CHAPTER I INTRODUCTION

This chapter discusses (1) background, (2) problem, (3) objective of the Study, (4) hypotheses, (5) criteria for testing the hypotheses, (6) significance of the study.

1.1 Background Language is a means of expressing ideas, thoughts, opinion, and feeling, or it can be said that language is a tool of communication and interaction used by human being. In learning English that is taught in Indonesia as a foreign language, the students should accomplish many language aspects such as language skill, components, and functions. The division of language skills are reading, listening, speaking and writing. Language components consist of vocabulary, grammar, and pronunciation. Depdiknas (1999:33) states The learning of English elements namely vocabulary, grammar, pronunciation, spelling and idiom is to support the ability of four language skills in teaching and learning process. English elements that are difficult for the students can be presented separately in systematic way accordance with the theme which was being presented in the class. Many students find some problems in learning English especially in pronouncing the words. It is reasonable, because the system of pronunciation used in English are different from Indonesian language. In English, most of the words are not pronounced as they are spelled. As Franklin and Rodman cited in Novaringgi (2005:1) say that grammar, consist of phonology that studies the sound system. In addition, Lado cited in Herawati (2007:1) says, The system of the sound used in English is different from those

1

used in Indonesian language, and their differences cause difficulties for students in learning English. These problems are due to the fact that some English sounds do not exist in Indonesian language for examples, the sounds [ ], [ ], and [ ]. It is also stated in the study of Sukmarini Imas in her thesis entitled Improving the Students Pronunciation through Reading Aloud Exercise. In her study she states that Most of the students have problems in pronouncing some words because of their poor pronunciation. The ability to pronounce the English words correctly is very important for the English users. There fore, the pronunciation of English should be practiced by the students. As Robinet (1978:64) stated in Sukmarini (2000:3) stated that One of the most important aspects of learning a second language is the effort to master the sound systems, to pronounce the language. In other words, the linguistic system of English is different from that our mother tongue. It is very difficult for Indonesian students to pronounce English sounds appropriately and correctly. Sounds can be very difficult for language learners to also because of the position they occupy in relation to other sounds in words or sentences. The different will be difficult. For example, the words pain, some students pronounce it pain with no change of the letter a. Therefore, to master the English sounds is not easy. It should be mastered. In learning process especially pronunciation, songs can help by the students to pronounce the words, as Gasser and Waldman (in Kasmayuni, 20042) states, Songs can be an aid in teaching individual sounds or stress and rhythm pattern in words and sentences. Songs are very useful to be used in giving good atmosphere in the classroom, or overcoming the students boredom or helping the students memorize the words in the songs in connecting with their learning processes. Using songs can add arousing motivation in learning to SMP students. Arousing 2

to wake somebody from sleeping or make somebody become active or involved in something then, motivation, is usually defined as an internal state that arouse direct and maintain behavior (Woolfool in Kasmayuni, 2004:15). In this case, the writer would

like to find out the effectiveness of songs in learning pronunciation, and the teacher gives the songs with a purpose of improving the students pronunciation to motivate them to learn English. Banez in Susanti (1996:iii) says By singing the students can be motivated in learning. Another reason for choosing the topic of this study is that based on the writers short experience in her teaching practice (PPL), it was found that many junior high school students liked to study English pronunciation when the writer used songs. For instance the song Are You Sleeping. The writer asked the students to sing the song first before study, and it seemed they were really eager to join the class and when they were asked to pronounce some words, the gave full attention for it. Based on the explanation above, the writer is interested in writing his thesis entitled IMPROVING THE EIGHTH GRADE STUDENTS PRONUNCIATION THROUGH SONGS AT SMP NEGERI 2 PALEMBANG

1.2 Problem In this study, the writer focused on the improving pronunciation through songs. To make the problems clear, the writer presents the limitation of the problem and the formulation of the problem.

1.2.1 Limitation of the Problem 3

The problem of this study focused on the improving pronunciation through songs. The writer limits the study in improving pronunciation through songs with the songs entitled Are You Sleeping, Mother How Are You Today, and Clementine. The words that were investigated to be pronounced are only 20 words taken from the three songs, they are:

1. Sleeping 2. Brother 3. Morning 4. Today 5. Mother 6. A Note 7. Everything 8. Fine 9. Promise 10. Delay

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Dream Know Canyon Clementine Darling Forever Light Number Sorry Summer

1.2.2 Formulation of the Problem The problem which discussed in this study deals with the improving pronunciation through song, in this case the songs entitled Are You Sleeping, Mother How are you Today, and Clementine The formulation of the problem is Is it effective to apply songs in improving the eighth grade students pronunciation at SMP Negeri 2 Palembang?

1.3 The Objective of this Study Based on the problem of this study, the main objective of this study is to find out whether or not song is effective in improving pronunciation. 1.4 The Significance of the Study 4

The writer hopes that this study would be useful for the writer himself to increase his knowledge of conducting a study and to enlarge of English, such as phonetic and pronunciation. For the teachers of SMP Negeri 2 Palembang, the writer hopes the result of this study would be useful at least for giving information to the teachers in improving pronunciation. For the students it would give them motivation to study English

especially in learning English pronunciation. This study was carried out in order to know a song is effective in improving pronunciation.

1.5 Hypotheses In relation to the objective of the study as mentioned above, the writer formulates the following two hypotheses. Ho : there is no significant different between the students scores of pre-test and their scores of post-test of pronunciation if they are taught by using songs Hi : there is significant different between the students scores of pre-test and their scores of post-test of pronunciation if they are not taught by using songs.

1.6 Criteria for Testing the Hypotheses For testing the hypotheses formulated above, the writer used critical value of the students of matched t-test distribution table (Hatch and Farhady, 1982:272). Due to the fact that the writer used 40 students as the sample of the study, and the degree of freedom (df) was 39 (40-1), therefore to accept the alternative hypotheses with 5% significance with one tailed test, the result of the matched t-test of t-obtained should exceed 2.021 (Hadi, 1990:443) and the null hypotheses (Ho) is rejected. On the other hand, if the result of the matched t-test is the same or less than 2.021 as the critical 5

value, the null hypotheses (Ho) can be accepted consequently the alternative hypotheses (Hi) is rejected.

CHAPTER II 6

LITERATURE REVIEW

In this part, the writer discusses on: (1) the concept of pronunciation, (2) the concept of song, and (3) related previous studies.

2.1 The Concept of Pronunciation To master second language, pronunciation is one of the aspects of language that must be taught because good pronunciation is necessary to support the ability to communicate. Philip B (1986:1816) defines pronunciation as the acts or manners of something articulated or utterance, or the way or ways in which a unit of language is spoken or on the basis of analogy probably would be spoken by person qualified by education or otherwise to be speakers worthy or imitation. As matter of fact, most of the words in English are not pronounced as they are spelled. There are rules and exception that the students must be learned. For example, the word knife is pronounced [ naf ]. Here, the letter k is not pronounced or it is called silent letter. In contrast with Bahasa Indonesia the pronunciation of the words are almost the same as their spelling e.g the word buku is pronounced as it is spelled that is [ buku ]. Pronunciation is one of the most important aspects that the students should know to support the development of his oral English mastery. Webster (1998:1816) states that pronunciation is the way of the person qualified by education or otherwise to be speakers worthy of limitation speak ways in which a unit of language is usually spoken or based on analogy would probably. To be able to speak English correctly and to be understood well, the students must have good pronunciation. According to Wells (1990:12), there are four types of pronunciation, they are (1) 7

British Pronunciation which is known as Received Pronunciation (RP) is a modernized version of the types of British English Pronunciation. RP is widely regarded as a model for correct pronunciation, particularly for educated formal speech. (2) Other varieties of British English which is phonemically similar to RP, and (4) American Pronunciation, that is, the one that is appropriate to the variety (accent) known as General American Pronunciation. This is what is spoken by the majority of Americans. The ability to pronounce the English word correctly is very important for the English language users. Therefore, the pronunciation of English should be practiced to the English students. In this study, the writer fond out the students improvement in pronunciation through songs.

2.2 The Concept of Songs Song is a short musical composition made up of mutually and music, which together produces a unique response (Webster, 1986:2172), and song, is a piece of words for singing (Hornby, 1995:1133). Everyone likes a song, because singing is a popular activity throughout the world and most of the students especially students who are at the Junior High School level often delight and enjoy learning English through songs. Song can provide an enjoyable change in the classroom, as well as being fun: they may have a useful part in teaching a language. Singing a song may give the learner a satisfaction in using the language continuously. Besides that listening to songs can help the students to develop an ear for the sound of language ability so they can have good pronunciation. Every teacher, especially the teacher of English, must provide activities that 8

stimulate such as environment as much as possible, together with specific exercise. As Zappolo (in Ramami, 1996:6) states that, every teacher of English should be keenly aware of his or her students need for in class practice, especially the pronunciation.

2.2.1 The Use of Song as Teaching Media Songs are used because they have a useful part to play in the language teaching. They can be enjoyed anytime and anywhere. Furthermore, according to Smith (in Kasmayuni, 2004:13) they used to: 1) Make people happy and because of these people are generally ready and happy to listen to a song in their spare time. 2) Make people relax. A great many people say that they can absorb and learn better in a relaxing states than when they are in a tense or tight condition. 3) Be practice inside and outside class. 4) Give the learner the satisfaction of using the language continuously. 5) Make this business of repeating and reproducing enjoyable instead. 6) Make people gladly admit their mistakes without the feeling of being hurt, and readily accept correction, In this study, songs were used in improving students pronunciation through songs.

2.2.2 The Criteria of Appropriate Songs Smith (1976:43) offers suggestion of some criteria for songs that one must keep in mind when selecting them, they are presented below: 1) The song should be popular among the students. 9

2) The song should not be too fast or too difficult to sing. 3) The words of the song should be fairly well articulated. 4) Consider the cultural aspects as you select the song. When we use a song in improving the students pronunciation as the media for students, the teachers have to concern with those rules in order that songs can be used effectively.

2.2.3 Songs in Learning and Improving English In improving and learning process, using songs can develop the students listening skill. Dobson (in Susanti, 1996:6) states that as you sing or play a recording of English song, the students are apt to listen attentively, thereby improving their oral comprehension. Everyone likes to sing a song, because singing is a popular activity through out the world and most of the students especially students who are at the junior high school level often delight and enjoy learning through songs, includes listening and reading. By giving songs in improving the listening, the students not only improve their English and enrich listening skill but also get to know a little about culture of the people whose language they are studying, According to Saleh (1985:75), English and

American folk songs and popular songs not only provide language and cultured materials but also some enjoyable activity. The learners would like enjoying singing folk songs. Using songs is useful for developing speaking, as Smith (1976:43) says that songs can provide cultural background of the songs and can serve as discussion material. We can say that songs are useful to develop as short dialogue concerning with the main 10

idea of the song. Songs provide an opportunity to work on reading comprehension with various age groups of learners because songs would be particularly useful for working with students with special need and the possibilities for using songs as material for reading is limitless (Flippo in Cheek, 1989:450). Writing skill can also be developed by using songs as teaching instrument because they can stimulate and develop various emotion and feelings (Ostojic, 1987:51). While listening to the songs, the students are encouraged to express their feeling and ideas in writing. The main idea of the song can be used as a main topic of writing. In improving pronunciation, songs can help as Gasser and Waldman (1978:49) say that songs can be an aid in teaching individual sounds or stress and rhythm pattern in words and sentences. Songs are also helpful for teacher to make structure lesson interesting (Helaly, 1987:49) and provide a way of presenting or reviewing material in teaching structure and sentence pattern (Gasser and Waldman, 1978:49; Monreal, 1982:44; Everret, 1987:41). Using song can add arousing motivation in learning to SMP students. Arousing is to wake somebody from sleeping or to make somebody become active or involved in something then, motivation, in this case is usually defined as an internal state that arouse, direct and maintains behavior (Wool fool in Susanti, 1996:13). Based on the description above, the writer would like to use song in improving the students pronunciation with the songs provided.

2.2.4 The Procedure of Improving the Pronunciation by Using Song 11

Here are the procedures of songs in teaching pronunciation proposed by Smith (1976:44): A. Pre activities In this section, the teacher tries to take the students interest in teaching and learning activity. The activities are as follows: 1) Greeting : Good morning! Etc. 2) Checking the attendance list : by

calling the name of the students, and asking whether someone is absent. 3) Raising the students interest, for example by singing a song that popular to the Are you sleeping Are you sleeping Brother John Brother John Morning bells are ringing Morning bells are ringing Ding dong ding ding dong ding students.

B. Main Activities In these activities, the writer tried to explain the lesson to the students, and then the activities are as follows: 1) The teacher sings the songs alone. 2) The teacher says the sound in a word three times. 3) The teacher contrasts it with other sounds. 4) The teacher writes the words on the board. 5) The teacher explains how to make the sound. 12

6) The teacher gets the students to repeat the sound in chorus. 7) The teacher has the students sing the song together.

C. Post Activities After the students read, sing the songs and pronounce the words then the teacher recorded it, after that the students were given the pre-test and the post test that the students are asked to pronounce the words from the songs.

2.3 Previous Related Studies There are quite many theses talked about pronunciation and songs, but the writer will take only one thesis which closely related to this thesis with the title Developing Listening Skill through Songs to the First Year Students of SMP Al Husna Palembang, written by Kasmayuni in 2004. The objective is to find out whether or not the students listening skill can be significantly developed through songs. This result showed that developing listening skill through songs to the first year students of SMP Al-Husna Palembang was significantly effective. The similarities and differences are found, they are: 1) The similarities are: a. Both talked about songs for the topic of the study. b. The methods were the same that is used quasi-experimental method. 2) The Differences are: a. The previous thesis was written in 2004 while the writer in 2009. b. The previous thesis used songs to develop listening skill, while the writer used songs to improve pronunciation, with the population 43 students an also as the 13

sample, while the writer, the population was 200 and the sample was 40.

CHAPTER III RESEARCH PROCEDURES 14

In this part the writer discusses: (1) the method of the study, (2) operational definition, (3) population and sample, (4) techniques for collecting data, and (5) techniques for analyzing data.

3.1 Method of the Research In this study, the writer used a quasi-experimental method because the writer wants to know whether the songs are effective to improve the students pronunciation. Isaac and Michael (1990:8) state Quasi-experimental method is to approximate the condition of the true experimental in a setting, which does not allow the control, or manipulation of all relevant variables. The researcher must clearly understand what compromises exist in internal validity and external validity of his/her design proceeds with this limitation. The quasi-experimental is done to one group of student, it means this study does not compare the use of the songs. In other words, it does not use two groups but only one group or one class. It just tries to investigate the effectiveness of songs in teaching pronunciation, by comparing the students achievement before the treatment and that after the treatment. This method was implemented in the form of actual teaching process to sample students. In this case, the writer using songs in improving the students pronunciation. The design was as follows: Pretest Treatment Posttest

In dong this study, the writer did the following steps: In doing the study the writer did some steps, they are: 15

1. Giving the pretest, 2. Conducting experiment/ treatment teaching pronunciation through songs, and 3. Administering post test. The test that was given is pretest and posttest. With this method, the writer would give a special treatment to one group of the students. Then he compared to the group of the students scores in pretest and those in posttest to know their achievement and whether or not the songs is effective for them to have good pronunciation.

3.2 Research Variables and Operational Definition The title of this study is IMPROVING THE EIGHTH GRADE STUDENTSPRONUNCIATION THROUGH SONGS AT SMP NEGERI 2 PALEMBANG.

From the title

of this study, the dependent variable is pronunciation and the independent variable is songs Therefore, it is necessary to clarify the terms used. In this study in order to avoid misunderstanding in writing, the writer tried to find out the key words relating with his title. They are improving, pronunciation and song. Pronunciation is the production of speech where a language is spoken. In this study the pronunciation was by using song. Song is a piece of music with words that is sung. In this study the writer used the songs entitled, Are You Sleeping, Mother How are you today, and Clementine.

3.3 Population and Sample 3.3.1 Population 16

According to Arikunto (1993:2), population was all research subjects. The population of this study took all of the eighth grade students of SMP Negeri 2 Palembang in the academic year of 2008/2009. The number of the population is 200 students. There are five classes in the population as follows: TABLE 1 THE POPULATION OF THE EIGHTH GRADE STUDENTS OF SMP 2 PALEMBANG No Students Total Male Female 1. 8.1 16 24 40 2. 8.2 19 21 40 3. 8.3 15 25 40 4. 8.4 14 26 40 5. 8.5 18 22 40 Total 82 118 200 Source: SMP N 2 Palembang in the academic year 2008/2009 Class

3.3.2 Sample Sample is any group of individuals, which selected to presents population (Richards, platt and Webber, 1985:250). The sample is a part of a whole used for showing what the rest is like. Arikunto, If the number of the subject of the

investigation is less than 100, the writer can take all of the subjects or if the number of the subjects is more than 100, the writer can take 10 15% 0r 20 25% of the population to be the sample. Based on the statement above, the sample of this study is 20% of the population. The sample was 40 students (20/100 x 200). The writer used cluster random sampling to take the sample. It is a method of sampling in which the selection is based on groups of students called cluster rather than on individual students (Best and Khan in Elly, 2001:21). In this case, the writer wrote the names of the classes

17

on five small pieces of paper, rolled them up and took one piece randomly. The result is class 8.2 with 40 students. TABLE 2THE SAMPLE OF THE EIGHTH GRADE STUDENTS OF SMP 2 PALEMBANG

No 1.

Class Male 8.2 19

Students Female 21

Total 40

Total 40 Source: SMP N 2 Palembang in the academic year 2008/2009

3.4 Techniques for Collecting Data In improving the students pronunciation through songs, the writer used only one technique that is a test. The writer gave a pretest and posttest in improving the students pronunciation by using songs. The students listened to three songs entitled Are You Sleeping, Mother How are you Today, and Clementine and then they pronounced

some words from the songs after they hear the songs. There were 20 words or items for the students to be pronounced which were provided.

3.4.1 Validity The most important variable in edging the adequacy of a measurement is its validity. Validity refers to extent to which the result of an evaluation procedure serves the particular uses for which they are intended to measure (see Tinambunan, 1988:11). It can be said, for example, a ruler is used to measure height, watches to measure time and scales to measure weight. There are three types of validity: content validity, criterion related validity, and 18

construct validity. However, the most important concern for the classroom achievement testing is content validity (Tinambunan, 1988:12-13). focused on content validity. Content validity is concerned with whether or not the content of the test is sufficiently representative for the test to be valid measure of what it is supposed to measure (Henning cited in Trisia, 2002:22). Cangelosi cited in Trisia (2002:22) said that the content of a good test should cover and matched the content of the stated objectives in the curriculum. Thus, the validity of the test is the extent to which the test measures what is intended to measure. If the result is to be used to describe pupil achievement, we should like them to represent the specific achievement we wish to describe. Based on this, the writer provided the songs that the students should be pronounced which is suitable with the material in basic course outline of the 2009 curriculum for SMP N 2 Palembang. TABLE 3 SPECIFICATION OF TEST ITEMS Objective pronounce some words [ ] 2. Brother [ ] 3. Morning [ Indicators You Theme The songs entitled Are Sleeping, Mother How are you Today, and Clementine. Therefore, the discussion is

The students are able to 1. Sleeping

19

] 4. Today [

]

5. Mother 6. A Note 7. Everything 8. Fine 9. Promise 10. Delay 11. Dream 12. Know 13. Canyon 14. Clementine 15. Darling 16. Forever 17. Light 18. 19. 20. Summer Number Sorry

3.4.2 Reliability

20

Richards, et all (1985:24) state, Reliability is a measure of degree to which a test gives consistent result. A test is said to be valid if it gives the same result when it is given on different occasions of when different people use it. Reliability means the stability of the test score. A test cannot measure anything unless it measures

consistently. (Gronlund, 1993:19). In reaching the reliability of the test, the writer used Marker Reliability to the ranking method. To calculate the correlation after finding the differences between the two sets of making, the writer used the following formula:

R = 1 6 XtTotal .d 2 n n2 1

(

)

Where: R = Rank order correlation

Total d2 = The total of Column d2 N = The number of Person Tested

3.5 Techniques for Analyzing the Data There were two raters to judge the scoring test. The first raters were himself, and the second raters was one of the English teacher of the eighth grade students of SMP Negeri 2 Palembang.

3.5.1 Matched T-test This analysis applied to find out whether improving pronunciation through songs is effective and the formula is as follow (Hatch and Farhady, 1982:116).

21

Tobt Where: Tobt X1 X2 SD

X1 X 2 SD =

= The Score of T obtained = The Average Score of the Post-test = The Average Score of the Pre-Test = The Students of Defferent between Two means

The formula of SD is SD SD = n Where: SD n = Standard Deviation of Differences = Number of Pairs

The formula of SD is

SD

D (1 / n ) ( D )2

2

n 1

To find out whether the difference is significant or not, the writer compared the result of pre-test and post-test of the experiment treatment students to get the value of t with the value t-table. If the value gained t is higher than the value of t-table at significant level of 5% and df = 39, it means alternative hypotheses is retained.

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CHAPTER IV FINDINGS AND INTERPRETATION

In this chapter, the writer discusses the findings, and the interpretation of the study

4.1 Findings This study deals with three findings (1) the students scores in the Pre-test, (2) the students scores in the post-test, and (3) the result of the matched t-test. Based on the scores of the pretest that the highest score was7.25 reached by one student, and the lowest score was 50 and it was reached by 1 student and the average 23

score was 50.12. In the post-test, the average score was 66,87. The lowest score was 50 reached by one student, and the highest score was 7.25 reached by one student. From the calculation of the matched t-test, the writer concludes that the students pronunciation were in the very good level after they are taught by using songs. The tobtained was 2.094. it means there was significant difference between the scores of the students in the pre-test and their scores in the post-test with df = 39 with one tailed test and the level of significant of 5%.

4.1.1 The Students Scores in the Pre-test The pre-test was given before the material presented to the eighth grade students of SMP Negeri 2 Palembang. In the pretest, the students were asked to pronounce some words that were taken from the songs Mother How Are You Today, Are You Sleeping, and Clementine. The highest score was 6.5 and the lowest score was 3.5. The average scores of the eighth grade students of SMP Negeri 2 Palembang was 5.18 and the average percentage of the students scores was 50.12%. The writer could assume that the students pronunciation were in the very poor level before they were taught by using songs. It can be seen in the following table.

24

TABLE 4 THE RESULTS IN THE PRETEST

25

TABLE 5 SCORE DISTRIBUTION OF THE PRE-TEST Score Range 9.6 10 8.6 9.5 7.6 8.5 6.6 7.5 5.6 6.5 0 - 5.5 N Mean Frequency 0 0 1 12 25 2 Percentage 0 0 2.5% 30% 62.5% 5% Level Excellent Very good Good Sufficient Poor Very poor

40 5.12

As shown in table 5, it was found that 2 (5%) of the students obtained very poor scores, and 25 (62.5%) students got poor score, 12 (30%) students got sufficient score

26

whereas no students got excellent, or very good scores.

4.1.2 The Result of the Post-test The post-test was given after the treatments and after the five-progress test were done. From the post-test, it was found that the highest score was 72.5 obtained by 1 (2.5%) of the students, and the lowest score was 50 obtained by 1 (2.5%) of the students, and the mean score was 66.87. Table 7 shows the result of the post-test.

TABLE 6 THE RESULTS IN THE POST-TEST

27

The score distribution of the students pronunciation in the post-test can be seen in table 8 below. TABLE 7 SCORE DISTRIBUTION OF THE POST-TEST Score Range 9.6 10 8.6 9.5 7.6 8.5 6.6 7.5 5.6 6.5 0 - 5.5 N Mean Frequency 0 0 2 21 16 1 40 66.87 Percentage 0% 0% 5% 52.5% 40% 2.5% Level Excellent Very good Good Sufficient Poor Very poor

As shown in table 7 above, it was found that 1 (2.5%) of the students obtained

28

poor score, 16 (40%) of the students obtained poor score, 21 (52.5%) of the students got sufficient score, 2 (5%) of the students obtained good score, and there was no students obtained excellent score. The average mean score was 66.87.

4.1.3 The Calculation of the Matched t-test Table 9 below shows the calculation of the standard deviation of differences between the two groups of scores. It is indicated that X1= 66.87 and X2=50.12 After finding the standard deviation (SD)=0.50, the result of tobtained by mean of matched t-test was 2.094

TABEL 8 THE CALCULATION OF THE MATCHED T-TEST

29

SD =

D

2

1

n 1

( n )( D )2

2

1025 1 = =

40 1

( 40)( 2.75)

1025 ( 0.025)( 7.5625) 39 1025 0.189 39 10.07 39

=

=

30

= 0.258 = 0.50 SD SD = n

0.50 = 40 0.50 = 6.32 = 0.079 X1 X 2 tobt = SD

66.87 50.12 0.079 tobt = 16.75 = 0.079 = 2.120 After calculating the data, the value of the tobtained was 2,120 at one tailed test. And the degree of freedom (df) was 39 (40-1), therefore to accept the alternative hypotheses with 5% significance with one tailed test, the result of the matched t-test of tobtained should exceed 2.021. it means there is significance difference between the students score in the pre-test and that their post-test, so the Hi hypotheses was accepted. It means that songs are effective to apply to the students to improve their pronunciation.

31

4.2 Interpretation The description of the data above shows that the pre-test which was given to the eight grade students of SMP Negeri 2 Palembang to know their improvement in pronunciation through songs. The highest score in the pre-test was 72.5 and the lowest score was 50. The average score was 50.12. It means that on the average the students pronunciation was in the very poor level. The writer applied the songs to improve the students pronunciation, and the treatment was done in five times with the progress test after each treatment. During the progress test, the writer recorded the students pronunciation and saw that students seemed happy when they sing together and then asked to pronounce some words provided. After five times treatment and progress test, then the writer gave them a post-test. In the post-test the writer concluded that the students pronunciation improved because even the highest score was still 72.5 and the lowest score was 5, but the average score improved that it was 66.87, and the calculation of the matched t-test to know the students improvement showed that the t-table was 2.120 it means there is significance difference between the students score in the pre-test and that their post-test, so the Hi hypothesis was accepted. It means that song is effective to apply to the students to improve their pronunciation.

32

CHAPTER V CONCLUSION AND SUGGESTION

In this chapter describes the conclusion and suggestions based on the description and discussion in the previous chapter.

5.1 Conclusions The data description showed that the pre-test was given before the treatment of 33

songs in pronouncing some words. From the pre-test was found that the highest score in the pre-test was 72.5 and the lowest score was 50. The average score was 50.12. It means that on the average the students pronunciation was in the very poor level. After five times treatment, then the writer gave them a post-test. In the post-test the writer concluded that the students pronunciation improved because the highest score was 72.5 and the lowest score was 5 when they asked to do the post-tests. The average score was 66.87, and the calculation of the matched t-test to know the students improvement showed that the t-table was 2.120 it means there is significance difference between the students score in the prt-test and that their post-test, so the Hi hypothesis was accepted. It means that song is effective to apply to the students to improve their pronunciation.

5.2 Suggestions The suggestions are addressed to the students and the teachers.

a. To the Students The ability in pronouncing the words provided in the pretest and in the post-test of the eighth grade students of SMP Negeri 2 Palembang was different. They got improvement in the post-test after they got treatment through songs. It also could be 34

seen in their progress test during the treatment applied. The students pronunciation and also their motivation could be developed through the application of songs. But they still need to practice a lot to improve their pronunciation more and more, for example they could practice their pronunciation by reading magazines or by listening to a song, and can get the correct one from dictionary, that is why the students should brings the dictionary every time they study English.

b. To the Teachers 1. The teachers of English have to try to vary their method of teaching in improving their students pronunciation 2. Asked the students to always bring their dictionary to help them to pronounce the English words well. 3. Use the songs as one of the alternatives of teaching pronunciation.

REFERENCES Arikunto, Suharsimi. 1998. Prosedur Penelitian: Suatu Pendekatan Praktek. Yogyakarta: Rineka Cipta Brown, H. Douglas. 1980. Principles of Language Learning and teaching. Englewood Cliffsm NJ: Prentice Hall. Fraenkel, Jack R. and Norman E. Wallen. 1993. Educational Research: A Guide to the Process. New York: Mc. Graw Hill, Inc. Hatch, Evelyn and Hossein Farhady. 1982. Research Design and Statistic for Applied Linguistics. Rowley Massachusetts: Newbury House Publisher, Inc. Heaton, JB. 1988. Writing English Language Test. New York, USA: Longman, Inc. 35

Hornby, A.S. 1995. Oxford Advanced Learners Dictionary of Current English. Oxford: Oxford University Press. Jack, Richards, John Platt and Heidi Webber. 1985. Longman Dictionary of Applied Linguistics. Jakarta: P2LPTK Kasmayuni. 2004. Developing Listening Skill through Songs to the First Year Students of SMP Al-Husna Palemban. Unpublished Undergraduate Thesis. Palembang: PGRI Univeristy. Ramami, Dwi Saprida. 1999. The Effectiness of Tape Recorder in Developing the Third Year Students Listening Skill at SMU Teladan Palembang.. Unpublished Undergraduate Thesis. Palembang: Institute of Teacher Training and Education Teacher Association of Republik of Indonesia. Saleh, Yuslizal. 1997. Methodology of TEFL in the Indonesian Context Book I. Faculty of Teacher training and Education. Palembang: University of Sriwijaya, Sulaiman, Masud. 2000. Palembang. English Phonology. Palembang: University of PGRI

Tinambunan, W. 1988. Evaluation of Students Achievement. Jakarta: Departemen Pendidikan dan Kebudayaan. Webster, Merriam. 1998. The Merriam Webster Dictionary. Massachusetts: Meriam Webster Incorporated. Springfield,

36

APPENDIX A

APPENDICES

TEST ITEM

Pronounce the words below 1. Sleeping 2. Brother 37 [ sli: p] [ br (r) ]

3. Morning 4. Today 5. Mother 6. A Note 7. Everything 8. Fine 9. Promise 10. Delay 11. Dream 12. Know 13. Canyon 14. Clementine 15. Darling 16. Forever 17. Light 18. Number 19. Sorry 20. Summer [ dri:m ] [ nu ] [ knjn ] [ klemnti:n ] [ da:lin ] [ frev( r ) ] [ lait ] [ n mb ( r ) ] [ s ri ] [ s m( r ) ]

[ m :nin ] [ tdei ] [ m (r)] [ evri in s] [ fain ] [ pr mis ] [ dilei ] [ n t ]

Mother How Are You Today

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Mother how are you today This is a note from your daughter With me everything is okay Mother how are you today Mother dont worry I am fine Promise to see you this summer Next time will be no delay Mother how are you today (Chorus) I found a man in my dream Next time you will get to know him Many things happen while I was away Mother how are you today

Are You Sleeping Are you sleeping Are you sleeping Brother John Brother John Morning bells are ringing Morning bells are ringing Ding dong ding Ding dong ding

Clementine In a cavern, in a canyon

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APPENDIX B

Excavating for a mine Lived a miner, forty-niner And his daughter, Clementine Oh my darling, oh my darling Oh may darling, Clementine You are lost and gone forever Dreadful sorry, Clementine Light she was and like a fairy And her shoes were number nine Herring boxes without tosses Sandals for Clementine Drove she ducklings to the millpond Every morning just at nine Stubbed her toe upon a splinter Fell into the foaming brine

40

APPENDIX C

41

APPENDIX D

42

APPENDIX

D

43

44