THE EFFECTIVENESS OF ENGLISH SONGS ON

STUDENTS’ PRONUNCIATION OF ELEVENTH

GRADE STUDENTS’ OF SWADHIPA NATAR
HIGH SCHOOL SOUTH LAMPUNG

A Thesis
Submitted in Partial Fullfilment of the Requirements for S1-
Degree

By:
Rachel Fadilla Yulia Salim
NPM. 2011040135

Study Program : English Education

Advisor : Satria Adi Pradana, M.Pd.
Co-Supervisor : Septa Aryanika, M.Pd.

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG
2025 M/1446 H
THE EFFECTIVENESS OF ENGLISH SONGS ON
STUDENTS’ PRONUNCIATION OF ELEVENTH
GRADE STUDENTS’ OF SWADHIPA NATAR
HIGH SCHOOL SOUTH LAMPUNG

A Thesis
Submitted in Partial Fullfilment of the Requirements for S1-
Degree

By:
Rachel Fadilla Yulia Salim
NPM. 2011040135

Study Program : English Education

Advisor : Satria Adi Pradana, M.Pd.
Co-Supervisor : Septa Aryanika, M.Pd.

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG
2025 M/1446 H

ii
 ABSTRACT

Pronunciation receives less priority in teaching and learning

English in class. As a result, students‟ have some difficulties in
pronouncing particular sounds, espesially silent consonant sounds.
Furhermore,issues develop as a result of the media‟s failure to do its
jobs. The issues arises when the educational media is less
interesting,causing students‟ become bored. The purpose of this study
was to determine whether there is an effectiveness of using English
song media on students' pronunciation. The English songs media is
good since its repeats the way native speaking say, so it can help
students‟ to train their ears and tongue.
Quasi-experimental design was used in this study. The
population of this study was grade eleven. The sample of this study
was selected through random sampling technique. The sample of this
study was taken from two classes consisting of 38 students for the
experimental class and 38 students for the control class. English song
media was used in the experimental class and printed book media was
used in the control class to teach students. The treatment was held in 3
meetings with 2 x 45 minutes for each class. To collect data, pre-test
and post-test were carried out in a written test by presenting a
multiple-choice test consisting of 10 items for each test and an oral
test consisting of 10 English words containing silent consonants.
In collecting data, the author used pre-test and post-test
instruments. After giving the post-test, the author analyzed it using
SPSS (Statistical Package for Social Science). From the analysis it
was found that the results of sig. (2-tailed) the same variance was
0.000 and = 0.05. Ha is accepted if sig. (Pvalue) <α = 0.05 and Ho is
rejected. Based on the calculation, it can be concluded that there is a
significant increase in the use of English song media on students'
pronunciation skills in class XI students of SMA Swadhipa Natar in
the 2024/2025 academic year. So, this English song media can be used
to improve students' pronunciation skills.
Keywords: Experimental Research, English Songs, Pronunciation

iii
 MOTTO

ۖ ‫ون َٱ ْح َس نَ ُهۥٓ ۚ ُٱ ۟ولَ هـ ٓ ِئ َك ٱ ذ َِّل َين هَدَ ٰىه ُ ُم ٱ ذ َُّلل‬ َ ‫ٱ ذ َِّل َين ي َْس َت ِم ُع‬
َ ‫ون ٱلْ َق ْو َل فَ َيتذ ِب ُع‬
٨١ ‫َو ُٱ ۟ولَ هـ ٓ ِئ َك ُ ُْه ُٱ ۟ولُو ۟ا ٱ ْ َْللْ َب هـ ِب‬

“Who, when they hear speech, follow the best of it (in the best way
possible, and even seek what is better and straighter). Those are the
ones whom God has guided,
and those are the ones who are people of discernment.”1
(QS. Az-Zumar: 18)

1
Ahadi, Qur„an Surah Az-Zumar 18 (QS 39:18) in Arabic and English
Translation, n.d., http://www.alquranenglish.com/quran-surah-az-zumar-18-qs-39-18-
in-arabic-and-english-translation. (Accessed on wednesday 4th 2024)
ix
 DEDICATION

This thesis is wholeheartedly dedicated to:

1. My self, Rachel Fadilla Yulia Salim who always believed in
herself and always to do her best.
2. Who says “I always pray the best for you” all the time, someone
who always belives in me and always supports me, number one
person in my life. My precious mother, Yuliana. She is everything
I need and no words can explain how I love her.
3. My beloved father, Muhammad Nur Salim who never forgot to
give me support and guide me through hard times.
4. My old brother Chandra aditya salim who always gives me advices
and supports to finish my thesis and my little sister Galuh indhira
salim who annoys me a lot but also give me encouragement to
finish this thesis.
5. All my friends who always accompany and encourage me while i
complete my thesis.
6. Lecturers and Almamater of UIN Raden Intan Lampung which has
contributed a lot for my development.

x
 CURRICULUM VITAE

The name of the writer is Rachel Fadilla Yulia Salim, or

famously called by her friends, Rachel. She was born on September
17th 2002 in lampung selatan. She is the second child of Mr. M. Nur
Salim and Mrs. Yuliana. She has one old brother and young sister.

She began her Study at Mekar Sari Kindergarten. After

that, she continued her study at SDN3 Negara Ratu and graduated in
2014. Then, she continued her school at junior high school at SMPN 1
Natar and graduated in 2017. After that, she continued her study at
SMA Swadhipa Natar and graduated in 2020. Then, in 2020 she was
registrated a student of English Department of Tarbiyah and Teacher
Training Faculty of UIN Raden Intan Lampung.

Researcher,

Rachel Fadilla Yulia Salim

NPM. 2011040135

xi
 ACKNOWLEDGMENT

Firstly I would like to said alhamdulillah , praise to Allah

SWT who has lent Ta‟ala, who has lent me His mercy and blessing for
the completion of my study at the State Islamic University of Raden
Intan Lampung. I also would like to send my best prayer and salution
to the Prophet Muhammad (peace be upon him), the best lover of the
God Allah, who was sent to us to enlighten the path humanity and
divine salvation.

Secondly, my study in Raden Intan State Islamic

University of Lampung is not and individual journey. I have received
invaluable help and support from various individuals, I can't mention
them one by one I decided to give my recognition to a few of them
who have helped me in specific ways. They are :

1. Prof. Dr. Hj. Nirva Diana, M.Pd, as Dean of Tarbiyah and

Teacher Training Faculty UIN Raden Intan Lampung and her
staff who have given an opportunity and the help for the writer
when on going the study until the accomplishment of this thesis.
2. M. Ridho Kholid, M.Pd, the chairperson of English Education
Study Program of UIN Raden Intan Lampung
3. Satria Adi Pradana, M.Pd, the advisor who has contributed and
guided the writer in the accomplishments of the thesis.
4. Septa Aryanika, M.Pd, the co-advisor, who has always patiently
guided, helped and given countless time for the writer to finish
the thesis.
5. All of lecturers of UIN Raden Intan Lampung who have given
knowledge and experience.
6. Suarni, S.Pd.,Gr all English teachers and staff of SMA Swadhipa
Natar, who have helped the writer in collecting the data of this
thesis and to the students of the eleventh grade for their
comperative work and support.
7. My beloved Parents Mr. M. Nur Salim and Mrs. Yuliana, who
has always supporting and prayed for my success.
8. My beloved brother and sister .

xii
9. All Friends whom i cannot mention all their names here, i am
thankfull for your supports and for our friendship.

Bandar Lampung, November 2024

Researcher,

Rachel Fadilla Yulia Salim

NPM. 2011040135

xiii
 TABLE OF CONTENT
Page
ABSTRACT ...................................................................................... iii
DECLARATION ............................................................................... v
MOTTO ............................................................................................ ix
DEDICATION ................................................................................... x
CURRICULUM VITAE .................................................................. xi
ACKNOWLEDGMENT ................................................................. xii
TABLE OF CONTENT ................................................................. xiv
LIST OF TABLES ......................................................................... xvi

CHAPTER I INTRODUCTION ...................................................... 1

A. Title Confirmation..................................................................... 1
B. Background of the Problem....................................................... 2
C. Identification and Limitation of the Problem ............................ 5
D. Formulation of the Problem ...................................................... 6
E. Objective of the Research ......................................................... 6
F. Significance of the Research ..................................................... 6
G. Relevant Studies ....................................................................... 7

CHAPTER II FRAME OF THEORY AND HYPOTHESIS ....... 11

A. Theory ..................................................................................... 11
1. Concept of pronunciation ..................................................... 11
2. SupraSegmental Aspect ........................................................ 22
3. Concept of Pronunciaton mastery ......................................... 23
4. Concept of Media ................................................................. 25
5. Concept of Song ................................................................... 27
6. Concept of English Song ...................................................... 31
7. Shadowing technique ............................................................ 35
8. Concept of Textbook ............................................................ 39
9. Frame of Thinking ................................................................ 40
B. Hypothesis .............................................................................. 40

CHAPTER III RESEARCH METHOD ....................................... 41

A. Research Design...................................................................... 41
B. Variable of Research ............................................................... 42
C. Population, sample, and data collecting technique .................. 43

xiv
 D. Operational Definition of Variable .......................................... 45
E. Research instrument ................................................................ 46
F. Validity and reliability of the instrument ................................ 48
G. Fulfillment of the assumtion ................................................... 49

CHAPTER IV RESULT AND DISCUSSION ............................. 53

A. Result ...................................................................................... 53
B . Discussion ............................................................................... 61
CHAPTER V CONCLUSION AND
RECOMMENDATION .................................................................. 67
A. Conclusion .............................................................................. 67
B. Suggestion............................................................................... 67

REFERENCES ................................................................................ 69
4APPENDICES ............................................................................... 73

xv
 LIST OF TABLES

Page
Tables 1 Speaking score of the students at the second
semester SMA SWADHIPA NATAR LAMPUNG
SELATAN in academic year 2024/2025 ........................... 4
Tables 3.1 The population of students at the eleventh grade of
SMA SADHIPA NATAR LAMPUNG SELATAN
in the academc year of 2024/2025 ................................... 43
Table 4.1 Description statistic ........................................................ 53
Table 4.2 The Result of Normality Test of Experimental and
Control Class ................................................................... 58
Table 4.3 The Result of Homogenitytest of Experimental and
Control Class ................................................................... 59
Table 4.4 Independent sample T-Test............................................. 60

xvi
 LIST OF PICTURES

Page
Figures 1.1 The Cardinal Vowel (CV) System .................................. 13

xvii
 LIST OF APPENDIX

Appendix 1 ........................................................................................ 74
Appendix 2 ........................................................................................ 77
Appendix 3 ........................................................................................ 79
Appendix 4 ........................................................................................ 81
Appendix 5 ....................................................................................... 86
Appendix 6 ........................................................................................ 90
Appendix 7 ........................................................................................ 96
Appendix 8 ...................................................................................... 101
Appendix 9 ...................................................................................... 104
Appendix 10 .................................................................................... 111
Appendix 11 .................................................................................... 118
Appendix 12 ................................................................................... 120
Appendix 13 .................................................................................... 121
Appendix 14 .................................................................................... 122
Appendix 15 .................................................................................... 124
Appendix 16 .................................................................................... 126
Appendix 17 .................................................................................... 127
Appendix 18 .................................................................................... 128

xviii
 CHAPTER I
INTRODUCTION

A. Title Confirmation
The title is a very important thing to pay attention to in
scientific work. The title contains a description of the topic, the
problem to be discussed and a special explanation. And to avoid
misunderstandings, researcher feel the need to explain the title of
this research. Research with the title THE EFFECTIVENESS
OF ENGLISH SONGS ON STUDENTS PRONUNCIATION
OF ELEVENTH GRADE OF SWADHIPA NATAR SOUT
LAMPUNG. As a result, some terminology is explained
contained in the title of this research are:

The definition of an English song is a short piece of music

with English words that are sung. There are many phenomena of
english use that occcur throughtout society. English songs are a
phenomenon consisting of words. Meanwhile,songs and singing
are somethig that are popular with many people, at almost all
ages. Songs are powerful and culturally rich resourch, it offers
various benefit. As kramer said that songs are excellent for
coaching due to the fact song are fun. Its countain
mimics,gestures,etc,and related to the meaning which can be used
as medium as pronunciatin teaching tool in the classroom in
learning english pronunciaton.1 In learning pronunciation you
need a method that easy to understand and makes students
enjoy,so that they become more active in learning.

The main source of energy in the occurence of sound is

pronunciation, everyone must have the ability to speak. Wong
said that even when the non-native speakers‟ vocabulary and
grammar are excellent, if their pronunciation falls below a certain

1 Ira Anggraini and Gartika Pandu Bhuana, “The Use of Song in Learning
Pronunciation,” PROJECT (Professional Journal of English Education) 5, no. 2
(2022): 3, https://doi.org/10.22460/project.v5i2.p280-283.
1
2
threshold level, the are unable to commuicate effectivlely.2
Pronunciation must be adapted to each student's age, because
each age level of students has a variety of responses both
cognitive, emotional. So the approach and type of tasks given
different, such as children prefer imitation, while students adults
prefer a descriptive or analytical approach. From the opinions of
the experts above, it can be concluded that pronunciation must be
taught early on properly.

So what the author means by the title of the proposal about

"THE EFFECTIVENESS OF ENGLISH SONGS ON
STUDENTS' PRONUNCIATION" is an experimental research
on how English songs can influence students' pronunciation in
English.

B. Background of the Problem

Communication is an activity carried out by humans that
requires a tool to do it. The main thing is language, language is
a tool for communication and there are many languages in
various parts of the world, one of them is English. Englis is a
universal language because it is used by many countries in the
world as the main language. The main source of energy in the
occurence of sound is pronunciation. Everyone must have the
ability to speak. This speaking ability is acquired in stages
according to level ages, from babies, children, teenagers and
adults. And there are also many poeple with different language
backgrounds who learn English to communicate with other
people who also have a different language backgrounds.
However, for some people learning English as a foreign
language is not easy,there are many challenges, espacially in
learning pronunciaton. Because there are many differences in
the sound systems of the first language and the target language.
So it does not rule out the possibility of errors in pronunciation.

2 Vesna Prodanovska-Poposka, “A Study of Proper Pronunciation As a Factor

of Successful Communication,” CBU International Conference Proceedings 5 (2017):
781, https://doi.org/10.12955/cbup.v5.1024.
 3
Kenworthy once said Regarding learners‟ pronunciation, native
language is the most influental factor.3 a person‟s abilities in
pronouncing the sounds are also different from other. Achieving
accurate pronunciation is often a challenge for language
learners, especially when it comes to mastering a foreign
language such as English. Yates and Zielinski once said that
learners with good pronunciation in English are more likely to
be understood even if they make errors in other areas, whereas
learners whose pronuncation is difficult to understand will not
be undrestood, even if their grammar is perfect.4
Such as the problems experienced by Swadhipa High School
students, from interviews conducted by researcher with Mrs.
Suarni, S.Pd. as an English teacher there, regarding the
difficulties and problems faced by Swadhipa High School
students, researcher discovered the fact that the students there
had difficulty pronouncing word for word correctly. The main
factor is a lack of knowledge and interest in finding out how to
pronounce a word correctly and the textbook media used in
class is less attractive because in the data on students grades
shows that there are more students who have grades below the
average than students who have equivalent or above average
grades, Therefore, the researcher has discussed with the English
teacher at Swadhipa High School. And discuss the aim of the
researcher who wants to find out whether there is any
effectiveness obtained if the researcher uses new media in
teaching in the classroom. After discussing difficulties,
obstacles and ways of teaching with English teachers there,
researcher and teacher agreed to implement new media to teach
pronunciation at swadhipa high school and the media is
English songs, using a quantitative approach. This research will
test the effectiveness of song on students‟ pronunciation.
English songs are rich in original patterns of pronunciation,
intonation and rhythm which make them a valuable resource for

3 Kuni Hikmah, Hidayati Universitas, and Muhammadiyah Jember, “The

Outcome of Language Contact: Madurese Learners Pronunciation of English,” Jurnal
Pendidikan 3, no. 1 (2020): 63.
4 Hikmah, Universitas, and Jember, 62.
4
language learners. And English songs can also make students‟
learn in a relaxed and enjoyable way because according to the
results of questioneir, students admitted that they enjoyed
listening to English songs and the English teacher there also
admitted that she had never used English songs to teach
students' pronunciation. Therefore, researcher want to try using
English song media in learning student pronunciation.
After the interview, the researcher tried to ask the students'
scores on the pronunciation test in class. But English teachers
do not have grades that focus on pronunciation tests. So the
researcher asked the English teacher about the students'
speaking test scores, then the pronunciation was included in the
speaking test score.
Below is a table about the result of the assesment of the
speaking skills of the 12th grade when they are in the 11th
grade in the second semester of SMA SWADHIPA NATAR
LAMPUNG SELATAN in the academic year 2023/2024

Table 1
Speaking score of the students at the second semester SMA
SWADHIPA NATAR LAMPUNG SELATAN in academic
year 2024/2025

No Class X < 70 X ≥ 70 TOTAL

1 XI IPA1 20 18 38
2 XI IPA2 25 13 38
3 XI IPA3 23 15 38
4 XI IPA4 24 13 37
5 XI IPA5 24 15 39
6 XI IPS1 20 13 33
7 XI IPS2 20 12 32
TOTAL 157 100 258
PERVENTAGE 61,08% 38,92% 100%

The data of speaking score at the second semester of eleventh

grade of SMA SWADHIPA NATAR LAMPUNG SELATAN
in academic year 2023/2024
 5
Students will be declared complete in learning English
if they get a minimum score 70, because the minimum
completeness criteria (KKM) for English at SWADHIPA
NATAR high school is 70. However, students' speaking
mastery received a low score, because students had difficulty
learning to speak. Thus, the percentage shows that (61,08%)
students did not achieve the minimum score, while the rest
were declared successful. This shows that students' speaking
abilities are still low. From the results of the data, it can be
seen that teacher need effective media so that students can
learn to improve their pronunciation mastery and be able to
enjoy the lesson.
The similarity between this research and previous
research is that it uses songs as a learning medium, but what
differentiates this research from previous research is that this
research wants to know the effectiveness of the media on
students' pronunciation mastery in one of the segmental
aspects, namely silent letter.
In conclusion, exploring the effectiveness of English
songs on students' pronunciation is very important. This
research aims to contribute valuable knowledge to the field in
ways and media that students can enjoy at every step of
learning. With the ultimate goal of improving the language
learning experience and providing students with more
effective tools for mastering English pronunciation.

C. Identification and Limitation of the Problem

1. Problem idntification

Based on the background above the reseacher can

identify the problem of the reseacrh as below:
a. The students could not pronounce some words well
b. The students still have difficulty learning how to
pronounce a word in English
c. The teacher has never used English song media to
improve students‟ pronunciation skills.
6
2. Limitation of the problem
The research focuses on the effectiveness of using
English songs on students‟ pronunciation mastery. The
topic of this research is the students‟ pronunciation
mastery using an English song. Moreover, the reseacher
focussed on the effectiveness of English song to the kind
of segemental aspect exactly silent consonant.
Researchers used several words that contain silent
consonants, including : Know, Could, Should, What,
While, Where, Why, Design, Sign, Daughter, Islan, Light,
Night, Fighting, Through, Though, Who, Wrong.

D. Formulation of the Problem

Is there any effectiveness of using an English song towards
students‟ pronunciation mastery in the 11th grade of the second
semester of SMA Swadhipa Natar South Lampung in academic
year 2024/2025.

E. Objective of the Research

Based on the problem statement above, the purpose of the
research is to determine the effectiveness of using English song
towards students pronunciation mastery in the eleventh grade of
the second semester of SMA Swadhipa Natar South Lampung in
academic year 2024/2025.

F. Significance of the Research

The researcher hopes this research can help progresss in
finding innovative teaching ideas for English teaching and
learning. It has two major significances, partical and theoretical
significances:
1. Theotetical significances
It may support the theory that using english song can
be applied to teach pronunciation.
2. Practical significances
a. For the Students
It may help students find a new way of learning
pronunciation
 7
b. For the Teachers
It may inform english teacher how to teach
pronunciation by using English song.
c. For the Next Researchers
It may help as a reference for future researchers

G. Relevant Studies
First, Mohammad Alfian Andreanto conducted research
entitled “The effectiveness of English pop song to improve
srudents‟ listening comprehesion at the eight grader of islamic
junior high school of fathul hidayah lamongan” he found that
the result showed that English pop songs are effectively
improve students' listening comprehension at MTs Fathul
Hidayah Lamongan. In this study, the researcher used
quantitative method with a quasi-experimental design by
comparing two classes as the research method. The subjects of
this study were the eighth-grade students of MTs Fathul
Hidayah Lamongan. This study examined two classes, namely
class VIII B and class VIII C. Class VIII C was as the control
class and class VIII B was as the experimental class, with 26
students in the experimental class and 27 students in the control
class. The research instrument was tests. The researcher used
the Independent sample T-test formula using the SPSS version
25 program to analyze the data. This study indicates that
English pop songs effectively improve the listening
comprehension of the eighth-grade students at MTs Fathul
Hidayah Lamongan.5

Second, A.Sobari conducted research entitled “The

effectiveness of using english song towards students‟
pronunciation mastery at the second semester in the seventh
grade of smpn 35 bandar lampung in academic year of 2020” In
the case of this research gives an idea to make the media track
language English which hope would be solution for the students

5 Mohammad Alfian Andreanto, The Effectiveness of English Pop Song To

Improve Students ‟ Listening Comprehension At the Eighth Grader, 2021,
http://etheses.uin-malang.ac.id/32080/1/17180004.pdf.
8
to improve skill of students„ pronunciation mastery. English
song as media expected becomes a thing that build the creativity
of students. The researchers used quantitative research and take
sample with random then researcher using a method quasi-
experimental design . The population of this research in seven
grade of second semester at SMP N 35 Bandar Lampung.
Afterward, test of pronunciation to analyzed by Raviz formula
in SPSS 16.0 version.6

Third, Agustini conducted research entitled “The

effectiveness of using english song to improve students‟ interest
in listening at sman 1 bukit batu” The writer has found out
some problems needed to be discussed and investigated related
to the improving of students‟ interest in Listening and how to
teach Listening it self; what aspects or factors that can improve
students‟ interest in Listening and try to use English songs to
improve students‟ interest in Listening, beside using of cassette
conversation that have taught as usual in SMAN I Bukit Batu as
a Teaching media. Based on the above phenomena, the writer
formulated the research problems as follows; Is the use of
English songs able to improve students‟ interest in Listening?
And what aspects or factors in the English songs that can
improve students‟ interest in Listening? The subject of this
research was a second year students of SMAN I Bukit Batu.
The object of this research was students‟ interest in learning
English especially in Listening. The population of this research
second year of class B science program Bukit Batu. The total
number of population was 30. The sample of this research was
all of the students in class B science program because it was a
small population, and the writer did the research by using two
different treatments, but still the same subjects. To obtain the
data of this research, the writer used observation toward how
the learning process in Listening that usually taught in the class,
and to find out the number of students‟ interest toward
Listening by using questionnaire.7

6 A Sobari, “The Effectiveness of Using English Song towards Student‟s

Pronunciation Mastery,” 2021.
7 Agustini, “The Effectiveness of Using English Songs to Improve Students‟
Interest In Listening at sman 1 Bukit Batu,” State Islamic University Of Sultan Syarif
Kasim Riau Pekanbaru, 2011.
 9
Forth, Fitrya conducted research entitled “The effectiveness
of english song towards studentts‟ speaking ability and
motivation at ma darul ulum palangka” The aim of this research
was to find out the The Effectiveness of English Song toward
Students‟ Speaking Ability and Motivation at MA Darul Ulum
Palangka Raya. This research used quantitative method that
belongs to experimental design. For instruments, this study used
speaking test and questionnaire. The population of the study
were 64 students of tenth grade at MA Darul Ulum Palangka
Raya. To analyse the data, researcher used SPSS 21 program.8
Fifth, Nikita Riana conducted research entitled “The effect
of using english song o students‟ achievement in learning
pronunciation” The objective of this research was to find out
The Effect of Using English Song on The Students‟
Achievement in Learning Pronunciation. The population of this
research was VII grade students of MTs Negeri 3 Medan in
academic year 2017/2018. With total population was 62
students. The instrument of this research used pre-test and post-
test. For the test the researcher give 2 test items which is two
lyrics of the song.9
The five previous researchers above used the same media,
namely English songs. However, they have differences, the
first is Mohammad Alfian Andreanto's research, which focuses
on improving students' listening skills. Second, A.Sobari's
research provides treatment to improve students' pronunciation
abilities. Third, Agustini's research focuses on increasing
students' interest in listening. Fourth, Fitrya's research focuses
on increasing students' speaking abilities and motivation.
Lastly, Nikita Riana's research focuses on students' achievement
in learning pronunciation.
Based on the researcher's explanation above, the researcher
decided to define research entitled "THE EFFECTIVENESS
OF ENGLISH SONGS ON STUDENTS' PRONUNCUATION
OF ELEVENTH GRADE STUDENTS' OF SWADHIPA
NATAR HIGH SCHOOL SOUTH LAMPUNG" to determine
the effect of using English songs on students' pronunciation
mastery. The similarity between this research and previous

8 Fitrya Srn, “Students ‟ Speaking Ability and Motivation At,” 2020.

9 nikita riana, The Effect of Using English Song on Students‟ Achievement in
Learning Pronunciation, n.d.
10
research is that it uses songs as a learning medium, but what
differentiates this research from previous research is that this
research wants to know the effectiveness of the media on
students' pronunciation mastery in one of the segmental
aspects, namely silent letter.
 CHAPTER II
FRAME OF THEORY AND HYPOTHESIS

A. Theory
1. Concept of pronunciation
a. Pronunciation

In general, pronunciation is the act or result of producing

the sounds of speech, including articulation, stress, and
intonation, often with reference to some standard of
correctness or acceptability. Pronunciation is the way a word
is spoken, pronounced,and the way language words are
spoken by humans. As stated by Zimmermann that
pronunciation is very important in speaking because
someone's speaking ability can be seen from how they
pronounce words1. According to Carrel & Tiffany,
Pronunciation is the choice of sounds used in forming
words.2 Meanwhile, Rebecca defines pronunciation as the act
of producing the sound of speech through techniques such as
articulation, formulation,vowel, accent inflection, and
intonation.3 Because pronunciation captures how speakers
and listeners collaborate to create and preserve a shared
foundation for producing and understanding one another,
pronunciation is employed in social and interactive
environments. According to Yates pronunciation is the
production of sounds that is used for making meaning.4
Meanwhile Richard & Schmidt say that pronunciation is
how to produce a sounds in english. Because pronunciation
in English must pronounce correctly. Because in English, if

1 C. in Davidson, P. , aL-Hamly, m. Khan, M., Aydelott, j. Bird, K. and

Coombe, Teachig Pronunciation:A Specialist Approach (dubai: IT Age, vol.8,
Dubai:Tesol Arabia, 2004), 8.
2 F. Y. A Sembiring, N.,& Ginting, “An Analysis of Pronunciation Error
Made by Te Fourth Semester Students of English Education Study Program at unika.
jurnal suluh pendidikan” 2016.
3 Rebecca M Dauer, Accurate English (new jersey: Prentice Hall Regents,
1993).
4 yates, “Abbass‟s Journal” 1, NO.1 (2016).
11
12
someone wrong to pronounce a things that they want to say,
then the meaning will incorrect.5

Based on what the expert explained above, students

should pay more attention on how to pronounce english
sentences correctly and clearly. Because it is very important
for the continuity of communication between listeners and
speakers. As a result,poeple who can apply correct
pronunciation will find it easier to communicate more
widely.

1) Segmental Aspect

Segmental in speech refers to a phonological

characteristic of many sound segments. According to Marine,
sound is defined as a vibration or pressure wave that travels
through a material like water or air to convey energy from its
source.6 Peter and Susan both state that air exiting the lungs
through the lips or nose produces speech sound." Thus, sound
can be defined as the vibration emitted by amedium.7 Three
different speechsound types are included in the segmental
aspects; the explanation is provided below:

a) Vowel

One of the spoken sounds that individuals usually make

is the vowel. When a voiced airstream is formed with the
lips and tongue to change the general forms of the
mouth, a vowel is uttered.8 From a phonetic perspective,
the vocal tract is configured relatively openly when
articulating vowels; no area of the mouth is closed, and
none of the vocal organs are so close together that we
can hear air moving between them. Vowels are
characterized by their unique resonances, which are

5 Ibid. Hal 5.
6 Marine Environment, “The Voice of Geophysical Industry,” International
Association of Geophysical Contrast, 1971, 1.
7 Avery eter and Erlhich Susan, Teaching American Pronunciatin (New York:
Oxford Univercity Press, 1992).
8 Gerrald Kelly, Ho to Teach Pronunciation (England: Longman, 2001).
 13
produced by manipulating the mouth's form with the
tongue and lips. Vowels are typically produced by the
vocal cord vibrating (voicing).

Daniel Jones developed the most popular technique

for doing this, which is referred to as the cardinal vowel
system. In order to offer a set of reference points for the
articulation and identification of vowels, the cardinal
vowel (CV) diagram was created. Its size is in line with
the vowel space where these sounds are articulated,
which is located in the middle of the mouth. Vertical
lines indicate where the tongue's front, middle, and back
are located.9

Figure 1.1

The Cardinal Vowel (CV) System

(1) Short vowel

In english, every word has a syllable that is given

emphasis. Stress itself is a vowel sound in a syllable
that should be sounded in a high, long or loud tone.
This emphasis can create the rhythm of language.
This is very important espacially if native speakers
want to understand a word in english that we speak.

9 David Crystal, The Cambrigde Encyclopedia of The English Language

(London: Cambridge Univercity Press, 2003).
14
(2) Long vowel

Phrasal stress is the most important part of language

rhythm. Phrasal stress are words that need to be
emphasized deeply in each series of words or
sentences, each sentence has one or even more
words that are emphasized to clarify the sentence.
Phrasal stress is sometimes also called Sentence
stress. Emphasizing these words aims to indicate
important words and also to end a sentence. If we
emphasize the wrong word then the meaning of the
sentence we want will change too.

b) Consonant

According to Anas Syafei , consonants are

spoken sounds that are made with the mouth closed,
preventing breath from escaping. Consonants are
noises produced when the airstream ascends from
the lungs but encounters obstructions in the mouth.
There is a bump, a squeeze, or a total blockage in
the air stream. Words that start with consonants
include big, map, and see. One sound that is
generated when the vocal tract is constricted in
some way10.

Based on statements above,the researcher

concluded that consonants are noises or words that
are made by constricting or narrowing the vocal
tract, obstructing airflow. For instance, if you say
the word "black" with its first sound. You shut your
mouth and experience a blockage. All of the non-
vowel sounds are consonants. The consonants in
those letters are b, c, d, and f.

10 Anas. Syafei, “English Pronunciation: Theory and Practice,” Pendidikan

Dan Kebudayaan Direktorat Jenderal Pedidikan Tinggi Proyek Pengembangan
Lembaga Pendidikan Tenaga Kependidikan Jakarta, n.d.
 15
(1) Place of articulation

The location of the consonantal blockage in the

vocal tract caused by the tongue's position or the
shape of the lips. There are three distinct ways that
consonants can be defined, according to linguists:
position, manner, and voicing. It is true that
studying location is necessary as it is one method
of producing sounds. The location of sound
production and articulation is known as the point
of articulation. Every consonant has a specific
location for an articulator while producing a sound.
The two groups of articulators that make up the
articulators themselves are the upper and lower
articulators.Then, parts of this lower instrument are
the tongue, lower lip, and lower teeth. On the other
hand, the upper articulators include the uvula,
palate, velum, upper lip, upper teeth, and back wall
of the pharynx. The English consonant articulation
points are as follows:

(a) Bilabial

The sound made when the air stream forces the

lips apart to form a bilabial sound, such as the p in
"pen," is a consonant. m in "made" as well. Both
lips are used to make bilabial.

(b) Labiodental

The lower lip moves to the front of the teeth in

the labiodental area. There are two labiodentals in
English, such as F in "fat" and V in "vat"

(c) dental

Making sounds with the tongue against the

upper teeth produces dental sounds. In English,
there are two dentals: [Θ] thin and [ð] the. To
16
enunciate the word, the tongue moves to the upper
teeth.

(d) Alveolar

The tongue's blade or tip moves up toward the

alveolar ridge to produce alveolar sounds. At or
around this ridge, the English language produces
seven sounds: [t] tie, [d] die, [n] nigh, [s] sip, [z]
zip, [r] rip, and [l] lip.

(e) Palato-alveolar

Touching the area directly beneath the alveolar

ridge with the tongue blade produces palato-
alveolar noises. There are four postalveolar in
English.

/ʃ/ postalveolar fricative without a ship voice

/ɝ/ postalveolar fricative with a beige voice

/tʃ/ chunk voiceless

/dɝ/ postalveolar affricate with a junk voice.

(f) Palatal

The front of the tongue produces the palate,

which rises toward the hard palate. Some
languages have different ways of articulating [j]
(young), while other languages have a range of
alternative palatal approximant ways.

(g) Velar

The back of the tongue is the active articulator

for velar sound, whereas the velum or soft palate is
the passive articulator.

/k/ cot velar plosive voiceless

/g/ got velar nasal voiced

 17
/ŋ/ rang velar plosive voiced

(2) Manner of articulation

The manner in which the articulators impede

the outgoing air also determines the sorts of
consonants. The following categories of
consonants exist in English, based on how they are
pronounced:

(a) Pllosives are sounds that are made with a

complete closure, creating pressure; after that,
the air is suddenly released with a plosion, as in
[p], [b], [t], [d], [k], [g],

(b) Affercates begin as plosives with a complete

closure, but are then followed by a slow release
with friction through a narrow passage, as in [tʃ]
and [dʒ] as in "church" and "judge",

(c) An imperfect closure results in frictionatives,

which are audible and can be heard in sounds
like [f], [v], [θ], [ð], [s], [z], [σ], [ʒ], [r], [h], and

(d) The uvula is lowered to allow air to travel

through the nose, forming the nasal cavity,
which is represented by the letters [m], [n], [ϋ],
and

(e) Laterals are produced through a partial closure,

where the air passage is blocked by the tip of
tongue but is allowed to escape around the sides
of the tongue, such as [l] in "light" and "full".

(f) Rolled sounds are those made with a less

forceful closing, as the English [r] sound (as
opposed to the Arabic trill), and

(g) Soaring Consonants (like [y] and [w]) are

created without a closure.
18
c) Silent Letter

Words that sound the same but have distinct spellings

are called homophones, and silent letters can assist
distinguish between them. According to Lee and Turvey,
is a letter that appears when spelled but is not uttered in
a word.11 On the other hand, it is clarified that a word
does not form when letters are omitted. For instance,
when pronounced as "L," the word "Talk" is quiet,
meaning it is spelled but not spoken. When the silent "L"
is removed from the orthography, no word that means
"talk" appears. Consequently, the silent letters stay in the
spelling even though they are not spoken. Based on
Carney, Silent letters are those that are typically meant
to "speak" to the reader.12 Additionally, Skandera and
Burleigh note that there are typically 13.7 distinct
spellings for each sound and 3.5 sounds for each letter in
most languages, indicating an inconsistent link between
speech and writing. They continued by saying because
certain letters in English, like the b in “debt”, have no
sound at all in some words, while other letters can
represent the same sound in different combinations.13

According to carney , silent letters are devided into

three types:

(1) Auxiliary silent letter

An additional letter added to a word to aid in its

differentiation is known as an auxiliary letter. When
two letters are spelled differently but have the same
pronunciation, they can be distinguished using
auxiliary letters. Examples of this type of letter are

11 Kuspiyah and Setiadi, “Kesalahan Umum Pengucapan Huruf Diam(Silent

Letter),” Mahasiswa Semester Ll Program Study Bhasa Inggris 1 (2021): 13.
12 Edward Carney, A Survey of English Spelling (New York: Routledge,
2002).
13 Skandera and Burleigh, “A Manual of English Phonetics and Phonology,”
Twelve Lessons with An Integrated Course in Phonetics Transcription, 2005.
 19
"w" of (wr) in "wrest" with (r) interest and "a" of (ea)
in "leather" with (e) in "tether."

(2) Innert silent

letters are those that appear in a word in all of its

spellings but are only spoken in certain of them.
Although it is omitted from the phrases "sign" and
"signed," the letter "g," which appears in the terms
"signature" and "signal," is an illustration of a silent
letter of this kind.

(3) Empty silent letter

Auxiliary and innert letters serve the same

purposes as empty letters, which are dummy letters.
Empty letters are those that are not pronounced but do
not have a particular meaning. The silent consonant
can be categorized since it is both a letter and a
consonant cluster. Only at the start and stop of a
syllable can one find a consonant. the letter that starts
with an empty character, like "h" in "heiress,"
"honest," and "ghost.".14 And some examples of silent
consonant are as follows:

(a) Silent B

m+b = /m/

If the word ends in mb, B is silent. It will also be

silent in derived words.

(bomb, climb, comb, crumb,jamb,lamb, thumb,

plumb, climber, plumber)

b+t = /t/

Sometimes when the word contains B before T, B is

silent.

14 Carney, A Survey of English Spelling, 34.

20
(debt, doubt, subtle)

(b) Silent C

The letter C is silent when it follows the letter „s‟ and

comes before „i‟ „e‟ or „y‟. (science, scepter, Scissors,
Scene, Muscle, scenario) And the combination „ck‟
the C is silent. (snack,hack)

(c) Silent D

The letter D is often silent when it is placed in the

middle of a word, either after an N or before a G “DG,
ND”

(Bridge, edge,)
(handsome,grandson,sandwich,Wednesday)

(d) Silent T

In some words the letter T is silent. In some originally

French words, there is a silent T at the end. (castle,
chestnut, Christmas, fasten, listen, mortgage, often

ballet, buffet, valet, debut)

(e) Silent H

The letter H is sometimes silent when it is placed after

C “CH” (character, charisma, chorus, echo) and it is
always silent when it appears after some consoant
“GH,WH,RH”

(ghost, rhythm, what, when, where, while, white,

why)

(f) Silent K

The letter K is silent when it appears at the beginning

of a word followed by N “KN”

k+n = /n/.
 21
(knee, knew, knife, knight, knit, knock, know,
Knowledge)

(g) Silent W

w+r=/r/

If the word begins with wr, w is silent. But that's not

the only case where it is silent.

(wrap, wrist, wrinkle, wreck, write,wrong, answer,

towards, two

Whether, whole, who, whom)

(h) Silent L

l+m = /m/

Sometimes L is not pronounced when it is combined

with m. But there are more words where it is silent.

(balm, calm, palm, almond, salmon)

(calf, half, chalk, walk,talk, could, should, would,

colonel)

(i) Silent G

g+n = /n/

If the word ends in “GN”, g is often silent. (align,

campaign, design, foreign, reign, sign)

And it also usually silent when it appears before H

“GH”

(High, light, fight, right, night,might)

(j) Silent N

m+n = /m/

There are some words with “MN” combination where

N is not pronounced.
22
(autumn, column, condemn, hymn, solemn)

(k) Silent P

The letter P is often silent at the beginning of a word

followed by S “PS”.

(Psychology, psychotic)

Podhaizer defines, “Silent letters are letters that are

not heard making their „usual‟ sound in a word as silent.”15 It
is understandable that silent letters create a discrepancy
between an English word's pronunciation and spelling.
When students attempt to write a word that they have only
heard spoken, they can ignore the letter since they did not
hear it spoken. In the same way, students who have seen a
word written down could attempt to say a silent letter out
loud.
2. SupraSegmental Aspect
As the name suggests, suprasegmental aspects are
characteristics of speech that typically relate to phonemes, or
groupings of segments. In English, emphasis, intonation, and the
way sounds shift in connected speech are all significant
characteristics.16

a) Intonation

The term intonation refers to the pitch changes of our voice

when we speak. It is an essential component of how we
communicate our ideas and helps us comprehend those of
others. Although it is primarily an unconscious process,
humans are highly sensitive to this aspect of language.

b) Stess

Every word has a distinct syllable, and each word has a

syllable that sounds louder than the others. The stressed
syllable is the one that is signified by a stronger sound of

15 Phadoizer, Painless Spelling, Baron‟s Ed (New York, n.d.), 88.

16 Gerald Kelly, Op. Cit., n.d., 3.
 23
isolation, each stressed syllable of a word has a change in
pitch, or the loudness of the speaker's voice, as well as a
lengthened vowel sound. Words can have stress on their
first, middle, or last syllable.

c) Connected Speech

Speech that is connected When spoken language is

examined as a continuous sequence, as it is in everyday
speech and conversation, it is referred to as connected
speech.17 Segments of vowels and consonants unite to form
syllables, which then combine to form words, which then
combine to form phrases and sentences.18

Researcher employed segmental aspects, particularly

silent letters, to teach pronunciation to students based on the
previously provided explanation of segmental and
suprasegmental characteristics. By deciding to use songs to
teach pronunciation while focusing on the silent letter
component. The purpose of research is to determine the
effectiveness of English songs to teach students
pronunciation.

3. Concept of Pronunciaton mastery

Transmission of information from the sender to the
recipient, or the other way around, is the fundamental function
of communication. In this sense, there should be greater
emphasis placed on the capacity to comprehend linguistic
manifestations. However, the process of understanding has
proven to be difficult. applying and becoming proficient in the
language without any understanding of the system. Therefore,
it may make communication difficult. Additionally, the
majority of language learners struggle greatly with verbal
communication skills. The lack of appropriate tools and a
mindset that discourages speaking practice may be the root
cause of the speaking skill issues that exist. Therefore, students

17 David Crystal,op. cit, 66.

18 David Crystal, 247.
24
should be able to exercise the language in a variety of contexts
and use it naturally.19 However, the student finds it difficult to
speak English since they have never had the opportunity to
study it, which hinders their capacity to speak. Additionally,
because the material could not be available or might not be
suitable for the children to have, the pupils are less tainted by
the actual learning. Foreign language acquisition is an
extremely important issue that should not be disregarded.
Speaking is now a skill that needs to be practiced in all
situations, with a sound plan that makes it an active skill that
can be attained. Speaking a language in a presumably decent
way is related to one's capacity to utter it. There is no denying
that having perfect pronunciation is crucial to speaking
fluently. However, there is actually a wide range of natural
pronunciation variations. A few things have contributed to it,
including social context, geography, listening influence, and
mother tongue_cultural influence. The main factors preventing
students from mastering pronunciation are also the lack of
useful and relevant materials for them. However, being able to
pronounce words correctly in English requires that pupils also
be able to distinguish between alternative pronunciations (or at
least non-standard ones) and their own subtle understanding of
speech. Pronunciation mastery is the capacity or state to
comprehend and generate English pronunciation correctly
under all circumstances.
1) Teaching Pronunciation

The majority of non-native English speakers acquired

their language skills through formal education, and
consequently, they are all literate. Write and read abilities
are present. This is not the same as the condition in nations
where English is the primary language. They first pick up
on the words' pronunciation, intonation, and other
suprasegmental aspects before learning their spelling.

19 Geoffrey broughton, Teaching Englis as a Foreign Language, 2nd Ed, n.d.,

82.
 25
According to Harmer20, teaching pronunciation to students
can significantly improve their speaking abilities in
addition to educating them about various sounds and
sound characteristics and their meanings. Students are
made aware of the locations of stressed words by focusing
on sounds and demonstrating how they are produced in the
mouth. Put another way, they are assisted and given
additional knowledge about spoken English by all of these
things. However, Dalton21 as cited in Ratnasari also stated
the importance of students to be aware of the
pronunciation elements. When it comes to a language
teaching, it is important to note that there is a difference
between what is effective as a point of reference or set of
bearings for learning (let us call this a model) and what is
presented as an attainable behavioral target (let us call this
a norm). The task of pronunciation teaching, as in the
teaching of any other aspect of language, is (in these term)
to establish models for guidance, not norms for imitation.

4. Concept of Media
In general, teachers use media to effectively instruct and
motivate their students to learn. as stated by Kozma, media
learning is a complementary process in which processes are
carried out and representations are created, sometimes by the
medium and other times by the learner.22

a. Definition of media

The media is a significant tool for teaching English and

helps in the learning process, particularly when it comes
to pronunciation. It is impossible to overestimate the
importance of media in the teaching and learning process.

20 J. Harmer, The Practice of English Language Teaching (London: Longman

Group, n.d.).
21 H. Ratnasari, Song to Improve the Students‟ Achievement in Pronuncing
English Words. (Semarang: semarang state university, n.d.).
22 Robert B Kozma, “Learning with Media Robert B. Kozma University of
Michigan,” Review of Educational Research 61, no. 2 (1991): 179–212,
http://www.ncbi.nlm.nih.gov/pubmed/8800464.
26
Without the use of media, learning would be boring. The
use of media to enhance learning both within and outside
of the classroom may be advantageous for almost every
discipline. Research indicates that people acquire new and
abstract concepts easier when they are presented in both
spoken and visual forms. Salomon at the Ritakumari.23

1) Type of Media

There are six basic of media.24 They are as follows:

a. Text

Text is often used in educational settings. It is made

up of alphanumeric characters that can be shown on
books, posters, newspapers, magazines, etc.

b. Audio

Another medium that is frequently employed in

education is audio. It is made up of either live sound
or recorded sound, such as music, audio books,
teachers' voices, noises, and so on.

c. Visual

Visual media communicate through seeing. It includes

a variety of media, including comics, cartoons, still
photos, and drawings.

d. Motion

One kind of media that offers a moving medium is

motion. Motion media includes examples like films,
animations, and videos, among others.

23 Singh Ritakumari, “Educational Media in Teaching Learning Process,”

Bhartiyam International Journal of Education & Research 8, no. Iii (2019): 7,
http://www.gangainstituteofeducation.com/documents/Singh-Ritakumari.pdf.
24 Yuliana, “The Influence of Using Audio Visual Media towards Studets‟
Listenibg Comprehension at the Eleventh Grade of man central lampung in the
Academic Year 2014/2015” (uin raden intan lampung, 2015).
 27
e. Manipulative

Real objects and models are included in the word

"manipulative..." Three dimensions are proposed, and
it is perceptible.

f. People

People are the last category of media. Here, "people"

refers to everybody involved in the teaching and
learning process, including students and teachers.

In this study, the researcher used motion media

because the reseacrher used song media for research
and songs are included in motion media which
includes video and sound.

2.) Advantage of Using Media

The use of media in educational activities has some

benefits.25 The list is as follows:

a. Improving the experience of students

b. Providing a window of awareness for pupils to their

surroundings

c. Aiding the learner in comprehending the course

information.

d. Increasing the comprehension of students

e. Increasing pupils' desire to learn

f. Developing a methodical approach to education

5. Concept of Song
Experts have provided some definitions regarding songs.
And Jamalus is one of them. According to Jamalus, songs that
are sounded (sung) with the use of musical instruments can be

25 Nuhung ruis Et Al, Instructional Media (jakarta: center for delelopment

and empowerment of teacher and education personnel, 2009), 17.
28
considered works of art.26 To put it another way, a song is a
collection of lyrics, a little poetry, etc. that are meant to be
sung, typically to music. Hornby, on the other hand, defines a
song as a brief poem or many verses arranged to music with
the intention of being sung.27

The researcher comes to the conclusion that a song is a

type of art work that is meant to be sung with or without
instrumental accompaniments after looking up a few
definitions connected to the song above. Additionally, it is
said that a song is a musical work that typically has
instrumental accompaniment and vocal portions (lyrics) that
are performed (sung) (a cappella song would be an
exception).

Songs usually have poetry, rhyming lyrics, though they

can also be free-form prose or religious verses. The term
"song" is occasionally used colloquially to refer to any
musical work, even ones without vocals. This usage is
erroneous by definition. A piece of music without vocals may
be referred to as a song in popular music genres, but it is more
commonly considered an instrumental.28

a. The Elements of Song

When a song is played, people pay attention to both the

melody and the lyrics. They take pleasure in the rhythm,
expression, and harmony. It implies that a song is an
amalgam of several musical components. There are two
types for musical elements: primary elements and
expressiveness elements.

The primary elements make up the first category. It

has lyrics, melody, harmony, and rhythm. The length of

26 jamalus, Pengajaran Musik Melalu Pengalaman Musik (sribd, 2010), 5,

http://www.scribd.com/doc/37575165/6/AMusik.
27 A.S Hornby, “Oxford Advance Learners Dictionary,” Oxford Univercity
Press, 1995, 56.
28 NCCS, “Element of Music and Vocabulary Terms,” the compositional
building of music, n.d., 2–3.
 29
time that the sounds move is known as rhythm. It takes
center stage in musical compositions. It's comparable to
word sounding. There may be pauses in between the
reading of lengthy and brief letters. It implies that you
can step to the music using rhythm. Stretch sounds are
arranged to create melody. The unification of two or more
tones played together at differing levels is known as
harmony. Lyrics are the last; they can be thought of as
musical sentences. The expression elements make up the
second category. Using vocal color, dynamics, and
tempo, the musicians convey their thoughts and emotions
through their music. To write a song, one needs all of the
following components.29

1) Kind of Song

There are a wide variety of musical genres in the

world. Refer to the description below for a classification
of the different types or genres of music:

(a) Pop

Pop music is a type of popular music that began in

the middle of the 1950s in the United States and the
United Kingdom in its current form. Pop music and
popular music are frequently used synonymously. Pop
music frequently incorporates elements from different
genres, including country, latin, rock, dance, and
urban.30 Pop music is characterized by its desire to
appeal to a broad audience rather than a specific
subculture or ideology and by emphasizing skill above
formal artistic attributes. Pop music has a number of
singers, including Adele, Michael Jackson, Westlife, and
others.

29 jamalus, Pengajaran Musik Melalu Pengalaman Musik, 7.

30 Catherine schmidt and jones, “Understanding Basic Music Theory,” Rice
Univercity,Houston, 2007, 93.
30
(b) Jazz

Jazz is a musical that emphasizes rhythmic intensity

and improvisation. Jazz performers primarily express
themselves through improvisation, which calls for
creativity and the ability to compose music on the
moment. Jazz music is characterized by improvisation,
syncopated rhythms, distinct tones, and a swinging vibe.
Jazz artists create brief melodies or riffs to accompany
the harmony by utilizing the song's current chords.
Some Indonesian vocalists possess the capacity to
perform jazz songs, such as Indra Lesmana, Bubi Chen,
Pra Budi Dharma, and others.

(c) Rock

Rock music is a fast-paced, straightforward musical

style performed and sung by a group of individuals
using an electric guitar and drums. Rock music is
characterized by a few things, including electric guitar
playing that is heavily reliant on feedback and big
effects, hovering musical themes, complex song
structures like irregular tempos or chords, and dark
lyrics about things like death, murder, and loneliness or
humorous lyrics about the experiences of the
musicians.Certain vocalists sing in the rock genre,
including Judika, Elvis Presley, and Ahmad Albar.

(d) Hop

Hip-hop music or it can be called as rap music

consists of a stylized rhythmic music that commonly
accompanies rapping, a rhythmic and rhyming speech
that is chanted.The characteristic of hip-hop music is a
beat music, the lyrics that contain yelling protest and
the most distinctive and important of hip-hop music is
the bottom line of rap.There are some singers who sing
hip-hop song, they are:Nas, Dr. Dre, J. Cole, Drake,
and etc
 31
According to the description of the song genre,
there are actually many other song genres that can be
categorized, however the researcher only included
four. Pop music was selected for this study based on
the result of the student‟s questionnaire which
concluded that students liked the pop music. The
researcher has written about the following explanation
in order to address this one. Here, the researcher would
rather select songs in English. Because students can
easily listen to that tune. The researcher exclusively
concentrates on a single genre of song because it helps
students better absorb the song's message. Trapp
concurs, pointing out that the more repetition pupils
receive, the more probable it is that they will remember
the lesson.31 In addition, the researcher thinks the song
has a clearer pronunciation and is easier for beginners
to grasp.

6. Concept of English Song

In addition to being used to entertain students in the
classroom, English songs are beneficial for learning since they
promote relaxation and easeness in the learning process. Songs
are real resources that can inspire students to study English,
claims Pimwan.32 Because songs promote a good emotional
attitude toward language learning, they can provide students
with a great deal of motivation during a class. Singing helps
students understand the content more easily, and it might be a
different approach to help them pronounce words correctly.

31 Claudia S. Salcedo, “The Effects Of Songs In The Foreign Language

Classroom On Text Recall, Delayed Text Recall And Involuntary Mental Rehearsal,”
Journal of College Teaching & Learning (TLC) 7, no. 6 (2010),
https://doi.org/10.19030/tlc.v7i6.126.
32 Adelia Yusmita and Nike Angraini, “The Effects of English Songs on the
Seventh Grade Studentsâ€TM Pronunciation Achievement in Smp Srijaya Negara
Palembang,” Global Expert: Jurnal Bahasa Dan Sastra 6, no. 1 (2017): 15,
https://doi.org/10.36982/jge.v6i1.259.
32
Students learn content more easily through songs, which
can also be a different approach to help them pronounce words
correctly. Music is enjoyed by anyone, and students are not the
only ones who enjoy listening to it. When English is
enjoyable, children discover that it's not a tough subject,
making it useful for them in the classroom. According to Lo
and Li, songs are an important part of what inspires students to
learn English.33
This reasoning leads us to the conclusions that children are
great song responders and that music is a universal language.
Students enjoy joining in on songs with their classmates,
teachers, or other adults. This is an enjoyable method for
students learning English to get better at the language.
This can be a useful tool for teaching language and
promoting cross-cultural understanding at the same time.
Positive sentiments regarding English can be created through
music, which is a powerful medium. In addition to serving as
helpful educational tools for students, songs may also build an
enjoyable and cheerful atmosphere in the English classroom.
Singing throughout the teaching process is seen to be an
efficient way to encourage students to get better at english and
to learn on an active level.
a. Advantage and Disadvantage of using English Song

1) Advantage

Orlova lists the following advantage of using songs in

the classroom:

a. Be aware of the English language's rhythm, stress,

and intonation pattern.

b. Vocabulary lessons, particularly during the

vocabulary reinforcement phase.

33 Hermansyah Hermansyah, Cici Handayani, and Dewi Wulandari, “The

Effectiveness of English Songs in Teaching Pronunciation To Elementary School
Students in Sd Bintang Pertiwi,” Aicll: Annual International Conference on
Language and Literature 1, no. 1 (2018): 44, https://doi.org/10.30743/aicll.v1i1.6.
 33
c. Grammar instruction. Teachers particularly like
songs in this regard while examining the use of
tenses.

d. Giving speaking lessons. Songs are used, and mostly

their lyrics, as a starting point for class discussions.

e. imparting listening skills. Listening to music can aid

with comprehension.
f.
Encouraging writing abilities. A song can be utilized
in many different ways for this goal, such as making
predictions about the characters' futures or sending a
letter to the main character.34

2) Disadvantage

The following disadvantages such as:

a. Using songs to teach speaking requires more time

during regular meetings.When teachers wish to
provide the materials that correspond with the
syllabus, it can be a period when the learning process
is not as successful.

b. Although it is also thought of as a fun activity for the

students, it could endanger the classroom environment
and undermine the regular orderly procedures.
Actually, there are advantages and disadvantages to
every tactic, medium, procedure, and phase.
Therefore, in order to increase the effectiveness and
success of the strategy's application in the teaching
process, it is crucial that the teacher weigh all of its
advantages and disadvantages.

b. Procedure of using English song

A song can be a powerful stimulus to improve students‟

pronunciatin precisely because it speaks directly to our

34 Hermansyah, Handayani, and Wulandari, 45.

34
emotion while still allowing us to use our brain to analyze
it. Harmer stated “A piece of music can change the
atmosphere in a classroom or prepare students for new
activity. It can amuse and entertain, and it can make a
satisfactory connection between the world of leisure and the
world of learning”.35 An enjoyable way to learn English like
pronunciation, stress and intonation is by listening and
singing songs. For most students, singing is much easier
than talking. This makes song useful for practicing difficult
sound and also helping students to learn English. Repetition
is part of an activity. Moreover, songs can drive students
away fromboredom in learning. Therefore, singing a song
can be a solution to motivate students.

To applying a song in class, the researcher must plan

how to use the song, the researcher was used the procedure
carried out by Ur and Wright as follows:36

(a) Preparation: select a song that has been specified in any

application on your cellphone, choose one that already
has lyrics so you can sing.

(b) Procedure: first, play a song on your cellphone to sing to

yourself; second, read the song lyrics; third, ask students
to follow the words; fourth, sing while playing it again.

Before that, the researcher would tell students that they

would learn pronunciation using English songs. The song
was chosen based on the students' learning needs according
to the results of the questionnaire, that they had difficulty
pronouncing English words containing silent letters.
According to the recommendation of the English teacher
there, researcher can use modern song that have polite lyrics
and contain the words that wouuld be teach and based on
the result of the students‟ questionneir . So the researcher

35 Harmer,op.cit.75.
36 Wright Ur,P.,& A, Teaching Listening Comprehension. (Cambridge:
Cambridge Univercity Press, n.d.).
 35
will prepare several songs namely HOW FAR I‟LL GO By
Alessia Cara (Moana OST), WILD FLOWER By Billie
Eilish and the last is DIE WITH A SMILE By Bruno Mars.

7. Shadowing technique
a. Definition of Shadowing Technique

There are many ways English teachers commonly

apply to teach English pronunciation. However, there is
one more sophisticated technique of teaching English
pronunciation, but this one is quite rarely practiced by
teachers of English as a foreign or second language. This
one is called shadowing technique. One of the reasons is
that this technique is quite challenging for students to be
applied. Initially, shadowing technique was designed to
improve the ability to hear and speak according to
Yajima. This technique was introduced in Japan in 1970s.
In order to attract students, it took about twenty years for
this technique to be pedagogically recognized in the realm
of language education such as English as a foreign
language. Tamai once defines shadowing technique as a
listening exercise in which students trace the words that
are heard and repeat them as precisely as possible while
listening attentively to the upcoming information.
Baddeley once said proposes a working memory model
that clearly illustrates the mechanism of maintaining
memory and recognizing sounds. According to the
working memory model, shadowing is a process of
intense cognitive work rather than just the act of imitating.
When the input of utterances is received, the
subvocalization of the utterances will be stored in short-
term memory for approximately two seconds, and this
input will not last. Shadowing technique utilizes the
ability of short-term memory with this short duration as a
medium to facilitate pronunciation and to practice fast
response to process and to produce speech again. This
short-term memory in the context of sub-vocalization of
36
information is called the phonological loop. The following
figure presents the phonological loop system.

b. Types of Shadowing

Hamada illustrated the shadowing technique process

as follows:

Shadowing (on-line): no pause.

Time : ------------------------------------------------>
Audio : Happiness is not by chance, but by choice.
Students : Happiness is not by chance, but by choice.

Shadowing (off-line): with pause.

Time : ------------------------------------------------>

Audio : Happiness is not by chance, but by choice. 37

Students : Happiness is not by chance, but by choice.
Also types of shadowing according to Hamada:
a) Standard shadowing: Simultaneously repeat what you
hear.
b) Mumbling: Shadow in a quiet voice.
c) Text-presented shadowing: Shadow using scripts.
d) Pre-shadowing: Shadow before learning the contents.
e) Post-shadowing: Shadow after learning the contents.
f) Self-monitoring shadowing: Record and review one„s
shadowing.
g) Pair-monitoring shadowing: Monitor the pair„s
shadowing.
h) Prosody shadowing: Shadow attending to prosody.

37 Hamada. Y., “Shadowing: What Is It? How to Use It? Where It Will Go?,”
2019, 387.
 37
c. The Procedure of using Shadowing Technique
According to Hayakawa as cited in Sugiarto, there are
steps in the application of the shadowing technique as
follows:
1. Listening to the given audio.
2. Viewing the script of the audio and marking the
pronunciation aspects while listening.
3. Trying to mumbling or shadow the audio with a low
voice while listening.
4. Viewing the script of the audio and learning parts that
are not understood yet.
5. Searching for the meanings of difficult words or
phrases in dictionaries.
6. Trying to shadow the audio using all aspects of
pronunciation as similarly as possible to the audio
without bringing students' accents.
7. Shadowing smoothly and understanding the contents of
the audio well.
8. Reviewing and making improvements.

d. The Benefit of using Shadowing Technique

In learning English in Indonesia, the use of this technique
is less familiar; however, in teaching English in Japan this
technique has often been applied. Below are some of the
benefits of using the shadowing technique obtained by
Japanese:38
1. Shadowing assists follow the fast speech.
2. Shadowing assists concentrate on listening.
3. Shadowing creates more practice opportunities.

38 Hisaoka Thishio, “On the Use of Shadowing for Improve Listening

Ability: Theory and Practice,” n.d., 19–20.
38
4. Shadowing motivates learners.

e. The Advantages and Disadvantages of Shadowing

Technique
1. The Advantages of Shadowing Technique
As a technique in English, shadowing has some
advantages. Someya demonstrated that shadowing can
help learners acquire prosodic features of a language,
which creates a basis to improve listening skills.39 It
means shadowing is useful in learning process,
especially in listening. It is not impossible to enhance
this technique to increase students„ speaking
performance, because listening and speaking are
related. Shiota also explains the advantage of
shadowing technique from Tamai. He assumed that
learners begin to pay more attention to their learning
process than before because the repetition feature of
shadowing provided learners with clear progress. He
concluded with the idea that shadowing can increase
students„ attention in learning process because students
need to listen it and understand it so they can do repeat
whats the speakers say.

2. The Disadvantages of Shadowing Technique

As a technique, shadowing also has disadvantages.
Referring to Dollerup and Loddegaard, shadowing
exercises are purely mechanical exercises which, by
teaching students to parrot words, are apt to reinforce
their natural tendency to stick too closely to the speaker„s
words.40 In other words, shadowing technique is claimed
as too simple‖ technique because it makes the students
only imitating the speaker. They cannot speak as their
way.

39 Khazuko Shiota, “The Effectiveness of Shadowing on Students‟

Psychology in Language Learning,” 2012, 79.
40 Teaching Translation and Interpreting (Amsterdam: John Benjamins
Publishing Company, 1992).
 39
Reflects from that, teacher should be creative to cover it.
When teacher decided to use this technique, it is better
for the teacher to be more open-minded. It means the
teacher gives an opportunity to the students to improve
their way of speaking. Not only 100% imitating the
native speaker, but also improve their own speaking
colour as long as the grammar and pronunciation are
right.
8. Concept of Textbook
It can not be denied that this textbook is the main thing that
supports the learning process. Teachers in Indonesia in
various institutions and educational levels mostly use
textbooks to support the learning process. Pingel also said that
Textbooks are one of the most important educational inputs:
texts reflect basic ideas about a national culture, and textbooks
are often a flashpoint of cultural struggle and controversy. 41
Min also has an opinion that text books are books designed for
classroom use, meticulously compiled and prepared by experts
or subject matter experts, and outfitted with appropriate and
harmonious teaching tools.42 Then Cunningsworth said in Tok
it was textbook as a source in presenting material, a resource
for students practice and do activities. They also provide
resources for students on grammar, vocabulary, and
pronunciation. Moreover, the textbook functions as a syllabus
and self-Study resources for learners. They also serve as
support for starters teachers who have not yet gained self-
confidence.43

Therefore, from the definition of textbooks above,

researcher can conclude that textbooks are one of the most
important thing when teachers teach their students. Textbooks
not only function as a guide for teachers during the teaching

41 Falk Pigel, Unesco Guidebook on Textbook Research and Textbook

Revision 2nd Revised and Update Edition (paris: Braunschweig, n.d.).
42 Mas min, “Pengertian Buku Teks Menurut Para Ahli,” n.d.
43 HidayetTok, “TEFL Textbook Evaluation: From Teachers‟ Perspectives,”
Educational Research and Review 5 (n.d.): 510.
40
and learning process, but also help teachers in conveying
knowledge to their students.

9. Frame of Thinking
Speaking another language is not as simple as we might
think, it takes time for someone to fully comprehend. This
procedure takes time and involves several types of methods. A
method that can be employed is the usage of English songs.
Students are more motivated to practice and memorize when
songs are included. Students can unconsciously learned
information more quickly when they use songs. Use a student
song, and when they sings it, absolutely repeat the words so
the student can learn to recite the words exactly and accurately
without even realizing it.

The other of the alternate methods a teacher might use to

help his or her students learn English pronunciation more
quickly is to teach pronunciation through song. Students will
become bored if textbook pronunciation lessons are used since
they will only be reading words without being able to mimic
someone who can pronounce English words correctly.

B. Hypothesis
Based on the frame of thinking, the researcher formulated the
hypotheses as follow:

Ha : Is there any significant effect of using English song

towards students' pronunciation skill at the second
semester of the eleventh grade of SMA SWADHIPA
NATAR

Ho : Is there no significant effect of using English song

towards students' pronunciation skill at the second
semester of the eleventh grade of SMA SWADHIPA
NATAR
 CHAPTER V
CONCLUSION AND RECOMMENDATION

A. Conclusion
At the end of the research, the post-test was given to
measure the effectiveness of English songs on students„
pronunciation at both classes after treatments done the mean
score of post-test in experimental class was 79.21 and the
mean of post-test in control class was 70.39. It can be seen
that the students„ post-test score in experimental class was
higher than students„ post-test score in control class.

In the previous chapter, the data was statistically

analyzed. The result of the data analysis can be seen from Sig.
(Pvalue) = 0.000 < α = 0.05. So, Ho is rejected and Ha is
accepted. Based on the computation, it can be concluded that
there is a significant effect of English songs on
students„pronunciation at the first semester of eleventh grade
at SMA Swadipa Natar high school in the academic year of
2023/2024.

B. Suggestion
From the research of finding above, the researcher
proposed some suggestions after finishing this research, as
follows:

1. Suggestion for English Teacher

a. The teacher is suggested to be more active to motivate

the students in learning English. So, the teacher gives
the students„ opportunity to speak up in front of the
class.

b. The creativities use an aid to teach the material in

order to make the students feel interesting, enjoy, and
high motivation in learning process.

67
68
2. Suggestion for the Students

a. The students should more pay attention and be serious

in teaching learning process. (Especially when the
teacher explains about new material in the beginning).

b. The students should learn and practice more with

English song as a media to increase their
pronunciation mastery.

3. Suggestion for the next Researcher

For the next researcher, it is recommended that they

applied English song as a media to teach other skills, such as
speaking, listening and writing. In addition the next
researcher can use Englishn songs as a media to teach senior
high school at different levels and skills
 69

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Appendix 1
INTERVIEW SCRIPT FOR THE TEACHER

Interviewer : Rachel Fadilla Yulia Salim

Interviewer : Suarni S.Pd.

Date : on Sunday, November 13th, 2023

Place : SMA SWADHIPA NATAR

Rachel: Assalamualaikum Miss, Saya izin mau

mewawancarai Miss selaku Guru bahasa inggris di SMA
SWADHIPA NATAR. Apakah Miss bersedia?

Miss Suarni: Oh iya nduk boleh

Rachel : Oke Miss, apa saja kesulitan umum yang

Miss temui saat mengajar siswa dalam kelas?

Miss Suarni: Masalah yg saya temui yang pertama dan

paling sering itu pronunciation ya, dari zaman angkatan
kamu sampai sekarang masih sama. Lalu mereka juga
kurang menguasai vocabulary,yang artinya kalau tidak
punya kemampuan vocabulary otomatis mereka tidak
mengerti cara mengucapkan. Contohnya kaya kata KNOW
sama NOW terus WOULD sama COULD,itu mereka masih
kesulitan dan kebingungan mungkin karena dalam bahasa
inggris ada perbedaan dalam penulisan kata dan cara
pengucapannya ya nduk.

Rachel: Iya betul itu Miss, lalu bagaimana Miss menilai dan
mengidentifikasi tingkat pemahaman siswa terhadap
pronunciation dalam kelas Bahasa Inggris?

Miss Suarni: Saya menilai tentang pronuncuation siswa

74
 75
pada saat mereka saya tes membaca. Biasanya saya tes maju
kedepan untuk membaca sebuah kalimat,lalu setelah siswa
selesai membaca saya jelaskan jika ada kesalahan dan saya
praktikan cara yang benar dalam pengucapan kata tersebut .

Rachel: Apakah ada media khusus yang Miss gunakan

untuk mengajar dikelas?

Miss Suarni: Selain pakai textbook/buku cetak,saya kadang

perdengarkan suara native dalam pengucapan sebuah kata
yang sedang kami pelajari bersama, agar siswa bisa meniru
dan mengingat.

Rachel: Menurut Miss apakah media suara native itu efektif

Miss?

Miss Suarni: Kurang sih menurut saya, karna mungkin

suara native kan cuma sekedar suara yang sebenarnya sama
saja kaya saat saya yang mencontohkan ya nduk gak ada ciri
khas nya gitu. Tapi ya ada beberapa siswa yang nyantol juga.

Rachel: oh gitu ya Miss, kalau media lagu bahasa inggris

apakah Miss pernah menerapkan nya di kelas?

Miss Suarni: Belum sih nduk,paling ya itu suara dari native

aja.

Rachel: Berarti siswa di kelas Miss belum pernah ya Miss di

ajar menggunakan media lagu bahasa inggris?. Bagaimana
pendapat Miss kalau saya berniat mengadakan penelitian di
kelas menggunakan lagu bahasa inggris untuk melihat
adakah ke efektifan dalam kelas?

Miss Suarni: Iya belum penah. Oh kayanya bagus itu

nduk,karena kan siswa di kelas mengeluh kesulitan dan
merasa gak terbiasa bicara inggris makanya mereka sering
salah pronunciation. Mungkin kalau pakai lagu mereka bisa
76
mengikuti penyanyi nya sambil enjoy the music tanpa
merasa terbebani.

Rachel: iya Miss tujuannya itu siapa tau siswa jadi terbiasa
karena sering dengar lagu terus mengikuti, terus miss apakah
saya boleh minta saran dari miss lagu yang seperti apa yang
bisa saya pakai untuk mengajar dikelas miss?

Miss Suarni: Lagu yang sering anak sekolah dengar aja

nduk,yang modern gapapa. Tapi pastikan yang bahasanya
sopan dan mengandung kata yang mau kamu teliti. Kalau
boleh tau pronunciation di bagian kata yang seperti apa yang
mau diteliti?

Rachel: Sesuai yang kita diskusikan barusan Miss, dari yang

Miss infokan siswa sulit membedakan kata Know dan now,
dan sering salah dalam mengucap kata Would ,could. Kalau
diliat itu kata yang mengandung silent consonant yang
kebanyakan membuat siswa kesulitan ya Miss. Berarti saya
nanti meneliti apakah media lagu inggris efektif dalam
pembelajaran pronunciation siswa terutama dalam
pengucapan silent consonant.

Miss Suarni: ooh iya nduk bener itu.

Rachel: Baik Miss segitu aja yang saya tanyakan.

Terimakasih Miss

Miss Suarni: Iya sama sama.

 77
Appendix 2
RESULT OF THE INTERVIEW FOR THE TEACHER

Interviewer : Rachel Fadilla Yulia Salim

Interviewee : Suarni S.Pd.
Date : on Sunday, November 13th, 2023
Place : SMA SWADHIPA NATAR

NO Question Answer Conclusion

1 Apa saja Masalah yg saya temui Siswa kurang
kesulitan umum yang pertama dan menguasai
yang Miss paling sering itu vocabulary
temui saat pronunciation ya, dari dan adanya
mengajar siswa zaman angkatan kamu perbedaan
dalam kelas? sampai sekarang penulisan dan
masih sama. Lalu pengucapan
mereka juga kurang kata yang
menguasai menyebabkan
vocabulary, yang ketidak
artinya kalau tidak fahaman
punya kemampuan dalam cara
vocabulary otomatis mengucapkan
mereka tidak kata dalam
mengerti cara bahasa inggris
mengucapkan.
Contohnya kaya kata
KNOW sama NOW
terus WOULD sama
COULD,itu mereka
masih kesulitan dan
kebingungan mungkin
karena dalam bahasa
inggris ada perbedaan
dalam penulisan kata
dan cara
pengucapannya ya
nduk.
2 Bagaimana Miss Saya menilai tentang Menilai
menilai dan pronunciation siswa kemampuan
mengidentifikasi pada saat mereka saya siswa dengan
78
tingkat tes membaca. menyimak
pemahaman Biasanya saya tes siswa
siswa terhadap maju kedepan untuk membaca
pronunciation membaca sebuah
dalam kelas kalimat,lalu setelah
Bahasa Inggris? siswa selesai
membaca saya
jelaskan jika ada
kesalahan dan saya
praktikan cara yang
benar dalam
pengucapan kata
tersebut .
3 Apakah Selain pakai Menggunakan
ada media textbook/buku cetak, media suara
khusus saya kadang native sebagai
yang Miss perdengarkan suara media khusus.
gunakan native dalam
untuk pengucapan sebuah
mengajar kata yang sedang
dikelas? kami pelajari
bersama, agar siswa
ias meniru dan
mengingat.

4 Apakah Miss Belum pernah, hanyan Belum pernah.

pernah suara native.
menggunakan
media lagu
sebagai media
ajar di kelas?
5 apakah saya Lagu yang sering anak Lagu modern
boleh minta sekolah dengar aja yang sesuai
saran dari nduk,yang modern dengan siswa ,
miss lagu gapapa. Tapi pastikan namun memiliki
yang seperti yang bahasanya sopan lirik dan sopan
apa yang bisa dan mengandung kata dan mengandung
saya pakai yang mau kamu teliti kata yang aka
untuk diteliti.
mengajar
dikelas miss?
 79
Appendix 3
QUESTIONNAIRE GUIDELINES FOR THE STUDENT
IN PRELIMENARY RESEARCH

Jawablah pertanyaan dibawah ini berdasarkan kemampuan dan

pengetahuan kalian masing masing!
1. Apakah menurut anda pelajaran bahasa inggris itu sulit?
Jawab:
2. Apakah kamu menyukai lagu bahasa inggris?
Jawab:
3. Apakah menurut kamu membaca dan mengucapkan sebuah
kata atau kalimat dalam bahasa inggris itu sulit?
Jawab:
4. Apakah menurut anda membaca dan mengucapkan sebuah
kata atau kalimat dalam bahasa inggris itu sulit?
Jawab:
5. Lagu dengan genre musik apa yang paling sering kamu
dengarkan? mengapa kamu memilih genre musik tersebut?
Jawab:
6. Mengapa kamu memilih genre musik tersebut?
Jawab:
7. Apa yang kamu perhatikan ketika mendengarkan lagu bahasa
inggris? apakah lirik,pengucapan atau nada ?
Jawab:
8. Apakah kamu pernah mencoba menyanyikan lagu-lagu
bahasa inggris untuk memperbaiki pengucapanmu? jika IYA
apaka itu membantu? jika TIDAK mengapa?
Jawab:
80
9. Adakah artis atau penyanyi tertentu yang menurut mu
memiliki pronunciation yang sangat jelas dan mudah
dipelajari?
Jawab:
10. Sebutkan 3 judul lagu bahasa inggris kesukaanmu!
Jawab:
 81
Appendix 4

RESULT OF QUESTIONNAIRE FOR STUDENTS

82
83
84
85
86
Appendix 5
SYLLABUS OF ENGLISH COURSES
Education Unit : SMA Swadhipa Natar
Subjuct : English
Class : XI
Academic Year : 2023/2024
Kompetensi Inti :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran,
damai), santun, responsif dan pro-aktif dan menunjukan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam
serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, bertindak secara efektif dan kreatif, serta
mampu menggunakan metoda sesuai kaidah keilmuan.
 87

Kompetensi Materi Pokok Pembelajaran Penilaian Alokasi Sumber

Dasar Waktu Belajar

1.1 Mensyukuri Lagu Mengamati Pengamatan 2 x 2 JP  CD/

kesempatan (observations): Audio/
Fungsi sosial  Siswa mendengarkan lagu yang
dapat LCD
diperdengarkan Bukan penilaian
mempelajari Menghibur,
formal seperti tes,  Koran/M
bahasa mengungkap  Siswa menirukan model secara ajalah
tetapi untuk tujuan
Inggris kan perasaan, terbimbing. berbahas
memberi balikan.
sebagai mengajarkan a Inggris
pesan moral  Siswa mempertanyakan cara Sasaran penilaian
bahasa
menemukan informasi rinci dan adalah:  Buku
pengantar Unsur kesimpulan dari lagu tersebut lagu
komunikasi kebahasaan  kesantunan saat
bahasa
International Mempertanyakan (questioning) melakukan Inggris
yang  Kata, tindakan
ungkapan,  Dengan pertanyaan pengarah  Sumber
diwujudkan
dan tata dari guru, siswa terpancing  Perilaku dari
dalam
bahasa dalam untuk mempertanyakan pesan tanggung internet:
semangat
karya seni yang disampaikan dari lagu jawab, peduli,
belajar - www.dai
kerjasama dan
berbentuk  Siswa mempertanyakan cara lyenglish
2.2 lagu. cinta damai .com
menemukan informasi rinci dan
Menunjukka
 Ejaan dan kesimpulan dari lagu tersebut  Kesungguhan - http://am
 88
n perilaku tulisan Mengeksplorasi siswa dalam ericanen
tanggung tangan dan proses glish.stat
 Siswa melengkapi rumpang e.gov/file
jawab, cetak yang pembelajaran
pada lagu tersebut dengan s/ae/reso
peduli, jelas dan dalam setiap
ungkapan yang benar sesuai urce_file
kerjasama, rapi. tahapan
dengan model yang dipelajari s
dan cinta
 Ucapan,  Ketepatan dan
damai, dalam  Siswa membacakan teks lagu - http://lea
tekanan kata, kesesuaian rnenglish
melaksanaka dengan pengucapan dan
intonasi, dalam .britishco
n komunikasi tekanan kata yang tepat
ketika pengucapan uncil.org
fungsional
mempresenta  Siswa berdiskusi tentang pesan dan penyalinan /en/
3.12 sikan secara lagu yang didengar lirik lagu
Menyebutkan lisan
Mengasosiasi Portofolio
fungsi sosial
Topik
dan  Secara individu siswa  Kumpulan
kebahassaan Keteladanan membandingkan pesan yang kemajuan siswa
dalam lagu tentang terdapat dalam beberapa lagu berupa
perilaku yang yang dibaca/didengar kumpulan lagu
4.16 Menangkap
menginspirasi. yang disalin
pesan dalam  Siswa membuat kumpulan lagu- dengan tulisan
lagu lagu yang bertema perdamaian tangan beserta
dengan menyalin kesan terhadap
 Siswa mengaitkan syair lagu
 89
dengan ungkapan yang sudah lagu
dipelajari
 kumpulan hasil
Mengkomunikasikan tes dan latihan.
 Siswa mendemonstrasikan  Catatan atau
kemahiran mereka menyanyikan rekaman
lagu tersebut dengan penilaian diri
pengucapan dan tekanan kata dan
yang benar.  penilaian
 Siswa melaporkan kumpulan sejawat, berupa
lagu yang sudah dianalis pesan komentar atau
cara penilaian
di dalam lugu-lagu tersebut
lainnya
 Antar siswa melakukan penilaian
terhadap kumpulan lagu yang
dibuat.
90
Appendix 6

RENCANA PELAKSANAAN PEMBELAJARAN

(CONTROL CLASS)

Satuan Pendidikan : SMA Swadhipa Natar

Mata Pelajaran : Bahasa Inggris

Kelas : XI

Materi Pokok : fungsi sosial dan unsur kebahasaan

dalam lirik lagu dan menangkap makna terkait kehidupan
remaja

1. Kompetensi Inti

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran,
damai), santun, responsif dan pro-aktif dan menunjukan
sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan
bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural dan metakognitif berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri, bertindak secara
 91
efektif dan kreatif, serta mampu menggunakan metoda
sesuai kaidah keilmuan.

2. Kompetensi Dasar dan Indikator pencapaian kompetensi:

Kompetensi dasar Indikator pencapaian kompetensi

3.8 Menafsirkan 3.8.1 Mengidentifikasi fungsi sosial

fungsi sosial dari lirik lagu terkait
dan unsur kehidupan remaja
kebahasaan
3.8.2 Mengidentifikasi unsur
dalam lirik
kebahasaan dari lirik lagu
lagu terkait
terkait kehidupa remja
kehidupan
remaja 3.8.3 mengidentfikasi pesan tersitar
dalam lagu

4.8 Menangkap 4.8.1 Mencari makna kata dalam

makna secara lirik lagu terkait kehidupan remaja
kontekstual
4.8.2 Mencari makna lagu terkait
terkait
kehidupan remaja
dengan fungsi
sosial dan 4.8.3 Menjelaskan makna lagu
unsur dengan terampil
kebahasaan 4.8.4 Menyanyikan lagu dengan
lirik lagu intonasi yang benar
terkait
kehidupan
remaja

3. Tujuan Pembelajaran
Setelah mempelajari materi lagu, peserta didik dapat:
Pertemuan 1
1. Peserta didik dapat menjelaskan fungsi sosial dan unsur
kebahasaan dalam lagu “I HAVE A DREAM”
92
2. peserta didik dapat mengidentifikasi makna kata dalam
lagu “I HAVE A DREAM”
3. peserta didik dapat menyayikan lagu dengan pengucapan
dan intonasi dengan benar
Pertemuan 2
1. Peserta didik dapat menjelaskan fungsi sosial dan unsur
kebahasaan dalam lagu “I HAVE A DREAM”
2. peserta didik dapat mengidentifikasi makna kata dalam
lagu “I HAVE A DREAM”
3. peserta didik dapat menjelaskan makna lagu dengan
terampil
pertemuan 3
1. Peserta didik dapat menunjukan perilaku bertangggung
jawab
2. Peserta didik dapat memahami makna lirik lagu “I
HAVE A DREAM”
3. Peserta didik dapat membaca lirik lagu “I HAVE A
DREAM” yang terdapat silent consonant dengan
pengucapan yang benar

4. Materi Pembelajaran
Lagu “I HAVE A DREAM” by Westlife
Fungsi Sosial:
Mengungkapkan perasaan dan menghayati pesan moral.
Unsur kebahasaan:
1. Kata , ungkapan, dan tata bahasa dalam karya seni berupa
lagu
2. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
3. Pengucapan yang jelas dan benar saat mempresentasikan
secara lisan.
 93
E. Metode/Teknik/Model Pembelajaran
Metode : TBL ( Task Based Learning), diskusi,tanya
jawab,presentasi.
F. Media dan Alat Pembelajaran
Media:
1. Text book
2. Lirik lagu “ i have a dream”
G. Sumber Belajar
Lembar kerja siswa sumber: english skill for the future
H. Penilaian
1. Kompetensi sikap:
Lembar pengamatan sikap:

Kerjasama Jujur
Tanggung Percaya Diri
N Jawab
O Na B M M M B M M M B M M M B M M M
ma T T B K T T B K T T B K T T B K

D
s
t

Keterangan:

 BT (belum tampak) = skor 1

 MT ( mulai tampak) = skor 2

 MB ( mulai berkembang) = skor 3

 MK ( membudaya) = skor 4
94
2. Kompetensi pengetahuan
a. Teknik penilaian : tes tulis
b. Bentuk instrument :isian dan uraian
c. Kisi-kisi :

Penilaian Instrument Butir

instrument
Pertemuan Di sajikan kalimat Activity 1
1 rumpang dan tabel yang
berkaitan dengan lirik lagu
“i have a dream” , siswa
melengkapi dan
menuliskan kalimat
rumpang dengan benar
pada tabel.
Pertemuan Disajikan sebuah tabel Activity 2
2 yang berkaitan dengan
lirik lagu “ i have a dream
“ , siswa menentukan
makna stiap kata atau frasa
yang terdapat dalam tabel
dengan benar.
Pertemuan Disajikan lirik lagu “ i Activity 3
3 have a dream “ siswa
menjawab sejumlah
pertanyaan dengan tepat
yang berkaitan dengan
lirik lagu tersebut.
 95
3. Kompetensi keterampilan
a. Teknik penilaian : tes praktik (
unjuk kerja )
b. Bentuk instrument : membaca, menyanyikan, dan
mempresentasikan makna lagu “ i have a dream”
c. Kisi-kisi :
96
Appendix 7

RENCANA PELAKSANAAN PEMBELAJARAN

(EXPERIMENTAL CLASS)

Satuan Pendidikan : SMA Swadhipa Natar

Mata Pelajaran : Bahasa Inggris

Kelas : XI

Materi Pokok : fungsi sosial dan unsur kebahasaan

dalam lirik lagu dan menangkap makna terkait kehidupan
remaja

5. Kompetensi Inti

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran,
damai), santun, responsif dan pro-aktif dan menunjukan
sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan
bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural dan metakognitif berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri, bertindak secara
 97
efektif dan kreatif, serta mampu menggunakan metoda
sesuai kaidah keilmuan.

6. Kompetensi Dasar dan Indikator pencapaian kompetensi:

Kompetensi dasar Indikator pencapaian

kompetensi

3.8 Menafsirkan 3.8.1 Mengidentifikasi fungsi

fungsi sosial dan sosial dari lirik lagu
unsur kebahasaan terkait kehidupan remaja
dalam lirik lagu
3.8.2 Mengidentifikasi unsur
terkait kehidupan
kebahasaan dari lirik
remaja
lagu terkait kehidupa
remja
3.8.3 mengidentfikasi pesan
tersitar dalam lagu

4.8 Menangkap makna 4.8.1 Mencari makna kata

secara kontekstual dalam lirik lagu terkait
terkait dengan kehidupan remaja
fungsi sosial dan
4.8.2 Mencari makna lagu
unsur kebahasaan
terkait kehidupan remaja
lirik lagu terkait
kehidupan remaja 4.8.3 Menjelaskan makna lagu
dengan terampil
4.8.4 Menyanyikan lagu
dengan intonasi yang benar

7. Tujuan Pembelajaran
Setelah mempelajari materi lagu, peserta didik dapat:
Pertemuan 1
4. Peserta didik dapat menjelaskan fungsi sosial dan unsur
kebahasaan dalam lagu “How Far I‟ll Go”
98
5. peserta didik dapat mengidentifikasi makna dalam lagu
“How Far I‟ll Go”
6. peserta didik dapat menyayikan lagu “How Far I‟ll Go”
dengan pengucapan dan intonasi pada lirik yang
mengandung silent consonant dengan benar
Pertemuan 2
1. Peserta didik dapat menjelaskan fungsi sosial dan usur
kebahasaan dalam lagu “Die With A Smile”
2. peserta didik dapat mengidentifikasi makna dalam lagu
“Die With A Smile”
3. peserta didik dapat menyayikan lagu “Die With A Smile”
dengan pengucapan dan intonasi pada lirik yang
mengandung silent consonant dengan benar
pertemuan 3
7. Peserta didik dapat menjelaskan fungsi sosial dan usur
kebahasaan dalam lagu “How Far I‟ll Go and Die With
A Smile”
8. Peserta didik dapat mengidentifikasi lirik lagu yang
terdapat silent consonant
9. Peserta didik dapat membaca lirik lagu “How Far I‟ll Go
and Die With A Smile” yang terdapat silent consonant
dengan pengucapan yang benar

8. Materi Pembelajaran
Lagu “How Far I‟ll Go” by Alessia Cara
Fungsi Sosial:
Mengungkapkan perasaan dan menghayati pesan moral.
Unsur kebahasaan:
4. Kata , umgkapan, dan tata bahasa dalam karya seni berupa
lagu
5. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
 99
6. Pengucapan yang jelas dan benar saat mempresentasikan
secara lisan.

E. Metode/Teknik/Model Pembelajaran
Teknik: Shadowing technique
F. Media dan Alat Pembelajaran
Media:
1. vidio lagu/ audio/ mp3 lagu
2. lirik lagu
Alat:
1. LCD
2. Laptop
3. whiteboard.

G. Sumber Belajar
1. How Far I‟ll Go By Alessia Cara :
https://youtu.be/cPAbx5kgCJo?si=wrQjweuBSDemqMEr
2. Wild flower by billie eillish :
https://youtu.be/cPAbx5kgCJo?si=wrQjweuBSDemqMEr
3. Die With A Smile By Bruno Mars Ft. Lady Gaga :
https://youtu.be/OqvD4NC-s9E?si=rQAPQf5WezeDUWMo

H. Kegiatan Inti
Observasi
 Listening and understanding the given audio.
 Viewing the script of the audio and marking the pronunciation
aspects while listening.
 Viewing the script of the audio and learning parts that are not
understood yet.
100
Tanya Jawab
 Make questions related to the audio.
Eksplorasi
 Trying to mumbling or shadow the audio with a low voice
while listening.
 Trying to shadow the audio using all aspects of pronunciation
as similarly as possible to the audio without bringing
students' accents.
 Shadowing smoothly and understanding the contents of the
audio well.

Asosiasi
 Searching for the meanings of difficult words or phrases in
dictionaries with their chairmate.

Komunikasi
 Reviewing the error parts and making improvements
together.

I. Kegiatan Penutup
 Siswa bersama guru menyampaikan manfaat,
menyimpulkan hasil pembelajaran teks narrative.
 Siswa menyimak informasi mengenai rencana tindak
lanjut pembelajaran.
 Guru menutup pembelajaran.
 Siswa berdoa.

J. Penilaia Hasil Belajar

Students’ score= x100

 101
Appendix 8

Validation of the Instrument

SURAT KETERANGAN VALIDASI INSTRUMEN OLEH
AHLI

Yang bertanda tangan di bawah ini:

Nama : Suarni, S.Pd, Gr

Instansi : SMA Swadhipa Natar
Jabatan : Guru
Bidang : Pendidikan Bahasa Inggris

Akan memberikan penilaian terhadap instrument

penelitian yang telah dianalisis dalam skripsi yang
berjudul “The Effectiveness Of English Songs On Students‟
Pronunciation Of Eleventh Grade Studets‟ Of Swadhipa Natar
High School In Academic Year 2024/2025” oleh peneliti:

Nama : Rachel Fadilla Yulia Salim

NPM : 2011040135
Program Studi : Pendidikan Bahasa Inggris

A. PENGANTAR

Lembar validasi ini digunakan untukm memperoleh

penilaian bapak/ibu terhadap instrument penelitian yang
digunakan dalam penelitian ini. Saya ucapkan terima
kasih atas ketersediaan bapak/ibu untuk menjadi validator
dalam penelitian ini.
102
B. PETUNJUK

Petunjuk pengisian format penelaah butir soal:

Analisis instrumen berdasarkan kriteria yang tertera dalam
format!

a. Berikan tanda cek ( √ ) pada kolom “ya” jika

instrument sudah sesuai dengankriteria
b. Berikan tanda cek ( √ ) pada kolom “tidak”
jika instrument belum sesuaidengan
kriteria, kemudian beri catatan pada
kolom yang tersedia.
C. PENILAIAN

N K Y Tida Catat
o ri a k an
te
ri
a
1 Instrumen sudah sesuai √
dengan
kompentensi dasar dan
indikator
pembelajaran kelas XI.
2 Materi dan topik sudah sesuai √
denganjenjang sekolah.
3 Alokasi waktu sudah cukup. √
4 Instruksi mudah dipahami. √
5 Instrumen sudah sesuai dengan √
aspekyang akan diukur.
 103
Setelah memperhatikan hasil penelitian yang
telah dianalisis, makamasukanuntuk penelitian
tersebut adalah:

........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
Demikian surat keterangan ini dibuat agar dapat digunakan
dalam penelitian.

Natar, Senin 4 November 2024

Validator,

Suarni, S.Pd, Gr
NIY 02 2008 81 00093 1
104
Appendix 9
INSTRUMENT OF THE RESEARCH

PRE-TEST

SUBJECT : ENGLISH

SUBJECT MATTER : SONG

CLASS : XI

DURATION :3 MINUTES/STUDENT

INSTRUCTION :

Lyric for question number 1-15!

How far i’ll go

By: Alessia cara

I've been staring at the edge of the water

Long as I can remember, never really knowing why
I wish I could be the perfect daughter
But I come back to the water, no matter how hard I try
Every turn I take, every trail I track
Every path I make, every road leads back
To the place I know, where I can not go
Though I long to be
See the line where the sky meets the sea? it calls me
And no one knows how far it goes
If the wind in my sail on the sea stays behind me
One day I'll know
If I go, there's just no telling how far I'll go
Oh, oh, oh, oh, oh, oh, oh
Oh, oh, oh, oh, oh
 105
Oh, oh, oh, oh, oh, oh, oh, oh
Oh, oh, oh, oh, oh
I know everybody on this island
Seems so happy on this island
Everything is by design
I know everybody on this island
Has a role on this island
So maybe I can roll with mine
I can lead with pride, I can make us strong
I'll be satisfied if I play along
But the voice inside sings a different song
What is wrong with me?
See the light as it shines on the sea, it's blinding
But no one knows how deep it goes
And it seems like it's calling out to me, so come find me
And let me know what's beyond that line
Will I cross that line?
See the line where the sky meets the sea, it calls me
And no one knows how far it goes
If the wind in my sail on the sea stays behind me
One day I'll know how far I'll go

Choose the words which contain “Silent Consonant” in the

lyric above!
1. The word “could” in the lyrics above has a silent “L”. What
is the term used for this?

a) Voiceless consonant

b) Silent consonant

c) Vowel

d) Silent vowel

2. In which word is the "K" silent?

a) Sky
106
b) Know

c) Keep

d) Make

3. Identify the word with a silent "H".

a) Where

b) Watch

c) Behind

d) How

4. The word “design” contains silent consonants, which letters

are silent?

a) d

b) g

c) n

d) s

5. In which word is the “S” silent?

a) Sky

b) Inside

c) Cross

d) Island

6. In the word ” Though” in the lyrics, which consonant that is

silent?

a) gh

b) t

c) h
 107
d) th

7. In the word ” daughter” in the lyrics, which consonant that is

silent?

a) g

b) h

c) d

d) t

8. In the lyric “Has a role on this island”, which word that

contain silent consonant?

a) Island

b) Has

c) Role

d) This

9. In the word "why" in the lyrics, which consonant that is

silent?

a) w

b) Nothing

c) h

d) y

10. Choose the word where the "W" is silent.

a) Wrong

b) Line

c) Sail

d) Call
108
11. Please pronounce the word (WRONG) with the correct
sound!

12. Please pronounce the word (DESIGN) with the correct

sound!

13. Please pronounce the word (DAUGHTER) with the correct

sound!

14. Please pronounce the word (ISLAND) with the correct

sound!

15. Please pronounce the word (LIGHT) with the correct sound!
 109

Lyric for question number 16-20!

WILDFLOWER
By Billie Eilish

Things fall apart and time breaks your heart

I wasn't there, but I know
She was your girl, you showed her the world
You fell out of love and you both let go
She was cryin' on my shoulder, all I could do was hold her
Only made us closer until July
Now I know that you love me, you don't need to remind me
I should put it all behind me, shouldn't I?
But I see her in the back of my mind
All the time
Like a fever, like I'm burning alive
Like a sign
Did I cross the line?
Mm, hm
Well, good things don't last (good things don't last)
And life moves so fast (life moves so fast)
I'd never ask who was better (I'd never ask who was better)
'Cause she couldn't be (she couldn't be)
More different from me (more different)
Happy and free (happy and free) in leather
And I know that you love me (you love me)
You don't need to remind me (remind me)
Wanna put it all behind me, but baby
I see her in the back of my mind (back of my mind)
All the time (all the time)
Feels like a fever (like a fever), like I'm burning alive (burning alive)
Like a sign
Did I cross the line?
You say no one knows you so well (oh)
But every time you touch me, I just wonder how she felt
110
Valentine's Day, cryin' in the hotel
I know you didn't mean to hurt me, so I kept it to myself
And I wonder
Do you see her in the back of your mind?
In my eyes?
You say no one knows you so well
But every time you touch me, I just wonder how she felt
Valentine's Day, cryin' in the hotel
I know you didn't mean to hurt me, so I kept it to myself

16. Please pronounce the word (COULD) with the correct

sound!

17. Please pronounce the word (SHOULD) with the correct

sound!

18. Please pronounce the word (KNOW) with the correct sound!

19. Please pronounce the word (SIGN) with the correct sound!

20. Please pronounce the word (WHO) with the correct sound!
 111
Appendix 10

INSTRUMENT OF THE RESEARCH

POST-TEST

SUBJECT : ENGLISH

SUBJECT MATTER : SONG

CLASS : XI

DURATION :3 MINUTES/STUDENT

INSTRUCTION :

Lyric for question number 1-10!

Die With A Smile

By

Bruno Mars ft. Lady Gaga

I, I just woke up from a dream

Where you and I had to say goodbye
And I don't know what it all means
But since I survived, I realized
Wherever you go, that's where I'll follow
Nobody's promised tomorrow
So I'ma love you every night like it's the last night
Like it's the last night
If the world was ending
I'd wanna be next to you
If the party was over
And our time on Earth was through
I'd wanna hold you just for a while
And die with a smile
If the world was ending
I'd wanna be next to you
112
Ooh, lost, lost in the words that we scream
I don't even wanna do this anymore
'Cause you already know what you mean to me
And our love's the only one worth fighting for
Wherever you go, that's where I'll follow
Nobody's promised tomorrow
So I'ma love you every night like it's the last night
Like it's the last night
If the world was ending
I'd wanna be next to you
If the party was over
And our time on Earth was through
I'd wanna hold you just for a while
And die with a smile
If the world was ending
I'd wanna be next to you
Right next to you
Next to you
Right next to you
Oh-oh
If the world was ending
I'd wanna be next to you
If the party was over
And our time on Earth was through
I'd wanna hold you just for a while
And die with a smile
If the world was ending
I'd wanna be next to you
If the world was ending
I'd wanna be next to you
I'd wanna be next to you
 113
Find the words which contain “Silent Consonant” in the lyric
above!

1. In the word "know" in the song lyrics, the letter "k" is not
pronounced. What is the term used for this unpronounced
letter?

A. Silent consonant

B. Voiced consonant

C. Syllable

D. Vowel

2. In the word "what" in the song lyrics, which consonant is not

pronounced?

A. W

B. H

C. T

D. There are no unpronounced letters

3. In the word "night" in the lyrics, which consonant is not

pronounced?

A. H

B. G

C. N

D. Nothing

4. Which word does the letter H not pronounce?

A. While

B. happy

C. Hot
114
D. Nothing

5. In the lyrics "Fighting" in the song, there is a consonants that

is not pronounced. What is it?

A. G

B. N

C. GH

D. F

6. In the word "Through" in the song lyrics, which consonant is

not pronounced?

A. GH

B. T

C. Nothing

D. R

7. In the lyrics " Like it's the last night", there are word that
contain silent consonant. Which one are they?
A. like

B. last

C. it‟s

D. night

8 In the word "Know" in the song lyrics, which consonant is not

pronounced?

A. K

B. N

C. Nothing

D. W
 115
9. In the word "While" in the song, there is a consonants that
is not pronounced. What is it?

A. N

B. L

C. H

D. W

10. In the word "where" in the lyrics, which consonant is not

pronounced?
A. W

B. R

C. Nothing

D. H

11. Please pronounce the word (WHERE) with the correct

sound!

12. Please pronounce the word (THROUGH) with the correct

sound!

13. Please pronounce the word (WHILE) with the correct sound!

14. Please pronounce the word (NIGHT) with the correct sound!

15. Please pronounce the word (FIGTHING) with the correct

sound!
116
Lyric for question number 16-20!

WILDFLOWER
By Billie Eilish

Things fall apart and time breaks your heart

I wasn't there, but I know
She was your girl, you showed her the world
You fell out of love and you both let go
She was cryin' on my shoulder, all I could do was hold her
Only made us closer until July
Now I know that you love me, you don't need to remind me
I should put it all behind me, shouldn't I?
But I see her in the back of my mind
All the time
Like a fever, like I'm burning alive
Like a sign
Did I cross the line?
Mm, hm
Well, good things don't last (good things don't last)
And life moves so fast (life moves so fast)
I'd never ask who was better (I'd never ask who was better)
'Cause she couldn't be (she couldn't be)
More different from me (more different)
Happy and free (happy and free) in leather
And I know that you love me (you love me)
You don't need to remind me (remind me)
Wanna put it all behind me, but baby
I see her in the back of my mind (back of my mind)
All the time (all the time)
Feels like a fever (like a fever), like I'm burning alive (burning alive)
Like a sign
Did I cross the line?
You say no one knows you so well (oh)
 117
But every time you touch me, I just wonder how she felt
Valentine's Day, cryin' in the hotel
I know you didn't mean to hurt me, so I kept it to myself
And I wonder
Do you see her in the back of your mind?
In my eyes?
You say no one knows you so well
But every time you touch me, I just wonder how she felt
Valentine's Day, cryin' in the hotel
I know you didn't mean to hurt me, so I kept it to myself

16. Please pronounce the word (COULD) with the correct

sound!

17. Please pronounce the word (SHOULD) with the correct

sound!

18. Please pronounce the word (KNOW) with the correct sound!

19. Please pronounce the word (SIGN) with the correct sound!

20. Please pronounce the word (WHO) with the correct sound!
118
Appendix 11
VALIDITY AND RELIABILITY OF THE INSTRUMENTS FOR PRE-TEST AND
POST-TEST
Pre-test
validity of the instrument
NO NAMA
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 jumlah
1 A1 0 0 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 4
2 A2 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 15
3 A3 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 0 0 0 1 1 12
4
5
A4
A5
1
0
1
0
1
1
1
1
0
1
0
1
1
1
1
1
Reliability of the instrument
1
0
0
0
1
0
0
1
0
0
0
0
0
0
0
1
0
0
0
0
1
0
1
0
10
8
6
7
A6
A7
1
1
0
1
1
1
1
1
1
1
1
1
1
1
NILAI AUCAN 1
1
NILAI CRONBACH' ALPHA
1
1
1
1
0
1
1
0
1
1
1
1
1
1
0
1
0
1
1
0
1
1
1
1
16
18
8
9
A8
A9
0
1
1
1
0
1
1
1
0
0
0
1
1
1
0,70
1
1
1
1
0
1
1
1
0
1
0,902
0
1
0
0
0
1
0
1
0
0
0
1
1
1
1
1
8
17
10 A10 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 17
11 A11 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 17
12 A12 0 0 1 1 1 0 1 0 1 0 1 0 0 0 1 0 0 0 1 0 8
13 A13 0 0 1 0 1 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 10
14 A14 1 1 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 16
15 A15 1 1 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 16

Post-test
16
17
18
A16
A17
A18
0
1
1
1
1
0
0
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
0
0
1
1
1
1
1
1
0
1
0
0
1
1
1
0
1
0
1
1
1
0
1
1
1
1
1
1
1
14
17
16
19 A19 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 19
20 A20 0 1 0 0 0 1 0 1 1 0 1 0 1 0 1 0 0 0 1 1 9
21 A21 0 1 0 1 0 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 12
22 A22 0 0 0 1 0 0 1 1 1 0 0 0 1 0 1 0 0 0 0 0 6
23 A23 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 18
24 A24 0 1 1 1 0 1 1 0 1 1 1 1 0 0 1 0 1 1 1 1 14
25 A25 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 18
26 A26 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 18
27 A27 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 0 0 3
28 A28 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 0 0 0 0 0 3
29 A29 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 17
30 A30 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 0 16
31 A31 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 17
32 A32 0 1 1 1 1 0 1 1 1 1 1 1 0 0 1 0 0 1 1 1 14
33 A33 1 1 0 0 0 1 1 1 1 0 1 1 0 0 0 0 1 0 0 1 10
34 A34 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 17
35 A35 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2
36 A36 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 3
37 A37 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20
38 A38 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20
Jumlah 20 24 28 30 20 28 32 32 36 20 25 26 25 9 24 21 16 21 30 28
rhitung 0,720174 0,610653 0,510005 0,732783 0,571118 0,66775 0,560029 0,614456813 0,356688 0,581055 0,516041 0,60112 0,463749 0,324009 0,446079 0,722931 0,628876 0,65308 0,793634 0,757891
rtabel 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202
Keputusan Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid
varian 0,256046 0,238976 0,199147 0,170697 0,256046 0,199147 0,136558 0,13655761 0,051209 0,256046 0,231152 0,221906 0,231152 0,185633 0,238976 0,253912 0,250356 0,253912 0,170697 0,199147 4,137269 jumlah varian
28,89118 varian total
 119
NO NAMA validity of the instrument
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 jumlah
1 A1 1 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 4
2 A2 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 15
3 A3 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 0 0 0 1 1 12
4 A4 1 1 1 1 0 0 1 1 1 0 1 0 0 0 0 0 0 0 1 1 10
5 A5 0 0 1 1 1 1 1 1 0 0 0 1 0 0 0 1 0 0 0 0 8
6 A6 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 16
7 A7 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 18
8 A8 0 1 0 1 0 0 1 1 1 0 1 0 0 0 0 0 0 0 1 1 8
9 A9 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 17
10 A10 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 17
11 A11 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 17
12 A12 0 0 0 1 1 0 1 0 1 0 1 0 0 0 1 0 0 0 1 0 7
13 A13 0 0 1 0 1 1 1 0 1 0 0 1 0 0 1 0 0 1 1 0 9
14 A14 1 1 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 16
15 A15 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 17
16 A16 0 1 0 1 1 0 1 1 1 1 1 1 1 0 0 1 0 1 1 1 14
17 A17 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 1 16
18 A18 1 0 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 16
19 A19 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 19
20 A20 1 1 0 0 0 1 0 0 1 0 1 0 1 0 1 0 0 0 1 1 9
21 A21 0 1 0 1 0 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 12
22 A22 0 0 0 1 0 0 1 0 1 0 0 0 1 0 1 0 0 0 0 0 5
23 A23 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 17
24 A24 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 0 1 1 1 1 16
25 A25 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 18
26 A26 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 18
27 A27 0 0 1 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 0 0 4
28 A28 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1
29 A29 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 18
30 A30 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 17
31 A31 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 17
32 A32 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 0 0 1 1 1 15
33 A33 1 1 0 0 0 1 0 1 1 0 1 1 0 0 0 0 1 0 0 1 9
34 A34 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 17
35 A35 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2
36 A36 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2
37 A37 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20
38 A38 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20
Jumlah 23 24 28 30 20 28 31 29 34 20 25 26 25 9 24 21 16 21 30 28
rhitung 0,57245 0,610653 0,453667 0,732783 0,571118 0,66775 0,565517 0,808025914 0,583726 0,710237 0,558424 0,60112 0,463749 0,324009 0,446079 0,722931 0,628876 0,65308 0,793634 0,757891
rtabel 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202 0,3202
KeputusanValid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid
varian 0,245377 0,238976 0,199147 0,170697 0,256046 0,199147 0,154339 0,185633001 0,096728 0,256046 0,221906 0,221906 0,231152 0,185633 0,238976 0,253912 0,250356 0,253912 0,170697 0,199147 4,22973 jumlah varian
31,70199 varian total

Reliability of the instrument

NILAI AUCAN NILAI CRONBACH' ALPHA
0,70 0,912
 120
Appendix 12

N-Gain Score Experimental Class

NAMA PRE-TEST POST-TESTPOST-PRE SCORE IDEAL (100-PRE) N-GAIN SCORE N-GAIN PRESENTASE
A1 50 65 15 50 0,3 30
A2 30 70 40 70 0,571428571 57,14285714
A3 30 65 35 70 0,5 50
A4 35 75 40 65 0,615384615 61,53846154
A5 45 75 30 55 0,545454545 54,54545455
A6 50 80 30 50 0,6 60
A7 30 75 45 70 0,642857143 64,28571429
A8 30 70 40 70 0,571428571 57,14285714
A9 45 85 40 55 0,727272727 72,72727273
A10 40 90 50 60 0,833333333 83,33333333
A11 35 95 60 65 0,923076923 92,30769231
A12 50 75 25 50 0,5 50
A13 55 70 15 45 0,333333333 33,33333333
A14 35 75 40 65 0,615384615 61,53846154
A15 40 80 40 60 0,666666667 66,66666667
A16 40 80 40 60 0,666666667 66,66666667
A17 50 95 45 50 0,9 90
A18 35 70 35 65 0,538461538 53,84615385
A19 40 80 40 60 0,666666667 66,66666667
A20 45 85 40 55 0,727272727 72,72727273
A21 55 85 30 45 0,666666667 66,66666667
A22 40 80 40 60 0,666666667 66,66666667
A23 55 100 45 45 1 100
A24 50 95 45 50 0,9 90
A25 45 75 30 55 0,545454545 54,54545455
A26 60 80 20 40 0,5 50
A27 50 70 20 50 0,4 40
A28 45 80 35 55 0,636363636 63,63636364
A29 40 75 35 60 0,583333333 58,33333333
A30 50 85 35 50 0,7 70
A31 45 80 35 55 0,636363636 63,63636364
A32 35 65 30 65 0,461538462 46,15384615
A33 45 75 30 55 0,545454545 54,54545455
A34 40 75 35 60 0,583333333 58,33333333
A35 45 85 40 55 0,727272727 72,72727273
A36 45 80 35 55 0,636363636 63,63636364
A37 50 85 35 50 0,7 70
A38 50 85 35 50 0,7 70
43,55263 79,21053 RATA-RATA 0,632460522 63,24605219
KETERANGAN: TINGGI
N-GAIN 0,67
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Appendix 13
N-Gain Score Control Class

NAMA PRE-TEST POST-TEST POST-PRE SCORE IDEAL (100-PRE) N-GAIN SCORE N-GAIN PRESENTASE
A1 30 50 20 70 0,285714286 28,57142857
A2 50 65 15 50 0,3 30
A3 50 70 20 50 0,4 40
A4 45 70 25 55 0,454545455 45,45454545
A5 35 60 25 65 0,384615385 38,46153846
A6 30 70 40 70 0,571428571 57,14285714
A7 50 70 20 50 0,4 40
A8 45 80 35 55 0,636363636 63,63636364
A9 40 70 30 60 0,5 50
A10 40 75 35 60 0,583333333 58,33333333
A11 35 65 30 65 0,461538462 46,15384615
A12 55 85 30 45 0,666666667 66,66666667
A13 55 80 25 45 0,555555556 55,55555556
A14 40 75 35 60 0,583333333 58,33333333
A15 40 65 25 60 0,416666667 41,66666667
A16 55 65 10 45 0,222222222 22,22222222
A17 30 65 35 70 0,5 50
A18 50 80 30 50 0,6 60
A19 35 75 40 65 0,615384615 61,53846154
A20 45 70 25 55 0,454545455 45,45454545
A21 40 75 35 60 0,583333333 58,33333333
A22 55 75 20 45 0,444444444 44,44444444
A23 50 80 30 50 0,6 60
A24 45 70 25 55 0,454545455 45,45454545
A25 50 75 25 50 0,5 50
A26 60 80 20 40 0,5 50
A27 55 85 30 45 0,666666667 66,66666667
A28 40 70 30 60 0,5 50
A29 45 55 10 55 0,181818182 18,18181818
A30 40 65 25 60 0,416666667 41,66666667
A31 45 65 20 50 0,4 40
A32 50 70 20 50 0,4 40
A33 55 75 20 45 0,444444444 44,44444444
A34 40 70 30 30 1 100
A35 50 65 15 50 0,3 30
A36 45 70 25 55 0,454545455 45,45454545
A37 45 60 15 55 0,272727273 27,27272727
A38 35 65 30 65 0,461538462 46,15384615
44,73684 70,394737 RATA-RATA 0,478227474 47,82274743
KETERANGAN: RENDAH
N-GAIN 0,31
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Appendix 14
Result of Pre-Test and Post-Test in The Experimental Class
Students Experimental class
Pre-test Post-test
A1 50 65
A2 30 70
A3 30 65
A4 35 75
A5 45 75
A6 50 80
A7 30 75
A8 30 70
A9 45 85
A10 40 90
A11 35 95
A12 50 75
A13 55 70
A14 35 75
A15 40 80
A16 40 80
A17 50 95
A18 35 70
A19 40 80
A20 45 85
A21 55 85
A22 40 80
A23 55 100
A24 50 95
A25 45 75
A26 60 80
A27 50 70
A28 45 80
A29 40 75
A30 50 85
A31 45 80
A32 35 65
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A33 45 75
A34 40 75
A35 45 85
A36 45 80
A37 50 85
A38 50 85
Mean score 43.55 79.21
Maximum score 60 100
Minimum score 30 65
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Appendix 15
Result of Pre-Test and Post-Test in The Control Class
Students Control class
Pre-test Post-test

A1 30 50
A2 50 65
A3 50 70
A4 45 70
A5 35 60
A6 30 70
A7 50 70
A8 45 80
A9 40 70
A10 40 75
A11 35 65
A12 55 85
A13 55 80
A14 40 75
A15 40 65
A16 55 65
A17 30 65
A18 50 80
A19 35 75
A20 45 70
A21 40 75
A22 55 75
A23 50 80
A24 45 70
A25 50 75
A26 60 80
A27 55 85
A28 40 70
A29 45 55
A30 40 65
A31 45 65
A32 50 70
 125

A33 55 75
A34 40 70
A35 50 65
A36 45 70
A37 45 60
A38 35 65
Mean score 44.74 70.39
Maximum score 60 85
Minimum score 30 50
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Appendix 16

NORMALITY OF THE EXPERIMENTAL AND CONTROL

CLASS

Tests of Normality
Shapiro-Wilk
Kelas Statistic df Sig.
Hasil Belajar Siswa Pretest-Eksperimen ,947 38 ,070
Posttest-Eksperimen ,946 38 ,067
Pretest-Kontrol ,948 38 ,078
posttest-Kontrol ,952 38 ,103
a. Lilliefors Significance Correction

HOMOGENEITY TEST OF EXPERIMENTAL CLASS AND

CONTROL CLASS

Test of Homogeneity of Variance

Levene
Statistic df1 df2 Sig.
Hasil Kerja Based on Mean ,243 3 148 ,866
Siswa Based on Median ,227 3 148 ,878
Based on Median and ,227 3 145,635 ,878
with adjusted df
Based on trimmed ,225 3 148 ,879
mean
 127
Appendix 17

RESULT HYPOTHETICAL TEST

Independent sample T-Test

Levene
's Test T-test for Equality of Means
for
Equalit
y of
Varian
ces
f Si t df Sig. Mean Std. 95%
g. (2- differ Error Confidenc
Tail ence differ e Interval
ed) ence of the
Difference
Lo Up
Equa wer per
Res l .0 .7 18. 74 .000 34.47 1.890
ult varia 66 98 238 4 30. 38.
nces 707 240
assu
med

Equa 18. 73. .000 34.47 1.890 30. 38.

l 238 464 4 707 241
varia
nces
not
assu
med
128

Appendix 18
Documentation

XI-ipa1 (Experimental Class)

In these pictures there is the process of data collection carried out in class XI-ipa1 at
SMA Swadhipa Natar. The researcher taught using an English songs
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XI-Ipa2 (Control Class)

In these pictures there is the process of data collection carried out in class XI-ipa2 at
SMA Swadhipa Natar. The researcher taught using conventional learning
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