6292 14868 1 SM
6292 14868 1 SM
6292 14868 1 SM
No. 1
Supeno
Universitas Wijaya Kusuma Surabaya, Indonesia
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Supeno. Using songs to improve students’ pronunciation
Language classes can sometimes become boring, Songs can be very helpful as comprehensible
and a good solution to make them more input for students because it enables them to
interesting is by listening to good songs. Songs understand the language better and acquire new
offer a change from the routine procedures in the rules, as well as motivating learners and making
classroom. They are invaluable tools to develop them feel more relaxed. By creating a low
students’ language abilities in: listening, affective filter and an interest in what is to be
speaking, reading and writing. Songs can be learned, songs become a useful tool for teachers
used to teach a variety of language items such as when dealing with language. Besides, songs
sentence patterns, vocabulary, pronunciation, offer a kind of motivation to learn the language
rhythms, adjectives, adverbs and so on. of the songs. Motivation is as much a matter of
concern for the teacher as it is for the learner. Of
This paper is being discussed descriptive- course, it depends as much on the attitudes of the
qualitatively based on the author’s own personal teacher as on the attitudes of the students. Since
and other authors’ experiences as a foreign motivation is an essential factor in a foreign
language learner and teacher. This paper is language classroom, students need to feel
intended to discuss how to select the appropriate encouraged to learn and use the target language
songs as the media in teaching pronunciation. in the real-life situations.
How using songs in the English classroom can
help students improve their English As an EFL teacher, one can make a distinction
pronunciation is also discussed. A simple between extrinsic and intrinsic motivation. The
questionnaire is given to secondary school former is caused by any number of outside
students. It is found that most students have a factors such as personal needs or goals; the
strong interest in listening and understanding methodology used in the second language
popular English songs. classroom also influences the degree to which
the students feel motivated towards the learning.
Differently, intrinsic motivation comes from
within the individual and so a student feels
motivated to learn if he or she finds enjoyment
in the learning process itself. Therefore, it is the
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teacher’s responsibility to help learners discover intrapersonal, musical, and most recently
this self-motivation, and provide activities in naturalist. This has influenced the way that
class so that extrinsic motivation will take place. teaching and learning are approached. Teachers
Any person who is learning a foreign language are now more aware of the need to offer a
knows how challenging this process is therefore variety of activities in the classroom to fulfill
having interesting and enjoyable activities such students’ needs. Development of musical
as listening to popular songs can become a key intelligence can be greatly aided by the use of
to success. songs throughout the curriculum. In addition to
learning about musical elements and how to
It has been a very common view that music can create music, the musical intelligence involves
increase the level of reception to learning. The developing an ability to respond to musical
effects of music (including all kinds of songs) on sound and the ability to use music effectively in
the emotions are commonly known, but the one’s life.
effects of music on the brain and thinking have
also been explored. Research has shown that an Most interestingly, music and songs is very
electroencephalogram—known as EEG—found closely related to the students’ Learning Styles.
in music can change the brain waves and make Students take in and process information in
the brain more receptive to learning. Music different ways. Some students learn by seeing
connects the functions of the right and left while some others by hearing and doing (see:
hemispheres of the brain so that they can work Lucas, 2015:2-5). Consequently, this also cause
together and makes learning quicker and easier the teaching methods to vary. When mismatches
(see: Kellaris; Cox; Cox, 1993:114-116). exist between the learning styles of many
students in a class and the instructor’s teaching
The simultaneous action of the left and right style, the students can get bored and get
brain can maximize learning and retention of discouraged about the course. In this situation,
information. The information being studied listening to songs takes advantage of the
activates the left brain while the music or songs different learning styles students have and by
activate the right brain. In addition, there are carrying out activities with songs, students can
other activities that engage both sides of the practice the language the way they prefer.
brain at the same time, such as playing an
instrument or singing which causes the brain to Methodology:
be more capable of processing information.
Problems of pronunciation and the proposal
Dr. George Lozanov, a famous Hungarian in this paper
psychologist, designed a way to teach foreign
languages in a fraction of the normal learning In Indonesia, secondary students who learn
time using a system involving certain classical English as a foreign language almost always
music pieces from the baroque period. His have some difficulties in pronouncing some
experimentation has shown that foreign certain sounds. This is because there are some
languages can be learned with 85-100% sounds in English that are absent in Indonesian
efficiency in only thirty days by using these language. In other words, some sounds in the
pieces due to the effect that ornamental music target language are absent in the learners’
has on brain waves (see: Dabul, 2017:1-3). language. Indonesian speakers, for example, find
it hard to distinguish between the vowel sounds
It is also commonly known that music can also /i:/ and /ɪ/, and they mostly consider there is no
develop Multiple Intelligence of the young difference between ‘seat’ and ‘sit’.
people. In 1983, Howard Gardner, a psychology Consequently, Indonesian speakers will also
professor at Harvard University, presented his have difficulty in pronouncing ‘feet’ and ‘fit’.
Multiple Intelligence theory based on many This means there are some differences between
years of research. Gardner has claimed that there Indonesian vowels and English vowels.
is not just one intelligence, but different forms of
it (see: Lucas, 2015:2-5). Multiple Intelligence Almost similarly, pronouncing consonant /dj/ in
teaching methods recognize eight forms of the final position (as in ‘change’) is very
intelligence: visual-spatial, linguistic, logical- difficult and needs some time to produce the
mathematical, bodily-kinesthetic, interpersonal, correct pronunciation. This means that there are
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Supeno. Using songs to improve students’ pronunciation
also some differences between Indonesian students are often drilled with minimal pairs.
consonants and the English consonants. Since speaking is such a necessary skill in a
Moreover, Indonesian native speakers usually second or foreign language, pronunciation is
monophthongize the diphthong /aɪ/ (as in essential to be understood. Pronunciation plays a
‘capai’) into /e/ (as in ‘cape’), while in English very important role in language learning because
this is unacceptable as it can produce different even when grammar and vocabulary are used
meaning. On the whole, the three groups of correctly, if vowel and consonant sounds and
phonemes—vowels, consonants, and aspects such as intonation, linking, rhythm and
diphthongs—in the learners’ language and in the stress are not produced accurately, the intended
target language (English) are different. In short, message cannot be delivered comprehensibly.
the three phonetic systems represent the biggest This will lead to misunderstanding and failure to
challenge for the learners. communicate, and in turn learner’s frustration.
On the bases on the above existing problems, it Song lyrics are different from other kinds of
is proposed that by listening to songs Indonesian texts because they are closely linked with
learners can easily learn more to identify all of rhythm. This makes them useful for teaching
those sounds and perceive the differences among different pronunciation aspects naturally. All the
them. In addition to vowels, consonants, and features of connected speech, including
diphthongs, they can understand connected reductions can be identified easily and practiced
speech by analyzing the assimilation, linkages using songs. Furthermore, some long-term
and reductions, and other aspects such as -ed investigations about language learning demands
endings and –s endings. That is because song in the field of Teaching English as a Foreign
lyrics and the singers—who are native in the Language have shown that pronunciation is one
target language—provide numerous models and of the highest-ranking aspects of the students’
examples. Selection of song lyrics can now be interest in many different countries. Through
easily found on the internet, so language surveys and teaching experience, it is clear that
teachers have the access to an enormous variety students frequently mention a desire to
of music and songs to bring to class. understand the speech of native speakers, and to
sound like native speakers themselves. All of
Many English teachers use songs for different these are available in songs.
purposes. Some songs are used as grammar
practice, listening comprehension, vocabulary Choosing the right songs
enhancement, and even for giving the students
inspiration before writing exercises. These two There are some crucial things to note in teaching
kinds of activities have very often been practiced pronunciation using songs. That is, while it is
by many English teachers in Indonesia. In this easy to understand that using songs will offer a
paper, however, the point is that music or songs lot of advantages for both the teacher and the
are seldom used to help students improve their students, the biggest question is how songs
pronunciation in English. In learning English as should be chosen. It is suggested that teacher
a foreign language, it is essential to have good consider the students’ detailed identifications.
pronunciation for clear communication. They include the students’ level, their age, and
Secondary students at all grades should work on the kind of music/songs they like. Besides, it is
their pronunciation skills to ensure success in the also essential to evaluate the song itself.
target language. Very often, however, Teachers need to find out if the rhythm is
pronunciation are considered less important than comprehensible, the singers’ voices are clear
other skills and is therefore given less attention enough, the speed of the song, and the
in a teacher’s lesson planning. As Miyake has complexity of the structures and the vocabulary
pointed out, pronunciation has been called the (for further suggestions, see: Simpson, 2015:1-
Cinderella of ELT (being locked away and out 5).
of sight). One of the criticisms of pronunciation
teaching is that it is thought to be boring (see: One thing to consider about the songs is the
Plaza, 2015:13). “authenticity” of the songs as the source. One
concern for language teachers teaching from an
It is suspected that such situation is due to the intercultural perspective is the authenticity of
dominant image of audio-lingual methods where resources for language learning. Authenticity is
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Proceeding of the 65th TEFLIN International Conference, Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1
particularly important when language is viewed easier reference. This will be more helpful for
as an instantiation of culture and the process of both teacher and the students; for the teacher the
learning as the negotiation of this relationship. intended sounds can be put in different colors
Many resources developed especially for and for the students this will make them easier to
language learning have tended to edit out or identify the intended sounds. With power point
modify aspects of context that are important to slides containing songs, teacher can manipulate
understanding the relationship between language the activities more variably. In this paper,
and other aspects (Liddicoat and Scarino, instead of choosing a song by focusing on the
2013:93-95). Quoting Alptekin (2000), vowels, consonants, and diphthongs, this paper
Liddicoat and Scarino further argue that some will look at some aspects of pronunciation that
unknown aspects inherent in the native-speaker can be focused on through selected songs. Hence
view of authenticity may even inhibit the songs to focus on sounds, songs to focus on
students learning process. As such, Liddicoat words, or songs to focus on connected speech.
and Scarino suggest the teaching–learning
situation and the original communicative As Bolton (2011:54) suggests, when it is decided
purpose of the resources being used. Several to learn a piece of music or song, one should
types of authenticity include: look it over, and read (play) through it in order
to get a general idea of how one wants to go
- The authenticity of purpose: the resource about practicing it. This is similar to when one
needs to be of intrinsic interest to engage first listen somewhat more closely to a foreign
learners. Thus it is necessary to select language one would like to learn, and perhaps
the songs that represent the “real world” have a look at some text in that language, too.
purpose external to the classroom or an Upon starting with the phases, one should break
intellectual engagement with the the song down into smaller parts, phrases, or
resources to promote new insights and somewhat larger parts. Then, one can begin
knowledge. “playing” that section quite slowly, doing one’s
- The authenticity of response or task: best to make every note sound as it should be in
learners need to respond to the resource order to be clearly distinguishable, and also to fit
in an authentic way. Thus, what students naturally into the phrase (Bolton, 2011:54).
are asked to do with a resource is at least
as important as the learners’ identities as In selecting songs to teach particular consonant,
learners and users of the language. vowel, and diphthongs sounds some criteria
- The authenticity of conditions: the must be considered. As languages differ in their
conditions for language use need to be range of sounds, students have to learn to
reflective of the conditions for use of the ‘physically’ produce certain sounds previously
resource in the “real world.” This real unknown to them. However, incorrectly
world needs to be understood as the pronounced sounds strain can change the
world of the language learners and users. meaning. Here is the point where songs can help
because songs are authentic and easy to access
Similarly, Ebong and Sabbadini viewed that as examples of spoken English. The rhymes in
there are no ‘standard’ songs for teaching songs provide listeners with repetition of similar
pronunciation (2017:1-3). They further state that sounds. Students often choose to listen to songs
any song can be an example of different a few times and again, indirectly exposing them
pronunciation aspects. However, as suggested to these sounds. A teacher can focus learners on
above, teachers should try to choose songs that particular sounds and can create activities based
are clear (use quality recordings where possible), on songs’ rhymes. He or she can replace some of
not too fast, memorable, likely to appeal to our the rhymes in the song, with a gap. Students
learners (possibly songs they already know) and listen and fill the gaps, using the song to guide
easy to create activities for, depending on the them. More analytically minded students can
area of pronunciation that they are focusing on then categorize the words according to sounds.
(for some choices, see: Zazulak, 2015:1-5).
In selecting songs to teach particular word
In any of the intended purpose, songs should be combinations of sounds, there are some things to
written or printed in “sight words” on the consider. When words are combined with
whiteboard or displayed in power point for another, one is usually stressed while the other is
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Supeno. Using songs to improve students’ pronunciation
not. This causes difficulties. Things may get individual words. The music further emphasizes
worse as each English word has its own stress the ‘flow’ of the words. Songs, like other spoken
pattern, with very complex ‘rules’ to guide texts, are full of contractions that make students
learners. In this regard, words in songs fit the keen to reproduce this. At this point, teachers
music, helping learners associate the number of can select and use songs containing some
syllables / stress in these words, with memorable contracted words to convince the students that
rhythms. The relaxed atmosphere of songs can ‘contractions’ in English are very natural. Songs
expose students to this difficulty without containing word combinations such as ‘I am’; ‘I
realizing it. Songs contain endless examples of can’t see’; and many others will be very helpful.
weak syllables, helping to convince learners of As suggested by Vasquez; Angela; and Philip
the way English is pronounced. Hence, songs (2010:140-141), such contractions will
can raise learners’ awareness of the number of encourage students to improve their skill in
syllables or word stress. pronouncing short phrases by themselves.
Song lyrics that are also in the forms of poems What the students say in the questionnaire
may be very encouraging and are appropriate for
sharing in class. Students will see them as To obtain information about the importance of
though they are a part of the learning process using songs to improve pronunciation, the
because they’re the ones helping to shape the following questionnaire-based survey is carried
lessons. Depending on the students to teach, out. All of the 30 (thirty) students of SMA Hang
teachers may wish to collect and read the lyrics Tuah 2 Surabaya are given the questions and
first, and then use them for a lesson later in the they have to answer by choosing (giving cross
unit. As Roseboro suggests, if teachers have [X]) the best choice. The questions for them to
time, they can ask students to bring in ten-to answer are as follows:
fifteen-second musical samples of the choruses
for their selected song lyrics and play a few of 1. Do you enjoy listening to English
these as examples of poetic repetition (Roseboro, songs?
2010:145). A. absolutely agree B. agree
C. neutral D. disagree
The most difficult of them all—but can be most 2. Do you consider pronunciation to be the
interesting—is to improve connected speech most important language area?
using some selected songs. Connected speech is A. absolutely agree B. agree
the natural way English native speakers speak. C. neutral D. disagree
They link words together and emphasize certain 3. Listening to English pop songs helped
words, rather than each word stands alone. you learn the pronunciation?
Contractions (two words forming one) are an A. absolutely agree B. agree
extreme example of the way we connect speech, C. neutral D. disagree
to the extent that the written form too is affected. 4. Is English words spelling different from
the pronunciation?
Why is it difficult for the students to mimic or A. absolutely agree B. agree
copy the way the native English speak? C. neutral D. disagree
Indonesia students normally learn words 5. Is learning pronunciation through songs
individually and, especially at lower levels, tend more interesting?
to pronounce each word separately. Indonesian A. absolutely agree B. agree
High School students frequently misconceive C. neutral D. disagree
contractions as being ‘incorrect’, only used in 6. Learning pronunciation through English
‘slang’. Not all words within a phrase carry the pop songs is interesting because we
same weight. In this situation, how can English listen to the native English speakers.
songs help them improve this particular feature A. absolutely agree B. agree
of spoken English? C. neutral D. disagree
7. Learning pronunciation through songs is
Songs, and especially the chorus, the most helpful so far.
provide real and ‘catchy’ examples of how A. absolutely agree B. agree
whole phrases are pronounced often to the extent C. neutral D. disagree
that students find it difficult to pick out
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Supeno. Using songs to improve students’ pronunciation
magazine/how-use-songs-english-
language-classroom
Vasquez, A.; Angela L. H.; Philip C. S. (2010).
Teaching Language Arts to English
Language Learners. New York:
Routledge.
Zazulak, Steffanie. (2015). “11 Great English
Language Song Lyrics”. Copyright by ©
2017 Pearson English. Retrieved from:
https://www.english.com/blog/11-english-
song-lyrics
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