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CHAPTER I INTRODUCTION

1.1 Background of the Study English is an international language, in study English learners must master two main skills of communication. They are: oral skill and written skill. Pronunciation and speaking belong to oral skill; meanwhile writing and reading are involved in written skill. Teaching English to the elementary school students or to the young learners is different from teaching the higher-level students because the young learners have specific characteristic. Children prefer to have fun while they are learning something. In fact, it is common that children of six to twelve years of age, will learn better through fun, activities song, games, pictures, and listening the stories. So, the teacher here plays an important role in English instructions. He/she must have some other skills beside the language proficeincy. The teacher should have many strategies in teaching the young learner and has to be creative in making the language class become more enjoyable and meaningful for the students. Pronunciation is very important for students because it helps students to pronunce words or sounds words, a way in which a language is spoken English very well. So the teacher should choose a good method to interest students. The teacher should have alternative ways to teach pronunciation, for example by using song as a media in teaching English. In this case, song which can

motivate the students especially in speaking English. Visual media, such as song, is relatively cheap and easy to get compared to other media. There are some alternative techniques that can be used by the teacher in teaching pronunciation, such as picture, games, story telling, poems, songs, puzzle, matching and so on. From these many technique, song is a good way and may engage the students attention. Using songs have many benefit, first, the students can get a lot knowledge and entertaiment. Then, it can wipe out the boredom of the students from classroom situation, besides that it is one of technique of teaching and also material/subject of lesson. As Dale states ( 1992:4 ) that a teacher performs songs to motivate the learner and draw their attention to learn english. Song can be used to relax students and provide an enjoyable classroom atmosphere. So through using song, the students will be able to catch the lesson and to create the teacher to be more active in presenting material. As far as the writer knows, the English books of Junior High school or MTS are taught by the teacher usually uses songs. It is not only presented in the form of the text but also audiocassette. The students usually like something interesting, including singing. By using songs, the teacher tries to attarct more attention from his/her students in studying English, so that the teacher is not only to support but also to encourage his/her students to speak English fluently and confidently There are some previous study that are relevant to this study. The first researcher is Eka Khoirun Nisa (2010) who conducted a research entitled The Improvement Mastery Using English Songs To The First Year Students At SDN Ngulahan Tambakboyo. The result of the study shows that the writer has got positive result and that the use of English songs is

relatively good as the materials of teaching vocabulary. Actually English songs can improve the students Vocabulaty mastery and be the material that supports the English teaching learning process. So, the student can use the vocabularies in expressing ideas either written or spoken. The second research is entitled The Influence Of Using The English Song In Teaching Speaking To The Seventh Year Students Of MTS SALAFIYAH ASY.SYAFIIYAH JATIROGO 2008. The research of this study shows that using English song influence very much in oral teaching. It can be provoked through result of the average of the high percentage. The writer states, that the students have a positive attitude towards learning is presented by using song. It can be proveked as longas in activity classroom. The student are more active and involve themselves when the teacher askes them to sing in the classroom activity although in presenting song teacher uses simple.In addition, presenting song beings a related classroom atmosphere. So, the students are more enjoyable and spiritful in receving material in also making learning English alive and fun. Based on previous studies above, the writer concluded that song is one of the learning tools, which is very suitable applied in oral teaching. Beside it can motivate and supports the student to speak english actively and confidently it also perhaps the student to develop other skills in English. A teacher should have a technique in teaching, because it makes her/him easier in presenting the lesson. But it will be not applied well, if it is not supported by interesting material and also teaching aids as supplementary material, especially in teaching pronunciation. Therefore,

she/he has a challenge to find or create a way them interstedin learning pronunciation. How can students be motivated? By creating materials that suit their interest and create different activities in the classroom. Some of teaching media are important especially in teaching young learners (children at age six to twelve). Media means communicating with large numbers of people, in this case language is used by everyone as the media of communicating. Because of explanation, the writer uses song as a media of teaching pronunciation since they have some advantages for young learners. The students will can more interest study pronunciation by listening music, so that they can improve their English ability. Furthermore, they can learn english more enjoyable because there is no worry for them and they only feel fun during the learning process. 1.2 Statement of the Problem In accordance with the background of the study, the questions of this study are formulated as follows :
1. How are the activities of teaching pronunciation by using song at the fifth

year of SDN Ronggomulyo IV Tuban?


2. How are students responses toward the song at the fifth year of SDN

Ronggomulyo IV Tuban? 1.3 Objective of the Study The Objective of this study are :
1. To identify and to describe the activities of teaching pronunciation by

using song at the fifth year of SDN Ronggomulyo IV Tuban.

2. To know the students responses toward the song at the fifth year of SDN

Ronggomulyo IV Tuban? 1.4 Significance of the Study It is expected that this study give useful contribution to the English teachers to realize that songs play a very important role in the English teaching activities. Further, it can also establish teaching learning process in a good atmosphere and motivate the students during class activities. 1.5 Limitation of the Study In the research, the writer limits the problem as follows :
1. This study focuses on the activities of teaching pronunciation by using

song
2. This study is limited of using songs which are available in the textbook.

The topics of songs are alphabet, days, fruit, color and happy birthday. 1.6 Definition of the Key Terms The definitions are intented to make the readers have the same understanding or perception for same terms used in this study, there are also intended to avoid misinterpretation. There are as follows : 1. Pronunciation Pronunciation is the way in which a language is spoken. 2. Song Song is a short piece of music with words for singing.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Teaching Pronunciation When we teach English we need to be sure that our student can be understood when they speak. They need to be able to say what they want to say. This means that their pronunciation should be at least adequate for that purpose. In our teaching we want to be sure that the student can make the various sounds that occur in English Language. 2.2 Definition of Pronunciation Language is used for communication, and it is made up of sounds. Language teachers want to enable their pupils to use the language in communication. Diane (1996:64) says that since the sounds are the basic to any language, pronunciation is worked on from the beginning. Beside, In order to develop communicative efficiency in pronunciation the students need to understand how sounds are made and how stress is used. (Harmer 1992:22) Pronunciation is way for producing speech sounds. Pronunciation discusses about kinds of sounds and how are the sounds related to the words. The sounds which are produced in a language are almost with every fact of human life and communication. Penny Ur (1996:47) states that the concept of pronunciation may be said to include:

1.
2.

The sounds of the language or phonology Stress and rhythm Intonation Besides, native-speaker (competent users of the language) know how

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to pronounce it. This knowledge is made up of three areas, sounds, stress and intonation (Jeremy Harmer, 1992:11). In brief, pronunciation has many elements, or contents, or components. 2.2.1 Speech Sounds Speech is essentially movement. However, accurately to pronounce the isolated words should be omitted by training in the right manner if people want to be understood. The sounds of English and isolated syllables, like notes or chords in music, only become intelligible when set in motion. This movement-its beats, its rhythm and its melody is the theme. 2.2.2 Phonetic Phonetics is a branch of linguistics dealing with sound features or qualities and their arragement into speech sound or phones. It is the study of speech sounds, the production, transmission, and reception. Phonectics is a symbol which represents the sound of word when it is pronounced. The students must learn them in order to read and writer. Especially, they need the phonetic symbols mainly to understand the pronunciation given in dictionary.

2.2.3 Phonetic Transcription The English words or sentences when they are written in their sounds is called transcription. There are two kinds transcription in English Pronunciation. They are phonetic transcription and phonemic transcription. Phonetic transcription is a kind of transcription in which allophones are given symbols. For example: The sounds of [k] in a word - cup [khp] in the beginning - skirt [sk:t] in the middle - make [meik] at the end 2.2.4 Classification of Sounds There are four kinds of sounds classification. They are: consonant sounds, vowel sounds, diphthong sounds, and thriphtong sounds. 2.2.4.1 Consonant Sound A consonant sound is sound that is prounced with stopping of the air stream by the organs of speech. The list of consonant sounds are as follows:

English Phonetic Symbols /p/ /b/ /t/ /d/ /k/ /g/ /s/ /z/ /f/ /v/ /h/ /m/ /n/ /l/ /r/ /w/ // / / /t / /d3/ // / / / j/ / / /s/ 2.2.4.2 Vowel Sound

Key words pen but tea down kind good see zoo fun voice home make now low row want think that choose just shoe ring yet vision sing

Phonetic Transcription [pen] [bt] [ ti:] [daun] [kaind] [gd] [si:] [zu:] [fn] [vis] [hum] [meik] [nau] [lu] [ru] [wnt] [ik] [aet] [t u:z]
[st]

[u:] [ri] [jet] [visn] [s]

Vowel sound is sound thatis produced without stopping of the air stream by the organs of speech. The list of vowel sounds are as follow: English Phonetic Symbols / / // // /e/ / : / / / / i: / // / : / / u: / // Phonetic Transcription [m] [kp] [ ht] [get] [g:l] [ g ] [si:] [st] [s:] [zu:] [pt]

KeyWords arm cup hat get girl ago see sit saw zoo put

2.2.4.3 Diphthong Sound Diphthong sound is a vowel sound that is made by glinding from one vowel position to another. That is represented phonetically by, sequences of two letters. They are the results of a movement of the tongue during the production of the sound. The following is the list of diphthong sound: English Phonetic Symbols / i / Key Words here Phonetic Transcription [hi]

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/ u / / e / /i/ / ai / / u/ou / / au / / ei /

pure there join try home now make

[pju] [e] [din] [trai] [hum] [nau] [meik]

2.2.4.4. Thriphtong Sound A thriphtong sound is traditional name for a combination of the diphthongs (ai, au, oi) with the central vowel [ ]. The list of triphtong sound are as follows: English Phonetic Symbols ai au ei The Example of Key Word Higher, fire, tired, liar, desire, Our, hour, flour, flower player, crayon

2.2.5. Stress and Rhythm To make the communication fluent the speaker needs to know the stress and the rhythm of the speech. They must know the way to say word or sentence with the appropriate stress, and can use the stress to change the meaning of questions, sentence and phrases. Stress, rhythm and intonation should really be considered as a whole, for the are very closely connected of a single aspect of the language. 1. Stress

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Stress is strength of voice on a particular syllables in a word. Jones (1986:141) says that the degree of force with which a speaker pronounces a sound or a syllable is called it stress. The degree of force is uttered. Stress is important for communication. A stressed syllable is produced by pushing more air out of the lugs in one syllable than neigh boring unstressed (Ladefoged, 1999:104). There are three kinds of stress: strong stress, secondary stress, and weak stress. a. Strong Stress Strong stress is the syllable which are pronounced more forcibly than neighbouring syllable. It is marked by before he stressed syllable. In general, the usual syllable stressseldom falls on the last syllable. Strong stress falls on the endings: a.-ee of personal names : refugee, legatee, trustee.
b.

-ee, -oo, -oon of nouns : volunteer, profiteer,

bamboo, monsoon, balloon. c.-ette, esque : cigarette, picturesque. d. -ose and ese of adjectives : morose, Chinese,

Javanese. Strong stress falls on the syllable before the endings: a.-ic, -ical of the adjectives : tropic, political. b. -ish of verbs : finish, perish.

c.-ity : prosperity, calamity, opportunity.

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d.

[-al], [-n], [-s], [-n], is various spellings :

social, ocean, decision.


e.

-graphy, -logy, -mater : geography, geology,

thermometer. b. Secondary Stress Secondary stress or medium stress is the stress which is indicated by mark [ , ] before the syllable.
c.

Weak Stress Weak stress or unstressed is syllable which is pronounced

without much force. 2. Rhythm Rhythm is not national but universal phenomenon. The common type of English pattern is a balanced regular rhythm, regardless of the number syllable to be between the recurrent beats. An initial oral study and training to say sound clusters would improve the foreign students, skill with the English rhythm. Thus, Chinese is usually [t ini:z], but in a Chinese merchant [t, ini:z, m:t, nt ] for the sake of the rhythm.
2.2.6.

Intonation Intonation is very important is expressing meaning and

especially in showing our fellings (e.g. surprise, anger, disbelief, gratitude, etc.) intonation is the pitch of the voice with which a voiced is pronounced.

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There are three kinds of intonation pattern. They are rising tune, falling tune, and combined pattern. 1. Falling Tune Falling tune, the voice rises slightly earlier in the sentence and the falls on the key word being stressed. This pattern is used for statements and whquestions. The example are: I buy fruit in the market. Whats your name? Sit down, please! What do you say? 2. Rising Tune Rising tune, is the intonation where the voice rises sharply on the stressed syllable. This pattern is used for yes/no question, requests for repetition, and greetings. The example are as follows: Can I help you? Good morning, Doctor ! 3. Combined Pattern This pattern is used for pausing in the middle, lists, doubt, apology etc. The examples are as follows:
I go to school ... When they come.

I buy book, pencil, eraser and bag.


Monday, Tuesday, Thursday, .... Well, ... Im sorry.

2.2.7. Voiced, Voiceless, and Hissing Sound 1. Voiced Sound

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Voiced sounds are speech sounds in which the air stream when passing the glottis makes the vocal cords vibrate. The sounds include the voiced sound are all vowels and consonants [b, z, l, r, etc]. 2. Voiceless Sound Voiceless or breathed sounds are speech sounds in which the air stream passes freely though the glottis without making the vocal cords vibrate. The voiceless sounds are the consonants e.g. [k, y, t, p, f, h, s, t, , ]. 3. Hissing Sound Hissing sounds are the sounds with the hissing sound ending of the last syllable. This is the ending sound with[s, z, iz] ending in the last syllable. 1. /s/ endings

It is used at the sounds [k, t, p, ] or voiceless 2. /z/ endings

It is used at the sounds [l, m, r, b, g, v] voiced 3. /iz/ endings

It is used at the sounds [s, , t, d].

2.3. Visual aids


This Skripsi is animed to give to an idea of how to each English especialy English pronunciation to the fifth year students of elementary school by focusing on the use of visual aids.

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The teaching of English in big cities will be supported by the environment because song are supplied every where, but children who live in remote areas or small town in indonesia will have different in take because of the environment differences. It would not be fair the teaching of english in indonesia a will be easily understand by children of our classroom, should force them to cope with the give activity regardless, their different individual intake.There should be away to bridge this lameness and we should find out an interesting presentation in the teaching and learning. The minimize of lameness between the student knowledge and the english language, it would be better to make and optimum use of teaching aids, but in this skripsi the writer wants to use song as a part of teaching aids. The help of such song since they are considered to help learness acquiring more comprehensible that is input good comprehensible input will push the speaking skill take place. 2.4. Songs Songs are part of entertainment that is loved by everyone in the world. They are sing by someone as a symbol of happiness or sadness. They are very simple so the people can sing them according to each of their level or age A song is short piece of music with words for singing (Logman Dictionary of contemporary English). Songs are poem which caries message manifested into music or melody it is kind of literary work. Literature is not artifical word only but it is also knowledge about humanity with all aspects. Traditional songs ofter

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contain obscure or out of date language, which may out weight their usefulness, but they do have the advantages of being part of English speaking culture. Sometimes people have a special song, which is always sing every time repeatedly. It can happen because they have the same experiences as words in the content of the songs. We can see many people sing spiritual songs in the church, mosque, in the festival of song, ever a lot parent let their children sleep by singing song. Among young people, to sing a song is a hobby, or pupil to pupil. It means that teacher always give the people information and than the pupils take knowledge and skills from teachers. In language learning process, the teacher can prepare the materials to be taught in presenting the materials teacher must concord with technique and method. It is important to consider where and when they are teaching. The situation must support the teaching learning process. Song and rhythm are an essential part of language learning process for young learners, students will be enjoy in learning English with singing songs English lyrics, and this matter will be support motivating of students to advances their English language. We have all experienced song, which we just can get out of over heads. Songs make it easier to imitate and remember language than word, which are Just Spoken . Some songs are good for singing, other for doing action to the music, and the best one is good for both! You can use songs to

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teach children the sounds and rhythm of English to reinforce structure and vocabulary, or as total physical response activities-but above all to have fun. We can use songs at any stage in a lesson: for example, at the beginning to mark the change from the previous subject to english in the middle of lesson as a break from another, more concentrate activity: or the end, to round a lesson off. Songs can also help to create a sense of group identity. Pop song are usually best used in listening activities. We need to select the song we use with care. Is the language too difficult? Can you hear the words? is the subject matter suitable? older and children enjoy working with popular songs so much that they are wiling to tackle diffult language and will often sing along when the song is played. We can also use songs as backgroud music while the children are working quietly and on the another task it is suprising how much they adsorb unconsciously. The chapter contais a very small selection of songs to use in class some sources of more songs are listed in the further reading section. Another useful book is music and songs in this series, which has a section on young learners, and very comprehensive bibliography. These are example of songs : 1. Alphabet ABCDEFG HIJKLMNOP Q R S T U and V

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W and X Y Z Now I know my A B C Wantt you sing a long with me

2. Days Sunday Monday Tuesday Wednesday Thursday Friday Saturday 2X (Same with naik - naik ke puncak gunung melody) 3. Fruits Watermelon Watermelon Papaya Papaya Banana Tomato Banana Tomato Pineapple Pineapple 4. Color Merah is red Merah is red Hijau green Hijau green Kuning is yellow Kuning is yellow Biru blue Biru blue 5. Happy birthday Happy birthday to you Happy birthday to you Happy birthday Happy birthday

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Happy birthday to you Happy birthday to you Happy birthday to you Happy birthday to dear (name of child) Happy birthday to you 2.5. Teaching using song There are a lot various methods, which can be applied in presenting songs. In oral activities, the teacher can use some ways. Griffee (1990) recommends using short, slow songs for beginning level students and discussed activities such as creating song word puzzle, drawing a song, or showing related picture. With higher levels, he suggests using song that tell stories, moving toward short, fast song, and finnaly, longer, fast song that have fewer high frequency vocabulary items. Mostly in higher levels, the students may summarize orally the action or theme of a song or give oral presentations about a song or musician, playing nusical selection for the class. To involve whole class students can fill out response sheets about each presentation, answering questions about the featured topic, something new they learned, and something they enjoyed. In ESL/EFL, there are affective, cognitive, and linguistic reasons for singing or using songs follow all grounds in learning theory : 1. Affective reason. The teachers have long recognized the needfor students to have a positive attitude in regard to learning. Krashen (1982) explains that for optimal learning to occor the affective filter must be weak. A weak

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affective filter means that a positive attitude toward learning in present. If the affective filter is strong the learner will not seek language input, and in turn, not be oper for language acquistion. The practical application of the affective filter hypothesis is that teacher must provide a positive atmosphere conducive to language learning. Songs are one method for achieving a weak affective filter and promoting language learning. 2. Cognitive reason. Songs also present opportunities for developing automaticity, which is the main cognitive reason for using songs in the classroom. Gatbonton and Segalowist (1988-473) define automaticity as a component of language fluency which involves both knowing what to say and producing language rapidly without pauses. Using songs can help automatize the language development process. 3. Linguistic reason. Besides automatization, there is also a linguistic reason for using songs in the classroom, some songs are excellent examples of colloquial English, that is the language of informal conversation and have some phases. Of course, the majority of language most ESL student will encounter is in fact informal. Using songs can prepare students for the genuine language they will be faced with.

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CHAPTER III RESEARCH METHOD

3.1 Research Design The research design in this research is a qualitative research. Qualitative research is not related closely to the number and calculation, but this research is explained about the word. This study is descritive it is design to obtain information concerning current conditions of phenomenon and directed toward determining the nature of a situation, as it exist at the time of study (Ary, Etal, 1979:322). A case study is used to describe the problem deeply, it was conducted to describe how the condition of something and why it happens. This study attempts to describe the activities done by the teacher in the fifth year of elementary school in implementing song in the teaching of English, the advantages of teaching learning process by using song, the results of the use of song in the teaching-learning process in the classroom. 3.2 Subject of the Study The subject of the study are the fifth year of SDN Ronggomulyo IV Tuban. The researcher choose this school with the consideration that the fifth year of SDN Ronggomulyo IV Tuban has enough students, because the class consist of 38 students. So, it can represent to subject of the study.

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3.3 Method of collecting Data To provide the required data and information, the writer conducts, observation and interview : a. Observation Observation is the research method to get data by doing the observation directly to get the description about the subject and it uses a field notes. It can be done by everyone who has normal sense. In this matter, the writer to to identify and to describe the activities of teaching pronunciation by using song at the fifth year of SDN Ronggomulyo IV Tuban. b. Interview Interview is the dialogue that is done by an interviewer to get information from the interviewer, (Suharsini, 2002:132). The researcher uses this method to get the data about teaching pronunciation by using song. Beside that, this interview is also given to know the students responses toward the song in teaching pronunciation. 3.4 Instrument of collecting data The important thing to achieve the accuracy of the data in this research is an instrument. Arikunto (2006:148) states that an instrument is a device or a facility used by the researcher in collecting data or information. The instrument should be made in such a way that the data on whichh are based can be as valid as possible. Moreover, the instrument can indicate whether the research is successful or not.

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1. Field Notes

These notes are used to record qualitative information obtained during the treatments. The record is about specific behaviour, which shows the problems the students encounter, or the directions that can be applied in doing the next cycle. The qualitative records are made to note the negative or positive changes that happen during the process. (see appendix 1) 2. Interview List Interview list is a list of questions which are given to interviewee from interviewer to obtain some informations. Beside, Fraenkel (1993:385) describe that interview is an important way for the researcher to check the accuracy of the impressions of what he or she gained through observation, and the purpose of interviewing people is to find but their mind, what they think or how they feel about something. In this research, the writer gives eight questions to the students of SDN Ronggomulyo IV Tuban to know the students responses toward the song in teaching pronunciation. (see appendix 2) 3.5 Technique of Data Analysis By observing the Elementary School Teacher of SDN

Ronggomulyo IV Tuban in teaching pronunciation, it can help the researcher to know more about how to teach pronounciation for the young children by using song. In the qualitative data research, data are collected using observation and interview. The non statistic analysis is used for the qualitative data to read the data source without any statistical account. Data analysis is the

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process of organizing and arranging the data to design, category and basic explanation, so that the theme can be found and formulated which is suitable with the data. In this study, the writer analyze; it is the analyzing of the data that available based on the topic. The procedure of analyzing of the data as follows:
1.

Selecting the answer from interview and observation to know

whether the data provided are sufficient or not 2. problem


3. 4.

Classifying and analyzing the data based on the research

Confirming the data interview with observation data Interpreting the data.

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CHAPTER IV RESEARCH FINDING AND DISCUSSION


The result of this study and the discussion are presented in this chapter. After doing research by the instruments, the writer will explain one by one the result of the research, below : 4.1 The Activities of Teaching Pronunciation by using Songs 4.1.1 Elicitation The teacher during the teaching learning process used some song to facilitate the students to grab or to understand what she taught. (1). T : Good morning students... S : Good morning sir (loudly).. T : What is our lesson now... S : Our lesson now is english (with a loud voice).. T : Apakah kalian pernah menyanyikan lagu berbahasa inggris? S : Pernah pak... T : Lagu apa saja yang pernah kalian nyanyikan? S : Banyak... The teacher came to the class and greeted the students. He also asked about their condition at the day, the students answered loudly. When the teacher asked about sing the song English, they answered very enthusiasm. (2) T : Sekarang kita akan belajar menyanyi bersama-sama, kalian siap..? (while give papersheet of the song) S : Siap...! (the students answered enthusiasm) T : Sebelum kalian menyanyi, coba kalian baca lirik lagunya. Ayo..anakanak kita mulai dari lagu pertama.

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Ei bi si di i: ef ji: (see appendix 3) (said with right pronunciation one by one the alphabet) S : Ei bi si di i: ef ji: (see appendix 3) T : Good.. lets we sing the song... The teacher started the lesson with gave the papersheet of songs to the students. Then the teacher asked to the students to read the liric firstly. The teacher read the liric one by one word and the students repeat what the teacher said. This way was done to make the students easier to spell the liric with right pronunciation. The students like this way, it is can be seen from the enthusiasm of the students when repeat the teacher said. After the students can read the liric with right pronunciation, the teacher asked to the students to started sing the song. All of the students were very enthusiastic to sing the song. They looked happy and sang the song with clap their hand together. (3) T : Sekarang baca lagu yang kedua. Now, read the second song. We will discuss about day. Kita akan membicarakan tentang day. Kalian tahu apa artinya day? S : Tidak tahu pak... T : Day adalah hari. Jadi kita akan belajar tentang nama hari.. S : Ooo.. iya tahu pak..... T : Ok, sekarang... do you know day? S : Yes..... After that, the teacher continued the second song. Firstly, he discussed about the topic. He asked to the students the translate of the topic. Because the students did not know the translate of the topic, so the teacher inform the translate to the students. (4)T S T S T : sekarang tutup buku kalian dan mulai menyanyikan lagunya... sudah bisa belum? : sudah pak... ini lagunya gampang.. : baik, kalau begitu ayo nyanyikan... : Watermelon Watermelon (see appendix 3) : bagus.. melodinya sudah benar, tapi tahukah kalian apa yang salah?

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S T S T

: tidak pak.. : yang salah adalah pengucapannya. Pronunciation kalian salah. Pak guru akan menyanyikan dan kalian nanti menirukannya... setuju? : setuju pak... : dengarkan baik-baik... w:tmeln w:tmeln (see appendix 3) sekarang kalian menyanyi sesuai pronunciation yang baru saja pak guru ajarkan

In the third song, the teacher asked to the students to cloose their book. Because they can sang the song, so the teacher asked to them to sing it firstly. But, not all of the students follow to sing. There are some students play with their friends in the classroom without give attention to the lesson. After that the teacher said that their pronunciation was wrong. Then the teacher sang the song with right pronunciation and also asked to the students to sang the song once again like taught by the teacher with right pronunciation.

(5) T : kalau lagu yang nomer 4 ini pasti gampang... S : iya pak.... T : lagunya tentang apa anak-anak? S : warna... T : sudah bisa nadanya? S : belum.... (the students answered very enthusiastic) T : baiklah, kalian dengarkan pak guru dulu ya.. nanti kalian tirukan kalau bapak sudah selesei nyanyinya... S : iya pak... T : listen carefully.. Merah is red Merah is red (see appendix 3) Sekarang giliran kalian.. ayo mulai nyanyikan... S : Merah is red

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Merah is red (see appendix 3) T : good... lets we sing it once again! Ayo nyanyikan sekali lagi...

Before sang the song, the teacher asked to the students about the title and the melody of the song. Because the students did not know about it, the teacher give the example of melody of the song. After then, the students repeat what the teacher taught and sang the song together. (6) T : kalian sudah latihan menyanyi lagunya tadi dan diajarkan pronunciation yang benar. Sekarang siapa yang mau menyanyi didepan kelas? Kalian boleh memilih lagu yang kalian suka. Rise your hand, please! (the teacher command to the students to sing a song which choose by them in front of class) S T S T S T S T S T S T S T S T : saya pak (most of the students rising their hand) : ayo kamu tari.. kamu mau pilih lagu yang mana? : (Tari) saya pilih warna pak.. : Ok, silahkan maju kedepan. : (tari starts to sing the Color song in front of class) : Bagus.. tepuk tangan.. (The teacher and the students clap their hand together) Siapa yang maju lagi? : saya pak.. saya pak... (most of the students rising their hand) : Coba kamu wisnu... mau nyanyi lagu apa? : (wisnu) saya happy birthday saja pak... : ya tidak apa-apa... : (Wisnu goes to in front of class and begin to sing) : Sekarang kita menyanyi bersama-sama. Lagu mana yang menurut kalian paling sulit dinyanyikan? : yang alphabet pak... (most of the students answer that the most difficult song is alphabet) : ok.. pak guru akan menyanyikannya terlebih dahulu, nanti kalian nyanyikan bersama-sama..dengarkan baik-baik! : iya pak... : Ei bi si di i: ef ji: Eij ai jei kei el em en ou pi: (see appendix 3) sudah bisa sekarang?

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S T S

: sudah pak.... : bagus.. lets sing together! : (all of the students sing the alphabet song together loudly) After studied sing the English song, the teacher command to the

students to sing in front of class. The students very enthusiasm, most of them rising their hand. But, the teacher just choose one of them, she is Tari. She want to sing the song of Color. The second students is Wisnu. He sing the song of happy birthday. After that, the teacher asked to the students the song which very difficult by the students. The students answered alphabet. Then the teacher sing the song once again, and he asked to the students repeat the song after the teacher. After the students understand about the song, the teacher asked to the students to sing together. (7) T : setelah bernyanyi bersama-sama, saya ingin tahu apa bahasa Indonesianya day? (The teacher asked to the students to translate the word of day) : hari pak... : bagus, kalau hari senin bahasa inggrisnya apa? : Monday pak... (the students answered loudly) Kalau fruits pak? (one of the students said with wrong pronunciation) T S T S T S T : Fruits itu contohnya ada watermelon, papaya, banana, ada juga apple. Jadi fruits itu apa bahasa indonesianya? : Ooo... buah-buahan.. : ya, bagus. Sekarang semua ikuti. Fru:ts. (The teacher asked to the students to repeat the word after him) : Fru:ts.. : kalau happy birthday? : selamat ulang tahun pak... (the students answered very enthusiasm) : Bagus, sekarang kita menyanyi sekali lagi.. (The teacher command to the students to sing again) In this last section, the teacher asked the translate of the songs. The students very enthusiasm when answred the teachers questions. After that

S T S

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the teacher asked to the students to sang the song together, it is to make the students more understand about right pronunciation of the songs.

4.1.2 Presentation
The observation was done on July 18, 2011 at 09.00 am until 11.00 am. The teacher came to the class and greeted to the students. He asked about their condition at the day and the students answer that they were fine. Before giving the textbook of song, the teacher tried to stimulate the students about song which have been taught. The teacher saw that the students very enthusiasm to answer the questions. (see dialog 1) The teacher used some different song in the textbook in order to avoid the students boredom. The songs are related to the topics being discussed. Since the textbook was the only material she used, the learning activities in the classroom were influeced by what the textbook offered. The topics are about alphabet, days, fruits, color, happy birthday. There were two ways done by the teacher in drilling the students, that is by writing wrong pronunciation of the songs which are spelled by the students on the blackboard and directly looking the songs in the textbook. Writing wrong pronunciation of the songs which are spelled by the students on the blackboard. This activity was done when the teacher taught in topics ; days and happy birthday. He asked to the students to read the songs in the textbook. It is to know their pronunciation of words in the songs. When the teacher found wrong pronunciation from the students, he corrected some mistakes of spelling done by the students with wrote the right pronunciation

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on the blackboard. Then, he saying the words and asked the students to repeat the words after him. The students paid attention to the teacher along the lesson, but some of them were very active, they always disturbed the other students and made noise in the classroom. The teacher tried to handle them and asked to follow her lesson.

The dialog of teaching day song : T : baiklah....ayo tirukan saya.... all of you.. dei.. (the teacher asked to the students to repeat the words after him) S : dei.... (the students repeat word after the teacher) T : Sndei....minggu S : Sndei... minggu T : bagus... sekarang mndei.... S : mndei.... T : kalau mndei artinya apa? S : Senin.... (loudly) T : coba sekarang kalian tirukan sambil dikasih artinya...tju:zd .. S : tju:zdei.... selasa T : good... wenzdei... S : wenzdei... rabu (the students repeat word after the teacher and said the translate until the end) T : bagus.. sekarang ayo kita mulai menyanyi... (The teacher asked to the students start to sing together)

The dialog of teaching happy birthday song :

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T : coba kalian lihat lagu nomor 5... kalian bisa menyanyikannya? S : (while see the paper sheet of song) bisa pak.... (most of the students sing the song, but their pronunciation is wrong) T : pada saat apa kalian menyanyikannya? S : ulang tahun pak... T : ok, karena pronunciation kalian tadi ada yang salah saat menyanyi tadi... coba sekarang tirukan pak guru... are you ready? S : ready..... T : hp b:dei... S : hp b:dei... T : once again... hp b:dei... S : hp b:dei... T : sekarang nyanyikan.... hp b:dei tu: ju: S : hp b:dei tu: ju: T : hp b:dei.. hp b:dei.. S : hp b:dei.. hp b:dei.. T : bagus... sekarang kita mulai menyanyi... In the second way, the teacher did not write the songs on the blackboard. This occurred when she started teach sing the songs. As usual, the teacher drilled the students by directly looking the songs in the textbook. This was done because the thought that the songs in the textbook was so clearly and make interest the students. The teacher started the lesson with taught the students about alphabet song. The teacher asked to the students to read the text of alphabet in the textbook. After that the teacher sing the song by himself, and the students repeat the song after him. Then the students sing the songs by themselves without the teacher. (see dialog 2) The next songs are fruits and color. Because the students could sing the songs, so the teacher asked to the students to sing the melody of the songs. Most of the students were very interested in following the lesson, it can be

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seen from their enthusiasm to sang the melody. The teacher also corrected some mistakes of spelling done by the students. Since the children liked songs in learning, English better than verbal communication. In this activity, the teacher ask the students to close their book, it was purposed so that the students concentration could be focused on the textbook only because the teacher wanted to give them a drill, pronunciation and repetition. Next, she started asking the students to imitate and to repeat what they said. These are the second songs. (see dialog 4 and 5)

In giving such kind of activity, sometimes the teacher needed to say or mention a word twice or three times. This was meant to practice students pronunciation, and to reinforce students memory, and pronoun them well. After the teacher have been taught all of the songs, in the last lesson the teacher asked to the students sang the songs in front of class. He called the students one by one. Most of the students very enthusiasm to sing. It can seen from many students rising their hand to the teacher. They also can choosed the song which they liked. (see dialog 6) In giving a drill, the teacher sometimes asked to the students about the meaning of word based on the topics. In asking this, he did not use English all time, but often asked to the students in Indonesian language. These students also asked when they did not seem to understand the words meant. (see dialog 7) 4.2 Evaluation

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Evaluation was done after finishing drilling students by imitating and repeating what the teacher said. It was occurred when the teacher finishing drilled the students as in activities above (2 until 9). There were two ways done in evaluating the students. They are oral and written. In giving oral communication, the teacher wrote the wrong pronunciation on the blackboard. Besides that, the teacher correct the students pronunciation if they do some mistakes. 4.3 The analysis of interview list After the teacher taught pronunciation by using songs, the teacher gave a interview list to the students. First, the teacher gave a papersheet of interview list to the students and he asked to the students to answer the question by crossing the their choice answer. And the students began aswer the interview list. Based on giving interview list to the fifth year students of SDN Ronggomulyo IV Tuban, the writer will try to clarify the students opinion. The writer conduct some questions to the students about learning English (pronunciation) by using songs. From the eight of questions which gave the teacher, just 10 students said that they were difficult to pronun the song. And 2 students said that they did not like the English lesson. Although they dislike the lesson, they still give attention the lesson well. The other students said that they had understand and like study English with song. They think that song can make them happy and interested. And the song can give motivation to the students to learn English well.

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There are some advantages of teaching pronunciation using songs such as: songs is interesting enough for children so that songs could be motivation to know and study English pronunciation, beside that songs brings a relaxed classroom atmosphere. So the students are more enjoyable and spiritfull in receiving material and also making learning English alive and fun. The students also can spell the right pronunciation after the students taught them by using songs. 4.4 Discussion During the observation activities, the writer observers that there are good relationship between the teacher and the students. The teacher creates a good relation not only as a teacher but also as a friend who has rule and imitation. The teacher really prepared the material well. In demonstration activities, the teacher involved the students to be participants. From the observation, the teacher find that by using song can make the students easier to learning pronunciation. They can directly know their wrong pronunciation, and the teacher can also correct the pronunciation. In general the implementation of teaching learning process at the fifth year students of Elementary school run well, especially for teaching Pronunciation by using songs. Because there is interaction between both the teacher and the students. Using songs can draw the students attention. Elementary school students seem to be eager to know more when they are shown the songs to them.

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The songs can also bring relaxed situation in teaching learning process. The songs can save teacher time in explaining a word or phrases, because it is easier to be understood. The teacher has taught by using songs in teaching learning process, because it has some other good effects, such as ; a). To make students more active in teaching learning process. b). To stimulate students motivation. c). To make students memorize easily. d).To make students more impressed and interested. The teacher is still unable to handle naughty students in class, so the class is often noisy when the students are taught. The result of the interview list indicate that most of the students realizes that English is interested to be learn. It can be seen from their answer when they asked they are like to learn English. The data also find the fact that many of the students like study English by using songs. From the interview list, the writer also find the fact that after being taught by using songs, the students feel that they are happy and interested in learning English. And also can motivate the students to study English Due to the advantage of the using songs above the teaching learning process becomes interesting. The students focus of attention is to the songs. As conclusion that teaching by using songs is very advantageous.

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CHAPTER V CONCLUSION AND SUGGESTION


5.1 Conclusion This is the last chapter the writer wrote this conclusion after doing the analysis. Based on the analysis of the classified data the writer makes the conclusion that teachers activities at SDN Ronggomulyo IV Tuban has tried give the lesson well by using good techniques to attract to the students attention and interest, for example by using songs in his teaching. In using songs, the teacher has tried to make variation in teaching that is by using different kinds topic of the songs in the class. She uses visual aids in order to make the teaching learning process more effective and to make the class more alive and interesting. Using songs brings positive result. It can be seen that after taught by song, the students can spell the right pronunciation of the songs. If the teacher use songs to teach English, the students will understand the lesson easily, so the result of teaching learning process is maximal. The ways of the teacher teach pronunciation by using song are good. But, teaching pronunciation need more time because most of the students still difficult to spell the words with right pronunciation. They just enthusiastic to sing the song without give attention to their pronunciation. Besides that, there were some trouble maker students disturbing the teaching learning process and the class became noisy.

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5.2 Suggestion Based on the result of study, the writer has found several facts, which support the teaching process, such as students motivation, condition of the classroom and the teachers creation. Each factor is related to each other. Teaching learning process cannot get well if one of them is ignored. If the teacher wants to have activities in the classroom to be more active, the teacher must use other visual aids to make the students understand the lesson easily. For examples use flash card, games or pictures that are related to the English material so that the students will be more interested. The teacher should correct the students pronunciation every time, so the students can spell the right pronunciation. And the teacher should speak loudly and clear so that the students can repeat song after him. The points to the students are they should really pay attention with the materials which are given. They should not be afraid of making mistake in learning English because while making mistake, students also practicing English and it makes the students be able to improve their language skill. Besides that, they should study pronunciation to improve their speaking. Because with the right pronunciation, they can spelling the words well. In addition, the role of the parents is very needed and important. At last, they have to recognize that learning English needs much attention. They should give support to their children by checking how far the English development of their children. Finally, the writer hopes that by considering those suggestion above, there will be better results in the teaching-learning process at SDN Ronggomulyo IV Tuban.

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APPENDIX 1
The classroom observation can be below : (the number in Yes/no items showed the numbers of students which chose the items). 1. The first Classroom observation : No 1. Items of Observation Material can be understood by students 2. Material uses Yes No Field Notes The students can understand easier about comparative degree It applied in actual event 3. Material is useful for students 4. Material can be practiced in daily life Students can apply the material in daily activities Students practice the material with their friends 5. Material can be found in daily life When they are listening to the radio, or watching tv, they can find the other song English

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2.

The second Classroom Observation : The second part of observation cheeck list related with process of implementation technique. Result of observation cheeck list for second part can be seen below : (the number in Yes/no items showed the numbers of students which chose the items). No 1. Items of Observation The teacher prepares material well 2. The teacher motivates students Yes No Field Notes The teacher prepares the material The teacher motivates reluctant students to sing with right pronunciation 3. The teacher helps students difficulties The teacher helps the students when they have difficulties, example : pronunciation 4. Students remember material Students must remember the material to do the technique easier. They can sing the English song with right pronunciation

With observation the researcher can know about the activities of teaching pronunciation by using song.

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APPENDIX 2
The List of the questions for the students interview : 1. 2. 3. Apakah kamu suka pelajaran bahasa inggris? Apakah kamu suka belajar bahasa inggris menggunakan lagu? Apakah belajar bahasa inggris menggunakan lagu membuat kalian senang dan tidak bosan? 4. 5. Apakah lagu yang di ajarkan menarik? Apakah kalian senang jika guru anda mengajar materi dengan menggunakan lagu? 6. 7. 8. Apakah kamu paham dengan kata-kata dari lagu yang di ajarkan? Apakah kamu bisa mengucapkan kata-kata dalam lagu? Apakah lagu dapat memotivasi kamu dalam belajar bahasa inggris?

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APPENDIX 3
1. Alphabet ABCDEFG HIJKLMNOP Q R S T U and V W and X Y Z Now I know my A B C Wantt you sing a long with me The pronunciation of the song : Ei bi si di i: ef ji: Eij ai jei kei el em en ou pi: kiu a: es ti yu en vi doubleyu and eks wai zed nau ai nou mai ei bi si wnt ju: s l w mi: 2. Days Sunday Monday Tuesday Wednesday Thursday Friday Saturday 2X (Same with naik - naik ke puncak gunung melody) The pronunciation of the song : Sndei mndei tju:zdei wenzdei :zdei Fraidei stdei 2X (Same with naik - naik ke puncak gunung melody) 3. Fruits Watermelon Watermelon Papaya Papaya Banana Tomato Banana Tomato Pineapple Pineapple The pronunciation of the song :

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w:tmeln w:tmeln pp:j pp:j


bn:n tm:tou bn:n tm:tou

painpl painpl 4. Color Merah is red Merah is red Hijau green Hijau green Kuning is yellow Kuning is yellow Biru blue Biru blue The pronunciation of the song : Merah is red Merah is red Hijau gri:n Hijau gri:n Kuning is jelou Kuning is jelou Biru blu: Biru blu:

5.

Happy birthday Happy birthday to you Happy birthday to you Happy birthday Happy birthday Happy birthday to you Happy birthday to you

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Happy birthday to you Happy birthday to dear (name of child) Happy birthday to you The pronunciation of the song : Hp b:dei tu: ju: Hp b:dei tu: ju: Hp b:dei hp b:dei Hp b:dei tu: ju: Hp b:dei tu: ju: Hp b:dei tu: ju: Hp b:dei tu: dear (name of child) Hp b:dei tu: ju:

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The List of the questions for the teachers interview :


1. According to you, what does the advantages of teaching English by using

songs? (Menurut anda apa keuntungan mengajar bahasa inggris menggunakan lagu?)
2. Is it by using songs are able to make teaching English easier?

(Apakah dengan menggunakan lagu dapat memudahkan anda dalam mengajar bahasa inggris?) 3. Do you think by using songs as a media are able to make English lesson is easy to explain? (Apakah menurut anda menjelaskan materi bahasa inggris menggunakan lagu kepada siswa lebih mudah?)
4. What do you think about comprehension of your students in learning

English by using songs? (Bagaimana nenurut anda pemahaman murid anda dalam belajar bahasa inggris menggunakan lagu?) 5. According to you, how are the responses of students in learning English by using songs? (Menurut anda, bagaimana reaksi atau tanggapan siswa dalam belajar bahasa inggris menggunakan lagu?)

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