge, UK.
Hornby, A.S. 1995.Oxford Advance Learner’s Dictionary.Great Britain: Oxford

University press.
Handayani, Ika. 2012. Modul: Pronunciation Practice II.
Hatch, Evelyn.,Lazaraton, Anne. 1991. The Research Manual: Design and

Statistics for Applied Linguistics. Los Angeles; University of California.
Hayes, Bruce. 2009. Blackwell textbooks in Linguistics: Introductory

Phonology. First Edition.UK copyright.
Kelly, Gerald. 2000. How to Teach Pronunciation. Essex: Pearson Edition.
Lederer, Richard. 1991. The Miracle of Language. New York:Pocket Book.

Louis, Lawrence.,& Keith. 2007. Research Method in Education. Sixth
Edition.London and New York: Routledge.
Lynch, M. Larry. 2008. Article; 9 Reason Why You Should Use Songs to Teach
English Foreign Language. Available on
http://www.eslbase.com/teaching/using-songs-to-teach-efl.Accessed at
December 14th 2016: 16.35.
Lynch, M. Larry. 2008.The importance of using songs in the classroom.

Colombia.
Murcia, M.C. 2011. Teaching Pronunciation.London: Cambridge University

press.
Murphy, T. 1992.Music and Song. Oxford: Oxford University Press.
Parto, S. 1996. Seni Music Barat danSumberDayaManusia.Yogyakarta:

PenerbitPusakaBelajar.
Segarra, Jessica. & Pacheco, Magaly. 2011. Teaching vocabulary through song to
six year olds.Cuenca-Ecuador.
Simms, R. Bryan. 1993. The Art of Music. And introduction USA: Harper Collins
College Publishers.
APPENDIX 1
TEACHING INSTRUMENT
1.1 Syllabus
1.2 Lesson Plan of Experimental Class
1.3 Lesson Plan of Control Class

1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMPN 6 Kota Serang
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / 2 (Experimental Class)
Materi Pokok : Chapter VI: We love what we do / Descriptive text
Alokasi Waktu : 4JP x 40 Menit (2 kali Pertemuan)
A. Tujuan Pembelajaran
- Siswa dapat mengetahui kosa kata sifat dalam bahasa inggris.
- Siswa dapat mengidentifikasi fungsi teks deskripsi berdasarkan sifat dalam
bahasa Inggris.
- Siswa dapat mengidentifikasi dan memahami makna dari setiap kosakata
dalam lagu.
- Siswa dapat melafalkan kata sesuai dengan pronunciation yang baik dan
benar.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No Kompetensi Dasar Indikator Pencapaian Kompetensi

1. 3.6 Mengidentifikasi fungsi 3.6.1 Mengidentifikasi struktur
sosial, struktur teks, dan teks dan unsur kebahasaan
unsur kebahasaan teks dari deskripsi orang,
interaksi transaksional lisan binatang, benda
dan tulis yang melibatkan berdasarkan tingkah
tindakan memberi dan laku/tindakan/fungsi.
meminta informasi terkait
dengan tingkah
laku/tindakan/ fungsi orang,
binatang, benda, sesuai
dengan konteks
penggunaannya.
2. 4.6 Menyusun teks interaksi 4.6.1 Mendeskripsikan orang,
transaksional lisan dan tulis binatang, benda dalam teks
sangat pendek dan lisan pendek dan sederhana
sederhana yang melibatkan dalam bentuk lagu.
tindakan memberi dan 4.6.2 Memahami makna dari
meminta informasi terkait deskripsi orang, binatang,
tingkah laku/tindakan/fungsi benda berdasarkan sifat
orang, binatang, dan benda, pada lagu, kemudian
dengan fungsi sosial, melafalkannya sesuai
struktur teks, dan unsur dengan pronunciation yang
kebahasaan yang benar dan baik dan benar.
sesuai konteks.
C. Materi Pembelajaran
a. Fungsi sosial: Mendeskripsikan, mengidentifikasi, mengkritisi orang,
binatang, benda berdasarkan tingkah laku/tindakan/fungsinya.
b. Struktur teks dari teks deskripsi tentang orang, binatang, benda yaitu
memulai dan menanggapi sesuatu yang diharapkan atau di luar dugaan.
c. Unsur kebahasaan dari teks deskripsi tentang tingkah laku/tindakan/fungsi
binatang :
- Pernyataan dan pertanyaan terkait tingkah laku/tindakan/fungsi
binatang.
- Kalimat interogative: Yes/No question; Why-question.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca.
d. Pronunciation
1
English Phonemes
4. Vowels
Vowel is the sound was produced by mouth. Kelly (2000: 29) said that
vowel is articulated when a voiced air steam is shape using the tongue
and the lips to modify the overall shape of the mouth. There are two
kinds of vowel. These are short vowel and long vowel.
Example:

b. Long vowel:
Example:

5. Diphthongs
The first sound in each phoneme is longer and louder than the second in
English, but not in all language. As stated by Kelly (2000: 34), “A crude
definition of a diphthong might be a combination of two vowel sounds.
c. Centering diphthong
Example :
d. Closing diphthong
Closing diphthongs end with a glide toward /ɪ/ and /u/. The glide
is towards a higher position in the mouth. They are /eɪ/, /ɑɪ/, /ɔɪ/,
/əʊ/, /ɑʊ/.
Example:
6. Consonant
consonant sounds.
a. The manner of articulation
b. The place of articulation
c. The force of articulation
e. Adjective :
- Nice - Beautiful
- Smart - Angry
- Good - Cute
- Silly - Sigh
- Polite - Kind
Etc.
f. Descriptive text based on the dialogue :
In an English class
Miss Mutia : Good morning!
Students : Good morning, Miss Mutia.
Miss Mutia : Today we are going to learn about job and profession.
Beni, what does your father do?
Beni : My father is a farmer. He plants andgrows rice.
Miss Mutia : That’s great! How about you, Dayu, what does your
father do?
Dayu : He is a teacher. He teaches mathematics in junior high
school.
Miss Mutia : That is wonderful! Lisa, how about your mother? What
does she do?
Lisa : She’s a housewife. She takes a good care of us and our
house.
Miss Mutia : That’s excellent! What does your mother do, Udin?
Udin : She’s a surgeon. She performs operations on her patients.
Miss Mutia : That is excellent! How about you, Edo? What do you do?
Edo : I’m a student.
Miss Mutia : That’s good. Now, do you want to know what your other
friends’ parents do?
Students : Yes, we do.
f. English songs
1) First song
Mary had a little lamb

(Sarah Joseph Hale)
Mary had a little lamb, And so the teacher turned it out,
Little lamb, little lamb, Turned it out, turned it out,
Its fleece was white as snow. But still it lingered near.
Everywhere that Mary went, And waited patiently about,

Mary went, Mary went, Patiently about, patiently about,
Everywhere that Mary went And waited patiently about
The lamb was sure to go. Till Mary did appear.
It followed her to school one day "Why does the lamb love Mary so?"
School one day, school one day Love Mary so? Love Mary so?
Which was against the rules. The eager children cry.
It made the children laugh and play, "Why, Mary loves the lamb, you know."
Laugh and play, laugh and play, Loves the lamb, you know, loves the lamb,
It made the children laugh and play you know
To see a lamb at school. "Why, Mary loves the lamb, you know."
The teacher did reply.
2) Second song
“Three Little Kittens”

Nursery rhyme collection by Cutians
Three little kittens, Three little kittens,

They lost their mittens, Put on their mittens,
And they began to cry, And soon ate up the pie;
Oh, mother dear, Oh, mother dear,
We sadly fear We greatly fear
We have lost Our mittens. Our mittens we have soiled.
What! Lost your mittens, What! Soiled your mittens,
You naughty kittens! You naughty kittens!
Then you shall have no pie. Then they began to sigh,
Mee-ow, mee-ow, mee-ow, mee-ow Mee-ow, mee-ow, mee-ow, mee-ow
No, You shall have no pie. Then they began to sigh.
No, You shall have no pie.
Three little kittens,
Three little kittens, They washed their mittens,
They found their mittens, And hung them out to dry;
And they began to cry, Oh mother dear,
Oh, mother dear, Do you not hear,
See here, see here, We have washed our mittens.
We have found Our mittens. What! Washed your mittens,
Put on your mittens, You're such good kittens.
You silly kittens! But I smell a rat close by!
Then you shall have some pie. Hush! Hush! Hush! Hush!
Mee-ow, mee-ow, mee-ow, mee-ow I smell a rat close by.
You shall have some pie.
Oh. Let us have some pie
D. Metode Pembelajaran
1. Pendekatan : Scientific
2. Strategi : -
3. Metode/teknik : English songs
E. Media Pembelajaran
1. Proyektor
2. Laptop
3. Speaker-audio
4. White-board
5. Spidol
F. Sumber Belajar
Kementrian Pendidikan dan Kebudayaan, 2016. Bahasa Inggris, When English

rings the bell. Edisi revisi 2016. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
G. Langkah-Langkah Pembelajaran
Pertemuan 1 (2 x 40 menit)
Kegiatan Deskripsi Alokasi Waktu

Awal  Guru mengucapkan 5 menit
salam dengan ramah
kepada siswa ketika
memasuki ruang kelas.
 Guru mengecek
kehadiran siswa.
 Guru memberi motivasi
kepada siswa.
 Guru memperkenalkan
topik yang akan dibahas.
Inti  Guru bertanya kepada 60 menit
siswa tentang
pengetahuan dasar
mereka tentang
pronunciation.
 Guru mendiskusikan
materi tentang teks
deskripsi bersama siswa.
 Guru
memberikantreatments
1; Mary had a little lamb
song.
 Guru meminta siswa
untuk mendengarkan dan
mencocokkan setiap kata
dari lagu dengan
pelafalan yang benar.
Kemudian siswa
menggaris bawahi kata-
kata yang menonjol dan
mengulangnya dengan
keras.
 Siswa melafalkan
ungkapan-ungkapan
yang terdapat dalam
lagu, dengan hati-hati
melafalkan phoneme
terakhir dari satu kata
sebelum berlanjut ke
kata selanjutnya.
 Siswa melafalkan setiap
lirik lagu dalamgaya
percakapan.
Akhir  Guru melakukan 15 menit
tanyajawab tentang teks
deskripsi.
 Guru memberikan
kesimpulan tentang
materi yang telah di
sampaikan.
 Mengakhiri kegiatan
belajar mengajar dengan
mengucapkan salam
kepada siswa ketika
hendak keluar dari ruang
kelas.

salam dengan ramah
kepada siswa ketika
 Guru mengecek
kehadiran siswa.
 Guru memberi
motivasi kepada siswa.
Inti  Guru mendiskusikan 60 menit
materi tentang teks
deskripsi bersama
siswa.
 Guru memberikan
treatments 2; Three
little kittens song.
1
untuk mendengarkan
dan mencocokkan
setiap kata dari lagu
dengan pelafalan yang
benar. Kemudian siswa
menggaris bawahi
kata-kata yang
menonjol dan
mengulangnya dengan
keras.
ungkapan-ungkapan
yang terdapat dalam
lagu, dengan hati-hati
melafalkan phoneme
terakhir dari satu kata
sebelum berlanjut ke
kata selanjutnya.
setiap lirik lagu dalam
gaya percakapan.
Akhir  Guru melakukan tanya 15 menit
jawab tentang teks
deskripsi.
 Guru memberikan
kesimpulan tentang
sampaikan.
belajar mengajar
dengan mengucapkan
2
salam kepada siswa
ketika hendak keluar
dari ruang kelas.
H. Penilaian Hasil Pembelajaran
1. Penilaian keterampilan
a. Teknik Penilaian : Tes Praktik
b. Bentuk instrument : Tes Tertulis
c. Kisi-kisi :
No. Indikator Butir Intrument

1. Siswa dapat melafalkan setiap kata yang Butir soal no 1-10.
terdapat dalam lirik lagu dengan
pronunciation yang baik dan benar.
d. Instrument
Read as the sounds based on standard pronunciation!
1. Little kitten 6. Began

2. Mitten 7. Lost
3. Pie 8. Found
4. Mother dear 9. Hung
5. Our 10. Smell
e. Pedoman penskoran
𝑆𝑘𝑜𝑟 𝑃𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛
𝑁𝐴 = 𝑋100
𝑆𝑘𝑜𝑟 𝑀𝑎𝑘𝑠𝑖𝑚𝑎𝑙
2. Penilaian Pengetahuan
b. Bentuk instrument : Tes Lisan
c. Kisi-kisi :
1. Siswa dapat mengetahui kata sifat dalam Please answer the teacher’s
bahasa Inggris yang terdapat dalam lirik questions!
3
lagu.
4
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMPN 6 Kota Serang
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / 2 (Control class)
Materi Pokok : Chapter VI: We love what we do / Descriptive text
Alokasi Waktu : 4JP x 40 Menit (2 kali Pertemuan)
E. Tujuan Pembelajaran
- Siswa dapat mengetahui kosa kata sifat dalam bahasa inggris.
- Siswa dapat mengidentifikasi fungsi teks deskripsi berdasarkan sifat dalam
bahasa Inggris.
- Siswa dapat mengidentifikasi dan memahami makna dari setiap kosakata
dalam lagu.
- Siswa dapat melafalkan kata sesuai dengan pronunciation yang baik dan
benar.
F. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No Kompetensi Dasar Indikator Pencapaian Kompetensi

1. 3.6 Mengidentifikasi fungsi 3.6.1 Mengidentifikasi struktur
sosial, struktur teks, dan teks dan unsur kebahasaan
unsur kebahasaan teks dari deskripsi orang,
interaksi transaksional lisan binatang, benda
dan tulis yang melibatkan berdasarkan tingkah
tindakan memberi dan laku/tindakan/fungsi.
meminta informasi terkait
dengan tingkah
laku/tindakan/ fungsi orang,
binatang, benda, sesuai
dengan konteks
penggunaannya.
2. 4.6 Menyusun teks interaksi 4.6.1 Mendeskripsikan orang,
transaksional lisan dan tulis binatang, benda dalam teks
sangat pendek dan lisan pendek dan sederhana
sederhana yang melibatkan dalam bentuk lagu.
tindakan memberi dan 4.6.2 Memahami makna dari
meminta informasi terkait deskripsi orang, binatang,
tingkah laku/tindakan/fungsi benda berdasarkan sifat
orang, binatang, dan benda, pada lagu, kemudian
dengan fungsi sosial, melafalkannya sesuai
struktur teks, dan unsur dengan pronunciation yang
kebahasaan yang benar dan baik dan benar.
sesuai konteks.
G. Materi Pembelajaran
g. Fungsi sosial: Mendeskripsikan, mengidentifikasi, mengkritisi orang,
binatang, benda berdasarkan tingkah laku/tindakan/fungsinya.
h. Struktur teks dari teks deskripsi tentang orang, binatang, benda yaitu
memulai dan menanggapi sesuatu yang diharapkan atau di luar dugaan.
i. Unsur kebahasaan dari teks deskripsi tentang tingkah laku/tindakan/fungsi
binatang :
- Pernyataan dan pertanyaan terkait tingkah laku/tindakan/fungsi
binatang.
- Kalimat interogative: Yes/No question; Why-question.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca.
j. Pronunciation
1
English Phonemes
7. Vowels
Vowel is the sound was produced by mouth. Kelly (2000: 29) said that
vowel is articulated when a voiced air steam is shape using the tongue
and the lips to modify the overall shape of the mouth. There are two
kinds of vowel. These are short vowel and long vowel.
Example:

b. Long vowel:
Example:

2
8. Diphthongs
The first sound in each phoneme is longer and louder than the second in
English, but not in all language. As stated by Kelly (2000: 34), “A crude
definition of a diphthong might be a combination of two vowel sounds.
d. Centering diphthong
Example :
e. Closing diphthong
Closing diphthongs end with a glide toward /ɪ/ and /u/. The glide
is towards a higher position in the mouth. They are /eɪ/, /ɑɪ/, /ɔɪ/,
/əʊ/, /ɑʊ/.
Example:
9. Consonant
consonant sounds.
f. The manner of articulation
g. The place of articulation
h. The force of articulation
3
k. Adjective :
- Nice - Beautiful
- Smart - Angry
- Good - Cute
- Silly - Sigh
- Polite - Kind
Etc.
g. Descriptive teks based on the dialogue :
In an English class
Miss Mutia : Good morning!
Students : Good morning, Miss Mutia.
Miss Mutia : Today we are going to learn about job and profession.
Beni, what does your father do?
Beni : My father is a farmer. He plants andgrows rice.
Miss Mutia : That’s great! How about you, Dayu, what does your
father do?
Dayu : He is a teacher. He teaches mathematics in junior high
school.
Miss Mutia : That is wonderful! Lisa, how about your mother? What
does she do?
Lisa : She’s a housewife. She takes a good care of us and our
house.
Miss Mutia : That’s excellent! What does your mother do, Udin?
Udin : She’s a surgeon. She performs operations on her patients.
Miss Mutia : That is excellent! How about you, Edo? What do you do?
Edo : I’m a student.
Miss Mutia : That’s good. Now, do you want to know what your other
friends’ parents do?
Students : Yes, we do.
4
l. English songs
1) First song

(Sarah Joseph Hale)

5
2) Second song


6
H. Metode Pembelajaran
4. Pendekatan : Scientific
5. Strategi : Individual Learning
6. Metode/teknik : Teacher’s Modeling
F. Media Pembelajaran
6. White-board
7. Spidol
I. Sumber Belajar
Kementrian Pendidikan dan Kebudayaan, 2016. Bahasa Inggris, When English

rings the bell. Edisi revisi 2016. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
J. Langkah-Langkah Pembelajaran

salam dengan ramah
kepada siswa ketika
 Guru mengecek
kehadiran siswa.
kepada siswa.
topik yang akan dibahas.
Inti  Guru bertanya kepada 60 menit
siswa tentang
pengetahuan dasar
mereka tentang
7
pronunciation.
materi tentang teks
 Guru memberi contoh
teks deskripsi berupa
percakapan tentang
deskripsi sifat
orang/benda/binatang
kepada siswa.
 Guru memberi contoh
cara membaca teks
deskripsi sesuai dengan
pronunciation yang baik
dan benar.
makna dari teks
jawab tentang teks
deskripsi.
 Guru memberikan
kesimpulan tentang
sampaikan.
belajar mengajar dengan
mengucapkan salam
kepada siswa ketika
hendak keluar dari ruang
kelas.
8
salam dengan ramah
kepada siswa ketika
 Guru mengecek
kehadiran siswa.
kepada siswa.
topik yang akan
dibahas.
Inti  Guru mendiskusikan 60 menit
materi tentang teks
deskripsi bersama
siswa.
untuk menemukan kata
sifat yang terdapat
dalam percakapan.
untuk melafalkan setiap
kata dari teks deskripsi
dengan baik dan benar.
makna dari teks
deskripsi bersama
siswa.
jawab tentang teks
deskripsi.
9
 Guru memberikan
kesimpulan tentang
sampaikan.
belajar mengajar
dengan mengucapkan
salam kepada siswa
ketika hendak keluar
dari ruang kelas.
K. Penilaian Hasil Pembelajaran

2. Penilaian keterampilan
b. Bentuk instrument : Tes Tertulis
c. Kisi-kisi :

1. Siswa dapat melafalkan setiap kata yang Butir soal no 1-10.
terdapat dalam lirik lagu dengan
pronunciation yang baik dan benar.
d. Instrument
1. Little kitten 6. Began

2. Mitten 7. Lost
3. Pie 8. Found
4. Mother dear 9. Hung
5. Our 10. Smell
10
APPENDIX 2
RESEARCH INSTRUMENT
2.1 Treatments
2.2 Pre-test
2.3 Post-test
2.4 The Rubric of pronunciation scoring test
2.5 Students’ worksheet



1
/ mɛri hæd ə ˈlɪtəl læm /
/mɛri hæd ə ˈlɪtəl læm/ /ænd soʊ ðə ˈtiʧər tɜrnd ɪt aʊt/

/ˈlɪtəl læm, ˈlɪtəl læm/ /tɜrnd ɪt aʊt, tɜrnd ɪt aʊt/
/ˈmɛri hæd ə ˈlɪtəl læm/ /ænd soʊ ðə ˈtiʧər tɜrnd ɪt aʊt/
/ɪts flis wʌz waɪt æz snoʊ/ /bʌt stɪl ɪt ˈlɪŋgərd nɪr/
/ˈɛvriˌwɛr ðæt ˈmɛri wɛnt/ /ænd ˈweɪtəd ˈpeɪʃəntli əˈbaʊt/

/ˈmɛri wɛnt, ˈmɛri wɛnt/ /ˈpeɪʃəntli əˈbaʊt, ˈpeɪʃəntli əˈbaʊt/
/ˈɛvriˌwɛr ðæt ˈmɛri wɛnt/ /ænd ˈweɪtəd ˈpeɪʃəntli əˈbaʊt/
/ðə læm wʌz ʃʊr tu goʊ/ /tɪl ˈmɛri dɪd əˈpɪr/
/ɪt ˈfɑloʊd hɜr tu skul wʌn deɪ/ /"waɪ dʌz ðə læm lʌv ˈmɛri soʊ?"/
/skul wʌn deɪ, skul wʌn deɪ/ /lʌv ˈmɛri soʊ? lʌv ˈmɛri soʊ?/
/ɪt ˈfɑloʊd hɜr tu skul wʌn deɪ/ /"waɪ dʌz ðə læm lʌv ˈmɛri soʊ?"/
/wɪʧ wʌz əˈgɛnst ðə rulz/ /ði ˈigər ˈʧɪldrən kraɪ/
/ɪt meɪd ðə ˈʧɪldrən læf ænd pleɪ/ /"waɪ, ˈmɛri lʌvz ðə læm, ju noʊ"/
/læf ænd pleɪ, læf ænd pleɪ/ /lʌvz ðə læm, ju noʊ, lʌvz ðə læm, ju noʊ/
/ɪt meɪd ðə ˈʧɪldrən læf ænd pleɪ/ /"waɪ, ˈmɛri lʌvz ðə læm, ju noʊ/
/tu si ə læm æt skul/ /ðə ˈtiʧər dɪd rɪˈplaɪ/
2

3
/ θri ˈlɪtəl ˈkɪtənz /
/θri ˈlɪtəl ˈkɪtənz/ /θri ˈlɪtəl ˈkɪtənz/

/ðeɪ lɔst ðɛr ˈmɪtənz/ /pʊt ɑn ðɛr ˈmɪtənz/
/ænd ðeɪ bɪˈgæn tu kraɪ/ /ænd sun eɪt ʌp ðə paɪ/
/oʊ, ˈmʌðər dɪr/ /oʊ, ˈmʌðər dɪr/
/wi ˈsædli fɪr/ /wi ˈgreɪtli fɪr/
/wi hæv lɔst ˈaʊər ˈmɪtənz/ /ˈaʊər ˈmɪtənz wi hæv sɔɪld/
/wʌt! lɔst jʊər ˈmɪtənz/ /wʌt! sɔɪld jʊər ˈmɪtənz/
/ju ˈnɔti ˈkɪtənz!/ /ju ˈnɔti ˈkɪtənz!/
/ðɛn ju ʃæl hæv noʊ paɪ/ /ðɛn ðeɪ bɪˈgæn tu saɪ/
/mi-oʊ, mi-oʊ, mi-oʊ, mi-oʊ/ /mi-oʊ, mi-oʊ, mi-oʊ, mi-oʊ/
/noʊ, ju ʃæl hæv noʊ paɪ/ /ðɛn ðeɪ bɪˈgæn tu saɪ/
/noʊ, ju ʃæl hæv noʊ paɪ/
/θri ˈlɪtəl ˈkɪtənz/
/θri ˈlɪtəl ˈkɪtənz/ /ðeɪ wɑʃt ðɛr ˈmɪtənz/
/ðeɪ faʊnd ðɛr ˈmɪtənz/ /ænd hʌŋ ðɛm aʊt tu draɪ/
/ænd ðeɪ bɪˈgæn tu kraɪ/ /oʊ ˈmʌðər dɪr/
/oʊ, ˈmʌðər dɪr/ /du ju nɑt hir/
/si hir, si hir/ /wi hæv wɑʃt ˈaʊər ˈmɪtənz/
/wi hæv faʊnd ˈaʊər ˈmɪtənz/ /wʌt! wɑʃt jʊər ˈmɪtənz/
/pʊt ɑn jʊər ˈmɪtənz/ /jʊr sʌʧ gʊd ˈkɪtənz/
/ju ˈsɪli ˈkɪtənz!/ /bʌt aɪ smɛl ə ræt kloʊs baɪ!/
/ðɛn ju ʃæl hæv sʌm paɪ/ /hʌʃ! hʌʃ! hʌʃ! hʌʃ!/
/mi-oʊ, mi-oʊ, mi-oʊ, mi-oʊ/ /aɪ smɛl ə ræt kloʊs baɪ/
/ju ʃæl hæv sʌm paɪ/
/oʊ. lɛt ʌs hæv sʌm paɪ/
4
Pre-test
“Mary Had a Little Lamb”
1. Little lamb = /ˈlɪtəl læm/

2. Fleece = /fli:s/
3. Snow = /snoʊ/
4. Rules = /rulz/
5. Teacher = /ˈti:ʧər/
6. Made = /meɪd/
7. Laugh = /læf/
8. Play = /pleɪ/
9. Lingered = /ˈlɪŋgərd/
10. Reply = /rɪˈplaɪ/
5
Post-test
1. Little kitten = /ˈlɪtəl ˈkɪtən/

2. Mitten = /ˈmɪtən/
3. Pie = /paɪ/
4. Mother dear = /ˈmʌðər dɪr/

5. Our = /ˈaʊər/
6. Began = /bɪˈgæn/
7. Lost = /lɔst/
8. Found = /faʊnd/
9. Hung = /hʌŋ/
10. Smell = /smɛl/
6
THE RUBRIC OF PRONUNCIATION SCORING PRE-TEST
In Line with the Formula to determine Total Score in Mathematics

Based on Jalu Diri Boh (2013)
NO The word Phoneme

1 Little lamb /ˈlɪtəl læm/
2 Fleece /fli:s/
3 Snow /snoʊ/
4 Rules /rulz/
5 Teacher /ˈti:ʧər/
6 Made /meɪd/
7 Laugh /læf/
8 Play /pleɪ/
9 Lingered /ˈlɪŋgərd/
10 Reply /rɪˈplaɪ/
:Consonant sounds
: Vowel sounds
: Diphthong sounds
Number of item The total of phoneme Score of each phoneme

1 10 1,25
2,3,4 10 2,5
5,10 10 2
6,7,8 10 3,4
9 10 1,42
 The total score of phonemes correctly pronounced was computed through the
formula below:
 The final score was computed through the formula below:
Final Score : the total score of item 1-10

7
THE RUBRIC OF PRONUNCIATION SCORING POST-TEST
In Line with the Formula to determine Total Score in Mathematics
Based on Jalu Diri Boh (2013)
NO The word Phoneme

1 Little kitten /ˈlɪtəl ˈkɪtən/
2 Mitten /ˈmɪtən/
3 Pie /paɪ/
4 Mother dear /ˈmʌðər dɪr/
5 Our /ˈaʊər/
6 Began /bɪˈgæn/
7 Lost /lɔst/
8 Found /faʊnd/
9 Hung /hʌŋ/
10 Smell /smɛl/
:Consonant sounds
: Vowel sounds
: Diphthong sounds
Number of item The total of phoneme Score each phoneme

1 10 1
2,6 5 2
3 2 5
4 8 1,25
5,9 3 3,4
7,8,10 4 2,5
 The total score of phonemes correctly pronounced was computed through the
formula below:
 The final score was computed through the formula below:
FinalScore : the total score of item 1-10

8




1
APPENDIX 3
DATA CALCULATION
3.1 Respondents of Experimental Class
3.2 Respondents of Control Class
3.3 Students’ Score of Experimental and Control Class
3.4 Validity Sheet of Instrument
3.5 Inter-Rater Reliability of Pre-Test and Post-Test of Experimental Class
3.6 Inter-Rater Reliability of Pre-Test and Post-Test of Control Class
3.7 Normality of Distribution Pre-Test and Post-Test of Experimental Class
3.8 Normality of Distribution Pre-Test and Post-Test of Control Class
3.9 Variance Homogeneity of Pre-Test
3.10 Variance Homogeneity of Post-Test
3.11 Independent T-Test

RESPONDENTS OF EXPERIMENTAL CLASS
NO NAME CODE
1 AHMAD FAIZ RAMDANI AF
2 ANDI ADITA AD
3 ANJALNA DESTYANA AJ
4 AREL LION DHOMATULOH AL
5 AYU KHOIRUNNISA AY
6 BENI ASYROF BA
7 DELA AGUSTINA DA
8 FATUR ROHMAN FR
9 HARIS RIYADI HR
10 HAYATI NUFUS HN
11 INTAN IN
12 JAKIAH JA
13 KHOIRUNNISA KH
14 MIFTAHUL FIKRI MF
15 MILLATUL AULIA MI
16 MOCHAMMAD SYIFA UL-HAZ MS
17 MUHAMAD IBNU KAFI IB
18 MUHAMAD RAMDHANI RA
19 NURFITRIYANI NF
20 PUTRI NABILA PN
21 RAJNI WARASTRI MANYARI RJ
22 REZA ANANDA FEBRIAN RE
23 RISKA ARISKA RS
24 RIYANI RY
25 ROSITA RI
26 SITI NURHOFIFAH NH
27 SURYADI SR
28 TIA AGUSTIN TA
29 WILDHAN ARDHIA ALBAHY WI
30 YULITA YL
1
RESPONDENTS OF CONTROL CLASS
NO NAME CODE
1 ALFIAN MARTIN HAQIKI AL
2 AMMUNA RIZKIA AZ-ZAHRA AM
3 AYUNI HIDAYATI AY
4 DAEFATTUROZ DF
5 FAUJIAH SAPUTRI FA
6 FERDI FIRDAUS FE
7 IKBAL IB
8 IVANA KAZZIA IV
9 KHOIRUL ANAM AN
10 LAORA AYU NABILA LA
11 MARLINA MA
12 MOCHAMAD RIZKI MUHARAM RZ
13 MUHAMAD DELVIS WIRANA DE
14 MUHAMAD ZULKIFLI ZU
15 MUHAMMAD ADRIAN SAPUTRA AD
16 NAZWA AULIA PUTRI NW
17 NIKMATULLAH NM
18 PUTRI PU
19 RAKA AULIA RAHMAN RA
20 RASID RS
21 RISTA HADAYANI RI
22 SEFRINA IRAWAN SF
23 SEPTA ALFARIZKI SP
24 SINTIAWATI SN
25 SITI SRI AYUNDA ST
26 SYIFA AULIA KHASANAH SY
27 TALSANIA SALMA TL
28 WAHYU ALAMSAH WY
29 YAS'A FADILLAH YS
30 ZAENAL ABIDIN ZN
2
Inter-Rater Reliability
Pre-Test of Experimental Class
NO Students’ Code Pre – Test Agreement

Rater 1 Rater 2
1 AF 45 45 0 0
2 AD 65 60 1 0
3 AJ 60 60 0 0
4 AL 60 60 0 0
5 AY 55 55 0 0
6 BA 60 60 0 0
7 DA 40 40 0 0
8 FR 60 65 0 1
9 HR 45 45 0 0
10 HN 60 60 0 0
11 IN 50 50 0 0
12 JA 40 40 0 0
13 KH 60 60 0 0
14 MF 70 70 1 1
15 MI 65 60 1 0
16 MS 70 70 1 1
17 IB 55 55 0 0
18 RA 65 65 1 1
19 NF 70 70 1 1
20 PN 50 50 0 0
21 RJ 75 75 1 1
22 RE 50 60 0 0
23 RS 65 70 1 1
24 RY 60 55 0 0
25 RI 70 70 1 1
26 NH 50 50 0 0
27 SR 45 45 0 0
28 TA 45 45 0 0
29 WI 60 60 0 0
30 YL 65 65 1 1
Mean 57.7 57.8
Step 1: identify number of agreements between two raters
Criteria
Satisfactory More than 60 1

Unsatisfactory Less than 60 0
Satisfactory = 8
Unsatisfactory = 19
Disagreement of satisfactory Rater 1 = 1
Step 2: calculated the value of coefficient of the agreement by using this formula:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
KK : Coefficient of the agreement of the observation
𝑃𝑒 : Chance of agreement
To find out the value of coefficient of the agreement, follow the step 3 up
to the step 5 first:
Step 3, find out the value of P0 with the formula:

Agreement 𝑆𝑎𝑡𝑖𝑠𝑓𝑎𝑐𝑡𝑜𝑟𝑦+𝐴𝑔𝑟𝑒𝑒𝑚𝑛𝑒𝑡 𝑈𝑛𝑠𝑎𝑡𝑖𝑠𝑓𝑎𝑡𝑜𝑟𝑦
P0 = N
8+19
P0 = 30
27
P0 = 30
P0 = 0.9
Step 4, find out the Pe with the formula:
Pe = (𝑚𝑒𝑎𝑛 of agreement R2 x mean of agreement R1) + (mean of

disagreement R1 x mean of disagreement R2)
Agreement Satisfactory + Disagreement satisfactory R1
1) Mean of agreement R1= N
8+1 9
= = 30 = 0.3
30
Agreeement Satisfactory + Disagreement satisfactory R2
8+2 10
= = 30 =0.34
30
3) Mean of disagreement R1=

Disagareement satisfactory R2+ Agreement Unsatisfactory
N
2+19 21
= = 30 = 0.7
30
4) Mean of disagreement R2 =
N
1+19 20
= = 30 = 0.67
30
Step 5, put in the value to the formula:

Pe = (0.3x 0.34) + (0.7 x 0.67)
Pe =0.102 + 0.469= 0.571
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to
the formula as follow:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.9 - 0.571
KK =
1 – 0.571
0.329
KK =
0.429
KK = 0.76
Step 7: Interpreted the value of coefficient agreement by seeing the kappa:
Kappa Statistic Strength of agreement
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in

experimental class, the result of reliability test of students’ score was 0,76 which
indicated good agreement between the two raters. So, the scores of the students
pre-test in experimental class were reliable.
Pre-Test of Control Class

Rater 1 Rater 2
1 AL 55 55 0 0
2 AM 70 70 1 1
3 AY 60 65 0 1
4 DF 50 50 0 0
5 FA 55 65 0 1
6 FE 40 45 0 0
7 IB 35 35 0 0
8 IV 60 60 0 0
9 AN 45 45 0 0
10 LA 35 35 0 0
11 MA 55 60 0 0
12 RZ 55 55 0 0
13 DE 60 70 0 1
14 ZU 30 30 0 0
15 AD 70 70 1 1
16 NW 65 65 1 1
17 NM 40 40 0 0
18 PU 55 55 0 0
19 RA 80 80 1 1
20 RS 30 30 0 0
21 RI 30 30 0 0
22 SF 65 65 1 1
23 SP 65 65 1 1
24 SN 50 50 0 0
25 ST 45 45 0 0
26 SY 70 70 1 1
27 TL 45 45 0 0
28 WY 55 55 0 0
29 YS 55 65 0 1
30 ZN 50 50 0 0
Mean 52.5 54
Criteria

Satisfactory = 7
Unsatisfactory = 19
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:

P0 = N
7+19
P0 = 30
26
P0 = 30
P0 = 0.86

7+4 11
= = 30 = 0.36
30

7+0 7
= = 30 =0.23
30

N
0+19 19
= = 30 = 0.63
30
N
4+19 23
= = 30 = 0.76
30

Pe = (0.36x 0.23) + (0.63 x 0.76)
Pe =0.571
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.86 - 0.571
KK =
1 – 0.571
0.289
KK =
0.429
KK = 0.68
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in

control class, the result of reliability test of students’ score was 0,68 which
pre-test in control class were reliable.
Post-Test of Experimental Class

Rater 1 Rater 2
1 AF 55 60 0 0
2 AD 55 55 0 0
3 AJ 65 60 1 0
4 AL 75 75 1 1
5 AY 60 60 0 0
6 BA 65 60 1 0
7 DA 50 50 0 0
8 FR 70 70 1 1
9 HR 55 55 0 0
10 HN 70 70 1 1
11 IN 60 60 0 0
12 JA 50 50 0 0
13 KH 75 75 1 1
14 MF 70 70 1 1
15 MI 60 65 0 1
16 MS 70 70 1 1
17 IB 65 65 1 1
18 RA 60 70 0 1
19 NF 75 75 1 1
20 PN 55 50 0 0
21 RJ 80 80 1 1
22 RE 55 55 0 0
23 RS 80 80 1 1
24 RY 70 70 1 1
25 RI 75 75 1 1
26 NH 80 80 1 1
27 SR 45 45 0 0
28 TA 60 60 0 0
29 WI 70 70 1 1
30 YL 80 80 1 1
Mean 65.2 65.4
Criteria

Satisfactory = 15
Unsatisfactory = 11
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:

P0 = N
15+11
P0 = 30
26
P0 = 30
P0 = 0.86

15+2 17
= = 30 = 0.56
30
15+2 17
= = 30 =0.56
30

N
2+11 13
= = 30 = 0.43
30
N
2+11 13
= = 30 = 0.43
30

Pe = (0.56x 0.56) + (0.43 x 0.43)
Pe =0.508
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.86 - 0.508
KK =
1 – 0.508
0.375
KK =
0.492
KK = 0.72
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in

experimental class, the result of reliability test of students’ score was 0,72which
post-test in experimental class were reliable.
Post-Test of Control Class

Rater 1 Rater 2
1 AL 60 60 0 0
2 AM 70 70 1 1
3 AY 70 70 1 1
4 DF 65 55 1 0
5 FA 70 70 1 1
6 FE 50 50 0 0
7 IB 50 50 0 0
8 IV 75 75 1 1
9 AN 55 55 0 0
10 LA 45 45 0 0
11 MA 70 70 1 1
12 RZ 55 55 0 0
13 DE 65 70 1 1
14 ZU 55 55 0 0
15 AD 70 70 1 1
16 NW 75 75 1 1
17 NM 65 65 0 1
18 PU 65 65 1 1
19 RA 85 85 1 1
20 RS 45 45 0 0
21 RI 50 50 0 0
22 SF 75 75 1 1
23 SP 75 85 1 1
24 SN 70 70 1 1
25 ST 55 55 0 0
26 SY 50 50 0 0
27 TL 65 65 1 1
28 WY 65 65 1 1
29 YS 75 75 1 1
30 ZN 60 60 1 0
Mean 63.4 63.5
Criteria

Satisfactory = 16
Unsatisfactory = 11
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:

P0 = N
16+11
P0 = 30
27
P0 = 30
P0 = 0.9

16+1 17
= = 30 = 0.56
30

16+2 18
= = 30 =0.6
30

N
2+11 13
= = 30 = 0.43
30
N
1+11 12
= = 30 = 0.4
30

Pe = (0.56 x 0.6) + (0.43 x 0.4)
Pe =0.513
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.9 - 0.513
KK =
1 – 0.513
0.387
KK =
0.487
KK = 0.79
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in

control class, the result of reliability test of students’ score was 0,79 which
post-test in control class were reliable.
INTER-RATER RELIABILITY
PRE-TEST EXPERIMENTAL
CLASS
PRE-TEST CONTROL CLASS
R1
R1
1 0
1 0
1 8 1 9 0.3
R2 1 7 4 11 0.36667
0 2 19 21 0.7 R2
0 0 19 19 0.63333
10 20 30 7 23 30
0.33333 0.66667 0.23333 0.76667
K=(Pr(a)- (Pr(e))/(1-Pr(e)) K=(Pr(a)- (Pr(e))/(1-Pr(e))

Pr(a) 0.9 Pr(a) 0.866667
Pr(e) 0.566667 Pr(e) 0.571111
K 0.769231 K 0.689119
POST-TEST EXPERIMENTAL CLASS POST-TEST CONTROL CLASS

R1 R1
1 0 1 0
1 15 2 17 0.56667
R2 1 16 1 17 0.56667
0 2 11 13 0.43333 R2
0 2 11 13 0.43333
17 13 30
0.56667 0.43333 18 12 30
0.6 0.4
K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(a) 0.866667 K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(e) 0.508889 Pr(a) 0.9
K 0.728507 Pr(e) 0.513333
K 0.794521
Normality Pre-Test of Experimental Class
1. Found the highest score and the lowest score

The highest score = 75
The lowest score = 40
2. Calculated the range (R)
R = The highest score – the lowest score
= 75-40
= 35
3. Calculated the sum of classes (SC)
N = the sum of students in control class
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
4. Calculated the interval of class (i)
I= R/ SC
I = 35/6 = 5.83 = 6
5. Made the table of distribution data frequency of pre-test (experimental
class)
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
1 38-43 37,5 2 40.5 1640.25 81 3280.5

2 44-49 43,5 4 46.5 2162.25 186 8649
3 50-55 49,5 6 52.5 2756.25 315 16537.5
4 56-61 55,5 8 58.5 3422.25 468 27378
5 62-67 61,5 5 64.5 4160.25 322.5 20801.25
6 68-73 67,5 4 70.5 4970.25 282 19881
7 74-79 73,5 1 76.5 5852.25 76.5 5852.25
30 409.5 24963.75 1731 102379.5
6. Calculated the mean (𝑋̅), median, and mode
∑ 𝑓 𝑋𝑖
𝑋̅ = ∑𝑁
1731
= 30
= 57.7
𝑛
−𝐹
Median = 𝑡𝑏 + (2𝐹 ) 𝐼
𝑚
30
−12
= 55,5 + ( 2 8 ) 6
= 55,5 + 2,25
= 57,75
∆𝐹1
Mode = 𝑡𝑏 + (∆𝑓1+∆𝑓2) 𝐼
8−6
= 55,5 + ((8−6)+(8−5)) 6
= 55,5 + 2,4
= 57,9
7. Determined the standard of deviation (S)
𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (102379.5) − (1731)2
𝑆=√
30 (30 − 1)
1210340 − 1136356
𝑆=√
870
75024
𝑆=√
870
𝑆 = √86.234
𝑆 = 9.28
9
8
7
6
5
Frequency
4 Series1
3
2
1
0
37,5 43,5 49,5 55,5 61,5 67,5 73,5 79,5
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
experimental class was normally distributed.
Normality Post-Test of Experimental Class

= 80-45
= 35
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85=6
I= R/ SC
I = 35/6 = 5.83 = 6
5. Made the table of distribution data frequency of post-test (experimental
class)
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
1 42-47 41,5 1 44.5 1980.25 44.5 1980.25

2 48-53 47,5 2 49.5 2450.25 99 4900.5
3 54-59 53,5 5 55.5 3080.25 277.5 15401.25
4 60-65 59,5 8 61.5 3782.25 492 30258
5 66-71 65,5 6 66.5 4422.25 399 26533.5
6 72-77 71,5 4 73.5 5402.25 294 21609
7 78-83 77,5 4 79.5 6320.25 318 25281
30 430.5 27437.75 1924 125963.5
6. Calculated the mean (𝑋̅)
∑ 𝑓 𝑋𝑖
𝑋̅ = ∑𝑁
1924
= 30
= 64.13
𝑛
−𝐹
𝑚
30
−8
= 59,5 + ( 2 8 ) 6
= 59,5 + 5,25
= 64,75
∆𝐹1
Mode = 𝑡𝑏 + (∆𝑓1+∆𝑓2) 𝐼
8−5
= 59,5 + ((8−5)+(8−6)) 6
= 59,5 + 3,
= 63,1
𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (125963.5) − (1924)2
𝑆=√
30 (30 − 1)
3778905 − 3701776
𝑆=√
870
77129
𝑆=√
870
𝑆 = √80.654
𝑆 = 9.41
9
8
7
6
Frequency
5
4 Series1
3
2
1
0
41,5 47,5 53,5 59,5 65,5 71,5 77,5 83,5
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
experimental class was normally distributed.
Normality Pre-Test of Control Class

= 80 - 30
= 50
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
I= R/ BK
I = 50/6 = 8.33 = 8
5. Made the table of distribution data frequency of pre-test (control class)
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
1 27-34 26,5 3 30.5 930.25 91.5 2790.75

2 35-42 34,5 4 38.5 1482.25 154 5929
3 43-50 42,5 6 46.5 2162.25 279 12973.5
4 51-58 50,5 7 54.5 2970.25 381.5 20791.75
5 59-66 58,5 6 62.5 3906.25 375 23437.5
6 67-74 66,5 3 80.5 6480.25 241.5 19440.75
7 75-82 74,5 1 78.5 6162.25 78.5 6162.25
30 313 17931.5 1601 91525.5
∑ 𝑓 𝑋𝑖
𝑋̅ = ∑𝑁
1601
= 30
= 53.36
𝑛
−𝐹
𝑚
30
−13
2
= 50,5 + ( )8
7
= 50,5 + 2,28
= 52,78
∆𝐹1
Mode = 𝑡𝑏 + (∆𝑓1+∆𝑓2) 𝐼
7−6
= 50,5 + ((7−6)+(7−6)) 8
= 50,5 + 4
= 54,5
𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (91525.5) − (1601)2
𝑆=√
30 (30 − 1)
2745765 − 2563201
𝑆=√
870
182564
𝑆=√
870
𝑆 = √209.84
𝑆 = 14.48
8
5
Frequency
4
Series1
3
0
26,5 34,5 42,5 50,5 58,5 66,5 74,5 82,5
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
control class was normally distributed.
Normality Post-Test of Control Class

= 85 - 45
= 40
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
4. Calculated the interval of class (I)
I= R/ SC
I = 40/6 = 6.66 = 7
5. Made the table of distribution data frequency of post-test (control class)
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
1 40-46 39,5 2 43 1849 86 3698

2 47-53 46,5 4 50 2500 200 10000
3 54-60 53,5 5 57 3249 285 16245
4 61-67 60,5 7 64 4096 448 28672
5 68-74 67,5 6 71 5041 426 30246
6 75-81 74,5 5 78 6084 390 30420
7 82-88 81,5 1 85 7225 85 7225
30 448 30044 1920 126506

∑ 𝑓 𝑋𝑖
𝑋̅ = ∑𝑁
1920
= 30
= 64
𝑛
−𝐹
2
Median = 𝑡𝑏 + ( )𝐼
𝐹𝑚
30
−11
= 60,5 + ( 2 7 ) 7
= 60,5 + 3,99
= 64,49
∆𝐹1
Mode = 𝑡𝑏 + (∆𝑓1+∆𝑓2) 𝐼
7−5
= 60,5 + ((7−5)+(7−6)) 7
= 60,5 + 4,69 = 69,19

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (126506) − (1920)2
𝑆=√
30 (30 − 1)
3795180 − 3686400
𝑆=√
870
108780
𝑆=√
870
𝑆 = √125.03
𝑆 = 11.18
5
Frequency
4
Series1
3
0
39,5 46,5 53,5 60,5 67,5 74,5 81,5 88,5
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
control class was normally distributed.
Homogeneity Variance of Pre-Test
Based on the result of normality test of control class and experimental class,
the tests were normally distributed because graphical method. Then, the
researcher calculated the homogeneity variance by comparing the value of two
variants (biggest variant and smallest variant) with the level of significance 0.05
(5 %).
Variance Data of pronunciation Test
Instrument Class Sample (N) Standard of Deviation (S)

Pre-test Control 30 14,48
Pre-test Experimental 30 9,28
Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as follows:
𝐵𝑉
𝐹𝑐𝑜𝑢𝑛𝑡 = Note:BV = the biggest variant
𝑆𝑉
SV = the smallest variant
𝟏𝟒,𝟒𝟖
𝑭𝒄𝒐𝒖𝒏𝒕 =
𝟗,𝟐𝟖
= 1,56
Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as follows:
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(dk = k)(dk = N – k – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(dk = 1)(dk = 30 – 2 – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(27)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(27)
𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 27 (as denominator)
The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.210

Step 3: Compared 𝐅𝐜𝐨𝐮𝐧𝐭 and 𝐅𝐭𝐚𝐛𝐥𝐞
The criteria of testing as follows:
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not
homogenous
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was
homogenous
Based on the result of homogeneity variance of control class, it was
Calculated 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 or 1.56 ≤ 4.210. It can be concluded that the
data of pre-test in control class and experimental class was homogenous.
Homogeneity Variance of Post-test
Variance Data of Pronunciation Test
Instrument Class Sample (N) Standard of Deviation (S)

Post-test Control 30 11,18
Post-test Experimental 30 9,41
Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as follows:
𝐵𝑉
𝐹𝑐𝑜𝑢𝑛𝑡 = Note:BV = the biggest variant
𝑆𝑉
SV = the smallest variant
𝟏𝟏,𝟏𝟖
𝑭𝒄𝒐𝒖𝒏𝒕 =
𝟗,𝟒𝟏
= 1,18
Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as follows:
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(df = k)(df = N – k – 1)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(df = 1)(df = 30 – 2 – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(27)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(1.27)
𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 27 (as denominator)
The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.210
Step 3: Compared 𝐹𝑐𝑜𝑢𝑛𝑡 and 𝐹𝑡𝑎𝑏𝑙𝑒
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not
homogenous
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was
homogenous
Based on the result of homogeneity variance of control class, it was
Calculated 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 or 1.18 ≤ 4.210. It can be concluded thatthe
scores of post-test in control class and experimental class was
homogenous.
The Result of Independent 𝑻𝒕𝒆𝒔𝒕
Hypothesis Testing
To prove the hypothesis of this research, statistic calculation of t-test
formula with the degree of significance 5% was used. The formula as follow:
∑ 𝑥2± ∑ 𝑦2 1 1
√( ) (𝑁 + )
𝑁𝑥 +𝑁𝑦 − 2 𝑥 𝑁𝑦
Mx : Mean score of experimental group (X)
My : Mean score of control group (Y)
∑x2 : Sum of square deviation score in experimental group

∑y2 : Sum of square deviation score in control group
Nx : The number of students of experimental group
Ny : The number of students of control group
Step 1 : Students’ scores and sum of square deviation scorein experimental
class and control class
Students X Y x y 𝒙𝟐 𝒚𝟐
1 55 60 10.16 3.33 103.22 11.08
2 55 70 10.16 -6.67 103.22 44.48
3 65 70 0.16 -6.67 0.02 44.48
4 75 65 -9.84 -1.67 96.82 2.78
5 60 70 5.16 -6.67 26.62 44.48
6 65 50 0.16 13.33 0.02 177.68
7 50 50 15.16 13.33 229.82 177.68
8 70 75 -4.84 -11.67 23.42 136.18
9 55 55 10.16 8.33 103.22 69.38
10 70 45 -4.84 18.33 23.42 335.98
11 60 70 5.16 -6.67 26.62 44.48
12 50 55 15.16 8.33 229.82 69.38
13 75 65 -9.84 -1.67 96.82 2.78
14 70 55 -4.84 8.33 23.42 69.38
15 60 70 5.16 -6.67 26.62 44.48
16 70 75 -4.84 -11.67 23.42 136.18
17 65 60 0.16 3.33 0.02 11.08
18 60 65 5.16 -1.67 26.62 2.78
19 75 85 -9.84 -21.67 96.82 469.58
20 55 45 10.16 18.33 103.22 335.98
21 80 50 -14.84 13.33 220.22 177.68
22 55 75 10.16 -11.67 103.22 136.18
23 80 75 -14.84 -11.67 220.22 136.18
24 70 70 -4.84 -6.67 23.42 44.48
25 75 55 -9.84 8.33 96.82 69.38
26 80 50 -14.84 13.33 220.22 177.68
27 45 65 20.16 -1.67 406.42 2.78
28 60 65 5.16 -1.67 26.62 2.78
29 70 75 -4.84 -11.67 23.42 136.18
30 80 65 -14.84 -1.67 220.22 2.78
65.2 63.4 97.47 103.88
Step 2: Calculated the value of 𝑡𝑐𝑜𝑢𝑛𝑡
tcount =
∑ 𝑥2 ±∑ 𝑦2 1 1
√(𝑁 +𝑁 − 2)(𝑁 + 𝑁 )
𝑥 𝑦 𝑥 𝑦
65.2−63.4
tcount =
97.47 + 103.88 1 1
√( )( + )
30 + 30−2 30 30
1.83
tcount =
201.36 2
√( )(30)
58
1.83
tcount =
√(3.41)(0.067)
1.83
tcount =
√0.23
1.83
tcount = =3.80
0.48
Step 3: Calculated the value of 𝑡𝑡𝑎𝑏𝑙𝑒
To find the value of 𝑡𝑡𝑎𝑏𝑙𝑒 , the researcher used the formula as follows:
1
d.f = (𝑁𝑥 + 𝑁𝑦 – 2)
= (30 + 30 – 2)
= 58
𝑡𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) was 2.00
Step 5: Compared 𝑡𝑐𝑜𝑢𝑛𝑡 and 𝑡𝑡𝑎𝑏𝑙𝑒
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is refused.
Based on the result oftest of mean difference significant (independent 𝑡𝑡𝑒𝑠𝑡 ),
it was Calculated 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 3.80≥ 2.00. The alternative hypothesis was
received. It can be concluded that there was an influence of using English song
toward students’ pronunciation mastery at the seventh grade of SMPN 6 Kota
Serang.
APPENDIX 4
TABLE
4.1 Table of F Distribution
4.2 Table of Critical Values for T

(Hatch and Lazaraton, 1991:595)
APPENDIX 5
Research Documentation
5.1 Picture Documentation of Research
5.2 Letters
Picture Documentation of the Research
Pre-test in experimental class and control

class
Treatment in experimental class and control class
1
Post-test in experimental class and control
class

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The Influence of Using English Song Toward Students' Pronunciation Mastery at The Seventh Grade of SMPN 6 Kota Serang

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THE INFLUENCE OF USING ENGLISH SONG TOWARD

STUDENTS’ PRONUNCIATION MASTERY AT THE

(A True Experimental Design at the Seventh Grade of SMPN 6 Kota Serang)

Submitted as Partial Requirement for S-1 Degree in English Education

RINI DWI SEPTIYANI

ENGLISH EDUCATION DEPARTMENT

English Education Department

Keyword: Influence, English Song, Pronunciation Mastery

The researcher’s full name is RiniDwiSeptiyani. She was born in Serang,

brother named M. AnnasSudadi. She lives at Jl. Raya TaktakanKomp. Makmur

Jaya RT/TW 03/09 Blok B No. 9 Serang-Banten.

The researchergraduated from Kindergarten at TK PGRI Serang in 2002,

study to University of Sultan AgengTirtayasa (UNTIRTA) – Banten. She takes

English Education Department at Teacher Training and Education Faculty in

“Don’t give up easily

because God can help you.”

Alhamdulillahirabbil’alamiin, thanks to the almighty Allah SWT who has

during composing this research paper.

1. Prof. H. SholehHidayat, M.Pd. as rector University of Sultan

2. Dr. H. AcengHasani, M.Pd. as dean of Teacher Training and Education

3. Dr. SitiHikmah, M. Pd. as the Head of English Education Department.

motivation when she studies and completes the research paper.

4. IkaHandayani, S.Pd.,M.Pd. as the first advisor, the researcher would

the researcher needs help.

5. Dina Rachmawati, S.S., M.Pd. as the second advisor, the researcher

perfect research paper. Furthermore, thanks for always give her

valuable time when the researcher needs help.

7. FKIP and English Education Department staff who helped the

researcher to complete the documents.

8. AanHasan, M.Pd. as the headmaster of SMPN 6 Kota Serang. Thank

you for giving his permission in conducted the research.

6 Kota Serang especially 7E and 7F who helped the researcher in

conducted this research.

Researcherdedicated this research for them as a sign that she

for her. She loves them so much.

researcher inUntirta. Thank you for sharing and caring of her.

14. DeirraAyuKusmana, Lily SeptianiPutri, andNurikaNuurunAlaaNuurin

as researchers’best friends, thank you for their supports and always

15. NissaRamadhani, Kusnawada, Haryadi Mufti, RosidIkbalSetiadi,

PrayogoPangestu, RamadhanAbdurrohman, and other seniors of

English Education Department, they are researchers’ beloved sisters

spirits for the researcher.

education department students especially who are interested in conducting further

Serang, April 5th, 2017

Appendix 2 : Research Instrument

Appendix 3 : Data Calculation

Appendix 4 : Table of Reasearch

Appendix 5 :Research Documentation

Table 2. 1 English Phoneme.................................................................................... 7

Table 3. 1 The True Experimental Research Design ............................................ 19

Table 3. 2 Value of Kappa .................................................................................... 25

Table 4. 1 Statistical Description .......................................................................... 29

Table 4. 2 Content Validity ................................................................................... 30

Table 4. 3 Agreement of Inter-rater Reliability .................................................... 31

Table 4. 4 Result of the Homogeneity Test in Control and Experimental Class .. 34

Figure 2. 1 Features of English Pronunciation ........................................................ 7

Figure 3. 1 Normal Distribution ………………………………………………... 26

Figure 4. 1 Normality pre-test of experimental class ………………………...… 32