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THE RELATIONSHIP BETWEEN HABIT IN LISTENING ENGLISH SONG AND STUDENTS’ PRONUNCIATION ABILITY
(A Correlational Study in the Seventh Semester Students at the Department of English Education of Syarif Hidayatullah State Islamic
University Jakarta in Academic Year 2018/2019)
By:
NABILA FAIZATUL HUSNA
1112014000016
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2019
ABSTRACT NABILA FAIZATUL HUSNA (111201400016). The Relationship between Habit in Listening English Song and Students’ Pronunciation Ability (A Correlational Study in the Seventh Semester Students at the Department of English Education of Syarif Hidayatullah State Islamic University Jakarta in Academic Year 2018/2019). Skripsi of Department of English Education at the Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2019. Advisor I : Dr. Alek, M.Pd. Advisor II : Zaharil Anasy, M.Hum. The purpose of this research is to know and describe the relationship between habit in listening English song and students’ pronunciation ability. The research was conducted at Department of English Education (DEE) of UIN Jakarta in academic year 2018/2019. The sample of this research was taken from 30 students of class B and C at the 7th semester of DEE of UIN Jakarta. The method of this research was quantitative method and the technique used in this research was correlational technique. In collecting the data, the documentation of students’ pronunciation scores and the questionnaire of listening habit were used. The scores of pronunciation were collected from the lecturer of pronunciation subject at DEE of UIN Jakarta. Then, the questionnaire was consist of 15 question and 4 answers option. The result of this research shows that there was a significant correlation between habit in listening English song and students’ pronunciation ability. It was proved by the rxy = 0.396 which was higher than rt = 0.361 with degree of freedom (df) = 28 in the table of significant of 5%. As a result, the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. In other words, there is a relationship between habit in listening English song and students’ pronunciation ability. Keywords: Listening Song Habit, Pronunciation Ability
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ABSTRAK
NABILA FAIZATUL HUSNA (1112014000016). The Relationship between Habit in Listening English Song and Students’ Pronunciation Ability (A Correlational Study in the Seventh—Semester Students at the Department of English Education of Syarif Hidayatullah State Islamic University Jakarta in Academic Year 2018/2019). Skripsi Pendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2019. Pembimbing I : Dr. Alek, M.Pd. Pembimbing II : Zaharil Anasy, M.Hum. Tujuan dari penelitian ini adalah untuk mengetahui dan menjelaskan hubungan antara kebiasaan mendengarkan lagu berbahasa Inggris dengan kemampuan pelafalan mahasiswa. Penelitian ini dilaksanakan di jurusan Pendidikan Bahasa Inggris (PBI) di UIN Jakarta tahun ajaran 2018/2019. Sampel pada penelitian ini adalah 30 mahasiswa diambil dari mahasiswa kelas B dan C semester 7 jurusan PBI UIN Jakarta. Metode yang digunakan pada penelitian ini adalah metode kuantitatif dan teknik yang digunakan adalah teknik korelasi. Dalam mengumpulkan data, digunakan dokumentasi nilai mata kuliah pronunciation mahasiswa dan kuesioner kebiasaan mendengarkan lagu mahasiswa. Nilai kemampuan pelafalan bahasa Inggris (pronunciation) didapatkan dari dosen pengampu mata kuliah pronunciation. Kemudian, kuesioner kebiasaan mendengarkan lagu mahasiswa yang terdiri dari 15 soal dan 4 pilihan jawaban. Hasil penelitian ini menunjukkan bahwa ada korelasi yang signifikan antara kebiasaan mendengarkan lagu berbahasa Inggris dan kemampuan pelafalan mahasiswa. Hasil ini dibuktikan oleh nilai rxy = 0.396 yang lebih tinggi dari nilai rt = 0.361 dengan derajat kebebasan (dk) = 28 dalam taraf signifikansi 5%. Hasilnya, hipotesis alternatif (Ha) diterima dan, hipotesis nol (H0) ditolak. Dengan kata lain, terdapat hubungan antara kebiasaan mendengarkan lagu berbahasa Inggris dan kemampuan pelafalan mahasiswa. Kata Kunci: Kebiasaan Mendengarkan Lagu, Kemampuan Pelafalan
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ACKNOWLEDGEMENT
In the name of Allah, The Beneficent and The Merciful
All praises be to Allah Subhanahu wata’ala, Lord of the worlds, for the
blessing, the guidance and the strength given to the writer in completion this research.
Peace and blessing be upon to Prophet Muhammad Shalallahu ‘alaihi wasallam, his
family, his companion, and his followers.
It is an honor to accomplish a skripsi entitled “The Relationship between
Habit in Listening English Song and Students’ Pronunciation Ability” (A
Correlational Study in the Seventh Semester Students at the Department of English
Education of Syarif Hidayatullah State Islamic University Jakarta in Academic Year
2018/2019). This paper is submitted to fulfill one of the requirements for the Degree
of S.Pd., at the Department of English Education of Faculty of Educational Sciences,
Syarif Hidayatullah State Islamic University Jakarta.
The researcher dedicates this skripsi to beloved family for support to finish
the study. Furthermore, would particularly thank to the advisors, Dr. Alek, M.Pd. and
Zaharil Anasy, M.Hum., for the guidance, knowledge, patience, and motivation in
helping to accomplish this skripsi. Beside of those people, also would like to give
deepest gratitude to:
1. Dr. Sururin, M.Ag., the Dean of Faculty of Educational Sciences, Syarif
Hidayatullah State Islamic University Jakarta.
2. The Head of Department of English Education and the Secretary of
Department of English Education, Dr. Alek, M.Pd. and Zaharil Anasy,
M.Hum.,
3. The Academic Advisor of DEE 2012 A, Neneng Sunengsih, M.Pd.,
4. The Lecturer of Pronunciation 1—2 of Department of English Education, Devi
Yusnita, M.Pd.,
iii
5. All lectures and staff in Department of English Education for the precious
knowledge, motivation, and patience during the study,
6. All classes of the seventh semester of Department of English Education in
academic year 2018/2019,
7. Beloved family of Department of English Education class 2012,
8. Beloved family of Forkom (Forum Komunikasi) UKM UIN Jakarta, PSM
(Paduan Suara Mahasiswa) UIN Jakarta and all member of Student Center,
POSTAR (Pojok Seni Tarbiyah) UIN Jakarta, and PERMASI (Persatuan
Mahasiswa Bekasi) Jakarta Raya,
9. And everyone who has contributing, motivating, and helping to finish the
study in UIN Jakarta.
Finally, considering that this skripsi is an imperfect work in some points,
critics and suggestions will be expected and appreciated to make improvement of this
work. Hopefully, this skripsi would be beneficial for the further researcher.
Ciputat, April 2019
Nabila Faizatul Husna
iv
TABLE OF CONTENTS
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS ............................................................................... v
LIST OF TABLES ......................................................................................... vii
LIST OF APPENDICES ............................................................................... viii
CHAPTER I. INTRODUCTION
A. Background of Study ........................................................................... 1 B. Identification of The Problem .............................................................. 3 C. Limitation of The Problem ................................................................... 3 D. Formulation of The Problem ................................................................ 3 E. Objective of Study................................................................................ 3 F. Significant of Study ............................................................................. 4
CHAPTER II. LITERATURE REVIEW AND HYPOTHESIS
A. Theoretical Description ........................................................................ 5 1. Habit in Listening English Song .................................................... 5 2. Listening ......................................................................................... 6
a. Definition of Listening ............................................................. 6 b. Types of Listening.................................................................... 7 c. Listening Process ..................................................................... 9
3. Song ............................................................................................... 11 a. Definition of Song .................................................................... 11 b. Songs and Young Learners ...................................................... 12 c. Use of Song with Young Learners ........................................... 12
4. Pronunciation ................................................................................. 13 a. Definition of Pronunciation...................................................... 13 b. The Aspect of Pronunciation .................................................... 13
5. Using Song for Listening and Oral Activities ................................ 15 6. Selecting Song in Classroom ......................................................... 16 7. Listening English Song and Pronunciation Ability ........................ 17
B. Related Previous Study ........................................................................ 17 C. Thinking Framework ............................................................................ 18 D. Hypothesis ............................................................................................ 19
v
CHAPTER III. RESEARCH METHODOLOGY
A. Place and Time of The Research .......................................................... 20 B. Method and Design of The Research ................................................... 20 C. Population and Sample of The Research ............................................. 21 D. Instrument of The Research ................................................................. 21 E. Technique of Data Collecting .............................................................. 22 F. Technique of Data Analysis ................................................................. 22 G. Statistical Hypothesis ........................................................................... 26
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ................................................................................ 27 1. Data Description............................................................................... 27 2. Data Analysis .................................................................................. 32 3. Hypothesis Testing ........................................................................... 38
B. Discussion ............................................................................................ 39
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................... 42 B. Suggestion ............................................................................................ 42
REFERENCES ............................................................................................... 44
APPENDICES ................................................................................................ 46
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LIST OF TABLES
Table 3.1 Table Interpretation of Product Moment ......................................... 24
Table 4.1 The Result of English Listening Song Habit ................................... 27
Table 4.2 The Result of Statistical Analysis of English Listening Song Habit ................................................................................................................. 29
Table 4.3 The Result of Students’ Pronunciation Ability ................................ 30
Table 4.4 The Result of Statistical Analysis of Students’ Pronunciation Ability .............................................................................................................. 31
Table 4.5 The Result of Normality Test........................................................... 32
Table 4.6 The Result of ANOVA Table .......................................................... 33
Table 4.7 The Listening Song Habit and Students’ Pronunciation Ability Table .................................................................................................... 34
Table 4.8 The Result of Correlational Analysis ............................................... 37
Table 4.9 Table Interpretation of Product Moment ......................................... 40
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LIST OF APPENDICES
Appendix 1 English Listening Song Habit Test
Appendix 2 Students’ Answer Sheet
Appendix 3 F Distribution Table
Appendix 4 Product Moment Table
Appendix 5 Surat Bimbingan Skripsi
Appendix 6 Lembar Uji Referensi
viii
CHAPTER I
INTRODUCTION
A. Background of Study
Every language has many pronunciations, including English. It is important to
learn pronunciation, so that people can understand the meaning and make
communication possible. The goal of learning pronunciation should always be
native-like pronunciation. Pronunciation means how producing sounds of words.
How using spoken stress and rhythm is also an important part of pronunciation.
Although the English grammar might be perfect and might be able to pronounce
sounds correctly, it will still have a noticable foreign accent until mastering the
stress, rhythm, and intonation patterns of English.1
Understanding pronunciation needs theory, and a lot of practice. Students also
able to read a transcription (in a dictionary), so that they can checked into a
dictionary if they are finding new words. Ideally, students who pass subject of
pronunciation, he or she able to pronouncing correctly.2 However, in fact,
students still make a mistake to pronounce words or sentences in English. The
problem of pronouncing English well is a stereotype that there is unimaginable to
pronounce English well for people from their own culture. Another problem is
many people who start learning English in adult, manage to achieve excellent
pronunciation. Adult people, especially, often feel ridiculous producing strange
sounds or they may feel look awful.3
Songs have been part of the human experience for as long as could remember.
Songs have become an integral part of language experience, and if used in
1 Nasifuddin Jalil, Practical Phonology 2: Stress and Intonation, (Jakarta: UIN Syarif Hidayatulah Jakarta), p. 3.
2 Jamilah, “Pengembangan Multimedia Untuk Pembelajaran Mata Kuliah Pronunciation di Jurusan Pendidikan Bahasa Inggris FBS UNY”, Artikel Penelitian, 2008, p. 1.
3 Clemen Laroy, Pronunciation, (Oxford: Oxford University Press, 2008), pp. 7—8.
1
2
coordination with a language lesson they can be of great value.4 Songs are used
regularly by language teachers for purposes such as grammar practice, listening
comprehension, vocabulary enhancement, even as inspiration for writing
exercises, and also improve the pronunciation in English.5 Eken also states that
songs can be used to present a topic, a language point, lexis; to practice a
language point, lexis; to focus on common learner errors in a more direct way; to
encourage extensive and intensive listening; to stimulate discussion of attitudes
and feelings; to encourage creativity and use of imagination; to provide a relaxed
classroom atmosphere; and to bring variety and fun to learning.6
In humans’ daily life, students like to listening songs, especially listening
English song. Listening English song is one of way to practicing English
pronunciation ability. When students listening English songs, they will pay
attention to the way the singer pronounces the words or sentences. In addition, in
order to sing a song well, students should be able to pronounce every word or
sentence in the lyric as well as the singer does. LaBouff also said that if we are to
sing effectively in English, we must treat the English language with as much care
and precision as we give the foreign languages in which we sing.7 Students can
listening English song repeatedly, and they also learn English pronunciation. The
more frequent students listening English song, they have a good English
pronunciation.
From the explanation above, it took the title “The Relationship between Habit
in Listening Song and Students’ Pronunciation Ability (A Correlational Study in
4 Kevin Schoepp, “Reasons for Using Songs in the ESL/EFL Classroom”, The Internet TESL Journal, Vol. 7, 2001, p. 1.
5 Nuria Villalobos Ulate, “Using Songs to Improve EFL Students' Pronunciation”, A Paper presented at I Congreso lnternacional de Linguistica Aplicada, Universidad Nacional de Costa Rica, Costa Rica, October 2007, p. 98.
6 Schoepp, op. cit., pp. 1—2. 7 Kathryn LaBouff, Singing and Communicating in English, (Oxford: Oxford University
Press, 2008), pp. 3—4.
3
the Seventh Semester Students at the Department of English Education of Syarif
Hidayatullah State Islamic University Jakarta in Academic Year 2018/2019).”
B. Identification of the Problem
Considering the important of identification of the problem, the researcher
identifies the problem as follows:
1. Students should mastering stress, rhythm, and intonation patterns of
English.
2. Students still make a mistake on a common words used in academic
purposes after passing the pronunciation course.
3. Student have difficulties to pronounce the English words or sentences.
C. Limitation of the Problem
The limitation of this research is limited to seventh semester students at the
Department of English Education of State Islamic University Jakarta and focused
on the relationship between habit in listening English song and students’
pronunciation ability.
D. Formulation of the Problem
From the explanation above, the formulation of the problem is, “was there any
relationship between habit in listening English song and students’ pronunciation
ability?”
E. Objective of the Study
The objective of the study is to know and describe the relationship between
habit in listening English song and students’ pronunciation ability at students of
Department of English Education Syarif Hidayatullah State Islamic University of
Jakarta.
4
F. Significant of the Study
The result of this study is expected to give some significances not only
theoretically but also practically to:
1. The Lecturer
The lecturers may encourage the students to listening English song to
improve their pronunciation ability. It can be used as one of materials in
teaching learning process.
2. The Students
The students can use listening English song activity as the media in
improving their pronunciation ability.
3. Further Researcher
This research will also useful for researcher to conducting research under
the same construct.
CHAPTER II
LITERATURE REVIEW AND HYPOTHESIS
A. Theoretical Description
1. Habit in Listening English Song
Habit, according to Cambridge dictionary is repeated action, which means
something that you do often and regularly. In other words, something that
students doing regularly, it is include listening song. Several literatures defines
habit as pursuing goals of people in daily life by repeating actions.1 In addition,
habit is a process by which a stimulus automatically generates an impulse
towards action.2
According to Gardner, habit has two concepts. First, it represents habit as a
process by which action is cued. This minimizes conceptual and logical tensions
that arise from portraying habit as behavior, automaticity or any other single
element of the wider process. Second, depicting the ‘response’ to habit cues as an
impulse allows for the possibility that habitual tendencies may, once activated, be
overridden prior to translation into action.3 Wood and Rünger identifying three
ways on habit. First, habits form as people pursue goals by repeating the same
responses in a given context. Second, people act on the habit in mind as well as
on their prevailing goals by tailoring their behavior to the current circumstances.
Third, people tend to infer from the frequency of habit performance that the
behavior must have been intended.4
1 Wendy Wood and Dennis Rünger, Psychology of Habit, Reviews in Advance, Vol. 67, 2015, p. 19.
2 Benjamin Gardner, A Review and Analysis of The Use of ‘Habit’ in Understanding, Predicting and Influencing Health-Related Behaviour, Health Psychology Review, Vol. 9, 2015, p. 280.
3 Ibid. 4 Wood and Rünger, op. cit., p. 3.
5
6
There are two perspectives on habit, coming from social psychology
discipline and sociology discipline. First, in social psychology, habit is a
psychological construct and a factor influencing behavior. Second, in sociology,
habit is a routine practice.5 In social psychology, habits are taken to be a certain
type of behavior in themselves. Furthermore, habit is also identified as a factor in
those behaviors, interacting with other key factors such as attitudes, norms and
intentions, to determine behavioral outcomes. In sociology, habits are understood
as routine practices, taken as a whole, and arising from the ongoing interactions
between individuals and social structures, institutions, or rules and resources.6
Habit resistance to change is understandable given context cues that capture
attention automatically and given habitual responses that are activated
automatically on perception of the cue. Through these basic mechanisms,
features of the environment are interwoven into habit formation and change.7
As many literature has been stated above defining habit, it can be concluded
that habit is an activity that is doing often, repeatedly, and regularly. In which
this also related to what many student has been doing in their daily for a long
time such as listening song, especially listening English song.
2. Listening
a. Definition of Listening
Listening is the natural precursor to speaking; the early stages of language
development in a person’s first language (and in naturalistic acquisition of other
languages) are dependent on listening.8 In this view of language learning,
listening is the way of learning the language. It gives the learner information
5 Andrew Darnton, Habits, Routines and Sustainable Lifestyles, (London: Department of Environment and Food and Rural Affairs), pp. 2—3.
6 Ibid., p. 16. 7 Lucas Carden, and Wendy Wood, Habit Formation and Change, Electronic Journal of
Social and Behavioral Sciences, Vol. 20, 2018, p. 118. 8 I.S.P. Nation, and J. Newton, Teaching ESL/EFL Listening and Speaking, (New York:
Routledge, 2009), p. 37.
7
from which to build up the knowledge necessary for using the language. When
this knowledge built up, the learner can begin to speak. The listening-only period
is a time of observation and learning which provides the basis for the other
language skills.9
As one of the crucial components of spoken language processing—there is
no spoken language without listening—listening is also an area that is
interconnected with numerous areas of inquiry and development. Listening is
quite apparently relevant in humanities and applied sciences such as linguistics,
education, business and law, and in social sciences such as anthropology,
political science, psychology and sociology. At the same time, the processes of
listening are relevant to natural sciences such as biology and chemistry,
neurology and medicine, and to the formal studies of computer sciences and
systems sciences.10 This emphasis on listening was related to a corresponding
drop in the importance given to speaking in the early stages of learning, with
several writers saying that speaking early in a course should be actively
discouraged.11
b. Types of Listening
We can distinguish two broad types of listening:
- One-way listening—typically associated with the transfer of information
(transactional listening).
- Two-way listening—typically associated with maintaining social relations
(interactional listening).
Traditionally, listening was associated with transmission of information that
is with one-way listening. This can be seen in the extensive use of monologues in
older listening materials. While this is fine if we are relating primarily to
listening in academic contexts for example, it fails to capture the richness and
9 Ibid., p. 38. 10 Michael Rost, Applied Linguistics in Action Series: Teaching and Researching
Listening, (Edinburgh: Pearson Education Limited, 2011), 2th Edition, p. 1. 11 Nation and Newton, loc. cit.
8
dynamics of listening as it occurs in our everyday interactions (two-way
listening). Most contemporary materials reflect this re-emphasis with a move
towards natural sounding dialogues.12
Listening, however, is not easy to master. There are many types of listening
to know before somebody wants to learn the skill. Those are:
- Intensive; focus on phonology, syntax, and lexis. Intensive listening refers to
listening closely – for precise sounds, words, phrases, grammatical units and
pragmatic units. Although it does not seem that listening intensively is called
for in most everyday situations, accurate perception is involved in higher level
comprehension and listening. The ability to listen intensively when required –
as in listening for specific details or to spot a particular word – is an essential
component of listening proficiency.
- Selective; focus on main ideas, pre-set task. Selective listening refers to
listening with a planned purpose in mind, often to gather specific information
to perform a task. In its vernacular use, selective listening is used to refer to
‘attending to only what you want to hear’ and ‘tuning out everything else’.
- Interactive; focus on becoming active as a learner. Interactive listening refers
to a type of conversational interaction in which the listener takes a leading
role in understanding, through providing feedback, asking questions and
supporting the speaker.
- Extensive; focus on listening continuously, managing large amounts of
listening input. Extensive listening refers to listening for an extended period
of time, while focusing on meaning. Extensive listening can include academic
listening. Extensive listening refers to listening for several minutes at a time,
staying in the target language, usually with a long-term goal of appreciating
and learning the content. Extensive listening includes academic listening,
sheltered language instruction, and ‘listening for pleasure’.
12 Nation and Newton, op. cit., p. 40.
9
- Responsive; focus on learner response to input. Responsive listening refers to
a type of listening practice in which the listener’s response is the goal of the
activity. The listener’s response in this type of activity is ‘affective’ –
expressing an opinion or point of view – rather than ‘informational’ – giving
back facts based on what was heard.
- Autonomous; focus on learner management of progress, navigation of “help”
options. Autonomous listening refers to independent listening, without the
direct guidance of an instructor. Autonomous listening can include all of the
types of listening discussed – intensive, selective, extensive, interactive, and
responsive. The key is that the learner is in control of input selection, task
completion, and assessment.13
c. Listening Processes
There are two processes involved in listening, the first is bottom-up
processing where the listener builds up the sounds into words, sentences and
meaning. The second is top-down processing where the listener uses background
knowledge to understand the meaning of a message. Practicing both of these
processes is essential for developing listening comprehension.14
- Bottom-up Processes
According to Field, these are the processes the listener uses to assemble the
message piece-by-piece from the speech stream, going from the parts to the
whole. Bottom-up processing involves perceiving and parsing the speech stream
at increasingly larger levels beginning with auditory-phonetic, phonemic,
syllabic, lexical, syntactic, semantic, propositional, pragmatic and interpretive.15
The first input is decoded into phonemes, and then this is used to identify
individual words. Then, continues on to the syntactic level, followed by an
analysis of the semantic content to arrive at a literal understanding the linguistic
13 Rost, op. cit., pp. 183—200. 14 Kevin Schoepp, Reasons for Using Songs in the ESL/EFL Classroom, The Internet TESL
Journal, Vol. 7, 2001, p. 1. 15 Nation and Newton, loc. cit.
10
meaning. Finally, the listener interprets that meaning in communicative situation
to understand the speaker means. The bottom-up process may occur
simultaneously.16
Lynch and Mendelsohn report on a number of recent studies which have
shown the importance of bottom-up processing in second language listening.
Lynch and Mendelsohn suggest the following targets for practice:
a. Discriminating between similar sounds
b. Coping with and processing fast speech
c. Processing stress and intonation di fferences
d. Processing the meaning of di fferent discourse markers
e. Understanding communicative functions and the non-one-to-one equivalence
between form and function.17
- Top-down Processes
Top-down processes involve the listener in going from the whole—their
prior knowledge and their content and rhetorical schemata—to the parts. In other
words, the listener uses what they know of the context of communication to
predict what the message will contain, and uses parts of the message to confirm,
correct or add to this. The key process here is inferencing.18
It is possible to understand the meaning of a word before decoding its sound,
because we have many different types of knowledge. While we are listening, we
almost always have some hypothesis about what is likely to come next. Listening
comprehension is a top-down process in the sense that the various types of
knowledge involved in understanding language are not applied in any fixed
order, or even simultaneously, and capable of interacting and influencing each
16 Gary Buck, Assessing Listening, (Cambridge: Cambridge University Press, 2001), p. 2.
17 Nation and Newton, op. cit., p. 41. 18 Ibid., p. 40.
11
other19. Meaning-focused listening typically emphasises a top-down approach to
listening comprehension.20
3. Song
a. Definition of Song
Song is a little part of music. Song means the act or art of singing. Songs are
one of the significant tools used in education, especially in language teaching.
Song is frequently used in foreign language teaching.21 According to Schoepp, if
used song in coordination with a language lesson they can be of great value.
Saricoban and Metin said that they have found that songs can develop the four
skill areas of reading, writing, listening, and speaking. Songs can be used:
1. To present a topic, a language point, lexis, etc.
2. To practice a language point, lexis, etc.
3. To focus on common learner errors in a more direct way
4. To encourage extensive and intensive listening
5. To stimulate discussion of attitudes and feelings
6. To encourage creativity and use of imagination
7. To provide a relaxed classroom atmosphere
8. To bring variety and fun to learning.22
Songs tend to have simplified, colloquial language, use natural rhythm, stress,
intonation, contractions, slang, expressions, idioms, authentic material and
cornmunicative repetition, all of which help to build vocabulary and other
language structures in way that is stress-free for many.23
19 Buck, op. cit., p. 3. 20 Nation and Newton, op. cit., p. 41. 21 Derya Arslan, First Grades Teachers Teach Reading with Songs, Electronic Journal of
Social and Behavioral Sciences, Vol. 174, 2015, p. 2260. 22 Schoepp, op. cit., pp. 1—2. 23 Nuria Villalobos Ulate, “Using Songs to Improve EFL Students' Pronunciation”, A
Paper presented at I Congreso lnternacional de Linguistica Aplicada, Universidad Nacional de Costa Rica, Costa Rica, October 2007, p. 95.
12
b. Songs and Young Learners
Songs are examples of such activities which due to their nature, fun content,
and relaxing features influence the development of language in children. For
young learners, songs, such as popular pop-rock songs, traditional and
educational songs, rhymes and chants, present an excellent source of language.
Students can not only learn and practice different segments of English through
songs, but also satisfy the specific characteristics of their age. Songs serve as a
good source of pronunciation, intonation, and accent practice, but also as a
practice of listening skills and vocabulary development.24
c. Use of Song with Young Learners
Seviks’ list of the most remarkable characteristics of using songs with young
learners. He concluded that:25
- Listening comprehension is best taught through songs.
- Songs represent the strong feature of modern primary language programs.
- Songs may extend young learners’ attention span.
- Songs are great tool for language learning at an early age.
- Songs are regarded as an excellent memory tool.
- Songs provide a variety of comprehensible input.
- Songs create a safe and natural classroom ethos.
- Songs are extremely repetitive and result in language fluency.
- Songs abound in cultural content.
24 Nihada Delibegovic Dzanic and Alisa Pejic, “The Effect of Using Songs On Young Learners and Their Motivation for Learning English”, An Interdisciplinary Journal, Vol. 1, 2016, p. 41.
25 Ibid., p. 42.
13
4. Pronunciation
a. Definition of Pronunciation
Pronunciation means how to say sounds of words. Most people speak the
dialect of English with an accent that belongs to the part of country they come
from or live in. Pronunciation also means the act or manner of speaking a word.
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.
b. The Aspect of Pronunciation
The aspect of English pronunciation known as stress, rhythm, and intonation.
These aspects help to convey meaning and must use correctly.
- Stress
Stress refers to the amount of volume that a speaker gives to a particular
sound, syllable, or word. Stressed sounds are syllables are louder and longer than
unstressed ones.26 Speakers must stress certain syllables in words, otherwise the
words would be misunderstood or sound strange. Stress can also change the
meaning of a sentence. In English, proper use of stress enables to clearly
understand the difference between such words as the noun present and the verb
present.27
There are two kinds of stress:
- Word Stress: A major characteristic of the English language is the use of
strong and weak stress. Every word of more than one syllable has a syllable that
is emphasize more than others are. Accented syllables receive more force and are
louder than unaccented ones. Correct use of stress is essential for achieving
26 Paulette Dale, and Lilian Poms, English Pronunciation Made Simple, (London: Longman, 2005), p. 84.
27 Ibid., p. 83.
14
proper pronunciation of words.28 Stress is emphasis given to syllables in words.
Words that look very similar in two languages actually have the stress in a
different place, making them sound quite different. In the book, usually it is
using symbols to represent stress patterns. The stress patterns can change in the
context of speech under the influence of surrounding words.29 The problem in
English word stress is no consistent rules in English. When there is an exception
to the rule, an accent mark is generally written above the stressed syllable.30
- Sentence Stress: Stress patterns beyond the word level. If the sounds to the
syllables in a word or sentence is incorrect, the sounds become unnatural.
Effective using strong and weak emphasis in phrases and sentences will helping
to achieve sounding like a native English speaker. The problem in English
sentence stress is English sentence—level stress patterns within specific words
are emphasized or spoken louder to make stand out. In English sentence stress
also can make confused about when to use strong stress and when not to use
strong stress.31
- Rhythm
Rhythm is the way a language sounds because of the pattern of stressed and
unstressed syllables in speech. Rhythm is create by the strong stress or beats in a
sentence. Rhythms are different between languages and contribute to the
characteristic sound different languages have. A distinction can be make here
between stress-timed languages and syllable-timed languages. In many
languages, the rhythm is syllable—timed. This means that all vowels in all
28 Ibid., p. 84. 29 Nasifuddin Jalil, Practical Phonology 2: Stress and Intonation, (Jakarta: Universitas
Islam Negeri Syarif Hidayatullah Jakarta), p. 2. 30 Dale and Poms, loc. cit. 31 Ibid., p. 91.
15
syllables are pronounce almost equally. Syllables are rarely lost or reduced as
they are in English.32
The rhythm of conversational English is more rapid than that of formal
speech. Every spoken sentence or words that receive the stress. Certain words
within sentence must be emphasized. Effective use of rhythm will helping
achieve natural—sounding speech.33
- Intonation
Every language has melody in it, no language is spoken on the same note all
the time. Intonation patterns involve pitch and are responsible for the melody of
the language. Speakers frequently depend more on intonation patterns to convey
their meaning than on the pronunciation of the individual vowels and
consonants.34
Intonation refers to use the melody and the rise and fall of the voice when
speaking. Each language uses rising and falling pitches differently and has its
own distinctive melody and intonation patterns. Correct use of intonation is
necessary to convey the message correctly and to make the sound like a native
English speaker. English has several basic intonation contours. The problems of
English intonation is many possible variations that change with a speakers’
meaning, attitude, and emotional state of mind.35
5. Using Song for Listening and Oral Activities
Songs contextually introduce the features of supra-segmental (how rhythm,
stress, and intonation affect the pronunciation of English in context). Through
songs, students discover the natural stretching and compacting of the stream of
32 Jalil, op. cit., pp. 2—3. 33 Dale and Poms, op. cit., p. 96. 34 Jalil, op. cit., p. 3. 35 Dale and Poms, op. cit., p. 105.
16
English speech. However, students from any language background can benefit
from a choral or individual reading of the lyrics of the songs mentioned above,
practicing the natural reductions that occur in spoken English. Students may
summarize orally the action or theme of a song or give oral presentations about a
song or musician, playing musical selections for the class. To involve the whole
class, students can fill out response sheets about each presentation, answering
questions about the featured topic, something new they learned, and something
they enjoyed.36
6. Selecting Song in Classroom
Songs should be carefully selected for the adult ESL classroom. These are
some suggestions:37
- Song lyrics should be clear and loud, not submerged in the instrumental
music.
- The vocabulary load for the song should be appropriate to the proficiency
level.
- Songs should be pre-screened for potentially problematic content, such as
explicit language, references to violent acts or sex, or inappropriate religious
allusions.
Song lyrics can now be found easily on the internet, so language teachers have
access to an enormous variety of music to bring to class. Songs contain many
different aspects that can provide the teacher and students with a valuable
opportunity to practice English pronunciation.38
The use of music in the classroom requires instructors to select the songs
carefully. The students' level is very important; short and slow songs should be
used with beginners so that they will be easier for them to understand. On the
36 Kristen Lems, “Using Music in the Adult ESL Classroom”, ESL Literacy Education Washington DC., 2001, p. 2.
37 Ibid., pp. 4—5. 38 Ulate, op. cit., p. 100.
17
other hand, advanced students would feel more challenged if songs have a certain
degree of difficulty. A very important aspect that cannot be left out is students '
likes and dislikes.39
7. Listening English Song and Pronunciation Ability
Villalobos in her paper state that listening English song helps Spanish speaker
identify and perceive the different sound of English and Spanish. In addition to
vowels and consonants, they can understand connected speech by analyzing
assimilation, linking and reductions, and other aspects such as -ed endings, since
song lyrics provide lots of examples.40
B. Related Previous Study
There are some previous studies that related on this research. First, taken from
Ismawati, “Practicing Pronunciation through Song (An Experimental Study of
SDN Semanan 06)”. The design used experimental, which divided into two
classes: control class and experimental class. The technique uses pre-test and
post-test. The result showed that song could enable students to improve students’
English pronunciation.
Second, was taken from Hanistiya Eka Damiati, “The Correlation between
Listening Skill and Pronunciation Accuracy (A Case Study in The First Year of
SMK (Vocational High School) Puspita Bangsa Ciputat, School Year 2005-
2006)”. The technique use observation and interview with the English teacher
and comparing students’ score in listening and pronunciation test that given by
the teacher. The result showed that there is a correlation between listening skills
and pronunciation accuracy at SMK (Vocational High School) Puspita Bangsa
Ciputat.
39 Ibid., pp. 100—101. 40 Ulate, loc. cit.
18
Third, was taken from Dian Pipit Saputri, “The Correlation between Habit in
Singing English Songs and The Ability of Pronunciation of The Eleventh Grade
Students of SMK NU Ma’arif Kudus in The Academic Year 2013/2014”. The
result showed that there is a significant correlation between habit in singing
English songs and the ability of pronunciation of the eleventh grade students of
SMK NU Ma’arif Kudus in the academic year 2013/2014.
Other studies which relevant in this research was taken from Muttaqin, Muslih
Hambali, and Rita Hayati, “The Correlation between Interest in Listening to
English Songs and English Pronunciation of the Students of English Education
Study Program, Sriwijaya University Indralaya”. The main purpose of this study
was to describe whether or not the students’ interest in listening to English songs
and their English pronunciation have a significant correlation. The data were
collected by means of questionnaire and test. The result of the analysis showed
that most of the students who had high interest in listening to English songs had
good pronunciation. It means that there was a significant correlation between
students’ interest in listening to English songs and their English pronunciation.
This research have the similarities and differences with those previous study
above. Most of previous study using quantitative method and correlational
design, which similar with this research. The difference is they conducted the
research in the school, whereas this research is conducting in the university.
C. Thinking Framework
Pronunciation is how producing sounds of words, means a process to say the
words or sentences. Practicing the way to pronounce some words correctly vary
in many ways, student could do self-practice, pairing, or even having a class
practices. Once student put the pronunciation into practices, then habituation
seems to be a necessity. Songs are used regularly for improving English
pronunciation. Listening English song is an activity that almost everyone could
do, which unwittingly lead people to pronounce an English word. The activity
19
itself might be done in almost anywhere and anytime, which makes it
theoretically better to be applied as a practice media and to decrease
mispronounce. The more student sing, means the more they practice and this
should affect their pronunciation ability.
D. Hypothesis
Based on the theories discussed above, it can be proposed that there was a
relationship between habit in listening English song and student’s pronunciation
ability. It means that if students listening English song intensely, they have able
to pronounce English words or sentences.
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research The research was conducted at Department of English Education, Faculty of
Educational Sciences, Syarif Hidayatullah State Islamic University of Jakarta,
which is located at Jl. Ir. H. Juanda, No. 95, Ciputat, Tangerang Selatan, Banten
Province, Indonesia. The research took on December 10th and December 12th
2018.
B. Method and Design of the Research
The method of this research using quantitative method and it was included as
the correlational design. Quantitative methods involve the processes of
collecting, analyzing, interpreting, and writing the results of a study. Specific
methods exist in both survey and experimental research that relate to identifying
a sample and population, specifying the type of design, collecting and analyzing
data, presenting the results, making an interpretation, and writing the research in
a manner consistent with a survey or experimental study.1
The design of this research using a correlational study. A correlation is the
relationship between x variables and y variables, and the two variables can be
exchanged. The variable of the research is relationship between in listening song
(x) and students’ pronunciation ability (y).2 Creswell also said that correlational
design in which investigators use the correlational statistic to describe and
1 John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Method Approaches, (California: SAGE Publications, Inc., 2014), 4th Edition, p. 7.
2 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT. Refika Aditama, 2010), p. 111.
20
21
measure the degree or association (or relationship) between two or more
variables or sets of scores.3
An important factor to looking at the relationship between two variables is to
look at two things: to know whether the relationship is statistically significant
(low probability of occurring in the sample if there was no relationship in the
population) and how large the effect size (strength of the relationship) is.4
C. Population and Sample of the Research Population of the research were seventh semester students of Department of
English Education in academic year 2018/2019. There are three classes (class A,
class B, and class C) with total 122 students. Sample of the research using
purposive sampling technique. Purposive sampling technique is a non—random
sampling in which the characteristic of the sample was determined and specify
the way the researcher needed. The sample chosen were class 7B and class 7C,
which in total are 30 students. The reason of the 7B and 7C chosen as the sample
was that the classes had a homogenous and considered to be representing the
population.
D. Instrument of the Research The instrument of the research were documentation of students’ pronunciation
score and a questionnaire.
The documentation of students’ pronunciation score was collected from the
lecturer in the end of the semester as the comparison data for the research. The
class itself was attended by 122 students.
Questionnaire as a tool for collecting and recording information about
particular issues of interest is used to collect data of respondents’ activity in
3 Creswell, op. cit., p. 12. 4 Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publication,
Ltd., 2004), p. 113.
22
listening song and their pronunciation ability. The questionnaire was consist of
15 question related to the habit of the students’ listening English song which
divided into 4 answers; 1 = Tidak Pernah, 2 = Jarang, 3 = Biasanya, 4 = Selalu.
E. Technique of Data Collecting
Questionnaire of listening song habit used in this research. The data collection
was conducted in 7th semester students which participated by 30 students from
class B and class C. Each of them was given a questionnaire for then collected as
the main data of the research.
F. Technique of Data Analysis
After collecting the data, it is started to analyzing the data by finding the
correlation between two variables. The steps are:5
1. Normality Test
The purpose of checking the normality is to see whether the data were
normally distributed. The hypothesis of normality test was:
H0 : Tcount < Ttable, the data were normally distributed
H1 : Tcount > Ttable, the data were not normally distributed
If the data were normally distributed, the Product Moment formula by Pearson
can be used to find the correlation between two variables.6
2. Linearity Test
The purpose was checked in order to see whether the regression of
relationship between two variables in linear. The hypothesis of linearity test
were:
- H0 : Fcount < Ftable, the relationship had regression coefficient or
significant
5 Susetyo, op. cit., p. 172. 6 Ibid., pp. 172—174.
23
H1 : Fcount > Ftable, the relationship had not regression coefficient or
significant
F distribution taken from df numerator = 1 and df denominator = (n-2), and
- H0 : Fcount < Ftable, the relationship was linear regression
H1 : Fcount > Ftable, the relationship was not linear regression
F distribution taken from df numerator = (f-2) and df denominator = (n-f).7
3. Correlation Coefficient
The method that use to analyze the relationship between two continuous
variables is called the correlation coefficient. Basically what a correlation
coefficient does is look at whether or not a high score on one variable is
associated with a high score on the other.8 To find out the correlation coefficient
(rxy) between habit in listening song and students’ pronunciation ability, using
Product Moment correlational formula by Pearson, since the data were normally
distributed. There were two correlation coefficient steps; Product Moment
correlation and determination coefficient. First technique was Product Moment
correlation. The formula of Pearson Product Moment in parametric procedure as
follows:9
rxy = N ƩXY – (ƩX) (ƩY)
√[N ƩX2 – (ƩX)2][N ƩY2 – (ƩY)2]
Noted:
rxy = the correlation coefficient
7 Ibid., p. 175. 8 Muijs, op. cit., p. 142. 9 Susetyo, op. cit., p. 121.
24
N = the number of respondents
X = the habit in listening English song scores
Y = the pronunciation scores
Σ XY = the sum of habit in listening English song scores multiplied by
pronunciation test score
Σ X = the sum of habit in listening English song scores
Σ Y = the sum of pronunciation test scores
Σ X2 = the sum of squared of habit in listening English song scores
Σ Y2 = the sum of squared of pronunciation test scores
Then, to interpret the score of rxy correlation, using the interpretation table
below:10
Table 3.1
Table Interpretation of Product Moment
The score of Product Moment (rxy) Interpretation
0.00—0.20 There is very weak correlation
between the variables or can be told
there is no correlation between the
variables
0.21—0.40 There is weak correlation between the
variables
0.41—0.70 There is medium correlation between
the variables
0.71—0.90 There is strong correlation between
10 Ibid., p. 118.
25
the variables
0.91—1.00 There is very strong correlation
between the variables
After calculating the correlation coefficient, the second technique was the
determination coefficient (R). The contribution of the independent variable (x),
towards the dependent variable (y), is investigated through the squared
correlation coefficient multiplied by 100%. It can be found through this
formula:11
R = r2 x 100%
Noted:
R = value of determinant coefficient
r2 = value of the squared correlation coefficient
4. Hypothesis Testing and Drawing Conclusion
After analyzing the data, it was started to interpreting the study or testing
hypothesis and drawing conclusion. To interpret this study, the score of rxy
should be compared to the correlation coefficient from Product Moment table or
r—table (rt) with the significance level 5% and 1%. To find the score of rt, the
degrees of freedom (df) must be determined and calculated with the formula, as
follows:
df = N – nr
Noted:
df = degree of freedom
N = number of respondent
nr = number of research variable
11 Ibid., p. 122.
26
If the score of rxy was higher than score of r—table with the significance
level 5% and 1%, it means that there was a significant correlation between habit
in listening English song and students’ pronunciation ability. On the contrary, if
the score of rxy was lower than the score of r—table with the significance level
5% and 1%, it means that there was no significant correlation between habit in
listening English song and students’ pronunciation ability.
G. Statistical Hypothesis
This study is to answering the hypothesis, and the statistical hypotheses of this
study are symbolized into:
- H0 : ρ = 0 or if rxy < rt, H0 is accepted, and Ha is rejected. It means that
there is no significant correlation between habit in listening English song
and students’ pronunciation ability
- Ha : ρ ≠ 0 or if rxy > rt, Ha is accepted, and H0 is rejected. It means that
there is a significant correlation between habit in listening English song
and students’ pronunciation ability.
27
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Data Description
The research was conducted at Syarif Hidayatullah State Islamic University in
Jakarta. The seventh semester students in academic year 2018/2019 were
participated. There were two variables in this research, habit in listening English
song and students’ pronunciation ability. Habit in listening English song as
independent variable and students’ pronunciation ability as dependent variable.
Two instruments used in this research, there were documentation of students’
pronunciation score and questionnaire of habit in listening English song. Those
instruments were intended to get the data of students’ habit in listening English
song and their pronunciation ability. The data was describe as follows:
a. Habit in Listening English Song
These are the students’ score of habit in listening English song from
questionnaire.
Table 4.1
The Result of English Listening Song Habit
Respondent
Number Score
1 43
2 38
3 43
4 51
5 44
Respondent Score
27
28
Number
6 39
7 47
8 44
9 42
10 57
11 45
12 48
13 43
14 20
15 48
16 27
17 36
18 36
19 30
20 53
21 31
22 39
23 46
24 42
25 44
26 37
27 38
28 32
29 50
30 37
Based on the scores that were collected above, needed to know the statistical score
of the data including the mean, median, maximum score, and minimum score. To
29
find out those statistical scores of the data above, using SPSS. The descriptions of
the finding were described below:
Table 4.2
The Result of Statistical Analysis of English Listening Song Habit
Statistic Std. Error
Habit in Listening Mean 41.0000 1.45586
95% Confidence Interval
for Mean
Lower Bound 38.0224
Upper Bound 43.9776
5% Trimmed Mean 41.2222
Median 42.5000
Variance 63.586
Std. Deviation 7.97410
Minimum 20.00
Maximum 57.00
Range 37.00
Interquartile Range 9.50
Skewness -.493 .427
Kurtosis .609 .833
Based on the calculation of SPSS, the mean or average score of habit in listening
English song was 41. The median score of habit in listening English song was
42.5. The highest score of habit in listening English song was 57 and the lowest
score was 20.
b. Students’ Pronunciation Ability
30
These are the score of students’ pronunciation from the final test in the end of
semester.
Table 4.3
The Result of Students’ Pronunciation Ability
Respondent
Number Score
1 84
2 85
3 86
4 84
5 83
6 83
7 84
8 87
9 89
10 84
11 80
12 84
13 81
14 82
15 83
16 64
17 70
18 64
19 74
20 78
Respondent Score
31
Number
21 82
22 86
23 84
24 82
25 80
26 88
27 82
28 75
29 81
30 84
Based on the scores that were collected above, needed to know the statistical
score of the data including the mean, median, maximum score, and minimum
score. To find out those statistical scores of the data above using SPSS. The
descriptions of the finding were described below:
Table 4.4
The Result of Statistical Analysis of Students’ Pronunciation Ability
Statistic Std. Error
Pronunciation Mean 81.1000 1.11865
95% Confidence Interval
for Mean
Lower Bound 78.8121
Upper Bound 83.3879
5% Trimmed Mean 81.6296
Median 83.0000
Variance 37.541
Std. Deviation 6.12710
Statistic Std. Error
32
Minimum 64.00
Maximum 89.00
Range 25.00
Interquartile Range 4.00
Skewness -1.682 .427
Kurtosis 2.667 .833
Based on the calculation of SPSS, the average score of pronunciation ability was
81.1. The median score of pronunciation ability was 83. The highest score of
pronunciation ability was 89 and the lowest score was 64.
2. Data Analysis
To find out the correlation between habit in listening song and students’
pronunciation ability, using Product Moment Correlational formula by Pearson. The
steps were:
a. Test of Normality
The normality test analysis using SPSS version 25.0. The result of the analysis
was presented in the following table:
Table 4.5
The Result of Normality Test
Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig.
Listening Habit 0,117 30 .200* 0,980 30 0,817 Pronunciation 0,229 30 0,000 0,810 30 0,000 *. This is a lower bound of the true significance. a. Lilliefors Significance Correction
Based on the result above, T count was comparing with T table. T count were
0.200 and 0.000, and the T table with the significances level 0.05 was 0.242 (see
33
appendix 3), in which both of the T count were lower than T table or 0.200 < 0.242
and 0.000 < 0.242. Therefore, H0 was accepted, the data were normally
distributed. Since the data were normally distributed, the Product Moment formula
by Pearson can be used to find the correlation between two variables.
b. Test of Linearity
The linearity tests analysis also using SPSS version 25.0. The result of analyzing
the linearity of the tests is presented in ANOVA table as follows:
Table 4.6
The Result of ANOVA Table
Sum of Squares df
Mean Square F Sig.
Pronunciation* Listening Habit
Between Groups
(Combined) 991,367 19 52,177 5,361 0,005 Linearity 170,673 1 170,673 17,535 0,002 Deviation from Linearity
820,694 18 45,594 4,684 0,008
Within Groups 97,333 10 9,733 Total 1088,700 29
Based on the result above, F count was comparing with F table with the significance
level 0.05. Fcount = 4.684 and Ftable = 4.20 with df numerator = 1 and df denominator
= 28 (see appendix 4), in which the relationship have significant regression
coefficient because Fcount > Ftable or 4.684 > 4.20. In addition, Fcount = 0.008 and
Ftable = 2.41 with df numerator = 18 and df denominator = 10 (see appendix 4), in
which the relationship was linear because Fcount < Ftable or 0.008 < 2.41. Overall, the
data revealed the habit in listening English song and students’ pronunciation ability
have linear regression.
c. Coefficient Correlational by Product Moment Correlational formula (rxy).
The formula is:
34
rxy = N ƩXY – (ƩX) (ƩY)
√[N ƩX2 – (ƩX)2][N ƩY2 – (ƩY)2]
Before doing the calculation, the data were described such as below:
Table 4.7
The Listening Song Habit and Students’ Pronunciation Ability Table
N X Y X2 Y2 XY
1 43 84 1849 7056 3612
2 38 85 1444 7225 3230
3 43 86 1849 7396 3698
4 51 84 2601 7056 4284
5 44 83 1936 6889 3652
6 39 83 1521 6889 3237
7 47 84 2209 7056 3948
8 44 87 1936 7569 3828
9 42 89 1764 7921 3738
10 57 84 3249 7056 4788
11 45 80 2025 6400 3600
12 48 84 2304 7056 4032
13 43 81 1849 6561 3483
14 20 82 400 6724 1640
15 48 83 2304 6889 3984
16 27 64 729 4096 1728
17 36 70 1296 4900 2520
N X Y X2 Y2 XY
18 36 64 1296 4096 2304
35
19 30 74 900 5476 2220
20 53 78 2809 6084 4134
21 31 82 961 6724 2542
22 39 86 1521 7396 3354
23 46 84 2116 7056 3864
24 42 82 1764 6724 3444
25 44 80 1936 6400 3520
26 37 88 1369 7744 3256
27 38 82 1444 6724 3116
28 32 75 1024 5625 2400
29 50 81 2500 6561 4050
30 37 84 1369 7056 3108
Jumlah 1230 2433 52274 198405 100314
After finding the values above, they were distributed into the formula and calculated
as the following:
rxy = NƩXY – (ƩX) (ƩY)
√[NƩX2 – (ƩX)2][NƩY2 – (ƩY)2]
rxy = [(30) (100314)] – [(1230) (2433)]
√[(30) (52274) – (1230)2][(30) (198405) – (2433)2]
rxy = 3009420 – 2992590
√[1568220 – 1512900][5952150 – 5919489]
rxy = 16830
36
√[55320][32661]
rxy = 16830
√[1806806520]
rxy = 0.395939
rxy = 0.396
Noted:
N = 30
Σ XY = 100314
Σ X = 1230
Σ Y = 2433
Σ X2 = 52274
Σ Y2 = 198405
Based on the calculation above, the result of correlation coefficient is 0.396. To
make sure the result of the calculation above, the Pearson Product Moment in SPSS
statistic program version 25.0 was used to know whether the calculation that has
been calculated manually correct or not and to make sure that there was no
mismatching calculation between score that counted.
Table 4.8 The Result of Correlational Analysis
37
Correlations
Habit Pronunciation
English
Listening Habit
Pearson Correlation 1 .396*
Sig. (2-tailed) .030
N 30 30
Pronunciation
Ability
Pearson Correlation .396* 1
Sig. (2-tailed) .030
N 30 30
*. Correlation is significant at the 0.05 level (2-tailed).
The results of those calculations, manual calculation and calculation using SPSS
statistics program version 25.00 were equal, in which the value of rxy for listening
habit and pronunciation ability was 0.396. It means that there was no mismatch in
the process of calculating the data by calculating manually or using the SPSS
statistics program version 25.00.
The contribution of the independent variable (x), habit in listening English
song, towards the dependent variable (y), pronunciation ability, is investigated
through the determination coefficient (R). The result of R was:
R = r2 x 100%
R = 0.3962 x 100%
R = 0.1568 x 100%
R = 15.68%
Based on the result of determination coefficient, the students’ habit in listening
English song to students’ pronunciation ability up to 15.68%.
3. Hypothesis Testing
38
After the score rxy obtained, it was start to compared with the correlation
coefficient from Product Moment table or r table (rt). To found rt, the degrees of
freedom (df) must be determined with the formula, as follows:
df = N – nr
df = 30 – 2
df = 28
Noted:
N = 30
nr = 2
Based on the table (see appendix 4), the rt in the level of 5% and 1% with df 28 were:
rt at significance level of 5% = 0.361
rt at significance level of 1% = 0.463
This study was to answer the following hypothesis:
- Hypothesis null (H0): there is no relationship between habit in listening English
song and students’ pronunciation ability;
- Hypothesis alternative (Ha): there is a relationship between habit in listening
English song and students’ pronunciation ability.
And the statistical hypothesis as follows:
H0 : ρ = 0 or if rxy < rt, H0 is accepted, and Ha is rejected;
Ha : ρ ≠ 0 or if rxy > rt, Ha is accepted, and H0 is rejected.
Based on the research findings of this study, the calculation of rxy was 0.396 and
the score of df was 28. Then, the score rxy was compared with the significance level
5% which shows that with the df 28, the rt score which obtained was 0.361.
Meanwhile, the score rxy also compared with the significance level 1% which shows
that with the df 28, the rt score which is obtained is 0.463. Therefore, rxy 0.396 > rt
0.361, which means that the hypothesis alternative was accepted and the hypothesis
39
null was rejected. In conclusion, there was a relationship between habit in listening
English song and students’ pronunciation ability.
B. Discussion
Based on the calculation and data analysis above, the score of coefficient
correlation (rxy) was higher than the score of r—table (rt). In this case, the coefficient
correlation which is obtained is 0.396, and this score was compared with the r—table
with the significance level 5% and 1% respectively, shows that the r—table which are
obtained respectively are 0.361 and 0.463. Therefore, shown that correlation was
significant at the 0.05 level or 0.396 > 0.361, which means the hypothesis alternative
(Ha) is accepted and the hypothesis null (H0) is rejected. In other words, there was a
relationship between habit in listening English song and students’ pronunciation
ability. In addition, based on the squared correlation coefficient (r2) = 0.1568
obtained, habit in listening English song was considered to have contribution of
15.68% towards pronunciation ability. In other words, the students’ pronunciation
ability of the seventh semester students at the Department of English Education of
Syarif Hidayatullah State Islamic University Jakarta in academic year 2018/2019 was
15.68% influenced by their habit in listening English song and there was 84.32% as
the remains. The remains indicated that there were other factors which influence their
pronunciation ability. According to Laroy, there are two factors influencing
pronunciation: age and level.1
Besides, the coefficient correlation (rxy) which was obtained is 0.396. It could be
interpreted with Table Interpretation of Product Moment which reveals that rxy =
0.396 was included in the scale between 0.21—0.40.
1 Clemen Laroy, Pronunciation, (Oxford: Oxford University Press, 2008), pp. 11—12.
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Table 4.9
Table Interpretation of Product Moment
The score of Product Moment (rxy) Interpretation
0.00—0.20 Very weak
0.21—0.40 Weak or low
0.41—0.70 Medium or moderate
0.71—0.90 Strong
0.91—1.00 Very Strong
The scale indicates that there was a relationship but it was a weak or low relationship
between X variable (habit in listening English song) and Y variable (students’
pronunciation ability). Thus, it could be considered that between habit in listening
English song and students’ pronunciation ability of the seventh semester students at
the Department of English Education of Syarif Hidayatullah State Islamic University
Jakarta had a significant relationship.
In the same way of some previous study has proved that song is could be
something beneficial in language acquisition and build the language competence or
even improve the language skill, the research result also show that there is a
significant relationship between two variables. First, a study written by Ismawati
(2009) showed that song was effective to improving students’ English pronunciation.
Second, a study written by Hanistiya Eka Damiyati (2007) show that listening skill
had a positive correlation with pronunciation accuracy. It can be concludes that
students’ who have a good pronunciation is also well in listening. He or she should
hear the pronunciation clearly and repeat continuously to exercise through reading
and vocabulary building. Third, study written by Dian Pipit Saputri (2014) show that
there was a significant correlation between habit in singing English song and
students’ pronunciation ability. It can be conclude that students’ were habit in singing
41
English song, they have well in pronunciation. Fourth, study written by Muttaqin,
Muslih Hambali, and Rita Hayati (2016) show that students’ interest in listening
English song and students’ English pronunciation are related to each other with the
significant correlation. It can be conclude that the higher students’ interest in listening
English song, the better in English pronunciation.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion Based on the findings and interpretation above, the conclusion is drawn and
some suggestions are offered. The coefficient correlation was 0.396, which
means there was a relationship between two variables but it was a weak or low
relationship. In addition, the correlation coefficient of Product Moment table was
0.361. The result was 0.396 > 0.361, which means the hypothesis alternative (Ha)
was accepted and the hypothesis null (H0) was rejected. Since the obtained rxy
0.396 exceeded the rt 0.361, it was concluded that both students’ habit in
listening English songs and their English pronunciation were related to each
other with the significant correlation.
Therefore, it can be conclude that there is a weak or low relationship between
habit in listening English song and students’ pronunciation ability of the seventh
semester students at the Department of English Education of Syarif Hidayatullah
State Islamic University Jakarta. From the data gathered during the study, it can
be stated that most student with listening English songs’ habit have good
pronunciation score in their pronunciation class.
B. Suggestion
Based on the conclusion above, there are some suggestions proposed as
follow:
- Lecturers
For lecturers, it is suggested to using English songs as materials in teaching
English, especially pronunciation since listening English songs give positive
correlation on students’ English pronunciation.
42
43
- Students
For students, it is suggested to use English song as their media in practicing
their English pronunciation, so then the students can turn listening English song
activity into a habit.
- The Further Researcher
According to the result of study, it is suggested to next researchers to find the
effective way of exploiting English song in improving students’ pronunciation
ability. Hopefully this suggestion can be beneficial for the next researchers.
REFERENCES Arslan, Derya. First Grades Teachers Teach Reading with Songs. Electronic
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Understanding, Predicting and Influencing Health-Related Behaviour,
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Artikel Penelitian. 2008.
LaBouff, Kathryn. Singing and Communicating in English. Oxford: Oxford
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Laroy, Clemen. Pronunciation. Oxford: Oxford University Press, 2008.
Lems, Kristen. Using Music in the Adult ESL Classroom. ESL Literacy
Education Washington DC. 2001.
Merriam Webster.
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Publication, Ltd., 2004.
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Rost, Michael. Applied Linguistics in Action Series: Teaching and
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Angket Kegiatan Mendengarkan Lagu
Angket ini bertujuan mendapatkan data mengenai kegiatan Anda dalam mendengarkan lagu berbahasa Inggris. Sebelum Anda menjawab bacalah pernyataan dengan seksama. Kerjakan tanpa melihat jawaban orang lain karena tidak ada jawaban benar ataupun salah dalam angket ini. Respon Anda akan digunakan dalam penelitian sehingga Anda diharapkan memberikan jawaban yang jujur dan sesuai fakta.
Nama :
NIM :
Kelas :
Berilah tanda ceklis (√ ) pada pernyataan (1, 2, 3, dan 4) yang sesuai dengan keadaan Anda yang sebenarnya.
Keterangan:
1 = Tidak pernah
2 = Jarang
3 = Biasanya
4 = Selalu
No Pernyataan Skala 1 2 3 4
1 Saya berusaha mendengarkan lagu berbahasa Inggris di waktu senggang untuk belajar kosa kata baru
2
Saya berusaha meluangkan waktu beberapa menit atau jam mendengarkan lagu berbahasa Inggris untuk menghafalkan atau mengingat kosa kata baru dalam bahasa Inggris
3 Saya berusaha mendengarkan lagu berbahasa Inggris saat belajar bahasa Inggris untuk mempelajari cara pronunciation dari lirik lagu berbahasa Inggris
4 Saya berusaha mendengarkan lagu berbahasa Inggris di waktu senggang untuk berlatih pronunciation dalam bahasa Inggris
5 Saya berusaha mendengarkan lagu berbahasa Inggris untuk meningkatkan kemampuan pronunciation dalam bahasa Inggris
6 Saya berusaha membaca setiap lirik lagu dari berbagai aliran lagu (pop, jazz, rock, metal, dll) berbahasa Inggris
yang saya dengarkan
7 Saya berusaha menulis lirik lagu berbahasa Inggris yang saya dengarkan
8 Saya berusaha mendengarkan lagu berbahasa Inggris di waktu luang untuk menciptakan rasa senang ketika belajar bahasa Inggris
9 Saya berusaha memahami makna lagu berbahasa Inggris yang saya dengarkan
10 Saya berusaha memahami cara pengucapan kata dalam bahasa Inggris yang dilantunkan oleh penyanyi
11 Dalam sehari saya mendengarkan paling sedikit 3 lagu berbahasa Inggris
12 Saya berusaha sedapat mungkin memahami isi lagu berbahasa Inggris yang sedang saya dengar.
13 Saya berusaha meminimalisir gangguan ketika mendengarkan lagu berbahasa Inggris.
14 Saya berusaha mencari makna kata yang tidak dipahami ketika mendengarkan lagu berbahasa Inggris.
15 Saya berusaha memahami pesan dalam sebuah lagu berbahasa Inggris yang saya dengar.
*Selamat bekerja*
This questionnaire was adopted from “The Correlation between English Education Department of Universitas Muhammadiyah Yogyakarta Students’ Habit of Listening to English Songs and Their Motivation in Learning English”, A Skripsi at Universitas Muhammadiyah Yogyakarta, unpublished.
