THE ANALYSIS OF KINDERGARDEN’S

CHILDREN IN PRONOUNCE ALPHABET FROM

ALPHABET SONG

Lecture: Yanti K. Sinaga, M. Pd

By:

Team 5

Novi Sri Unlina Simanjuntak 17120413

Roy Benardo Siahaan 17120421

Iin Lelyana Sihombing 17120422

THE FACULTY OF TEACHER TRAINING AND EDUCATION

NOMMENSEN HKBP UNIVERSITY MEDAN
2020
 ABSTRCT

For children, happy and happy songs are fun separate. The world of children is synonymous
with play and fun sometimes Asking for help makes a child happy Song. Through songs,
children can have a vocabulary. Apart from that song provides a fun way to get to know
vocabulary so it's easy stuck in memory and hard to forget. The purpose of this study was to
see the ability of kindergarten children to support the alphabet through the alphabet song.
Through this research, we can conclude the age of the child in the letters recite letters of the
alphabet.

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 Table of Content
Chapter I

I.1 Background 1

I.2 The Problem of Study 2

I.3 The Objective of Study 2

I.4 The Scope of Study 3

I.5 Significance of the Study 3

I.6. Theoretical Framework 3

I.7. Key Terms 3

CHAPTER II

2.1.Theoritical Framework 4

2.2.Listening 4

2.2. Prounciation 5

2.2.1 The Meaning of Pronunciation 5

2.2.2 Aim of Pronunciation 6

2.3 English Song 7

2.3.1 Defenition of Song 7

2.3.1 Alfhabet Song 8

2.4 Kindergarden 9

2.5 Song as Media in Teaching English Pronunciations 10

2.5 Conceptual Framework 12

CHAPTER III

3.1 Research Design 14

3.2 Technique of Collecting Data 16

3.3 Population and Sample 17

3.3.1. Population 17

3.3.2. Sample 17

ii
CHAPTER IV

4.2 The Asessment To The Collect Of Sample Data 19

4.2 DATA ANALYSIS 20

4.3 Findings 27

4.4 Interpretation 28

4.5 Discussion 28

CHAPTER V

5.1. Conclusions 29

5.2. Suggestions 29

REFERENCES

iii
 Chapter I

INTRODUCTION

I.1 Background

Listening is one of the most important skills that children should have. However,

many children do not have good listening skill. They are poor listeners. They tend to listen

and think about something else at the same time. They tend to interpret things to coincide

with the views that they already have. Listening is the activity of paying attention to and

trying to get meaning from something we hear in order to speak properly. So, the principle

condition of working with songs lies and depends on listening, which represents the main

medium of receiving and reproducing information. In this context, Claerr and Gargan (1984,

p.29) argue that “ songs have unique advantage for the practice of listening comprehension

because of their meaningful context, appealing “package”, and topics of broad human

interests”. In order to develop the EFL children’ listening skill, songs should have clear and

understandable lyrics.

Nothing is worse than a song almost nobody can understand.  The EFL students learn

more and more by hearing the target language, even when they do not understand what is

being said, songs greatly improves the ability to hear and even speak the language. According

to Ur ( 1984, P.65) “ there are two periods of pleasurable listening in a typical song-learning

process in the foreign language classroom: the beginning, when students hear the song for the

first time and try to catch as many of the lyrics as they can; and the end, when they know the

song well”. In this case, researchers analyzed of kindergarden’s children in pronounce

alphabet from alphabet song. The song can be a good source for getting to know the alphabet

by following songs to determine letters . The second skill that the students can learn through

songs is speaking. Singing a song is a pleasing achievement. After the kindergarden children

1
listen to the song, they would attempt to sing it or the lyric can be employed as stimulus for

communication.  

Moreover, since the letters in the song are repeated several times, they are easily

memorized. Thus, the exposure to the repeated words makes it easier for the kindergarden

children to remember the letters, utter or produce the words using their own examples.

Therefore, “ songs can be very helpful as far as learning pronunciation is concerned. They

provide the authentic language with all its traps” (such as connected speech, different

pronunciation of the same sound, or difficult pronunciation of some words) laid for learners,

who should be exposed to it as much as possible to strengthen their ability to understand it”

Rosová (2007). Besides, background music can be used with role/real play, pair/group work

about the song. Rosová suggested several activities to enhance the kindergarden children’

listening and speaking skills.

Finally, based on the explanation, statement and reasons above, the writer entitles this

research ‘The Analysis of Kindergarden’s Children In Pronouence Alpabhet From Alphabet

Song”.

I.2 The Problem of Study

Based on the background above, the writer identified the problem is how does the

alphabet song affects children aged 4-6 years in pronouncing the alphabet?

I.3 The Objective of Study

To find the affects of the alphabet song on children aged 4-6 years in pronouncing the

alphabet

2
I.4 The Scope of Study

The scope in this research is limited to problems regarding the effect on children aged

4-6 years in reciting the alphabet through the alphabet song.

I.5 Significance of the Study

Findings of the study are expected to be useful for:

1. Teachers are increasingly helped in teaching aphabet to their students

2. Students are interested in learning and it is easier to understand the alphabet

I.6. Theoretical Framework

To analyze this research, the writer uses some theories such as : Hamouda (2003:

116), Harmer (2001), Bingol (2014:4), Tsai-Fu & Yongan (2010), Gur (2013), Ismat (2013),

Kelly (1991), Pourhossein & Reza (2011:977), Sari & Jiati (2011).

I.7. Key Terms

1. Listening is the process of becoming aware of the sound components and recognizing

these components in sequences which have meaning.

2. Pronunciation is the way in which a letter, word or a language is spoken.

3. A song is a musical composition for the voice of several voices

4. Alphabet song is any of various songs used to teach children the alphabet.

5. Kindergarden is a preschool educational approach based on playing, singing, practical

activities such as drawing, and social interaction as part of the transition from home to

school.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Theoritical Framework

In doing a research, the term used must be classified in order to have a clear

perspective of implementations in the field; the terms may function to give a limited concept

which is specifically meant in the particular context. By doing so, the research will be free

from unnecessary interpretation of the readers. In this case, it is very important to list the

following terms for the purpose of the research.

2.2 Listening

Many definitions can be found about listening from some experts. But the writer only

chooses several of them which are important to talk about.

“Listening is the process of becoming aware of the sound components and

recognizing these components in sequences which have meaning.” Beside, listening

involves more than just hearing or paying attention. It also involves thinking, language

ability, and experiences that is essential for communication. Lundsteen has stated that

“listening refers to the process by which spoken language is converted to meaning in the

mind.” It means that listening occurs if there is a voice, which is heard.

Roy O’Billet also has stated that “Listening is more than just hearing. To listen is to

hear, to understand, and to evaluate. Teacher commonly notices that some students do not

hear and that others hear but do not understand and evaluate what the student says, and the

teaching – learning process is thereby correspondingly retarded.”

4
 According to the first defining statement in Webster’s third new International

Dictionary, “listening is to make a conscious effort to hear, attend closely, so as to hear or

to pay close attention; take advice.”

Referring to explanation above, the writer concludes that listening is vital in the

language, because it provides the process of thinking, language ability, and experiences

that are essential in communicate to other. Without understandi ng input at the right level,

any learning simply cannot begin. Listening is thus fundamental to pronunciation.

2.2 Prounciation

It needs to be said at the outset that the aim of pronunciation improvement is not to

achieve a perfect imitation of a native accent, but simply to get the learners to pronounce

accurately enough to be easily and comfortably comprehensible to other speakers. According

to Edward David Allen & Rebecca M Valette, “when the students can discriminate among

the sound features of language they are learning, and when they received specific suggestion

about how to produce certain sounds and sound combination, they must be given the

opportunity to practice their pronunciation, the memorization of basic sentences or a dialog

already furnishes one of these opportunities, but frequently additional pronunciation practice

is needed. Some oral exercises do not lend themselves well to pronunciation practice because

their main stress is on structure. In communication exercises the emphasis is on fluency of

expression and a teacher’s highly critical attitude toward pronunciation may stifle the

students’ willingness to speak.

2.2.1 The Meaning of Pronunciation

Many definitions can be found about pronunciation such as, “pronunciation is the

5
way in which a word is pronounced. Spelling does not determine pronunciation.”

Pronunciation is the act or a manner of pronouncing words, sounds, and letters. Pronunciation

is also the correct way of pronouncing a word, sound in a given language or a set of symbols

indicating how a word is to be pronounced.

The other meaning of pronunciation is also “the act or manner of pronouncing

something, articulate utterance or the way or ways in which a unit of language is usually

spoken or on the basis of analogy probably would be spoken by persons qualified by

education or otherwise to be speakers worthy or imitation.” A.S Hornby and others in their

dictionary define Pronunciation in general as : “A way in which a language is

spoken”.Pronunciation is a way in which word is pronounced.

2.2.2 Aim of Pronunciation

There are many factors that influence language teaching especially English

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

in teaching English pronunciation, they are also hoped to know how to teach pronunciation

well. By knowing the good way in teaching English pronunciation. According to Jeremy

Harmer’s alternatives in pronunciation teaching:

“There have three alternatives to convey. 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 decides what alternative he or she chooses. By deciding the

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

based on the alternative to get a maximum result.

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

understanding of the students about the lesson. Cameron 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.

It needs 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 other students know that they can do it well. By this, students

have a great spirit to learn how to pronounce English words well.

2.3 English Song

2.3.1 Defenition of Song

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

piano”. According to Parto, a song is a group of arrangements which consists of lyrics and

elements of music like rhythm, melody, harmony and expressions. Moreover, “A song is a

musical composition for the voice of several voices”, and short poem whether intended to be

sung or not; a lyric or ballad”. It is said in The American Heritage Dictionaries.

“Music is a brief composition written or adapted for singing. It also says that song is a

distinctive or characteristic sound made by an animal, such as a bird or an insect. The last

definition about song is poetry, a verse and a lyrics poem or ballad”

In Indonesia, most of students have difficulties in learning English. They are less

motivation in studying English because they believe that English is difficult material. In that

case, an English teacher needs to be responsive to the students‟ condition. The teacher should

7
make students enthusiastic in learning English. Teacher also should consider some factors in

teaching and learning process, Brown states that teaching is helping someone to learn how to

do something, giving instruction, guiding in study of something, providing with states that

teaching is helping someone to learn how to do something, giving instruction, guiding in

study of something, providing with knowledge, and causing to know or understand.15 So,

teacher as facilitator in learning process should think creatively how to make English can be

learnt well and make students interested in learning. One of the stratessgies that can be used

by teacher is using media to support teaching and learning process.

2.3.1 Alfhabet Song

An alphabet song is any of various songs used to teach children the alphabet.

Alphabet songs typically recite the names of all letters of the alphabet of a given language in

order. "The A.B.C." /ˌeɪ.biːˈsiː/ or "A.B.Cs" /ˌeɪ.biːˈsiːz/ is one of the best-known English

language alphabet songs, and perhaps the one most frequently referred to as "the alphabet

song", especially in the United States.

The song was first copyrighted in 1835 by the Boston-based music publisher Charles

Bradlee, and given the title "The A.B.C., a German air with variations for the flute with an

easy accompaniment for the piano forte". The musical arrangement was attributed to Louis

Le Maire (sometimes Lemaire), an 18th-century composer. This was "Entered according to

act of Congress, in the year 1835, by C. Bradlee, in the clerk's office of the District Court of

Massachusetts", according to the Newberry Library, which also says, "The theme is that used

by Mozart for his piano variations, Ah, vous dirai-je, maman.

Lyrics: (each line represents two measures, or eight beats)

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A, B, C, D, E, F, G... (/eɪ biː siː diː iː ɛf dʒiː/)

H, I, J, K, L, M, N, O, P... (/eɪtʃ aɪ dʒeɪ keɪ ɛlɛmɛnoʊ piː/; "L, M, N, O" spoken twice as

quickly as rest of rhyme)

Q, R, S.../ T, U, V... (/kjuː ɑːr ɛs | tiː juː viː/; pause between S and T, though in some variants,

"and" is inserted)

W... X.../ Y and Z. (/ˈdʌbəl.juː ɛks | waɪ ænd ziː/; pause between X and Y, and W and X last

for two beats)

Now, I know my ABCs. (/naʊ aɪ noʊ maɪ eɪ biː siːz/)

Next time, won't you sing with me? (/nɛkst taɪm woʊnt juː sɪŋ wɪð miː/).

2.4 Kindergarden

Pre-school education in Indonesia is covered under PAUD (Pendidikan Anak Usia

Dini, lit. Early Age Education) that covers Taman Bermain (playgroup) and Taman Kanak-

Kanak (kindergarten, abbreviated TK). PAUD is under direct supervision and coverage of

Directorate of Early Age Education Development (Direktorat Pengembangan Pendidikan

Anak Usia Dini).

From the age of 2, parents send their children to Taman Bermain. From the age of 4,

they attend Taman Kanak-Kanak. Most TKs arrange the classes into two grades: A and B,

which are informally called kelas nol kecil (little zero grade) and kelas nol besar (big zero

grade) respectively. While this level of education is not compulsory, it is aimed to prepare

children for primary schooling. Of the 49,000 kindergartens in Indonesia, 99.35% are

privately operated.[9] The kindergarten years are usually divided into "Class A" and "Class B"

with students spending a year in each class.Kindergarden is a preschool educational approach

9
based on playing, singing, practical activities such as drawing, and social interaction as part

of the transition from home to school.

2.5 Song as Media in Teaching English Pronunciations

This part talks about songs as media in teaching English pronunciation. There are two

parts in this sub chapter. First is contribution of children’s songs in teaching English

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

pronunciation.

There are many reasons why children’s songs are good for English pronunciation. It

has many contributions in pronunciation teaching. For example:

a. Kramer states that songs are good for English teaching because, songs are funny.

They promote mimics, gestures etc, and 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

b. Songs can add feeling and rhythm to language practice that might otherwise be flat.

“They also help and remember things more easily and draw more deeply into a lesson

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

which are just spoken

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

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

teaching English pronunciation easier. The writer assume that it is effective using song in

10
teaching English pronunciation to Kindergarden students because they learn something by

using something funny that is a 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 song in teaching English

pronunciation to Kindergarden students.

Because they can take part in it by following the song when it is played. As Paul said

that song also helps remember things more easily and draws more deeply into a lesson. So it

is very pleasant for the teacher to use 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 that

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

they speak in English.

Besides that, songs also make 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 to remember and imitate the song, because they like

and interested in it. In this case, teacher is hoped to be selective in choosing a song that will

be used in English pronunciation teaching. They are to choose interesting song so that the

students are attracted in them. A song is learnt only when the learner understands the

meaning of the language item contained in it.

Moreover, since the words in the refrain are repeated several times, they are easily

memorized. Thus, the exposure to the repeated words makes it easier for the EFL students to

remember the words, utter or produce the words using their own examples. Therefore, “songs

11
can be very helpful as far as learning pronunciation is concerned. They provide the authentic

language with all its traps” (such as connected speech, different pronunciation of the same

sound, or difficult pronunciation of some words) laid for learners, who should be exposed to

it as much as possible to strengthen their ability to understand it” Rosová (2007). Besides,

background music can be used with role/real play, pair/group work about the song. Rosová

suggested several activities to enhance the EFL students’ listening and speaking skills. The

following activities are some of what can EFL teachers do with songs in the classroom to

teach listening and speaking:

Ø Listen to the song

Ø Sing the song

Ø Sing without listening to any recording

Ø Perform songs

Ø Talk about the music

Ø Talk about the lyrics

Ø Talk about the singer / group

Ø Do interviews

Ø Practice pronunciation, intonation and stress

Ø Do choral repetition

Ø Use music as background for role play

2.5 Conceptual Framework

Conceptual Framework Based on the theoretical framework, English can improve

students in the pronunciation of letters of the alphabet because basic letters are one of the

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basic elements in mastering English, if students cannot know the basic letters students will

automatically not gain four English language skills, such as listening, reading speaking and

writing. Students know that the letters of the alphabet are very important for them to learn

English, but they often do not know how to really learn basic letters of English.

So students must remember and understand the letters of the alphabet to make this material

interesting to students, the teacher must be creative and must be up to date to provide

intresting for students. English songs are considered an effective, and fun way to teach

vocabulary, because it can give students the pleasure or challenge of learning vocabulary.

From the discussion above, the researcher proposes that English songs in the teaching of

basic English pronunciation can improve students' good and correct pronunciation.

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 CHAPTER III

METHODOLOGY OF RESEARCH

The discussion in this chapter includes the method that is used in the research,

research design, subject of research, object of research, technique of collecting data, and

technique of data analysis,Population and Sample.

3.1 Research Design

This class action research refers to the Kemmis and Mc Taggart action research
models who stated that they are the development of the Kurt Lewin model. The Kurt Lewin
model has four components, namely planning, acting, observing, and reflecting. However, in
the Kemmis and Mc Taggart model, the component of action and observation becomes one
component because both of these activities are carried out simultaneously as in the following
picture :

The Kemmis & Mc. Class Action Research Model Taggart (Suharsimi Arikunto,
2006: 93).

1. Planning / planning
The things done in the planning stage are as follows:

a. Preparation of the plan begins with observation of ability Kindergarten

b. Formulate a plan of action to be taken, with consider objective and subjective

circumstances and circumstances.

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2. Actions and observations

a. Actions

At this stage, the teacher carries out the planned action as an effort to improve and
enhance or change the learning process, desired behaviors, attitudes and learning
achievements. Actions taken by The teacher is learning to pronounce letters using Alphabet
songs are as follows:

1. The researcher prepares an alphabet song

2. Students and teachers sing together

3. Students sing together

4. Students come forward to sing the alphabet song

b. Observation / observation

Observations made during the learning process takes place with observe carefully
what happened. Observations made in the learning process, teacher activities, student
activities, student responses and the development of students' initial reading skills. At this
stage, teacher observe the impact or results of actions taken on students. Whether the actions
taken can have an influence on increased ability to recognize letters or not.

3. Reflection / reflection

Reflection is an attempt to examine what has happened, that is has been produced, or
what hasn't been produced, or what hasn't been completed from steps or efforts that have
been made. In other words, reflection is an assessment of the success or failure of achieving
goals. For this purpose, researchers / teachers first determine the criteria for success learning
to recognize letters. In order to determine the next course of action, the important thing is the
determination of the next step is the result of revisit regarding strengths and weaknesses of
the actions taken, estimates of opportunities that are will be obtained, obstacles or difficulties
and even threats that may be faced. The results of reflection should be discussed before a
decision is made, more so the results of reflection will be used as a basis for conclusions and
recommendation. G. Data Collection Techniques Data collection techniques are the method
researchers use for collecting data (Suharsimi Arikunto, 2003: 134). Various research
methods include: questionnaires, interviews, observations, examinations or tests,
documentation and so on. Data collection techniques observation can be described as
Observasi (Pengamatan).

15
 Done during the learning process takes place by observing carefully about what
happened using four sheets observation (observation) ie sheet:

a) Observations made in the learning process,

b) Teacher activities,

c) Student activities,

d) Student responses and the development of the ability to recognize letters of

students.

On at this stage, the teacher observes the impact or results of the actions carried out
towards students. Observations were carried out carefully and carried out records based on
prepared observation sheets.

3.2 Technique of Collecting Data

The way of collecting data is the writer observes the children aged 4-6 years in
pronouncing through Alphabet song. In this study, the data analyzed are the results of
activities learning to recognize letters. Analysis of children's learning is carried out on each
meetings in cycles I using quantitative descriptive techniques percentage. The formulas used
in data analysis by technique Descriptive quantitative percentages according to Anas
Sudijono (2010: 43) are as following:

F F
F = Criteria at times 5.5
P = -------- + --------
N = Rated Aspect
N
P = Percentage

To find out the increased ability to recognize children's letters done by making a
comparison of the percentage of scores obtained by children before and after learning with
word card media.

3.3 Population and Sample

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 3.3.1. Population

Population is group of individu that has same characteristic and live in the same area.

According to Ary et al (2010:148), populationis defined as all members of any well-defined

class of people, events, or objects. Population is also the group of the people that you want to

find out about by doing your research. In this research, the Researcher will take children aged

4-6 years.

3.3.2. Sample

The sample is the part of the population that is used to represent the

research.According to Ary et al (2010:148) “a sample is a portion of a population”. It means

that the sample is limited number of cases representative of the total group. The sample was

taken from the population, was chosen by random method. The researcher chooses 5 chidren.

CHAPTER IV

17
 DATA ANALYSIS AND INTERPRETATION

This chapter deals with analysis and interpretation of field data. The field data is taken by
collecting the analysis of kindergarden’s children in pronounce alphabet based on alphabet
song.

The field data that have been taken will be analyzed and interpreted based on the theory
that deals in chapter II. This chapter is organized in terms of data analysis, interpretation, and
discussion. The researchers use the same song to the research which can be heard and seen
through YouTube and certainly helps researchers in getting maximum results in their research
and then ask the students to spell out and through that researchers find out how well children
understand the alphabet.

Lyrics: (each line represents two measures, or eight beats)

A, B, C, D, E, F, G... (/eɪ biː siː diː iː ɛf dʒiː/)

H, I, J, K, L, M, N, O, P... (/eɪtʃ aɪ dʒeɪ keɪ ɛlɛmɛnoʊ piː/; "L, M, N, O" spoken twice
as quickly as rest of rhyme)
Q, R, S.../ T, U, V... (/kjuː ɑːr ɛs | tiː juː viː/; pause between S and T, though in some variants,
"and" is inserted)
W... X.../ Y and Z. (/ˈdʌbəl.juː ɛks | waɪ ænd ziː/; pause between X and Y, and W and X last for
two beats)
Now, I know my ABCs. (/naʊ aɪ noʊ maɪ eɪ biː siːz/)
Next time, won't you sing with me? (/nɛkst taɪm woʊnt juː sɪŋ wɪð miː/).

IV.1 THE ASESSMENT TO THE COLLECT OF SAMPLE DATA

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 No Rated aspect Criteria Score 1-3 Score 1-3
Almost perfect 0 -
There are some errors, but they
0 -
aren't disturbing meaning
There are some errors and
0 -
Pronounciatio disturbing meaning
1 Lots of mistakes
n
and annoying Almost all 0 0
mean wrong and
Too much error disturb
and disturbing mean 0 -
meaning
Almost perfect 0 -
There are some errors, but they
0 -
aren'tdisturbing meaning
There are some errors and
0 -
disturbing meaning
2 Intonation Lots of mistakes
and annoying 0
Almost all
mean
wrong and
Too much
disturb
error and
mean 0 -
disturbing
meaning
Very Fluent 0 -
Fluent 0 -
3 Fluency Pretty Fluent 0 -
Not that Fluent Very not 0 0
Not Fluent Fluent 0 -
Very precise 0 -
Right 0 -
4 Accuracy Quite right 0 -
Less precise Hardly 0 0
Incorrect right 0 -

(Pronounciation Score x 5.5) + (Intonation Score x 5.5) + (Fluency Score x 5.5) + (Accurancy Score x 5.5)
_____________________________________________________________________________________
f 4

The final results of rubric scoring:

19
 No
Alphabet Range of numbers
.
1. Very Good (A) 86-100
2. Good (B) 71-85
3. Enough (C) 56-70
4. Poor (D) ≤ 55
Example:
No. Students’ Name Pronounciatio Intonation Fluency Accuracy
n
1 X 10 11 9 12

Final Score for Student’s X:

(10x5.5) + (11x5.5) + (9x5.5) + (12x5.5)
_________________________________
4 57.5 (C/enough)

IV. 2 DATA ANALYSIS

1. Name : Maria Virjem Siahaan

Age : 4 years
School’s Name : TK Nazaret HKBP

No Rated aspect Criteria Score 1-3 Score 1-3

Almost perfect 2 -
There are some errors, but they
3 -
aren't disturbing meaning
There are some errors and
2 -
Pronounciatio disturbing meaning
1 Lots of mistakes
n
and annoying Almost all 2 2
mean wrong and
Too much error disturb
and disturbing mean 2 -
meaning
2 Intonation Almost perfect 3 -
There are some errors, but they
2 -
aren'tdisturbing meaning
There are some errors and
1 -
disturbing meaning
Lots of mistakes Almost all 1 1
and annoying wrong and
mean disturb

20
 Too much
error and
mean 1 -
disturbing
meaning
Very Fluent 3 -
Fluent 2 -
3 Fluency Pretty Fluent 1 -
Not that Fluent Very not 1 1
Not Fluent Fluent 1 -
Very precise 3 -
Right 2 -
4 Accuracy Quite right 1 -
Less precise Hardly 2 2
Incorrect right 2 -

No. Students’ Name Pronounciatio Intonation Fluency Accuracy

n
1 Maria Virjem 13 9 9 12
Siahaan

Final Score for Maria:

13 x 5.5) + (9 x 5.5) + (9 x 5.5) + (12 x 5.5)
_________________________________
4 47 (D/Poor)

2. Name : Joel Abidel Siahaan

Age : 6 years
School’s Name : TK Nazaret HKBP

No Rated aspect Criteria Score 1-3 Score 1-3

1 Pronounciatio Almost perfect 3 -
n
There are some errors, but they
3 -
aren't disturbing meaning
There are some errors and 2 -
disturbing meaning

21
 Lots of mistakes
and annoying Almost all 2 2
mean wrong and
Too much error disturb
and disturbing mean 2 -
meaning
Almost perfect 3 -
There are some errors, but they
3 -
aren'tdisturbing meaning
There are some errors and
1 -
disturbing meaning
2 Intonation Lots of mistakes
and annoying 1 1
Almost all
mean
wrong and
Too much
disturb
error and
mean 1 -
disturbing
meaning
Very Fluent 3 -
Fluent 3 -
3 Fluency Pretty Fluent 1 -
Not that Fluent Very not 1 1
Not Fluent Fluent 1 -
Very precise 3 -
Right 3 -
4 Accuracy Quite right 3 -
Less precise Hardly 3 2
Incorrect right 1 -

No. Students’ Name Pronounciatio Intonation Fluency Accuracy

n
1 Joel Abidel Siahaan 14 10 10 15

Final Score for Joel:

(14 x 5.5) + (10 x 5.5) + (10 x 5.5) + (15 x 5.5)
________________________________________
4 67 (C/Enough)

22
3. Name : Eklesia Amora Sinaga
Age : 6 years
School’s Name : TK MDC

No Rated aspect Criteria Score 1-3 Score 1-3

Almost perfect 3 -
There are some errors, but they
3 -
aren't disturbing meaning
There are some errors and
2 -
Pronounciatio disturbing meaning
1 Lots of mistakes
n
and annoying Almost all 2 2
mean wrong and
Too much error disturb
and disturbing mean 2 -
meaning
Almost perfect 2 -
There are some errors, but they
3 -
aren'tdisturbing meaning
There are some errors and
2 -
disturbing meaning
2 Intonation Lots of mistakes
and annoying 3 2
Almost all
mean
wrong and
Too much
disturb
error and
mean 2 -
disturbing
meaning
Very Fluent 3 -
Fluent 3 -
3 Fluency Pretty Fluent 2 -
Not that Fluent Very not 2 2
Not Fluent Fluent 2 -
Very precise 3 -
Right 3 -
4 Accuracy Quite right 3 -
Less precise Hardly 3 2
Incorrect right 1 -

23
No. Students’ Name Pronounciatio Intonation Fluency Accuracy
n
1 Eklesia Amora 14 14 14 15
Sinaga

Final Score for Eklesia :

(14 x 5.5) + (14 x 5.5) + (14 x 5.5) + (15 x 5.5)
________________________________________
4 78 (B/Good)

4. Name : Charoline Indah Harefa

Age : 6 years

School’s Name : TK Negeri Pembina Pematangsiantar

No Rated aspect Criteria Score 1-3 Score 1-3

Almost perfect 2 0
There are some errors, but they
2 0
aren't disturbing meaning
There are some errors and
2 0
Pronounciatio disturbing meaning
1 Lots of mistakes
n
and annoying Almost all 2 2
mean wrong and
Too much error disturb
and disturbing mean 2
meaning
2 Intonation Almost perfect 3 0
There are some errors, but they
2 0
aren'tdisturbing meaning
There are some errors and
3 0
disturbing meaning
Lots of mistakes Almost all 2 2
and annoying wrong and

24
 mean
Too much
disturb
error and
mean 2 0
disturbing
meaning
Very Fluent 2 0
Fluent 2 0
3 Fluency Pretty Fluent 2 0
Not that Fluent Very not 2 2
Not Fluent Fluent 3
Very precise─ 2
Right 2
4 Accuracy Quite right 2
Less precise Hardly 2 2
Incorrect right 2 0

Example:
No. Students’ Name Pronounciation Intonation Fluency Accuracy
1 Charoline Indah 12 14 13 12
Harefa

Final Score Charoline:

(12x5.5) + (14x5.5) + (13x5.5) + (12x5.5)
_________________________________
4 70,12 /Good (B)
(C/enough)

5. Name : Grace Alika Sari Sinaga

Age : 6 years

School’s Name : TK Paud Kuala Bali

No Rated aspect Criteria Score 1-3 Score 1-3

1 Pronounciatio Almost perfect 3 0

25
 There are some errors, but they
2 0
aren't disturbing meaning
There are some errors and
2 0
disturbing meaning
Lots of mistakes
n
and annoying Almost all 3 2
mean wrong and
Too much error disturb
and disturbing mean 2
meaning
Almost perfect 3 0
There are some errors, but they
2 0
aren'tdisturbing meaning
There are some errors and
2 0
disturbing meaning
2 Intonation Lots of mistakes
and annoying 2 2
Almost all
mean
wrong and
Too much
disturb
error and
mean 2 0
disturbing
meaning
Very Fluent 3 0
Fluent 3 0
3 Fluency Pretty Fluent 3 0
Not that Fluent Very not 2 2
Not Fluent Fluent 2
Very precise─ 3
Right 2
4 Accuracy Quite right 2
Less precise Hardly 2 2
Incorrect right 2 0

No Students’ Name Pronounciatio Intonation Fluency Accuracy

. n
1 Grace Alika Sari 14 13 15 13
Sinaga

Final Score for Grace:

26
 (14x5.5) + (13x5.5) + (15x5.5) + (13x5.5)
_________________________________ 75,6 /Good (B)
4 (C/enough)

The Total Value of All Data Analysis

No Student’s Pronounciatio Intonation Fluency Accuracy Scor Total Scor

Name n
1. Maria 13 9 9 12 187 47(D/Poor)
Virjem
Siahaan
2. Joel Abidel 14 10 10 15 269.5 67(C/Enough)
Siahaan
3. Eklesia 14 14 14 15 313.5 78(B/Good)
Amora
Sinaga
4. Charoline 12 14 13 12 280.5 70.12(B/Good)
Indah
Harefa
5. Grace 14 13 15 13 302.5 75.6(B/Good)
Alika Sari
Sinaga

IV.3 Findings

After analysing the data, we can find some findings, they are :

1. Some Children are hard to spelling of letters r, d, l, s and x

2. Children are interested in learning while singing

3. Alphabet songs are actually good at helping to introduce and understand the alphabet

in children

4.4. Interpretation
As stated earlier, “songs can be very helpful as far as learning pronunciation is
concerned. They provide the authentic language with all its traps” (such as connected
speech, different pronunciation of the same sound, or difficult pronunciation of some

27
 words) laid for learners, who should be exposed to it as much as possible to strengthen
their ability to understand it” Rosová (2007). The writers further point out that children's
ability to pronounce the alphabet is based on data and interpret that they have some
difficulty spelling several letters. In addition to the importance of understanding the
alphabet from an early age is also the beginning of the use of generic grammar and
structure of language.
In addition, the complexity of mistakes in reciting letters, children found lack of
interest in learning. Children still prefer to play and some cases have mental and family
problems. Of course an update in the learning method is needed that is expected to attract
student interest such as alphabet songs
4.5. Discussion
The purpose of this research is to know the effecst of the alphabet song in
pronouncing the alphabet in children. The writers knew it because the writer had given them
an explanation about alfabet. The writers tested them with a childhood song that is often
heard until now. After testing them, the writer gets the data and then analyzes it, the writers
concludes that the child is very interested in learning by singing. Of course this is also very
good in introducing and understanding the alphabet through the alphabet song.
After studying all the data, children have some difficulty pronouncing a few letters.
The thing to note is that it requires more effort to be able to pronounce degan perfectly. But it
cannot be denied that the alphabet song is good in introducing the alphabet and helping
children in understanding the alphabet.

CHAPTER V

CONCLUSIONS AND SUGGESTION

This chapter is the report of the finding data analyzes has been told in chapter III and
chapter IV in order to know that the writer does these researches on Kindergarden aged 4-6
years. At last, this chapter is divided into two parts, namely: conclusions and suggestion.

28
5.1. Conclusions

This study has been analyzed by using to Anas Sudijono (2010 :43) and the theory of
prounciation by some experts in the previous chapters. This research committed by following
qualitative approach (chapter II), Methodology (chapter III), Data analysis and Interpretation
(chapter IV), and the last chapter consists of Conclusions and Suggestion.

Based on the data analysis and interpretation in chapter IV, there are four (4)
conclusions as follows:

1. Alphabet songs can help children to pronounce and recognize basic letters in English.
2. In pronouncing the letters of the alphabet children must pay attention to
pronunciation, intonation, fluency and accuracy.
3. Students still have difficulty pronouncing the letter alpahbet with the correct word,
especially in proverbs and accuracy.
4. Accuracy that can dominate children in saying the letters of the alphabet

1.2. Suggestions

The author provides four suggestions based on data analysis and interpretation as
follows:

1. Kindergarten teachers must teach students how to pronounce letters of the alphabet
properly and correctly and can use songs to facilitate learning
2. Kindergarten teachers must make new developments in teaching foreign languages
and explore more knowledge about English.
3. Kindergarten teachers must use Anas Sudjono's theory to identify the correct
pronunciation of alphabet letters.
4. Kindergarten teachers must use certain techniques to explain basic English letters.

29
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