IMPROVING STUDENTS’ ENGLISH PRONUNCIATION

THROUGH LISTENING TO ENGLISH SONGS AT THE

EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH
PURWOREJO IN THE ACADEMIC YEAR 2023/2024

YUNI WIJAYANTI
202120042

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2023
 TABLE OF CONTENT

TABLE OF CONTENT .......................................................................................... ii

CHAPTER I INTRODUCTION ..............................................................................1
A. Background of the Study ..............................................................................1
B. Identification of the Problem........................................................................3
C. Limitation of the Problem ............................................................................3
D. Statements of the Problem ...........................................................................3
E. Objectives of the Study ................................................................................4
F. Significance of the Study .............................................................................4

CHAPTER II REVIEW OF RELATED LITERATURE ........................................5

A. Theoretical Review ......................................................................................5
1. General Concept of Pronunciation .........................................................5
a. Definition of Pronunciation..............................................................5
b. Importance of Pronunciation ............................................................6
c. Scope of Pronunciation ....................................................................6
d. Pronunciation in High School ..........................................................9
2. General Concept of Listening ..............................................................10
a. Definition of Listening ...................................................................10
b. Process of Listening .......................................................................10
c. Listening Assessment .....................................................................14
d. Listening in High School ...............................................................15
3. Song ....................................................................................................16
a. Definition of Song ..........................................................................16
b. Types of Song ................................................................................17
c. English Song ..................................................................................17
B. Previous Study ...........................................................................................17
C. Hypothesis ..................................................................................................20

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CHAPTER III RESEARCH METHODS ..............................................................21
A. Design of the Research...............................................................................21
B. Place and Time of the Research .................................................................21
C. Variables of the Research...........................................................................22
D. Population, Sampling Technique, and Sample ..........................................22
E. Research Instrument ...................................................................................24
F. Technique of Collecting the Data ..............................................................25
G. Technique of Analyzing the Data ..............................................................26
REFERENCES.......................................................................................................32

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 CHAPTER I
INTRODUCTION

A. Background of the Study

Language is one of the tools of communication used by people in
daily life to communicate each other. In today’s digital era, language is the
most important tool in communication. Residents or people from various
places, even though far or near can communicate and give news each other
without spending a long time. By using language, people can express their
idea, opinion, emotions, and feelings to other.
As the importance of communication, every country has its own
national language. There are so many kinds of languages in the world and
one of the most foreign languages commonly used in this world is English.
English is one of the languages that used as the international language in the
world. As an international language, English is very important to learn in
order to communicate with other people in other countries.
In Indonesia, English is not considered as a second language, but
English is a foreign language. English in Indonesia has been a compulsory
subject that should be taught from Junior High School until University.
Indonesian people's foreign language skills are still far away compared to
neighboring countries, so mastering English itself is very important.
Basically, students want to learn English because they want to be
able to speak
English like a native speaker. The ability to speak English is one of the most
important things in communication. But there are difficulties that occur
when practicing speaking English, that is the ability to pronounce some
words or sentences that are not quite right, then there is a misunderstanding
between the speaker and listener. Therefore, when speaking and
communicating in English not only have good vocabulary and grammar, but
pronunciation must also be good so there are no misunderstandings.

1
 Pronunciation is the part of English that used to communicate with
each other’s because there are differences between sounds and symbol of
pronunciation. English pronunciation is one of the most difficult skills to
acquire and must be mastered by students. Students spend a lot of time
improving their pronunciation. Pronunciation is the way in which the word
or language is spoken oral. Pronunciation is learned by repeating the sound
which sound and corrects it when it is produced inaccurately. This refers to
how the words or sentences are pronounced according to the intonation used
in a particular dialect (correct pronunciation).
Learning pronunciation can be done with some ways. Electronic
dictionary is one of the source to learning pronunciation. In order to get a
good pronunciation, some students are thought to listen to the electronic
dictionary which provide the record speaker which pronounced the word
correctly. But learning pronunciation by electronic dictionary they only
learn the pronunciation each words.
Besides learning by electronic dictionary, learning pronunciation
can be done by listening to English songs that easily accessed from the
internet. Now the English song is known by many people. With the
development of technology, making it easier for everyone to access it.
Listening to song can eliminate the boredom felt by students. Besides that,
listening to English song can help students improve their pronunciation
skills. While song provide the students with connected sounds not only per
word.
Based on the experience that occurred in the environment around the
researcher, grade eight junior high school students were still having
difficulty pronouncing English words correctly. The researcher is interested
to investigate whether a positive is and significance influence of students
habit to listening English songs toward their pronunciation ability. This
research will investigate the students at the eighth grade of SMP
Muhammdiyah Purworejo in the academic year 2023/2024.

2
B. Identification of the Problem
Based on the background of study, there are some problems that can
be analyzed as follows:
1. Many students are not familiar with the English word, because in
Indonesia English is not considered as second language.
2. Students lack in pronunciation ability.
Students are still unfamiliar with the pronunciation of words in English.
Their lack of practice makes it difficult for them to pronounce the
pronunciation correctly.
3. Many students bring their local dialect in pronouncing English word.
The effect of mother tongue makes students often pronounce what their
mother tongue is said, not following English pronunciation.
4. Limited opportunities and places
Many students experience difficulties in pronouncing English words
because they only learn English in class. Not used in the environment
and everyday life.
C. Limitation of the Problem
In this research, the researcher only focuses on extent to which
listening English dongs affect pronunciation ability of the eighth grade
students of SMP Muhammadiyah Purworejo in the academic year
2023/2024.
D. Statements of the Problem
Based on the background and identification of the problem above,
the problems of this study can be formulated as follows:
1. How is the pronunciation of English words of eighth grade students at
SMP Muhammadiyah Purworejo in the academic year of 2023/2024?
2. Does listening to English songs often improve the pronunciation skills
of the eighth grade students at SMP Muhammdiyah Purworejo in the
academic year 2023/2024

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E. Objectives of the Study
Based on the statements above, the objectiveness of the study are as
follows:
1. To describe the students’ pronunciation ability at the eighth grade
student of SMP Muhammadiyah Purworejo in the academic year
2023/2024.
2. To find out whether or not there is a positive and significant influence
at the eighth grade student of SMP Muhammadiyah Purworejo in the
academic year 2023/2024.
F. Significance of the Study
The result of this research will hopefully be useful and give great
value to the teacher and the students. The significance of the study is stated
as follows:
1. For the Teacher
The result of the research hopefully gives helps as the preference
for the teachers that use English songs to teach pronunciation and as the
alternative way to students for learning how to pronounce well through
English songs.
2. For the Students
The result of the research might become a positive input for the
students to learn pronunciation through English songs.
3. For Other Researchers
The result of the research can give information and can be a
reference to the next researcher whose will investigate similar topic with
the writer.

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 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Theoretical Review
1. General Concept of Pronunciation
a. Definition of Pronunciation

According to Gilakjani (2012) stated that pronunciation is

the integral part of foreign language learning since it directly affects
learners’ communication competence as well as its performance.
Limited pronunciation ability can decrease learners’ self-
confidence, restrict social interactions, and negatively affect
estimation. One of the key requirements for language proficiency is
to secure understandable pronunciation for the language learners.
Pronunciation is the act of producing speech sounds in order
to communicate (Mulatsih, 2015). According to Upa et al. (2021)
pronunciation is the system someone speaks out a word or produces
a sound. The learners or students must be careful in pronunciation
because a different sound will have a different meaning. It assists
the audience in comprehending what the speaker is saying. The
communication cannot work properly if the speaker is unable to
pronounce the English word correctly.
From the definition above it can be concluded that
pronunciation is a person's way of pronouncing a word,
pronunciation itself is an important component that must be learned
to master English so that there are no misunderstandings between
speakers and listeners.
b. Importance of Pronunciation
According to Kobilova (2022), pronunciation plays
important role in English to express ideas. It is an essential part for
every speaker to speak with the right pronunciation. There is no
purity of pronunciation in the universe. As a result, we frequently

5
 encounter different pronunciations and mispronunciations.
However, regardless of how frequent erroneous pronunciation is,
people must always endeavor to learn accurate pronunciation. Many
persons who are learning and speaking English do not pay attention
to their pronunciation. Some of them underestimate and dismiss it.
They believe that pronunciation is not as essential as speaking, and
that grammar and vocabulary are more important than
pronunciation. But the truth is that pronunciation is crucial. Many
examples of communication misunderstanding were caused by
incorrect word pronunciation or tone.
For example, if someone pronounces the words big and pig,
sea, and she with relatively no differences, in some cases can lead to
a misunderstanding. Another example is when someone pronounces
the word present with stress in the first syllable, but she uses it in the
sentence "He'd like to contend," which is obviously erroneous and
aggravating. Furthermore, strong pronunciation may provide an
advantage to those who learn it, and it should not be disregarded.
While learning English, it must become a goal to devote the same
amount of time and attention to pronunciation as to grammar and
vocabulary.
Because English phonemes are not always in the sequence in
which they are spelled, it is often difficult for a pupil to get the
proper pronunciation by spelling. Only a teacher can transition a kid
from spelling to phonemic writing in order for them to learn perfect
pronunciation.
c. Scope of English Pronunciation
According to Ramelan in Manik (2015), the study of
pronunciation consist of two features, namely:

6
1) Supra Segmental Features
Supra segmental features are like the style used in
words or sentences. There are for kind of supra segmental
features, namely:
a. Stress
The amount of power or volume needed to
pronounce a word in order to highlight it is referred to as
stress. Ramelan in Manik (2015:7). Word stress and
sentences stress are the two forms of stress. The degree
of tension in a set of thoughts or a sentence is referred to
as sentence stress. Sentence is referred to as sentence
stress. Stress is crucial in English because it distinguishes
between meaning and intent.
b. Intonation and Pitch
Intonation is a musical accompaniment that is
used to accompany speech. The pitch of what someone
says is referred to as intonation. When he is furious, he
speaks in a high tone, and when he is sad, he speaks in a
low tone.
c. Pause
The English language is pronounced in paused
groupings of words. The two types of pauses are a quick
pause and a final pause.
d. Rhythm
It concerns the rhythm of expressing. English
rhythm is stress-timed. This means that the time gap
between two large strains is the same. If there are
numerous terms between the two fundamental stresses,
these syllables will be spoken fast; if there are just a few
syllables between the two primary stresses, these
syllables will be pronounced slowly and simply.

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2) Segmental Feature
Segmental features are sound units that are organized
in a series of occurrences, such as consonants and vowels.
The categorization is based on the distinctions in their
functions and techniques of production in an utterance.
a. Vowel
Vocals are vowels created by air flowing freely
through the throat and mouth with no constriction or
narrowing, resulting in no friction (Hidayatullah,
2018:100). In English, there are two sorts of vowels: long
vowels and short vowels. In addition to the two types of
vowels mentioned above, there exist diphthongs. Long
vowels consist of /ɑː/, /iː/, /uː/, /ɔː/, /æ/, while short
vowels consist of /ə/, /e/, /i/, /ʌ/, /ʊ/, /ɒ/, /ɜː/.There are
eight English diphthongs, consist of /eɪ/, /aɪ/, /əʊ/, /aʊ/,
/ɔɪ/, /ɪə/, /eə/, /ʊə/.In addition, English consonants consist
of twenty-four. Those are /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/,
/θ/, /δ/, /s/, /z/, /∫/, /з/, /h/, /t∫/, /dз/, /m/, /n/, /η/, /l/, /r/, /w/,
/y/. It is essential for the students to understand phonetic
symbols and sounds correctly. Pronunciation is the act of
giving the true sounds of letters in words, and the true
accents and quantity of syllables.
b. Consonant
A consonant is a sound or letter (on or off)
produced when air does not flow easily through the
mouth and throat and instead struggles to narrow the
sound of friction (Hidayatullah, 2018:101).
c. Diphthong
A diphthong is a syllable-bound sound composed
of two vowels spoken in rapid succession.

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d. Pronunciation Test
Pronunciation test is a test conducted to test how well
students' ability to pronounce words in English. This test was carried
out in two stages, namely pre-test and post-test. The pre-test was
carried out using a song, while the post-test was not accompanied by
a song or song lyrics.
e. Pronunciation in High School
Pronunciation has been taught and introduced in the previous
10 years, along with location of articulation, style of articulation,
visual transcriptions, and all supra segmental sounds, characteristics
of the sounds (Yudo, 2010). On the other hand, most young learners
nowadays think they have poor pronunciation skills. Their
pronunciation continues to fall short of Standard English
pronunciation and the teacher's requirements for accurate English
pronunciation. In the previous 10 years, the majority of pupils may
have difficulty pronouncing English consonants, even when they get
English courses at school. As a result, students frequently make
mistakes, particularly while doing a public speaking engagement.
There are several reasons why students mispronounce
sounds (Alimemaj, 2014; Na’ama, 2011). According to Na’ama
(2011), the effect of mother tongue is one of the most problematic
because, while learning a foreign language, the learner's first
language will influence their foreign language pronunciation,
causing learners to feel confused when creating English consonants
sounds. A pronunciation has previously been taught and presented
with location of origin. Learners seldom practice pronouncing the
English sound due to time constraints. They learn it in class but do
not practice it at home. Third, learners find English difficult to speak
because the sound systems of English and Indonesian are different.
There is less time spent in school teaching pupils how to pronounce
words. The learners are unmotivated to learn English because they

9
 believe it is a tough topic. Finally, Hasan & Muhammad (2014)
argue that some pupils have trouble remembering how to enunciate
English consonant sounds. The reason for this is that Indonesian
languages have twenty one consonant sounds, whereas English
languages have twenty five.
2. General Concept of Listening
a. Definition of Listening
There are four skill in learning English namely listening,
speaking, reading, and writing. Listening is known as a fundamental
skill that everyone must have so that when a conversation occurs
with someone, it is expected that the listener can understand what
the speaker is saying.
According to (Kuswoyo & Wahyudin, 2017; Rido & Sari,
2018), listening skill plays significant role in expansion of other
language part skills in a language classroom. (Agustin & Ayu, 2021;
Pranoto & Suprayogi, 2020; Yulianti & Sulistyawati, 2021) stated
that listening skill is one of the most difficult ability to master,
especially in EFL context because the students is not taught by
native speaker of English and that is why they unwilling to learn
listening in the classroom.
Based on the explanation above, it could be concluded that
listening is not just hearing but listening is understanding what the
speaker say and listening is component that needed for students.
b. Process of Listening
According to (Tyagi, 2013), the process of listening occur in
five stages. They are hearing, understanding, remembering,
evaluating, and responding.

10
HEARING - It is the physical reaction induced by sound waves
activating the sensory receptors of the ear; hearing is perception of
sound waves; you must hear to listen, but you do not need to listen
to hear (perception necessary for listening depends on attention).
The brain filters stimuli and allows just a handful to come into focus;
this selective perception is known as attention, and it is a necessary
condition for efficient listening.
UNDERSTANDING- To understand the symbols we have seen and
heard, we must analyze the meaning of the stimuli we have
perceived; symbolic stimuli are not only words, but also sounds like
applause... and sights like blue uniform... that have symbolic
meanings as well; the meanings attached to these symbols are a
function of our previous associations and the context in which the
symbols occur. The listener must grasp the intended meaning as well
as the context established by the sender for successful interpersonal
communication.
REMEMBERING- Remembering is a vital part of the listening
process because it indicates that a person has not only received and
comprehended a message, but has also added it to the mind's storage
bank. Listening requires selective attention and memory; what is

11
 recalled may change significantly from what was initially seen or
heard.
At this stage of Listening, only engaged listeners participate. At this
point, the active listener weighs evidence, separates fact from
opinion, and determines the presence or absence of bias or prejudice
in a message; the effective listener ensures that this activity does not
begin too soon; starting this stage of the process before a message is
completed requires that we no longer hear and attend to the incoming
message as a result, the listening process stops.
RESPONDING- Because the speaker has no other method of
determining if a message has been received, this step becomes the
sole overt mechanism by which the sender may gauge the degree of
success in conveying the message.
c. Types of Listening
Rost (2011) identified "six types of listening practice" (p.
182) in terms of "ways of interacting with input, and how those ways
allow learners to understand and glean more from the input," namely
(a) intensive listening, (b) selective listening, (c) interactive
listening, (d) extensive listening, (e) responsive listening, and (f)
autonomous listening.
a) Intensive Listening
In Intensive listening tasks, the learner focuses on
decoding the specific sounds, words, and grammar, or what
the speaker actually says.
b) selective listening
In selective listening, learners’ attention is directed to
plan tasks with specific purposes in mind. They either focus
on the main ideas or try to extract information for certain
details. In other words, they look for information during
selective listening.

12
c) interactive listening
Interactive listening involves two-way, active
listening, where the listener engages in social negotiation of
meaning such as turn-taking, clarification requests, and
confirmation checks. Interactive listening tasks focus not
only on comprehensible input, but also on pushed output, and
often involve conversation partners co-constructing the
direction of the discourse in order to complete a shared task.
d) Extensive listening
Extensive listening refers to a wide range of listening
activities that aim for comprehensive and enjoyable input
(Renandya & Farrell, 2011). It also refers to listening for an
extended period of time, at least a few minutes non-stop, and
more, with long-term goals that go beyond language
learning, for example, for academic content, for pleasure,
and other language use purposes. In designing extensive
listening tasks for learners, the teacher can help learners
learn to maximize benefits and avoid problems during the
listening process by strategy instruction.
e) Responsive listening
Responsive listening refers to the kind of listening
practices where the primary goal is to train the learners’
appropriate reactions to what is listened to along content,
cultural, and affective dimensions. In a responsive listening
task, the focus is not on comprehension. Rather, it focuses
on the learners’ responses to the listening input. In this sense,
it is a higher level of listening ability with presumed
comprehension.
f) Autonomous listening
Autonomous listening is the management of listening
activities by the learner without the assistance of the teacher.

13
 It is not strictly speaking a "kind of listening," but it is at the
heart of a learner's listening skill, such as the ability to
choose what to listen to, when to listen, for what purposes,
for how long, and if the outcome of hearing is sufficient. The
goal of autonomous listening activities is to develop
effective learners who can use listening autonomously as a
tool for language learning and language usage strategically.
In addition, according to Asemota (2015:28), there are four
types of listening, they are as follows:
a) Active Listening
Listeners learn better and faster about what they heard.
b) Partial Listening
Listeners who thinking of their next reply rather than
listening to what is taking place.
c) Intermittent Listening
This applies to listeners who listen with a deaf ear. They are
compulsively nod and shake their heads in agreement when
they are not listening at all.
d) Appreciate Listening
A good listeners virtually absorbs all the speakers’ meaning
by being sensitive to tone of voice, facial expression, and
bodily action as well as to the words themselves.
d. Listening Assessment
The level of listening loss caused by PLD usage is currently
being debated. Several studies have found that PLD users had
considerably greater hearing thresholds than non-PLD users, with
non-users at frequencies ranging from 3 to 8 kHz. Furthermore, PLD
users' hearing thresholds at 6 kHz in both ears corresponded with
their device exposure levels. One research found that PLD users had
lower hearing thresholds than non-users at prolonged high
frequencies (10e20 kHz), although the study procedures were

14
 challenged for biased control selection. Other investigations,
however, reported no significant variations in hearing thresholds (up
to 8 kHz) between PLD users and non-users. PLD users' hearing
thresholds were mostly within the normal range and were unrelated
to listening levels or durations. The current investigation found no
evident symptoms of NIHL among the individuals, including those
who were exposed to harmful sound levels. Although 7.3% of the
individuals showed 25 dB hearing loss at one or more standard test
frequencies, this is only somewhat higher than the predicted
incidence of hearing loss in this age group based on a comparable
criteria. While 3.9% of participants showed audiogram notches at
3e6 kHz, these notches were only observed unilaterally.
e. Listening in High School
Listening is the active process of creating and deciphering
meaning from nonverbal and verbal messages. The
misunderstanding and misnomer of assuming that listening is a
passive language skill could obviously stem from the fact that,
mostly, a listener is seen to be sitting quietly and attentively in the
communication process, such as, for example, a pre-recorded
conversation in the language lab and possibly providing responses
to some questions related to oral stimulus.
Gilakjani & Sabouri (2016), who argue that, for a long time,
the conscious teaching and learning of listening skills has been a
poorly taught and, in most settings, outright neglected aspect of the
Language curriculum, have also insinuated that, in many modern
studies on Second Language Acquisition (SLA), and in the ESL
curriculum and classroom in general, listening has received some
appreciable scholarly attention.

15
3. Song
a. Definition of Song
Songs, according to Pratiwi (2018), are effective in the
language learning classroom. They include actual language, are
easily accessible, include vocabulary, grammar, and cultural
components, and are enjoyable for pupils.
Rahayu (2019) song can provide fresh possibilities for kids
to grow. Pronunciation competence in English learning and bringing
pupils into enjoyable activities without compromising learning
discipline. Song may be an excellent approach for students to learn
English; listening to a song can enhance listening skills, reading the
lyrics can improve reading abilities, and singing a song can improve
students' pronunciation skills. A fantastic approach to learn is via
singing.
b. Types of Song
Song has many types. Starting from the traditional ones such
as folk songs, then pop songs which are usually liked by young
people because of the good lyrics and rhythm, and many more.
According to Grifee (2001:40) song divided into three kinds. There
are art song, popular song, and folk song.
1. Art song
Art songs are songs written for orchestra or string quartet
performance and have an author and composer.
2. Popular song
Modern popular songs are often delivered as recordings
and played on the radio, as well as through all other forms of
mass media that have audio capability. Pop song or popular song
is a more commercially popular form of popular music as a
whole.

16
 3. Folk song
Folk songs are songs that are often nameless in origin or
in the public domain and are passed down orally. Folk songs are
also commonly conveyed nonverbally, particularly in the
modern day. Folk music may be found in practically every
culture.
c. English song
Learning pronunciation that used a media is not a something
new. There are many media which are made as method in learning
pronunciation. Songs are recognized as a popular and efficient
medium for learning English, yet they are underutilized and
underdeveloped (Frieferike Tegge, 2017). Songs are an excellent
medium for pupils to enhance their pronunciation. Some studies
have been undertaken to investigate how songs enhance students'
pronunciation.
In the learning process, teaching media is required. Teaching
media is any physical form that may transmit a message and
encourage pupils to study. Song is used as a teaching tool to help
pupils improve their English pronunciation. Radio, cassette, or
loudspeaker are tangible forms that can be used to listen to music or
something else. The purpose of teaching media (listening to English
music) is to make learning more accessible to students.
B. Previous Study
In conducting this research, researcher takes some previous studies
from other researcher as a comparison of this study. The firs study was done
by Zahra Farmand and Behzad Pourgharib (2013) entitled “The Effect of
English Songs on English Learners Pronunciation”. They used quantitative
design and they collects the data by questionnaire namely pre-test and post-
test.
According to their findings, there is a significant difference between
the experimental mean score (6.20) of English songs employed in this group

17
and the control group mean score (=0.05). (4.20). since this group used their
conventional approach (without employing English songs) and that
df=n1+n2-2=28 is more than (t=1.96). As a result, using English songs can
help pupils improve their pronunciation when compared to the traditional
method. Furthermore, the referential statistics validated in the pre-test for
both groups (experimental and control) (t=0.816) with df=28 was less than
(t=1.96), indicating that the experimental group's pronunciation improved
after using English music.
The similarity in that research and this research is quantitative
research that uses questionnaire to collecting the data. The differences
between this and thus study is not yet. Because this study also use
quantitative design and use questionnaire to collect the data.
The second study was done by Adelia Yusmita and Nike Angraini
(2017) entitled “The Effects of English Songs on the Seventh Grade
Students’ Pronunciation Achievement in SMP Srijaya Negara Palembang”.
In this research the researcher analyze whether using songs as a media in
teaching English pronunciation can improve students pronunciation
achievement or not. The population of this study was seventh grade students
of SMP Srijaya Negara Palembang. The instrument of this study is pretest
and posttest to collect the data.
The similarity in that research and this research is the variable about
English song and pronunciation ability or achievement. Besides, there are
some differences between of them, which is the population and sample of
the research.
The third study was done by Rizky Sadilah and Reni Rosianna
Lumban Gaol (2021) entitled “Improving Students’ English Pronunciation
through Listening to English Songs at the Second Grade Students of SMP
Swasta Harvard Martubung”. In this research analyze whether using songs
as a media in teaching English pronunciation can improve students
pronunciation ability or not. According to the results of the students' tests,
the mean score of the pre-test was 52, 3. In Cycle I, the mean post-test score

18
was 65, 7. The mean post-test score in Cycle II was 81, 2. According to the
observation sheet, the teaching learning process went smoothly. Following
the therapy, the students' English Pronunciation improved as a result of
listening to English song. It was determined that listening to English song
can help the students enhance their English pronunciation.
The similarity of this and that study is the variable about English
song and pronunciation ability. Also the population is similar, both used
second grade or eighth grade of Junior High School. Then both use the
quantitative method, the researcher uses a questionnaire to collect data,
namely the pretest and posttest. The differences is the sample that use in this
research.
The fourth research was done by Nurul Afi (2014) entitled “The
Effectiveness of Using English Song to Improve Students’ Pronunciation
Mastery for tenth-Grade Students of SMK Taman Karya Pertambangan
Kebumen in the Academic Year 2013/2014”. In this research, researchers
utilized English songs to teach English pronunciation and to determine
whether or not teaching using English songs improves students'
pronunciation. The study's findings indicate that teaching English through
song can help students improve their pronunciation. Since it was discovered
that the t-value is 5.26, based on the 0.05 significance threshold, and the
value is 1.99. As a result, the computation indicates that the t-value is more
than the t-table, with 5.261>1.99.
The similarity of this and that research is the both research employ
quantitative approaches. The data from the two investigations will then be
obtained utilizing the pre-test and post-test. The difference between the two
studies is in the population; the prior study's population was SMK Karya
Pertambangan Kebumen tenth graders. In this study, the population
consisted of eighth graders from SMP Muhammadiyah Purworejo.

19
C. Hypothesis
According to Sugiyono (2015) hypothesis can be defined as
temporary answer concerning statements problem. In statistic, there are two
hypothesis, they are: Alternative Hypothesis (Ha) and Null Hypothesis
(Ho).
The use of hypotheses allows the researcher to concentrate on the
research. Therefore, in this research, the researcher would like to formulate
the hypothesis as follows:
Ho: The students’ listening to English song gives no influence toward their
pronunciation ability at the eighth grade of SMP Muhammadiyah Purworejo
in the academic year 2023/2024.
Ha: the students’ listening to English song gives influence toward their
ability at the eighth grade of SMP Muhammadiyah Purworejo in the
academic year 2023/2024.

20
 CHAPTER III
RESEARCH METHODS

A. Design of the Research

Research is a series of actions used to gather and evaluate data
in order to gain a better knowledge of a topic or situation (Creswell,
2012). He claims that undertaking educational research entails more
than just participating in the primary phases of the research process. It
also covers research design and writing in one of two primary tracks:
quantitative research or qualitative research. When the investigator
identifies a research topic based on trends in the field, there is no need
to explain why something happens. While qualitative research gathers
data through observations, interviews, and document analysis, the
findings are typically summarized through narrative and verbal
techniques.
This research belongs to quantitative research. According to
(Sugiyono, 2011), descriptive research is a research which has purpose
to describe or investigate situation, condition, or other using samples of
data or population. The purpose of this result is to describe the
Improving Students’ English Pronunciation through Listening to
English Songs at the Eight Grade Students of SMP Muhammadiyah
Purworejo in the Academic Year of 2023/2024.
B. Time and Place of the Research
The specific place and time of the research is needed in oreder to get
the authentic data.
1. Places of the Research
The research was investigate at SMP Muhammadiyah
Purworejo which is located at JL. K.H.A. Dahlan No.10,
Purworejo Central Java. This research took the eighth grade
students of SMP Muhammadiyah Purworejo in the academic
year 2023/2024 as the subject of the research.

21
 2. Time of the Research
The researchers conducted this research starting from
February 13th 2023 until March 27th 2023. It took two weeks for
doing the researcher to obtain the data of the students’ score on
English pronunciation test using pre-test and post-test.
C. Variables of the Research
(Arikunto, 2013:161) says that variable is research objects or
points in one research. Sugiyono, 2011:38) stated that variable is an
attribute or the nature or value of people, object, or activities that have
certain variations defined by the researcher to learn and then drawn the
conclusion. In this research, there are two types of variables called the
independent variable and dependent variable.
1. Independent Variable
The independent variable is the casual variable or free variable
(Arikunto, 2013:161). The independent variable of this research is
“listening to English song” and symbolized with “X”.
2. Dependent Variable
The dependent variable is the effect from the independent variable
(Arikunto, 2013:162). In this research, the dependent variable is
“students’ English pronunciation” and symbolized with “Y”.
D. Population, Sampling Technique, and Sample
1. Population
According to Creswell (2012:142), population is a group of
individuals who have the same characteristic. In the line with the
previous theory, Sugiyono (2011:80) states that population is a
generalization area consisting of objects that have certain qualities
and characteristic determined by researcher to be studied and then
conclusion drawn. The population which is took in this research is
the eighth grade students of SMP Muhammadiyah Purworejo in the
academic year 2023/2024.

22
2. Sampling Technique
Sugiyono, 2015:118) states that sampling technique of
drawing the sample. There are many sampling techniques which can
be chosen to draw a sample accurately in the research such as:
1. Probability Sampling
a. Simple Random Sampling
It is claimed to be simple since the sample
members are drawn at random from the population
without concern for the strata within that population.
b. Proportionate Stratified Random Sampling
Proportionate stratified random sampling is used
when the population has members/elements that are not
homogeneous and are proportionally stratified.
c. Disproportionate Stratified Random Sampling
Disproportionate stratified random sampling is
used to determine the number of samples, if the
population is stratified but less proportional.
d. Area (Cluster ) Sampling
Area (Cluster) sampling is used to identify the
sample if the item to be investigated or the data source is
very wide, such as the population of a nation, province,
or district.
2. Non Probability Sampling
a. Systematic Sampling
Systematic sampling is a sampling approach
based on the sequential numbering of population
members.
b. Quota Sampling
Quota sampling is a strategy for selecting a
sample from a population with specific characteristics up
to a predetermined number (quota).

23
 c. Incidental Sampling
Incidental sampling is a sampling approach based
on chance, which means that anyone who encounters the
researcher by chance can be utilized as a sample provided
it is determined that the individual encountered by
chance is eligible as a data source.
d. Purposive Sampling
Purposive sampling is a sampling approach that
takes specific factors into account.
e. Saturated Sampling
Saturated sampling is a sampling strategy in
which the entire population is utilized as a sample. This
is frequently done when the population is tiny, less than
30 persons, or when researchers seek to make broad
generalizations with extremely small mistakes.
f. Snowball Sampling
Snowball sampling is a sample technique that
starts tiny and gradually grows in size. It will get larger
over time, much like a snowball.
3. Sample
According to (Sugiyono, 2015)S, the sample is a subset of
the population in terms of size and features. Furthermore, Creswell
(2012:142) explains that the sample is a subset of the target
population that the researcher intends to analyze in order to
generalize the goal. The researcher used one class as the sample in
this study. Class A has 30 students.
E. Research Instrument
According to (Sugiyono, 2015), a research instrument is a tool
used to collect data. The research instrument is used to measure the
value of the variable under study.

24
 In this research, the researcher uses pre-test and post-test as the
instrument.
1. Pre-test
Pre-test provides a measure on some attributed or
characteristic that is asses for participants in an experiment
before they receive treatment Creswell (2012:297). It is
preliminary test administrated to determine a students’ basic
knowledge or preparedness for an educational experience or
course of the study. The researcher gives pre-test of English
pronunciation using multiple choices which consisted of 30
multiple choice questions.
2. Post-test
Post-test as a measure on some attribute or characteristic
that is assessed for participants in as experiment after a treatment
(Creswell, 2012:297). It is given a lesson or period of instruction
to determine what the students have learned. In teaching,
comparison of pre-test and post-test results measure the amount
of the progress a learner has same indicators. In this study, the
researcher gives post-test of English pronunciation using
multiple choices which consisted of 30 multiple choice
questions.
F. Technique of Collecting the Data
Data is very important in a research, especially in experimental
research. The target data on this research is about the students’ English
pronunciation of eighth grade of SMP Muhammadiyah Purworejo in the
academic year 2023/2024.
In the gathering the data, the researcher used three main steps as follows:
1. Giving Pre-test
The researcher gives online pre –test to the students
a. The researcher gives pre-test to the students.
b. The test contains 30 multiple choice questions.

25
 c. The test conducted for 60 minutes.
d. The researcher then checked the result of the students’ answer.
2. Giving Treatment
The researcher gives treatment to the students that is listening to
English song.
a. The researcher prepared several song titles that teenagers liked.
Then the students choose one of the titles that have been
provided.
b. Following that, there will be a song playback session. Following
the completion of the song, the researchers presented examples
of the words in the song, which the students repeated.
c. The students doing the treatment for three weeks through offline
class.
3. Giving Post-test
The researcher gives post-test to the students.
a. The researcher gives multiple choices test to the students
b. The test contains 30 multiple choice questions which is different
with the pre-test.
c. The researcher then checked the result of the students’ answer.
G. Technique of Analyzing the Data
Data analysis is the process of arranging data sequence, organize
into a system, category and set of the breakdown of base. In this
research, after held the study, pre-test, treatment, and post-test, the
researcher then analyzing the result in quantitative way. The data from
test will be analyzed by using calculating the improvement of the student
in pre-test and post-test. The researcher uses some statistic and takes
steps as follow:
1. Checking and finding out the correct answer form the students’
test result.

26
2. Giving the score, in determining this, the researcher checked
the correct answer the multiplied by the score based on the total
questions thus maximum score is a hundred.
Value Grade Level of Achievement
80-100 A Excellent
66-79 B Good
56-65 C Sufficient
40-55 D Fairly Sufficient
<39 E Low
(Arikunto, 2010:184)
3. Statistical procedures
Statistical procedures are steps that used statistically to
analyze the students’ achievement. To interpret the result of the
students’ test, the researcher used statistical procedures as
follows:

a. Descriptive Analysis
1. Mean
Mean is the average of group scores. (Sugiyono,
2010:49) states that mean is the average of the set scores,
obtained by adding the score together and dividing by the
total number of students. It is used to determine position
of the students in achieving or mastering the given
materials. The way to compute the mean is adding all the
students’ score then dividing this sum by the number of
the test takers. The researcher finds out the sum by the
number of the test takers. The researcher finds out the
mean of pre-test (x) and mean of post-test (y), the
formula used to the mean is as follows:

27
 𝛴𝑥
x= 𝑁

𝛴𝑦
x=
𝑁

Where:
∑𝑥 : Total score of pre-test
∑𝑦 : Total score of post-test
N : Total number of students

2. Median
Median is one of explanation technique based on
the middle value of the data which have been organized
from the lowest to the highest to lowest. In other words,
median is the midpoint of a distribution: the same
numbers of scores are above the median as below it
(Creswell, 2012).
3. Mode
Mode is a technique to explain based on the value
which is popular or which often being found. In other
words, mode is the most frequently occurring in a dataset
(Creswell, 2012).
4. Standard Deviation (SD)
Standard deviation is the way of showing the
spread of scores. It measures the degree to which the
group of scores deviates from the mean. In other words,
it shows how all the scores spread out thus give a fuller
description of the scores than range, which simply
describes the gap between the highest and lowest mark

28
 and ignore the information provided by all the remaining
scores. The formula as follow:

∑(𝑥−𝑥̅ )2
SD = √ (𝑛−1)

Where:
SD : Standard Derivation

∑(𝑥 − 𝑥̅ )2 : The square of quarrel mean and score which is

quadrate

n : Number of sample

5. Variance
Variance is used to help the next calculation
especially when the researcher calculates the t-test.
Below is the formula of variance.

∑(𝑥−𝑥̅ )2
𝑆2 = (𝑛−1)

Where:
𝑆2 : Variance
∑(𝑥 − 𝑥̅ )2 : The square of the quarrel of mean score and
score which is quadrate

n : The number of students

Those formulation are used by the researcher manually
and IBM SPSS version 26. The calculation will be
shown in the next chapter.
b. Inferential Analysis
The inferential analysis is employed an answer to the
questions of the whether or not there is any and significant
effect of using English song to improve students’

29
pronunciation. The inferential analysis in this research
consists of test of normality and test of hypothesis.
1. Test of Normality
Normality test is used to know whether or not the
distribution of the data the variable is normal. The
researcher fined the normality using IBM SPSS
version26. Sugiyono (2012:79) says that test normality is
indeed to determine the distribution of the minimum and
maximum values as well as the variability of research
data. To know the data have normal distribution or note,
the researcher compares the Chi-square obtained with the
Chi-Square table considering the level of significance
5%. If the 𝑋𝑣𝑎𝑙𝑢𝑒 is lower than𝑋𝑡𝑎𝑏𝑙𝑒 , it means that the
data have normal distribution and vice versa.
2. Test of Hypothesis
A test of hypothesis in this research is attest used
to find out whether or not there is effectiveness of using
English song to improve students’ pronunciation of the
eighth grade of SMP Muhammadiyah Purworejo in the
academic year 2023/2024. The researcher employs
parametric statistic (t-test formula) if the data have
normal distribution and uses non-parametric statistic
(Wilcoxon match pairs test) if the data no normal
distribution.
The researcher uses t-test formula if the data have
normal distribution. Ata the significance 5%, if the 𝑡𝑣𝑎𝑙𝑢𝑒
is higher than 𝑡𝑡𝑎𝑏𝑙𝑒 , the means of two groups is
significantly different. Consequently, the null hypothesis
is rejected and the alternative hypothesis is accepted.
Wilcoxon match pairs test used when the data
distribution is not normal. Based on the significance

30
level 5%, when the z-value is higher than the z-table it
means that the null hypothesis is rejected and the
alternative hypothesis is accepted.
In this research, the researcher used two ways to
calculate the descriptive analysis that are manually and
using IBM SPSS version 26. Whereas for the inferential
analysis, the researcher computes the data using IBM
SPSS version 26.

31
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