A Final Project

CHILDREN SONGS AS MEDIA IN TEACHING

ENGLISH PRONUNCIATION
(The Case of Fourth Graders of SD N 01 Sekaran Gunungpati
in the Academic Year 2006/2007)

Submitted
In Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan in English

BY
MARDLIYATUN
2201403647

ENGLISH DEPARMENT
LANGUAGES AND ARTS FACULTY
SEMARANG STATE UNIVERSITY
2007

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 APPROVAL

This final project was approved by Board of Examiners of the English

Department of the Languages and Arts Faculty of Semarang State University on

September 2007.

Board of Examiners

1. Chairman
Name: Drs. Triyanto, M. A
NIP
2. Secretary
Name: Drs. Suprapto,M. Hum
NIP
3. First Examiner
Name: Drs. Amir Sisbiyanto, M. Hum
NIP
4. Second Examiner/ Second Adviser
Name: Drs. Warsono, M. A
NIP 130350484
5. Third Examiner/ First Adviser
Name: Drs. A. Faridi, M. Pd
NIP 131876218

Approved by:
The Dean of FBS

Prof. Dr. Rustono

NIP 131281222

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 MOTTO AND DEDICATION

Motto:

1. Believe in Allah and yourself.

2. Every problem has a solution.

Dedicated to:

1. My parents

2. My siblings

3. My love in the future

4. My friends, Kiki, Wiwin, Melti, Nika,

Dwi and Retno.

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 ACKNOWLEDGEMENTS

First of all, I wish to praise Allah SWT, who has blessed and let me finishing

my final project writing.

I would like to address my sincere thanks to Drs. Abdurrahman Faridi, M. Pd

as the first adviser and Drs. Warsono, M. A as the second adviser for their

continuous guidance, advice as well as encouragement so that I was finally able to

finish my final project.

My special thanks to my parents and my siblings for their support. I also

would like to express my thanks to my friends, Kiki, Wiwin, Melti, Nika, Dwi and

Retno for the friendship.

Semarang, September 2007

The writer

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 ABSTRACT

Mardliyatun. 2007. Children Songs as Media in Teaching English Pronunciation:

A Case of the Fourth Graders of SDN 01 Sekaran Gunungpati in the
Academic Year 2006/2007. English Department. Languages and Arts
Faculty. Semarang State University. First Adviser: Drs. A. Faridi, M. Pd.
Second Adviser: Drs. Warsono, M. A.

Keywords: Children Songs, English Pronunciation.

Pronunciation is the way a person utters a word or a language. There are many
differences of pronunciation between English and Indonesian. Therefore, there are
many students of Elementary school especially the students of SDN 01 Sekaran
Gunungpati who pronounce English words incorrectly. In this case, I observed
that English children songs are suitable media to teach them English
pronunciation. The problems of the study are as follows: Can teaching English
pronunciation by using English children songs improve the students’ ability in
English pronunciation? Is it effective to use English children songs in teaching
English pronunciation? And the objectives of the study are: to find out whether
using English children songs can improve students’ ability in English
pronunciation and to find out to find out whether it is effective to use English
children songs to teach English pronunciation.
The subject of the study is the fourth graders of SDN 01 Sekaran Gunungpati
in the academic year 2006/2007. There are 22 boys and 23 girls. There are two
variables; they are independent variable and dependent variable. The independent
variable of the study is the method that is used that is the use of English children
songs in teaching English pronunciation. And the dependent variable of the study
is the students’ achievement in English pronunciation after getting the treatment
by using the method. The instruments of the study are children songs -Baa Baa
Black Sheep, Pilot, Doctor and Boy and Girl, test -pre test, the four formative
tests at the end of each activity by using English children songs and post test, field
notes and interview. The procedure of the study was, firstly I conducted a pre-test
continued by the four teaching English pronunciation activities by using English
children songs and the last was a post test.
The average of the pre-test was 50. The averages of the four activities were 59,
67, 73 and 78. And the average of the post-test was 82. The range of average
between the pre test and the post test is 32.
Based on the study I have done, I conclude that teaching learning process by
using English children songs can improve the students’ ability in English
pronunciation. It is pleasing to use English children songs in teaching
pronunciation.
It is recommended that before deciding the media that will be used in the
teaching learning process, a teacher should know the things that the students like.
Because of the differences of each student, a teacher should also choose the way
of teaching that is suitable with the condition of the students.

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 TABLE OF CONTENTS

Page of Title ..................................................................................................... i

Page of Approval ............................................................................................. ii

MOTTO AND DEDICATION ........................................................................ iii

ACKNOWLEDGEMENTS…………………………………………………. iv

ABSTRACT..................................................................................................... v

TABLE OF CONTENTS................................................................................. vi

LIST OF TABLE ............................................................................................. ix

LIST OF APPENDICES .................................................................................. x

CHAPTER

I INTRODUCTION

1.1 General Background of the Study………………………………………... 1

1.2 Reasons for Choosing the Topic………………………………………….. 2

1.3 Statements of the Problem ......................................................................... 2

1.4 Objectives of the Study .............................................................................. 3

1.5 Significance of the Study ........................................................................... 3

1.6 Limitations of the Study............................................................................. 3

1.7 Outline of the Study ................................................................................... 4

II REVIEW OF RELATED LITERATURE

2.1 Children...................................................................................................... 6

2.2 Song ........................................................................................................... 7

2.3 Defimition of Children Song...................................................................... 8

2.4 Teaching Media.......................................................................................... 9

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2.5 Characteristics of Elementary School Students ......................................... 11

2.6 Teaching English to Elementary School Students ..................................... 12

2.7 Pronunciation ............................................................................................. 12

2.7.1 Definition of Pronunciation............................................................... 12

2.7.2 Teaching Pronunciation .................................................................... 13

2.8 Children Songs as Media in Teaching English Pronunciation................... 14

2.8.1 Contribution of Children Songs in Teaching English

Pronunciation ................................................................................... 14

2.8.2 Applying Children Songs in Teaching English Pronunciation ......... 16

III METHOD OF THE STUDY

3.1 Subject of the Study ................................................................................... 18

3.2 Variable ...................................................................................................... 18

3.3 Instrument of the Study.............................................................................. 19

3.3.1 Children Songs .................................................................................. 19

3.3.2 Test.................................................................................................... 20

3.3.3 Field Notes ........................................................................................ 21

3.3.4 Interview ........................................................................................... 21

3.4 Procedure of the Study ............................................................................... 22

IV DATA ANALYSIS AND DISCUSSION

4.1 Analysis of the Pre test............................................................................... 26

4.2 Analysis of the Activities ........................................................................... 28

4.3 Analysis of the Post test ............................................................................. 34

4.4 Analysis of the field notes.......................................................................... 36

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4.5 Analysis of the Interview ........................................................................... 37

V CONCLUSION AND SUGGESTION

5.1 Conclusion ................................................................................................. 40

5.2 Suggestion .................................................................................................. 40

BIBLIOGRAPHY ............................................................................................ 42

APPENDICES ................................................................................................. 44

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 LIST OF TABLE

Table 1 Procedure of the study......................................................................... 22

Table 2 The result of the pre test...................................................................... 27

Table 3 The result of the formative test ........................................................... 30

Table 4 The result of the post test .................................................................... 34

Table 5 The result of the first question of interview........................................ 38

Table 6 The result of the second question of interview ................................... 38

Table 7 The result of the third question of interview....................................... 39

Table 8 The result of the interview after having the treatment ........................ 39

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 LIST OF APPENDICES

Appendix 1 Text of Baa Baa Black Sheep....................................................... 44

Appendix 2 Text of Pilot.................................................................................. 45

Appendix 3 Text of Doctor .............................................................................. 46

Appendix 4 Text of Boy and Girl .................................................................... 47

Appendix 5 Script of the interview .................................................................. 48

Appendix 6 Name of students .......................................................................... 49

Appendix 7 Phonemic transcription of Baa Baa Black Sheep......................... 51

Appendix 8 Phonemic transcription of Pilot.................................................... 52

Appendix 9 Phonemic transcription of Doctor ................................................ 53

Appendix 10 Phonemic transcription of Boy and Girl .................................... 55

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 CHAPTER I

INTRODUCTION

This chapter discusses the general background of the study. It also presents

the reasons for choosing the topic. Moreover, it presents statements of the

problem, objectives of the study, significance of the study and limitation of the

study. It also gives the outline of the study.

1.1. General Background of the Study

As we see, children’s curiosity is very high. As Donald (2004: 4) says that

(the child) actively tries to make sense of the world and asks questions, (2001, 4).

They will try to search information about something that they want to know. They

also ask something that they feel new and strange for them. They ask adults or

people around them everything they want to know. Indeed they ask the

information to people they have just known.

Because of the high curiosity of children, I view that children songs are very

good as media to teach English pronunciation. It is because the language that is

used in the songs is English. Children are not accustomed to English. And based

on that reason, children will try to do any efforts to know much about the songs. If

the children have a willing to know the songs, they will try to learn anything

related to the songs.

Here, I emphasize the pronunciation of English. I choose the pronunciation

because of the differences between the two languages-English and Indonesian.

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There are many differences between English and Indonesian especially in

pronunciation. As we see, the differences between English and Indonesian are

very significant. Therefore, there are many students of Elementary School

especially the students of SDN 01 Sekaran Gunungpati, who pronounce English

words in correctly.

1.2. Reasons for Choosing the Topic

There are two reasons for the writer choosing the topic. First the

pronunciation ability of the students of SDN 01 Sekaran Gunungpati is not

satisfactory. Most of them have not got the ability to pronounce English words

well.

And the second one is children songs can be used as media in teaching

English pronunciation. I want to know whether it is pleasing to use children songs

as media in teaching English pronunciation or not. And I want to find it out by

applying the songs in teaching English pronunciation.

1.3 Statements of the Problem

The problems of the research can be stated as follows:

1. Can teaching English pronunciation by using children songs improve

students’ ability in English pronunciation?

2. Is it pleasing to use children songs in teaching English pronunciation?

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1.4 Objectives of the Study

The objectives of the study are:

a. To find out whether using children songs as media in teaching English

pronunciation can improve pronunciation ability of the students of SDN 01

Sekaran Gunungpati or not.

b. To find out whether using children songs as media in teaching English

pronunciation is pleasing or not.

1.5 Significance of the Study

The results of the study are expected to be able to give the following benefits:

a. For English Teachers

The results of the study are expected to be used as a consideration in teaching

pronunciation for young learners.

b. For The Readers

It is expected that the study will be useful for further research and enlarge the

readers’ knowledge in using children songs as media.

1.6 Limitations of the Study

The limitations of the study are made as follows:

a. The children songs use simple words so that they are appropriate to the

language level of the students of SDN 01 Sekaran Gunungpati.

b. The children songs are related to their environment and part of their body.

c. The test is done in the form of oral test. It is done by singing the songs.

d. The testes are the fourth graders students of SDN 01 Sekaran Gunungpati .
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1.7 Outline of the Study

There are five chapters in this final project. Chapter one consists of

background of the study, reasons for choosing the topic, objectives of the study,

significance of the study and limitation of the study. And the last one is the outline

of the study.

There are several discussions in chapter two. Firstly, it discusses children,

songs and the definition of children songs. The next discussion, talks about

teaching media, characteristics of Elementary School students and teaching

English to Elementary school. The next discussion is pronunciation. It consists of

definition of pronunciation and teaching pronunciation. As the last discussion of

this chapter is children songs as media in teaching English pronunciation. It

consists of contributions of children songs in teaching English pronunciation and

the way how to apply them in the classroom.

Chapter three discusses the method of the study. It consists of the subject of

the study, the variable, the instrument of the study. It also presents the method of

the study -pre test, the four activities by using English children songs and the last

is the post test.

Chapter four presents the result of the study and discussion. It tells about

the distinction of students’ ability in pronunciation. It compares the pronunciation

ability before and after the treatment. It also discusses the reason behind the result

of the study.
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Chapter five presents conclusions and suggestions of the study. It presents

the conclusions of the study from the beginning until the end. There are some

suggestions from me based on the result of the study.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will discuss children, songs and the definition of children songs.

The middle of this chapter consists of discussions of teaching media and

characteristics of Elementary School students. Pronunciation also would be

presented I this chapter. The last discussion of this chapter is a discussion of

children songs as media in teaching English pronunciation.

2.1 Children

As we see, children are an object that is interesting to be discussed. It is

caused because of the nature of the children itself. They are able to work with

others and learn from others (Scott and Ytlberg, 1990:2-4). They also love to play.

Moreover, children are very active. Not only that, they are also intelligent.

As listed above, children are able to work wit others and learn from others.

Connected with the education world, this characteristic of children is

exceptionally beneficial to the teaching and learning process. It makes the teacher

easier to convey the material to the students (children). It because based on the

nature of children they can work in group and learn something from their friends.

Out of the education scope, childhood is a pleased period. They can do

anything they want to do. They do not think that it disturbs others or not. They

also do not think that it inflicts others or not. They can play the whole time as they

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want. It is appropriate to their nature that they love to play (Scott and Ytlberg,

1990:2-4).

Moreover children are very active. It is in line with Donaldson’s opinion in

Cameron (2001: 4) that the child tries to make sense of the world. They do

something as though they don’t have fatigue. They will do anything, provided

they are happy. Here, their enthusiasm in doing something they like is very great.

And their enthusiasm in doing something is a source of their energy to do

activities they want to do.

Besides the reasons above, children are intelligent. They will try to solve a

problem around them that sometimes can not be solved by adults. As Cameron

(2001: 2) says that “the child is seen as continually interacting with the world

around her/him, solving problems that are presented by the environment”. For

example, there are two youngsters, an elder sister and her younger brother. At that

time, they went sight seeing by bike. The kickstand of the bike was broken. The

elder sister was confused thinking how to repair the kickstand. Without much

thinking, the younger brother repaired the kickstand optimistically. And finally,

the younger brother succeeded in repairing the kickstand. From the example

above, we see that children are intelligent.

2.2 Song

“A song is a short of piece in one concise movement for the medium of solo

voice and piano”. (Simms, 1993:29). According to Parto (1996: 99), a song is a

group of arrangements which consists of lyrics and elements of music like

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rhythm, melody, harmony and expressions. Moreover, “A song is a musical

composition for the voice of several voices”, “A song is a short poem whether

intended to be sung or not; a lyric or ballad”. (The International Websters

comprehensive dictionary of the English Language, 2003: 1127).

The American Heritage Dictionaries says that song is:

“Music is a brief composition written or adapted for singing. It also says that
song is a distinctive or characteristic sound made buy an animal, such as a
bird or an insect. The last definition, song is poetry, a verse and a lyrics poem
or ballad”.

www.answers.com/topic/song

Other definitions of song are listed below:

“Song is the act of singing, the characteristics sound produced by a bird, a

short musical composition with word, a successful musical must have at least
three good songs. It also says that song is a distinctive or characteristic sound.
Besides that, song is the imperial dynasty of China from 960 to1279 and a
very small sum”.

www.Submit @songoftheyear.com

Based on the references above, I conclude that song is a group of beautiful

words in which there is a message in it to be conveyed to other people and

presented with beautiful music. It deals with some themes. It deals with story,

advice, study, religion, environment, universe, love, happy and sad feeling.

2.3 Definition of Children Song

We have seen the definition of song above. And now, let us talk about

children. Principally, children are the plural of child. And definition of child itself

is an individual who has not reached puberty (Hornby, 1995:192).

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In my view, children song is a group of beautiful words in which there are a

message to be conveyed to individuals who have not reached puberty and

presented with a beautiful music so that they can get the message from it easily.

But in fact, it can be enjoyed by everyone. It can be enjoyed by teenagers, adults,

and even old people.

2.4 Teaching Media

Arsyad (2006: 4) says that teaching media are means that are used to convey

teaching messages. Another definition of teaching media is conveyed by National

Education Association (in Arsyad, 2006:5), which says that media are forms of

communication either printed or audio visual and the tools.

From the two definitions above, I conclude that teaching media are the

means that are used by the teacher to convey the teaching material to the students.

It can be printed or audio visual and the tools.

Media are needed in teaching and learning process because of several factors.

Sudjana and Rifai says (in Arsyad, 2006:24) that they have benefits in it. They

are:

1. The teaching process will be more interesting so that the students are

motivated to learn the material given by the teacher. By using media, the

teacher can attract the students’ attention to the material given by him/her.

From the explanation above, it is expected that by using media in teaching

and learning process, students will be motivated in learning the material given
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by the teacher by heart. If they learn by heart automatically they will get a

maximum result.

2. The material will be clearer so that the students can understand the material

easily. Media make students easier in catching the material given by the

teacher. Here, media act as the means used by the teacher to make the

teaching material easier and clearer so that the students can catch the material

easily. If the students can catch the material easily automatically they can

understand it easily too. As a simple sample is a white board. The teacher

writes the material which is conveyed to the students on the board in a form

of diagram and writes the explanation of the diagram so that students can

catch it easily.

3. There will be a variation in the teaching and learning process. It makes

students enjoy the teaching and learning process. Students will feel bored if

the teacher only uses the explanation when presenting the material during the

teaching and learning process. Students will not feel bored if the teacher uses

media in teaching and learning process. They feel that there is a variation in

it.

4. Students can do more activities in teaching and learning process. For

example, the teacher gives a topic to be discussed and the students do the

discussion.

According to Derek Rowntree (in Rohani, 1997: 7-8), Educational Media

have functions:

1. Motivate students to study.

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2. Review what students have learnt.

3. Give a stimulus to study.

4. Activate students’ responses.

5. Give a feedback soon.

From the references above, I conclude that teaching media are needed in

teaching learning process. It is because: students are motivated to study. Students

can catch the material from the teacher clearly. The teaching learning process will

be more varieties so that students enjoy it. Students will be more active in giving

responses to the material given by the teacher.

2.5 Characteristics of Elementary School Students

As we see, most of Elementary School students are the age of seven to twelve

years old. To know the characteristics of them, we can see from the opinions

conveyed by Scott and Ytleberg (1990:2-4) below:

“Students of Elementary School students are users of mother tongue. They

can tell the difference between fact and fiction. They love to play and best
when they enjoy themselves. But they also take themselves seriously and like
to think that what they are doing is real work. They are also enthusiastic and
positive about learning. They rely on the spoken word as well as the physical
word to convey understandable meaning. They are able to work with others
and learn from others”.

From the characteristics above, we know that Elementary School students

have a great enthusiasm in learning something they like. It does not mean that

they do not need a guide in learning something they like. They still need a guide

in learning something. It is because in line with their nature, they love to play.

They can forget the main assignment they have to do because they focus on the
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game they are doing. Moreover, they need help from adults. Children can do and

understand much more than they can on their own with help from adults.

2.6 Teaching English to Elementary School Students

Nowadays English is considered as a local content course in Elementary

School, because English is needed in any aspects of life. The government expects

that elementary School students get a basic knowledge of English when they are

in Elementary School. It can be seen in “GBPP Muatan Lokal SekolahDasar

Pelajaran Bahasa Inggris” as listed below:

“The students are expected to have the skill of the language in simple English

with the emphasis on speaking skills using selected topics to the environmental

needs such as tourism industry”. (1999: 2).

2.7 Pronunciation

This part talks about pronunciation. Firstly, it discusses definition of

pronunciation. The next discussion is teaching pronunciation.

2.7.1 Definition of Pronunciation

Pronunciation is the way a word or a language is usually spoken; the manner

in which someone utters a word. (en.Wikipedia.org/wiki/pronunciation). In line

with the definitions above, Hornby (1995:928) says that pronunciation is the way

in which a language is spoken; the way in which a word is pronounced; the way a

person speaks the words of a language.

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From the definitions above, I take conclusion that pronunciation is the way

person utters a word or a language.

2.7.2 Teaching Pronunciation

There are many factors that influence language teaching especially English

pronunciation teaching. Besides teacher should select the media that suitable to be

applied in teaching English pronunciation, they also should know how to teach

pronunciation well. By knowing the good way in teaching English pronunciation,

the result that is achieved will be more maximal. The following Jeremy Harmer’s

alternatives in pronunciation teaching (2002:1883):

“There are three alternatives are conveyed by Harmer. First, whole lesson:
making pronunciation the main focus of lesson does not mean that every
minute of the lesson has to be spent on pronunciation work. Second, discrete
slots: some teachers insert short, separate bits of pronunciation work into
lesson sequences. And the last alternative is integrated phases: many teachers
get students to focus on pronunciation issues as an integrated part of lesson”.
In this case, teacher should decide what alternative he chooses.

In this case, teacher should decide what alternative he chooses. By deciding

the alternatives he uses in teaching English pronunciation, he can make a strategy

based on the alternative to get a maximum result.

Moreover, the most important thing of the teaching and learning process is

the understanding of the students about the lesson. Cameron (2001:40) says that

“it is a crucial thing for teachers to take the responsibility for checking whether

their pupils understand the language being used and the purpose of activities being

carried out”. In this case, the teacher should let the students know that they are

studying about pronunciation and they are expected to be able to pronounce

English words correctly.

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It is needed an enthusiasm in teaching English pronunciation so that both the

teacher and the students get a good result in it. It can be done by encouraging the

students that they can do the best. Besides that, it also can be done by asking the

students to present their ability in pronouncing English words so that other

students know that they can do it well. By this, students have a great spirit to learn

how to pronounce English words well.

2.8 Children Song as Media in Teaching English Pronunciation

This part talks about children songs as media in teaching English

pronunciation. There are two parts in this sub chapter. First is contributions of

children songs in teaching English pronunciation. And the second is the way of

applying children songs in teaching English pronunciation.

2.8.1 Contributions of Children Song in Teaching English

Pronunciation

There are many reasons why children songs are good for English

pronunciation. It has many contributions in pronunciation teaching. For example:

a. Kramer (http://www.mla.org/adlt/bulletinv33NI/331012.htm) states that

songs are good for English teaching because:

“Songs are funny. They promote mimics, gestures etc associated to the
meaning. They are good to introduce suprasegmental phonetics. Students play
a participative role. They can be applied to comprehension stages (listening)
or production (singing). There are songs for all ages and levels. Students can
learn English very easily through echoic memory”.
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b. Songs can add feeling and rhythm to language practice that might otherwise

be flat. “They also help children remember things more easily and draw

children more deeply into a lesson”. (Paul, 2003:58).

c. Music and rhythm it much easier to imitate and remember language than

words which are just spoken (Philips, 1993:94).

From the statements above, we know that children song is funny. As we see,

most of children like something funny. With their interest in children song, will

make the process of teaching English pronunciation easier. I assume that it is

effective using children song in teaching English pronunciation to Elementary

School students because they learn something by using something funny that is

children song.

Students especially children will have zest in learning something if they take

part in it. Zest of students influences their result in their study. In this case, teacher

should use a medium that can make students have a great enthusiasm in learning

something because they can take part in it. In my opinion, it is good for teacher to

use children song in teaching English pronunciation to Elementary School

students because they can take part in it by following the song when it is played.

As Paul says that song also helps children remember things more easily and

draw children more deeply into a lesson. So it is very pleasant for the teacher to

use children song in teaching English pronunciation. Children can remember the

right way of pronouncing the words easily. With a good remembrance of how to

pronounce the words as they heard on the song given by the teacher, it is expected
 16

that they can apply it in pronouncing English words not only in singing a song but

also anytime they speak in English.

Besides that, song also makes students much easier to imitate and remember

language than words which are just spoken. Students will get bored if they just

hear a lecture from the teacher of how to pronounce English well. Teacher can

make students know how to pronounce English well by using songs. They will try

to remember and imitate the song because they like and interested in it.

2.8.2 Applying Children Songs in Teaching English Pronunciation

In this case, teacher should be selective in choosing a song that will be used

in English pronunciation teaching. They should choose interesting song so that the

students are attracted in them. A song should be learnt only when the learner

understands the meaning of the language item contained in it.

After preparing and choosing the right song, some steps should apply as Suk

Mei Lo, Chi Fai Lo and Cakir opinions in Sri Utami. Here are ways of applying

song in classroom:

1. Suk Mei Lo and Chi Fai Lo say that song is applied in teaching and learning

process by:

“First, teacher hands out the lyrics of song to the students or write it in the
board. Then the teacher explains the meaning of the lyrics and tells the way
how to pronounce it. After that, teacher asks the students to read the text
aloud. The next step is lets the students listen to the songs three times. The
first time students purely listen, the second time sing with the tape, and the
last time sing without tape. The last step is asks the students to do exercises”.
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2. The steps suggested by Cakir:

“First, students listen to the songs from cassette. Second, teacher repeats the
song in spoken form. Teacher and students repeat the song together. Once
again, students listen to the song from cassette. And the last is the repetition
of the song in the instrumental version”.

Based on the references above, I suppose the following activities to be

applied in the classroom. First, teacher hands out the lyrics of the songs or writes

them on the board. Second, teacher explains the meaning of the songs and lets the

students know the meaning of each word. Third, teacher plays or sings the songs

many times. Fourth, teacher lets the students know how to pronounce the words of

the songs correctly. Fifth, teacher gives the students an example of the way how to

sing the songs. Eight, teacher asks the students to repeat the songs using right

pronunciation after him/her. After mastering the intonation of the song, teacher

asks the students to sing the song together. After that teacher asks the students to

sing the song by themselves. The last is teacher asks the students to exercises

related to the songs.

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CHAPTER III

METHOD OF THE STUDY

This chapter discusses several things such as subject of the study, variable,

instrument of the study and procedure of the study. Those things are very

important for me in conducting my study and obtaining the empirical data as the

results of the study.

3.1 Subject of The study

It was an action research. And the subject of the study was the fourth graders of

SD N 01 Sekaran Gunungpati in the academic year 2006/2007. It consisted of 45

students, 22 boys and 23 girls. I chose them as the subject of the study because of

the consideration that they have been taught English as the local content subject.

Besides, based on the interview that I had done before, most of them were not able

to pronounce English well.

3.2 Variable

Variable is the object of the research or the focus of the study. There were two

variables in the study, they are:

1. Independent Variable

It is a variable that will be studied its relation or influences toward other certain

variable that becomes main discussion.

18
 19

The independent variable of this study is the method of teaching English

pronunciation by using English children songs.

2. Dependent Variable

It is the main study that will be examined its condition by studying its relation

with other variable. It is a variable that the results are influenced by the

dependent variable.

The method here refers to the use of children songs in teaching learning

process, while the students’ achievement test in mastering English

pronunciation is the dependent variable. The dependent variable of this study is

the students’ achievement test in pronouncing the words of the songs -Baa Baa

Black Sheep, Pilot, Doctor and Boy and Girl.

3.3 Instrument of the Study

An instrument plays an important role in a study in the sense that the reliability

of the instrument will influence the reliability of data obtained. The instrument

used in this experiment was intended to measure the students’ achievement in

English pronunciation. Therefore, I used a test as the instrument for collecting the

data.

The instruments that were used in this study were children songs, test, field

notes and interview.

3.3.1 Children Songs

In doing this action research, I selected four interesting songs. The songs that

were used had themes that were related to children world. The songs were Baa
 20

Baa Black Sheep, Pilot, Doctor and Boy and Girl. The first song tells about sheep.

It introduces the students some new English words related to sheep. The second

song is a song about profession. The profession here is a pilot. It tells bout

anything related to the profession. The third song also tells about profession, that

is doctor. It tells about health. The last song is Boy and Girl. It tells about a

friendship between a boy and a girl. The four songs make the students easier in

memorizing the way of pronouncing English words. The lyrics of the song can be

seen in appendix 1, 2, 3 and 4.

3.3.2 Test

A test is some questions or exercises and other tools that are used to measure

skill, knowledge and also ability of someone. In this study the test is used to

measure the students’ achievement in mastering English pronunciation through

English children songs. The result of the achievement tests are used to indicate the

students’ progress of English pronunciation by using English children songs.

The study was carried out in six activities: pre-test, four activities by using

English children songs and a post test. The first activity was a pre-test. Before

doing the pre-test, the students were taught to read some English words by giving

them the examples of how to read the words in the form of reading. The next four

activities were teaching students the way of pronouncing English words by using

children song. At the end of each activity was always an assessment. And the last

activity was a post test. The post test was done to know the progression of the

students in English pronunciation before and after getting a treatment by using

English children songs.

 21

3.3.3 Field Notes

The field notes in this study was used to know the activities during the

teaching learning process, such as how I carried out the material and the students’

responses. In using the field notes, systematically I kept notes of the classroom.

For example:

a. Students’ participation

In this study, I analyzed the students’ participation in singing the songs I gave.

Since the students did what I asked them to do, I concluded that the students

were motivated to be active.

b. Students’ interest and motivation

In doing this study, I took notes of the students’ interest and motivated them in

learning English pronunciation by using English children songs.

3.3.4 Interview

Interview is a dialogue which is done by the interviewer to get information

from the interviewee. (Arikunto, 2002: 132). In this study, I interviewed the

students. It was done at the end of each activity.

The form of interview was a written interview. I was as the interviewer and

some students were the interviewee. There were four interviewee, they were: the

student who got the highest score, the student who got the lowest score, the

student who was active and the student who was not active in the teaching

learning process.
 22

I gave some questions to the interviewee and the interviewee answered the

questions by writing their answers on a piece of paper. It was done at the end of

each activity.

3.4 Procedure of The study

In this study, there was a pre test. After conducting the pre test, there were four

activities. The students learnt English pronunciation by using English children

songs. After having those activities, the students were given a post test.

The procedure of the study can be seen in the table below:

Table 1 Procedure of the study

Activity Material Day/Date

Tues, Tues, Tues, Tues, Tues, Tues,
27-2- 06-3- 13-3- 20-3- 27-3- 03-4-
2007 2007 2007 2007 2007 2007
Pre-test The words which
are included in the

√
songs, Baa Baa
Black Sheep,
Pilot, Doctor and
Boy and Girl.
The first The words of Baa
activity Baa Black Sheep,
i.e: black, sheep,
have, you, any, √
wool, yes, three,
bags, full, master,
dame etc.
 23

The second The words of

activity Pilot, i.e: fly,

√
pilot, sky, high,
etc.

The third The words of

activity Doctor, i.e:

√
people, come, say,
sicjnesses, cure,
healthy, etc.
The fourth The words of Boy
activity and Girl, i.e: I,

√
am, boy, girl,
want, my, friend,
etc.
Post test The words of the
four songs, Baa

√
Baa Black Sheep,
Pilot, Doctor and
Boy and Girl.

As we see in the table above, the pre-test was conducted on Tuesday, 27th

February 2007. The test was conducted in purpose of knowing the students’

ability in pronouncing English words before getting the treatment I gave. It

consisted of 136 items. The test was based on the words that are found in the

songs that would be given.

The pre-test ran well. It ran as follows, firstly, I handed out the pre test paper to

the students. After all students got the paper, I asked them to pay attention to me. I
 24

gave examples the way of pronouncing the words on the pre-test paper. After that,

I asked them to read the words together. Then, I asked them to come forward

reading the words on the paper they have got.

The next activities were the four activities, teaching English pronunciation by

using English children songs. The activities ran well. Each activity ran as follows,

firstly I handed out the text of the song. Every student got one text. After all

students got the text, I asked the students to pay attention to the text they had got.

I asked them to listen to the cassette of the song. I told them what the song was

about. I told them the meaning of the song. I translated the text into Indonesian

word by word. Then I asked their understanding of the song.

I played the cassette of the song. The students listened to the cassette

attentively. Students listened to the cassette three times. After playing the cassette

three times, I asked the students if they could sing the song or not. The students

answered that they could not sing the song.

I gave the example of singing the song. I did not only give the example of the

way in singing the song but also the way of pronouncing each word of the song. I

did it slowly so that the students understood the way of singing and pronouncing

the song well.

The next step was I asked the students to sing the song together twice. After

that the students sang the song with me. Then the students sang the song together

by listening to the song from the cassette. After they were able to sing and

pronounce the song, I asked the students to sing the song one by one.
 25

Each activity ran in equal time except in the fourth activity. In that activity, the

students understood the meaning and the way of singing the song easily. It was

because they had known the words of the song before. During the remaining time,

I asked them to sing the songs I had given.

And the last activity was a post test. The post test was conducted on Saturday,

June 9th 2007. The test consisted of 136 words. The test was conducted in the form

of singing the four songs, Baa Baa Black Sheep, Pilot, Doctor, and Boy and Girl.

I recorded the students’ voices when they were singing the songs.

The students came forward one by one to sing the songs. They came forward

based on their number on the attendant list. When one of the students came

forward to sing the songs, other students were practicing the songs by themselves.

I wanted to know the degree of the students’ achievement in English

pronunciation before and after getting the treatment by using English children

songs. The score of each student was counted individually by using this formula:

The number of the right answer

The percentage: x 100%
The number of items

This research used simple formula to analyze the result of the students’

achievement in pronouncing English words. It was based on “petunjuk penilaian”

(the guidance of assessment) from Depdikbud (Department of Education and

culture). (Dekdikbud, 1994:29).

 26

CHAPTER IV

DATA ANALYSIS AND DISCUSSION

This chapter discusses the analysis of each activity. There are analyses of each

activity. They are the pre-test, the four activities- teaching English pronunciation

by using English children songs, and the post test. The next is the analysis of the

field notes. And the last is the analysis of the interview.

4.1 Analysis of The pre-test

The study was begun by conducting a pre-test. The purpose of this activity was

to check the students’ ability in pronouncing English words. In conducting the

pre- test, the class teacher helped me control the class.

The pre- test itself was conducted on Tuesday, February 27th 2007, taken by 45

students, 22 boys and 23 girls. The pre test consisted of 136 English words. In this

test I wanted to know how many words the students pronounced well.

The result of the students’ pre test was as follows: 37 students got scores below

60, 4 students got scores about 60, and four students got scores more than 60. The

average of the scores in the pre test was 50. From the result of the pre test, I

concluded that most of the students were unable to pronounce English well yet

26
 27

The result of the pre test can be seen in table below:

The result of the pre test

Table 2

No Code of Students The Number of The right %

answer
1 A-1 58 42
2 A-2 62 45
3 A-3 35 25
4 A-4 51 37
5 A-5 48 35
6 A-6 64 47
7 A-7 64 47
8 A-8 62 45
9 A-9 55 40
10 A-10 58 42
11 A-11 58 42
12 A-12 62 45
13 A-13 78 57
14 A-14 57 42
15 A-15 71 52
16 A-16 89 65
17 A-17 106 77
18 A-18 68 50
19 A-19 76 55
20 A-20 76 55
21 A-21 62 45
22 A-22 96 70
23 A-23 78 57
24 A-24 57 42
25 A-25 62 45
26 A-26 103 75
27 A-27 62 45
28 A-28 68 50
29 A-29 64 47
30 A-30 62 45
31 A-31 62 45
32 A-32 85 62
33 A-33 82 60
34 A-34 85 62
35 A-35 98 72
36 A-36 62 45
37 A-37 71 52
 28

38 A-38 68 50
39 A-39 51 37
40 A-40 62 45
41 A-41 76 55
42 A-42 76 55
43 A-43 76 55
44 A-44 68 50
45 A-45 76 55

From table 2, we can see the result of the students’ achievement in the pre test

was 50%. The result was less than the criterion that has been stipulated by the

Department of Education and Culture. I concluded that the students were not

familiar with the words, so the teaching learning process of this activity was

necessary to improve the students’ achievement in mastering English

pronunciation.

4.2 Analysis of the Activities

There were four activities of teaching English pronunciations by using English

children songs in this study. The first activity was conducted on Tuesday, March

6th 2007. The second activity was conducted on Tuesday, March 13th 2007. The

third activity was conducted on Tuesday, March 20th 2007. And the fourth activity

was conducted on Tuesday, March 27th 2007.

The four activities nearly lasted in equal time except in the fourth activity. In

the fourth activity, the students mastered the song quickly. It was because they

had known the meaning of the words in the song before. During the remaining

time, I asked the students to sing the songs they had got.
 29

The activities ran as follows:

a. Let the students know that they would learn how to pronounce English well.

b. Handed out the text of the song to the students.

c. Played the song three times and the students listened to the song.

d. Sang the song together.

e. Sang the song one by one.

There were 15 words that were scored in the first activity. The result of the

first formative test was as follows:

a. 20 students got scores less than 60.

b. 18 students got scores about 60.

c. 7 students got scores more than 60.

d. The average of the scores was 59.

e. The improvement of the students’ achievement from the post test into the first

activity was 15 %. It was obtained from the computation below:

The average of the first activity − the average of the pre test
x100%
The average of the pre test

59 − 50
= x100%
50
9
= x100%
50
= 15%

f. From the result above, we know that the students’ achievements were higher

than before. The result of the formative test can be seen in the table below:
 30

The result of the formative test

Table 3

No Code of Students The Number of The right %

answer
1 2 3 4 1 2 3 4

1 A-1 7 8 11 22 46 53 61 68
2 A-2 8 9 12 23 53 60 66 71
3 A-3 4 7 10 21 26 46 65 65
4 A-4 6 8 10 22 40 53 55 68
5 A-5 6 8 11 22 40 53 61 68
6 A-6 9 11 15 28 60 73 83 87
7 A-7 9 12 16 29 60 80 88 90
8 A-8 8 9 12 24 53 60 66 75
9 A-9 6 8 11 23 40 53 61 71
10 A-10 6 8 13 25 40 53 72 78
11 A-11 8 9 13 25 53 60 72 78
12 A-12 8 10 13 26 53 66 72 81
13 A-13 9 12 16 29 60 80 88 90
14 A-14 8 10 14 26 53 66 77 81
15 A-15 11 12 15 27 73 80 83 84
16 A-16 12 12 16 29 80 80 88 90
17 A-17 9 11 14 26 60 73 77 81
18 A-18 10 11 15 28 66 73 83 87
19 A-19 10 12 14 26 66 80 77 81
20 A-20 9 11 15 28 60 73 83 87
21 A-21 8 9 11 22 53 60 61 68
22 A-22 12 13 16 29 80 86 88 90
23 A-23 8 8 10 20 53 53 55 62
24 A-24 10 11 14 25 66 73 73 78
25 A-25 8 9 12 23 53 60 66 71
26 A-26 12 13 16 29 80 86 88 90
27 A-27 8 9 12 24 53 60 66 75
28 A-28 6 8 11 23 40 53 61 71
29 A-29 9 11 14 26 60 73 77 81
30 A-30 9 10 12 22 60 66 66 68
31 A-31 8 9 12 23 53 60 66 71
32 A-32 10 11 13 24 66 73 72 75
33 A-33 10 10 12 23 66 66 66 71
 31

34 A-34 11 12 15 27 73 80 83 84
35 A-35 12 12 16 30 80 80 88 93
36 A-36 8 9 12 23 53 60 66 71
37 A-37 9 10 12 22 60 66 66 68
38 A-38 9 11 14 25 60 73 77 78
39 A-39 12 13 17 32 80 86 94 100
40 A-40 8 8 11 22 53 53 66 68
41 A-41 9 10 13 24 60 66 72 75
42 A-42 10 11 14 26 66 73 77 81
43 A-43 10 10 13 26 66 66 72 81
44 A-44 8 9 12 23 53 60 66 71
45 A-45 10 11 14 26 66 73 77 81

There were 15 words that were scored in the second activity. The result of the

second formative test was as follows:

a. 29 students got scores less than 60.

b. 16 students got scores about 60.

c. 20 students got scores more than 60.

d. The average of the scores was 67.

e. The improvement of the students’ achievement from the first activity into the

second activity was 14%.It was obtained from the computation below:

67 − 59
x100%
67
8
x100%
59
= 14%

f. The improvement of the students’ achievement from the pre test into the second
activity was 34%.It was obtained from the computation below:
67 − 50
x100%
50
17
= x100%
50
= 34%
 32

g. From the result above, we know that the students’ achievements were higher

than in the first formative test. The result of the formative test can be seen in

the table 3.

There were 18 words that were scored in the third activity. The result of the

third formative test was as follows:

a. 3 students got scores less than 60.

b. 16 students got scores about 60.

c. 26 students got scores more than 60.

d. The average of the scores was 73.

e. The improvement of the students’ achievement from the second activity into the

third activity was 9%. It was obtained from the computation below:

73 − 67
x100%
67
6
= x100%
67
= 9%

f. The improvement of the students’ achievement from the pre test into the third
activity was 46%. It was obtained from the computation below:
73 − 50
x100%
50
23
= x100%
50
= 46%
g. From the result above, we know that the students’ achievements were higher

than in the second formative test. The result of the formative test can be seen in

the table 3.
 33

There were 32 words that were scored in the fourth activity. The result of the

fourth formative test was as follows:

a. 0 students got scores less than 60.

b. 9 students got scores about 60.

c. 36 students got scores more than 60.

d. The average of the scores was 78.

e. The improvement of the students’ achievement from the third activity into the

fourth activity was 7%. It was obtained from the computation below:

78 − 73
x100%
73
5
x100%
73
7%

f. The improvement of the students’ achievement from the pre test into the fourth
activity was 56%. It was obtained from the computation below:
78 − 50
x100%
50
28
x100%
50
= 56%
g. From the result above, we know that the students’ achievements were higher

than in the second formative test. The result of the formative test can be seen in

the table 3.
 34

4.3 Analysis of the Post test

The post test was conducted on Tuesday, April 3rd 2007. The test was used to

know the students’ progress after getting the treatment-English children songs as

media to teach English pronunciation.

The result of the post test can be seen in the table below:

The result of the post test

Table 4

No Code of Students The Number of The right %

answer
1 A-1 98 72
2 A-2 100 73
3 A-3 102 75
4 A-4 104 76
5 A-5 103 75
6 A-6 122 89
7 A-7 126 92
8 A-8 107 78
9 A-9 107 78
10 A-10 112 82
11 A-11 109 80
12 A-12 117 86
13 A-13 130 95
14 A-14 117 86
15 A-15 120 88
16 A-16 131 96
17 A-17 119 87
18 A-18 124 91
19 A-19 122 89
20 A-20 123 90
21 A-21 99 73
22 A-22 131 96
23 A-23 101 74
24 A-24 112 82
25 A-25 108 73
26 A-26 127 93
27 A-27 108 79
28 A-28 106 77
29 A-29 121 89
 35

30 A-30 95 69
31 A-31 97 71
32 A-32 102 75
33 A-33 99 73
34 A-34 120 88
35 A-35 133 97
36 A-36 99 73
37 A-37 95 69
38 A-38 107 78
39 A-39 100 100
40 A-40 94 68
41 A-41 104 76
42 A-42 113 83
43 A-43 117 86
44 A-44 102 75
45 A-45 114 84

There were 136 words that were scored. The words come from the four songs,

Baa Baa Black Sheep, Pilot, Doctor, and Boy and Girl. There were no students

who got scores less than 60. 2 students got scores about 60 and 43 students got

scores more than 60. And the average of their scores was 82. From the analysis

above, we know that the students’ achievements in the post test were higher than

in the pre test. And the improvement of the students’ achievement from the pre

test into post test was 64%. It was obtained from the computation below:

The average of the post test − the average of the pre test
x100%
The average of the pre test
82 − 50
= x100%
50
32
= x100%
50
= 64%
 36

4.4 Analysis of the field notes

In this study, the analysis of the field notes was to know the students’ activities

during the teaching learning process. They are:

a. The students’ participation

I observed that the students in the teaching learning process not only learned

the pronunciation of the words given but also imitated the words of the songs

given. The students could move following the lyrics of the songs that I played.

Most of them were active in the classroom. They were satisfied and enjoyed

listening to the songs. They always raised their hands when I asked them to

pronounce some words of the songs. In this study, the students were able to

memorize quickly. It meant that using songs helped the students in learning

English pronunciation.

b. Students’ interest and motivation

In doing this activity, they looked happy when doing the activities in teaching

learning process by using songs.

In the first activity, I saw the students were active and enthusiastic in the class.

The students paid attention to the teaching learning process. The students seemed

cheerful when the songs were played. The students practiced the songs in and out

of the class. Most of them sang the song cheerfully.

In the second activity, the songs made them happier. It was because they got a

new song. The class was quiet. All students paid attention to the song that was

played. They were enthusiastic when I gave the example of singing the song.

Indeed when I gave the example of the right pronunciation to correct their
 37

mistakes in pronouncing the words of the song. The students’ faces seemed

cheerful and they became more confident when they sang the song.

In the third and the fourth activities the students mostly did the same activities.

They paid attention to the songs given. As in the previous activities, they were

also enthusiastic when I gave the example of singing the song. The students’ faces

seemed cheerful when they singing the song. They were very confident when I

asked them to sing the song in front of the class.

From the analyses above, I concluded that singing can build students’ confident

and motivate them in learning English well. Songs can develop the students’ sense

of rhythm. The students enjoyed the songs. Songs helped the students to increase

their motivation in learning English. By using songs, they have more

opportunities to practice their English basic skill.

4.5 Analysis of The interview

The interview was held at the end of each activity. Before deciding to use

English children songs to teach English pronunciation, I asked them if they liked

English children songs. Mostly said that they like English children songs but there

were some students who did not give their opinions.

Based on the students’ responses I decided to use English children songs as

media to teach English pronunciation. I did it because most of the students said

that they liked it although some students said that they did not like it.

The activities ran as I planned. I gave some questions to the interviewee at the

end of each activity. The questions were: Do you like English children songs as
 38

media to teach English pronunciation? Does the method that is used make you

learn English pronunciation easily? What difficulties do you have in the teaching

learning process?

The result of the interview can be seen in the table below:

The result of the first question

Table 5
Interviewee Do you like English children songs as
media to teach English pronunciation
Activity Activity Activity Activity
1 2 3 4

A Yes Yes Yes Yes

(the student who got the highest score)
B Yes Yes Yes Yes
(the student who was active in the
class)
C No Yes Yes Yes
(the student who was passive in the
class)
D No No Yes Yes
(the student who got the lowest score)

The result of the second question

Table 6

Interviewee Does the method that is used make you

learn English pronunciation easily?
Activity Activity Activity Activity
1 2 3 4
A Yes Yes Yes Yes
(the student who got the highest score)
B Yes Yes Yes Yes
(the student who was active in the
class)
C No Yes Yes Yes
(the student who was passive in the
class)
D No No Yes Yes
(the student who got the lowest score)
 39

The result of the third question

Table 7

Interviewee What difficulties do you have in the teaching

learning process?
Activity Activity Activity Activity
1 2 3 4
A The The The The
(the student who got the student had student had student had student had
highest score) no no no no
difficulties difficulties difficulties difficulties
B Could not More can The The
(the student who was hear hear student had student had
active in the class) English English no no
song from song from difficulties difficulties
a cassette a cassette
C Could not Could not The The
(the student who was hear hear student had student had
passive in the class) English English no no
song from song from difficulties difficulties
a cassette a cassette
D Could not Could not More can The
(the student who got the hear hear hear student had
lowest score) English English English no
song from song from song from difficulties
a cassette a cassette a cassette

The treatment had finished. I gave a post test after conducting the four

activities by using English children songs. I interviewed the students after having

the post test. The question was: What do you feel after having the treatment? The

result of the interview can be seen in the table below:

The result of the interview

Table 8

Interviewee What do you feel after having the treatment?

A 1. The student wants to use the method in the
next teaching learning processes with the
B class teacher.
2. The student can learn English pronunciation
C easily?
3. The student can hear English songs from a
D cassette.
 40

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

From the analysis of the data, we can see that teaching learning process by

using children songs can improve students’ ability in English pronunciation. It can

be seen from the following averages: the average of the pre-test was 50. The

average of the four activities by using English children songs were 59, 67, 73 and

78. And the average of the post test was 82. The range of average between the pre

test and the post test is 32.

Based on the interview, I conclude that it is pleasing to use English children

songs as media in teaching English pronunciation. It can be seen from the result of

the interview. In the last activity, all students said that they liked to use English

children songs as media in teaching English pronunciation.

5.2 Suggestion

Each student is different. It does not guarantee that if one student likes a thing

so other students like that thing too. Each of them has his own like. Therefore,

before deciding the media that will be used in the teaching learning process, a

teacher should know the things that the students like.

The condition of each student is different. The students’ achievements can be

different although they like the same thing. It can be seen from the students’

achievement in English pronunciation. Their achievements are different although

40
 41

they like the method that is used. Because of the differences of each student, a

teacher should also choose the way of teaching that is suitable with the condition

of the students.
 42

BIBLIOGRAPHY

American Heritage Dictionaries. www.answers.com/opic/song. (November 8th,

2006).

Anonym. 2003. Song: Dictionary Entry and

th
Meaning.www.Submit@songofthryear.com. (October 9 , 2006).

Arsyad, Azhar. 2006. Media Pembelajaran. Jakarta: PT Rja Grafindo Persada.

Cameron, Lyne. 2001. Teaching Languages to Young Learners. United Kingdom:

Cambridge University Press.

Depdikbud Propinsi Jawa Tengah. 1993. GBPP Muatan Lokal Sekolah Dasar
Pelajaran Bahasa Inggris. Semarang: Kantor Wilayah Depdikbud
Propinsi Jawa Tengah.

Harmer. Jeremy. 2002. The Practice of Languge Teaching. Malaysia: Pearson

Education Limited.

Hornby, A.S. 1995. Oxford Advance Learner’s Dictionary. Great Britain: Oxford
University Press.

Kramer, Daniel J. Using Songs in Teaching English Classroom

.topenglishteaching.com. (January 11th, 2007)

Nunan, David. 1992. Research Methods in Language Learning. United States:

Cambridge University Press.

Parto, S. 1996. Seni Musik Barat dan Sumber Daya Manusia. Yogyakarta:
Penerbit Pustaka Belajar.

Paul, David. 2003. Teaching English to Children in Asia. New York: Longman.

Philips, Sarah. 1993. Young Learners. China: Oxford University Press.

Rohani, Ahmad. 1997. Media Instruksional Edukatif. Jakarta: Rineka Cipta.

Scott, Wandy A and Ytleberg, Lisbeth H. 1990. Teaching English to Children.

New York: Longman.

Simms, R. Bryan. 1993. The Art of Music. An Introduction. USA: Harper Collins
College Publishers.

42
 43

Utami, Rina. 2002. Songs as An alternative Technique of Teaching Vocabulary at

Elementary School. FBS. Semarang State University: Unpublished Paper.

Wikipedia The Free Encyclopedia. en wikipedia.org/wiki/pronunciation.

(November 8th, 2006)
Appendix 5

Name of the students

1. Agung Susilo (male)

2. Warsito (male)

3. Yongki Lilik (male)

4. Wahyu Nugroho (male)

5. Angga Wijanarko (male)

6. Kastun (female)

7. Lilis Setyowati (female)

8. Purwanto (male)

9. Resa Reisa (male)

10. Risma Widayanti (female)

11. Septi Fitri Eka (female)

12. Elsa Ayu Santika (female)

13. Khoirul Anas (male)

14. Lisa Nurjanah (female)

15. Sucitra Indah Sari (female)

16. Erytrina Sekarsari (female)

17. Gigih Resa Prasetyo (male)

18. Irna Nur Apitasari (female)

19. Feni Alfianto (male)

20. Siti Munandiroh (female)

21. Yusrina Iman (female)

22. Rika Nurjanti (female)

23. Roeky Leonardo (male)

24. Roby Eka Fadly (male)

25. Septiana Tutuarima (female)

26. Friska Ayu Diah (female)

27. Ita Nur Lailatus Shifa (female)

28. Dyah Aji Saputra (male)

29. Dwi Setyaningsih (female)

30. Wahyu Mustika (female)

31. Indah puji (female)

32. Vigih Vidiantoro (male)

33. Fajar Anang M (male)

34. Erlina Haryono (female)

35. Riska Kurnia D (female)

36. Ahmasd Septianto (male)

37. Yuliana Indah (female)

38. Hendra Hobi W (male)

39. M. Hilal F (male)

40. Septian Aldy (male)

41. Erika Fitriyani (female)

42. Erni Susanti (female)

43. Rino Sabastian (male)

44. Setia Adi Wicaksono (male)

45. Rizah Prihantoro (male)

Appendix 7

Phonemic Transcription of Baa Baa Black Sheep

1. Black

2. Sheep

3. Have

4. You

5. Any

6. Wool

7. Yes

8. Sir

9. Three

10. Bags

11. Full

12. One

13. For

14. The

15. Master

16. And

17. Dame

18. Little

19. Boy

20. Who

21. Lives

22. Down

23. Lane
Appendix 8

Phonemic Transcription of Pilot

1. Fly

2. Pilot

3. Up

4. To

5. The

6. Sky

7. So

8. High
Appendix 9

Phonemic Transcription of Doctor

1. People

2. Come

3. Me

4. Say

5. We

6. Feeling

7. Well

8. I

9. Tries

10. Cure

11. All

12. Sicknesses

13. Let

14. Think

15. What

16. Can

17. Do

18. Help

19. Be

20. Healthy

21. Again
22. Everybody

23. Knows

24. That

25. Doctor

26. Is

27. My

28. Name
Appendix 10

Phonemic Transcription of Boy and Girl

1. Am

2. Are

3. Girl

4. Want

5. Friend