USING ENGLISH SONGS TO IMPROVE STUDENTS PRONUNCIATION

PROFICIENCY

By

Anisa dewi yanti (170102030916)

English Education B 2017

Abstract

For Indonesians, to pronounce the English word intelligibly they must refer to a
standard dictionary which also means they have to understand how to use and read the
dictionary systematically. To understand and improve the production of the various sounds
and the supra-segmental features of English as Foreign Language, teacher are suggested to
use English songs. The objective of this study is to find out whether English songs can
improve students pronunciation proficiency. The subject of this study was the 1st semester
students of English Department UIN Antasari Banjarmasin. The writer believes English
songs can improve the students pronunciation ability.

1. Introduction

The main goal of teaching English is to make learners can communicate in English
well. In mastering English as a foreign language, people in this case some students face all
kinds of learning problem. These difficulties have to do with learning of the sound system.
Pronunciation is one of the most important parts of English to communicate with others since
there are differences between the symbol and its sounds. When we communicate with other
people, we should not only have a good vocabulary buat also have a good pronunciation to
make it clear. Therefore, it is important to teach pronunciation as stated by Harmer
(2000:183) that for all these people, being made aware of pronunciation issues will be
immense benefit not onlu to their own production but also to their understanding of spoken
English.

In teaching pronunciation, some varieties ways are needed and many different
opinions as to which ways are the best mpre effective. One of the ways as it will be discussed
further in this study is by English Songs. They are part of authentic materials required for
studying about pronunciation directly from the native speaker. The rhymes in songs provide
listeners with repetition of similar sounds. Students often choose to lsiteng to songs
repeatedlt, inderectly exposing them to these sounds.

2. Discussion
a. Pronunciation

Hornby (1995: 928) says that pronunciation is the way in which a language is
spoken; the way in which a word is pronounced, the way a person speaks the words of
language. Yates (2002: 1) states that pronunciation refers to the production of sounds that
someone use to make meaning. Syafei (1988: 1) says that pronunciation is two folds process,
it involves the recognition of sound as well as the production of sounds.

b. The Element of Pronunciation

 Segmental Features

The English Vowels

Vowels are sounds which are made without any kind od closure to the escape of air
through the mouth (Syafei, 1988: 11) English vowels consist of: / i: /,/ ∂: /,/ a: /,/ u: /,/ o: /,
while short vowels consist of / i /,/ e /,/ æ /,/ ∂ /,/Λ /,/ u /,/ o /.

The English Consonants

 Those are /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/, /θ/, /δ/, /s/, /z/, /∫/, /з/, /h/, /t∫/, /dз/, /m/, /n/,
/η/, /l/, /r/, /w/, /y/.

 Supra-Segmental Features

Supra-Segmental Features are like the style used in words or sentences. There are four
kinds of Supra-Segmental Features namely stress, pitch, pause, and rhythm.

c. Teaching Pronunciation

In teaching pronunciation, teacher should decide what techniques or alternative way

she/he chooses. By deciding the alternatives she/he uses in teaching English Pronunciation,
she/he can make an appropriate strategy based on the alternative to get a maximum result. Its
needed an enthusiasm in teaching English Pronunciation so that both teacher and students to
get a good results. Correct pronunciation is needed for a speaker to communicate. If our
pronunciation is incorrect, we will not be understood.

The goal of teaching pronunciation are to pronounce correctly all the speech sounds
of the language and all the combinations in their proper order not only isolated words, but
also in sentences and to pronounces sentences fluently at the speed required by the situations
with correct stress, linking of sounds, rhythm, pauses, and intonations.

d. Media
 According to Arsyad (2007: 4), media is the tool of teaching which makes messages
of information contained in the intended teaching meet purposes of media instructional.

e. Kinds of Media
 Visual Media is the media which can be seen and touch such as picture, map,
flashcard.
 Audio Media is the media which used to practice listening skill or the media which its
content can be heard and recorded.
 Audio-Visual Media is the media which can be heard and seen, such as television,
video/film.
f. Songs as the Media in Teaching English Pronunciation
 Harmer (2000: 242) states that music is a powerful stimulus for students engagement
precisely because it speaks directly to their emotions while still allowing them to use
their brains to analyze it and its effects if we so wish.
 Kramer (2001: 3) stated that songs are good for teaching because songs are fun. They
promote mimics, gestures, etc. and associated for the meaning. They are good to
introduce supra-segmental phonetics. Students play a participative role. They can be
applied comprehension stages (listening) or production (singing). There are songs for
all ages and level. Students can learn English very easily through echonic memory.
 Paul (2003: 58) said songs can add feeling and rhythm to language practice that might
otherwise be flat. They also help remembering things more easily and draw more
deeply into a lesson.
 Philips (1993: 37) stated music and rhythm are much easier to imitate and remember
language that words which are just spoken.

Conclusion

The use of songs in teaching-learning process have some benefit for the students.
Listening English songs is effective to improve the students pronunciation achievement. Most
of the students are interested in learning English by using songs. It seems that they feel more
relax instead of threatened with the theory. Their motivation in learning English increases and
they expect that this kind of program will be given regularly and continously.
References

Arsyad, A. (2007). Media Pembelajaran. Jakarta: PT. Rajagrafindo Persada

Harmer, J. (2000). The Practice of English Language Teaching. London: Longman Group
Ltd.

Hornby, A.S (1995). Oxford Advanced Learners Dictionary. Oxford: Oxford Univeristy
Press.

Kramer, Daniel J. (2001). Using Songs Teaching English: Modern Language Association.
Acessed from: http://mla.org/adlt/bulletinv33NI/33101.html. On 1 December 2019.

Philip, Sarah (1993). Young Learners. China: Oxford University Press.

Pourgharib, Behzad (2013). “The Effect of English Songs on English Learners

Pronunciation.” International Journal of Basic Science and Applied Research. Vol 2: 840.

Yates, Linda (2002). Pronunciation 1. La Trobe: Adult Migrant English Program Research
Centre.