The Influence of English Song and Joox Application Toward Students' Pronunciation at The Eighth Grade of SMPN 6 Kota Serang

THE INFLUENCE OF ENGLISH SONG AND JOOX
APPLICATION TOWARD STUDENTS’ PRONUNCIATION

(A True Experimental Study at the Eighth Grade of SMPN 6 Kota Serang)
THESIS
Submitted in Fulfillment of the Requirements

For Magister of English Education
By
Rini Dwi Septiyani
7777170016
ENGLISH EDUCATION STUDY PROGRAM

POST GRADUATE, UNIVERSITY OF SULTAN AGENG TIRTAYASA
2019
ABSTRACT
The Influence of English Song and Joox Application toward Students’

Pronunciation (A True Experimental Study at the Eighth Grade of SMPN 6 Kota
Serang)
Rini Dwi Septiyani

7777170016
ENGLISH PROGRAM POSTGRADUATE
UNIVERSITY OF SULTAN AGENG TIRTAYASA
The aim of this research was to find out the influence of English song and
Joox Application toward students’ pronunciation at the eighth grade of SMPN 6 Kota
Serang. The researcher used quantitative research by applying true experimental
design for conducting the research. The population of this research was the eighth
grade students of SMPN 6 Kota Serang. The groups were classified into
Experimental Group and Control Group. Each group consists of 30 students. Pre-
test was given to the groups at the beginning of the phase. Then treatment was
given only to experimental group for three meetings. To find the improvement, post-
test was given to the groups. After having post test, close-ended questionnaire was
given to measure students’ response after using the treatment. The researcher used
validity and inter-rater reliability in order to make the instruments was valid and
reliable. In testing the hypothesis the researcher used t-test as formulas to know the
influence of English song technique toward students’ pronunciation at the eighth
grade of SMPN 6 Kota Serang. The calculation showed the result of 𝑡𝑐𝑜𝑢𝑛𝑡 is higher
than 𝑡𝑡𝑎𝑏𝑙𝑒 (4.26 ≥ 2.00) with the significance 0.05 (5%). Based on students’
response in questionnaire, most of students answered strongly agree (35.9%) and
agree (47.2%), it means that most of students have positive responds after receiving
treatments using Joox application. It can be concluded that there is a significant
influence of English song and Joox application toward students’ pronunciation at the
eighth grade of SMPN 6 Kota Serang.
Keyword: Influence, English Song, Joox Application, Pronunciation
ii
ABSTRAK
Pengaruh Lagu Bahasa Inggris dan Aplikasi Joox terhadap Pelafalan Bahasa
Inggris Siswa (Penelitian Eksperimen pada Siswa Kelas Delapan di SMPN 6
Kota Serang)
Rini Dwi Septiyani
7777170016
PASCASARJANA PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS SULTAN AGENG TIRTAYASA
Penelitian ini bertujuan untuk mengetahui pengaruh lagu bahasa Inggris dan
aplikasi Joox terhadap pelafalan bahasa Inggris siswa di kelas delapan SMPN 6
Kota Serang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain
eksperimen. Populasi pada penelitian ini adalah siswa kelas delapan SMPN 6 Kota
Serang. Kelompok penelitian terbagi menjadi kelompok eskperimen dan kelompok
kontrol. Setiap kelompok terdiri dari 30 siswa. Pre-test diberikan kepada kelompok
pada awal fase penelitian. Kemudian perlakuan menggunakan lagu bahasa Inggris
dan aplikasi Joox hanya diberikan kepada kelompok eksperimen selama tiga kali
pertemuan. Pada akhir perlakuan, Post-test diberikan kepada setiap kelompok.
Setelah melakukan Post-test, kuesioner diberikan untuk mengukur respon siswa
setelah belajar pelafalan bahasa Inggris menggunakan lagu bahasa Inggris dan
aplikasi Joox. Peneliti menggunakan validitas dan reliabilitas agar instrumen valid
dan reliable untuk diuji. Dalam menguji hipotesis peneliti menggunakan uji t sebagai
rumus untuk mengetahui pengaruh lagu bahasa Inggris terhadap pelafalan siswa di
kelas delapan SMPN 6 Kota Serang. Perhitungan menunjukkan hasil t hitung lebih
tinggi dari t table (4,26 ≥ 2,00) dengan signifikansi 0,05 (5%). Berdasarkan respon
siswa dalam kuesioner, sebagian besar siswa menjawab sangat setuju (35,9%) dan
setuju (47,2%), itu berarti bahwa sebagian besar siswa memiliki respon positif
setelah belajar menggunakan aplikasi Joox. Dapat disimpulkan bahwa terdapat
pengaruh yang signifikan antara lagu bahasa Inggris dan aplikasi Joox terhadap
pelafalan siswa di kelas delapan SMPN 6 Kota Serang.
Kata kunci: Pengaruh, Lagu bahasa Inggris, Aplikasi Joox, Pelafalan.
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iv
CURRICULUM VITAE
The researcher’s full name is Rini Dwi Septiyani. She was born in Serang, on
September 22nd , 1994. She is the second daughter of Mr. Suharyanto, S.Pd. and
Mrs. Idah, S.E. She has one sister named Nisa Fitriyanti, S.ST. Keb., and has one
brother named M. Annas Sudadi. She lives at Jl. Raya Taktakan Komp. Makmur
Jaya RT/TW 03/09 Blok B No. 9 Serang-Banten.
The researcher graduated from Kindergarten at TK PGRI Serang in 2002,
Elementary school at SDN Serang 12 in 2007. Then, she continued to Junior High
School at SMPN 2 Kota Serang in 2009. Hence, she continued her study to Senior
High School at SMAN 2 Kota Serang in 2013. Then, she continued S1-Degree at
UNTIRTA in English Education Department, Teacher Training and Education Faculty
in 2013–2017. Now she has done her Magister Degree at Magister of English
Education Department of UNTIRTA in 2017-2019.
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MOTTO
“Don’t give up easily
because God always help you.”
(Researcher)
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DEDICATION
My beloved parents Mr. Suharyanto, S.Pd. and Mrs. Idah, S.E.
Thank you for loving and caring me until I was growing adult now. For
me, you are the best supporter that I ever had. You always help me with your
materials or support. Your prayers are never stop for me. I dedicated this
research for you as a sign that I have completed my study. Your happiness is
always be my goals. I do not know how to reply your struggle for me. I love
you so much.
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamiin, thanks to the almighty Allah SWT who has

given his blessing and guidance in the researcher’s life, so the researcher is
able to finish this research. For accomplishment of this research, the
researcher would like to express the deepest gratitude and appreciation for
everyone who helped during composing this research paper.
1. Prof. Dr. H. Sholeh Hidayat, M.Pd. as Rector of Sultan

AgengTirtayasa University.
2. Dr. H. Suherman, M.Pd. as Postgraduate director of Sultan Ageng
Tirtayasa University.
3. Dr. H. Masrupi, M.Pd as Postgraduate vice director 1 of Sultan
Ageng Tirtayasa University.
4. Dr. Helmi Yazid, S.E., M. Si, AK. CA as Postgraduate vice director 2
of Sultan AgengTirtayasa University.
5. Dr. Hj. Nurhaeda Gailea, M. Hum. as the Head of Postgraduate
English Education Department. The researcher would like to say
thanks for her valuable time and motivation when she studies and
completes the research paper.
6. Dr. H. John Pahamzah, M.Hum. as the secretary of Postgraduate
English Education Department. The researcher would like to say
thank you for helping the researcher when she was conducting
thesis.
7. Dr. Siti Hikmah, M.Pd. as the first advisor, the researcher would like
to say thanks for the hard work to guide and advice to correct this
research. Furthermore, thanks for always give her valuable time
when the researcher needs help.
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8. Dr. Akhmad Baihaqi, M.Hum. as the second advisor, the researcher
would like to say thanks for the suggestion, ideas and comments
until researcher finished this research. The best lecturers of
Postgraduate English Education Department who has taught and
guided the researcher until finish her study.
9. Dr. Syafrizal, M.Pd., Dr. Hj. Nurhaeda Gailea, M.Hum., Dr. H. John
Pahamzah, M.Hum., they are researcher’s examiners. Thank you
for the suggestions about researcher’s thesis. The suggestions are
the most important to make this research better.
10. Ika Sahara, SE., as Postgraduate of English Education Department
staff who helped the researcher to complete the documents.
11. Aan Hasan, M.Pd. as the headmaster of SMPN 6 Kota Serang.
Thank you for giving his permission in conducted the research.
12. Iis Kurniasih, S.Pd. as the English teacher of SMPN 6 Kota Serang
who has helped and guided the researcher in conducted this
research.
13. Suharyanto, S.Pd. and Idah, S.E. They are the best parents that
researcher has ever had. Thanks for loving and caring her until she
was growing adult now. Researcherdedicated this research for them
as a sign that she hascompleted her postgraduate study.
14. Muhammad Furqon Wijaya, S.Pd., thank you for your supports and
always there for helping the researcher when she needs help.
15. All of my friends in Postgraduate of English Education Department
in years 2017 who have given spirits for the researcher.
Finally, the research realizes this research paper is far from being
perfect. Therefore, the researcher will be pleased to have some criticism and
suggestions from the readers. She hopes that the result of this study will be
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useful for English education department students especially who are
interested in conducting further studies.
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Table of Contents
APPROVAL SHEET ............................................Error! Bookmark not defined.
ABSTRACT (English) .................................................................................... ii
ABSTRAK (Indonesian) ............................................................................... iii
ORIGINALITY STATEMENT ...............................Error! Bookmark not defined.
CURRICULUM VITAE .................................................................................... v
MOTTO .......................................................................................................... vi
DEDICATION ............................................................................................... vii
ACKNOWLEDGEMENT .............................................................................. viii
TABLE OF CONTENTS ................................................................................ xi
LIST OF TABLE ........................................................................................... xv
LIST OF FIGURE ....................................................................................... xvii
LIST OF APPENDIX .................................................................................. xviii
CHAPTER I .................................................................................................... 1
INTRODUCTION ............................................................................................ 1
A. Background of Problem ..................................................................... 1
B. Identification of Problem .................................................................... 6
C. Formulation of Problem ..................................................................... 6
D. The Objectives of the Research ........................................................ 7
E. Hypothesis of the Research .............................................................. 7
F. Research Benefits ............................................................................. 8
G. Limitation of Problem ......................................................................... 9
H. Operational Definition ........................................................................ 9
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CHAPTER II ................................................................................................. 10
THEORETICAL FRAMEWORK ................................................................... 10
A. Pronunciation .................................................................................. 10
1. Definition of Pronunciation............................................................... 10
2. Elements of Pronunciation............................................................... 11
B. Criteria of Good Pronunciation ........................................................ 16
C. Teaching Pronunciation ................................................................... 17
D. Song ................................................................................................ 19
1. Definition of Song ............................................................................ 19
2. The Advantages of Song ................................................................. 20
3. Genre of Song ................................................................................. 22
4. Elements of Song ............................................................................ 25
E. Teaching Pronunciation through English Song ................................ 26
F. Joox Application .............................................................................. 27
1. Definition of Joox Application .......................................................... 27
2. The Advantages of Joox Application ............................................... 28
3. Implementation of Joox Application ................................................. 29
G. Previous Study ................................................................................ 30
CHAPTER III ................................................................................................ 33
RESEARCH METHODOLOGY .................................................................... 33
A. Site and Schedule of the Research ................................................. 33
1. Site of the Research ........................................................................ 33
2. Schedule of the Research ............................................................... 33
xii
B. Participants of the Research ........................................................... 33
C. Approach and Method of the Research ........................................... 34
D. Research Variables ......................................................................... 36
E. Data Collection Technique .............................................................. 36
F. Instrument ....................................................................................... 38
G. Validity and Reliability...................................................................... 42
1. Validity ............................................................................................. 42
2. Content Validity ............................................................................... 43
3. Inter-Rater Reliability ....................................................................... 43
H. Data Analysis .................................................................................. 45
1. Normality of Distribution Test .......................................................... 45
2. Homogeneity Testing....................................................................... 45
3. Hypothesis Testing .......................................................................... 46
I. Research Procedure........................................................................ 47
CHAPTER IV ................................................................................................ 49
RESULT AND DISCUSSION ....................................................................... 49
A. Data Description .............................................................................. 49
B. Analysis Testing Requirement ......................................................... 52
1. Result of Validity and Reliability ...................................................... 52
2. Result of Normality of Distribution Test ........................................... 54
3. Result of Homogeneity Test ............................................................ 56
C. Result of Analysis Questionnaire ..................................................... 57
D. The influence of English Song toward Students’ Pronunciation ...... 66
xiii
E. The influence of English song and Joox application toward students’
pronunciation ................................................................................... 68
F. Research Discussion ....................................................................... 70
CHAPTER V ................................................................................................. 74
CONCLUSION AND SUGGESTION ............................................................ 74
A. Conclusion....................................................................................... 74
B. Suggestion ...................................................................................... 74
BIBLIOGRAPHY
APPENDICES
xiv
LIST OF TABLE
Table 1 English Phoneme ....................................................................................... 12
Table 2 Consonant Chart ........................................................................................ 13
Table 3 The True Experimental Research Design .................................................. 35
Table 4 Rubric Assessment of Pronunciation.......................................................... 39
Table 5 Value of Kappa .......................................................................................... 44
Table 6 Statistical Description................................................................................. 49
Table 7 Content Validity.......................................................................................... 52
Table 8 Agreement of Inter-rater Reliability ............................................................. 53
Table 9 Result of the Homogeneity Test in Control and Experimental Class ........... 56
Table 10 Students’ feeling in learning pronunciation ............................................... 57
Table 11 Students’ frequency in learning pronunciation through song .................... 57
Table 12 Students’ feeling when learning English by listening song........................ 58
Table 13 Students’ opinion about native singer....................................................... 58
Table 14 Students’ feeling when they are learning English by song ........................ 59
Table 15 Students’ interest to sing the English song ............................................... 60
Table 16 Students’ opinion about using Joox application ........................................ 60
Table 17 Students’ experience in using Joox application to remember the lyrics .... 61
Table 18 Students’ experience in learning pronunciation through Joox application . 61
Table 19 Students’ improvement in pronouncing English word by using English song
and Joox application ............................................................................................... 62
Table 20 Students’ reaction in using Joox application after selecting other application
............................................................................................................................... 63
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Table 21 Students’ feeling when they are learning English through Joox application
............................................................................................................................... 63
Table 22 Students’ motivation to use Joox application in learning English .............. 64
Table 23 Students’ experience in pronunciation after listening English song through
Joox application ...................................................................................................... 64
Table 24 Students’ time frequency in using Joox application to learn pronunciation 65
xvi
LIST OF FIGURE
Figure 1 Features of English Pronunciation .................................................. 11
Figure 2 Normal Distribution ......................................................................... 45
Figure 3 Normality pre-test of experimental class ......................................... 54
Figure 4 Normality post-test of experimental class ....................................... 54
Figure 5 Normality pre-test of control class................................................... 55
Figure 6 Normality post-test of control class ................................................. 55
xvii
LIST OF APPENDIX
APPENDIX 1 : TEACHING INSTRUMENT
APPENDIX 2 : RESEARCH INSTRUMENT
APPENDIX 3 : DATA CALCULATION
APPENDIX 4 : TABLE OF DISTRIBUTION
APPENDIX 5 : RESEARCH DOCUMENTATION
xviii
CHAPTER I
INTRODUCTION
A. Background of Problem
English is compulsory studies for elementary school until university.
Further, English can help many people to deliver ideas, opinions,
messages, and get information. English is an international language which
is used by almost people in the world.English is also …the chief language
of world publishing, science and technology (Wierzbicka, 2006). It can be
concluded that English plays an important role in international
communication.
In English language, there are four skills that people should be able
to master and understand such as listening, speaking, reading, and
writing. All of these skills should be mastered by the students and
teachers. According to (Nunan, 1995) speaking is to say words orally, to
communicate as by talking, to make a request, and to make a speech.
Speaking is the process of making and sharing meaning by using verbal
and non-verbal symbols in different context. As it is stated by (Harris,
1974) cited in (Hormailis, 2003), there are five components in speaking
are follows: Pronunciation, Grammar, Vocabulary, Fluency,
comprehension. All of those components will produce speech that can be
understood in communication, good pronunciation, grammatically,
knowledge,
1
2
vocabularies mastery, comprehension in meaning and fluency are needed
in good speak English.
Pronunciation mastery is important in learning a language,
including English. As it is stated by (Harmer, 2001), “Pronunciation is the
way in which a language is spoken; the way in which a word is
pronounced; the way a person speaks the words a language”. It means
that the quality of pronunciation may support the process of the message
transfer in communication. Pronunciation is a production of speech for
communication. In this case, pronunciation consists of organized sound
that is produced by the air that gets through the organ of articulation.
In learning English pronunciation, there are at least three English
basic sounds; consonants, vowel and diphthongs which learnt by foreign
language learner. Most of the students have limited knowledge
pronouncing English words.This statement is in line with (Djardjowidjodjo,
2009) point out two types of problem in learning pronunciation: phonetic
and phonemic. The phonetic problem will bring about a foreign accent;
phonemic problem may create a misunderstanding. He also gives further
explanation about Indonesian learners’ English pronunciation problems
such as Indonesian learners get difficult to utter the English words which
contain English consonant that are not found in Indonesian such as /θ/
and /ð/ and English consonant clusters at the end of a syllable or a word
since there is no consonant cluster occurring at the end of Indonesian

3
syllables or words also may cause a problem for Indonesian learners.
Indonesian learners will also somewhat get problem to utter the English
sounds that are actually found in Indonesian but the sounds are not made
in exactly same as way as their counterpart in English, the sounds are /ʧ/
and /ʤ/ as in the words much and courage.
Furthermore, (Kamelia, 2004) finding in her research found that
students where she conducted her teaching practice in her school got
problems to read an English sentence with good stress, intonation
and plosive sounds or consonants. They did not know what the
word should have heavy or light stress, or that the word should be read
with high or low intonation. Her students also found difficulty to
differentiate the English words that have similar sounds, but it is actually
different in phonemic and meaning.
However, based on researchers’ experience at SMPN 6 Kota
Serang, it was found that students’ pronunciation at school was low. They
could not pronounce English words correctly. For example, when they
were asked to pronounce the word “yesterday” /ˈjɛstərˌdeɪ/ they
pronounced it /ˈjɛsterˌdaɪ/; it showed that most of students pronounced the
word by looking at how the words were written.
There are several factors that may contribute to the quality of
students’ pronunciation mastery. First, students never use English outside
classroom. Only some of students who want to join English course or

4
English club at their school. Second, teacher rarely discussed English
pronunciation in the class. So, they did not get clear what pronunciation is.
Third, students are difficult to accept the correction in pronunciation from
their teacher. It was the effect of the teacher that is difficult to use an
interesting technique in teaching English, especially pronunciation. Thus,
a teacher is expected to be able the primary agent toward students’
pronunciation input.
Additionally, there are various techniques in teaching pronunciation.
The techniques are providing meaningful materials, games, tongue
twister, assessing students’ progress, and using song (Fangzhi, 1998).
This technique helps the students pronounce the phoneme and allows
teacher to feel a real sense of achievement when they are able to sing a
song. Some studies argue that song can be a technique to be
implemented in teaching pronunciation song can help learners to improve
students listening skills and pronunciation (Murphy, 2000). Therefore song
is potential to help learners to improve their pronunciation mastery.
The statements are added by (Afifah, 2018) in her research,
students are interest in English songs that can lead them to sing English
songs more often, and more repetition in an activity might form habit. They
like to sing English songs that will be listened and practiced to sing those
songs again and again. By doing so, singing English songs will be formed
in her/himself. If they find some difficult words they will be asked

5
other persons who have good English or they can open the dictionary and
find the meaning by themselves. The kind of activities will be helped them
improving their English. Even when they only sing the song, singing
English song could help their lips and mouths to pronounce English
words. It can be inferred that the song can be used by teachers. The
song is usually found and listened when someone is watching TV,
listening to radio, and streaming on the internet. Yet, since internet has
been providing many things, the song can also be found easily there.
Nowadays, everyone has Smartphone which connects to the
internet, so songs can be searched through Smartphone applications,
such as Spotify Music, Joox Application, Apple Music, SoundCloud, etc.
By the time goes by, a music streaming application is getting upgraded for
better quality and feature. For instance, Joox application which is used by
people as the music streaming application has been upgraded. Learning
English through songs with Joox application can be effective to assist
pronunciation, since the students can directly get the knowledge on how
to pronounce the word of hearing a song.
Considering the case above, the researcher intends to conduct a
research entitled “The Influence of English Song and Joox Application
toward Students’ Pronunciation”. This research was conducted at the
eighth grade students of SMPN 6 Kota Serang. Through song and Joox
6
application, students can easily learn and know how to pronounce the
words correctly and their pronunciation skill.
B. Identification of Problem
Based on the background of the problem, the researcher identifies
the problem. It may contribute to the quality of students’ pronunciation
mastery. Students never use English outside classroom. Only some of
students who want to join English course or English club at their school.
Beside, teacher rarely discussed English pronunciation in the class. So,
they did not get clear what pronunciation is. In addition, students are
difficult to accept teachers’ correction in pronunciation. It was the
effect of the teacher that is difficult to use an interesting technique in
teaching English, especially pronunciation. Thus, a teacher is expected to
be able the primary agent toward students’ pronunciation input.
C. Formulation of Problem
The formulation of problem can be stated as follows:
1. Is there any influence of English song toward students’
pronunciation at the eighth grade of SMPN 6 Kota Serang?
2. Is there any influence of Joox application toward students’
pronunciation at the eighth grade of SMPN 6 Kota Serang?

7
3. Is there any influence of English song and Joox application toward
students’ pronunciation at the eighth grade of SMPN 6 Kota
Serang?
D. The Objectives of the Research
Based on formulation of the problem above, the aim of this
research are as follow.
1. To find out the influence of English song toward students’
pronunciation at the eighth grade of SMPN 6 Kota Serang
2. To find out the influence of Joox application toward students’
pronunciation at the eighth grade of SMPN 6 Kota Serang
3. To find out the influence of English song and Joox application toward
students’ pronunciation at the eighth grade of SMPN 6 Kota Serang.
E. Hypothesis of the Research
In this research, the hypothesis of the research stated as follows:
1. The alternative hypothesis (𝑯𝝏 )
There is influence of English song toward students’ pronunciation at
the eighth grade of SMPN 6 Kota Serang.
The null hypothesis (𝑯𝟎 )
There is no influence ofEnglish song toward students’ pronunciation at

8
There is influence of Joox application toward students’ pronunciation at
The null hypothesis (𝑯𝟎 )
There is no influence of Joox application toward students’
pronunciation at the eighth grade of SMPN 6 Kota Serang.
There is influence of English song and Joox application toward
The null hypothesis(𝑯𝟎 )
There is no influence of English song and Joox application toward
F. Research Benefits
The result of the research is expected to be able to give some
benefits. Theoretically, this research will enrich theory of how to teach
English pronunciation. Besides, it has references for other people in
English pronunciation teaching.
Practically, this research will also give the students’ achievement of
pronunciation in learning English by using song and Joox application.The
uses of this research is expected to provide an alternative technique for
English teachers in teaching pronunciation.

9
G. Limitation of Problem
Based on the identification of the problem, the researcher limits this
study to know the influence between English song and Joox application
toward students’ pronunciation at the Eighth grade of SMPN 6 Kota
Serang in academic year of 2018/2019.This research is limited to solve
students’ pronunciation in segmental features (vowel, consonant, and
diphthong) and suprasegmental features (intonation, word stress, and
rhythm) sounds of words.
H. Operational Definition
In order to make clear what the research focuses about, the
researcher define the description of the operational definition that are
used in this research. First, pronunciation is the way a word or language is
usually spoken the manner in which someone utters a word (Harmer,
2001). The quality of pronunciation may support the process of the
message transfer in communication. Second, Songs are repetitive, they
have natural rhythm and they have an element of fun of playing with the
language (Segarra & Pacheco, 2011). Music and singing can be students’
a medium in learning a language. Most of students like song because it
can express their feelings by song. Song can also be used to help
students’ difficulties in pronouncing English words. Third, JOOX is a new-
fashioned application that provides free music services that can listen to
10
more than two million songs and playlists local and international options
for free, and download to listening offline (Essra, 2015).

CHAPTER II
THEORETICAL FRAMEWORK
A. Pronunciation
1. Definition of Pronunciation
Pronunciation is one of aspects how way sounds of words are
pronounced. Pronunciation should be mastered by students to make
what they deliver clear. As stated by (Hornby, 2015), Pronunciation is
the way in which a language is spoken, the way in which a word is
pronounced, the way a person speaks the words of a language. It
means pronunciation is how the way sounds are pronounced and
produced.
Pronunciation is also important as the first stage when people
speak a language, especially a foreign language. According to (Murcia,
2011), pronunciation is used to produce consonants, vowels, and stress
sentence context and fluency as the rhythm, phrasing, and timing
evident in constructing, reading and repeating sentences. Producing
sentences can have different meaning related to the way people
pronounce the sentences. So, pronunciation should be taught to
students in order to make the students aware of their idea delivery.
10
11
From the definition above, it can be concluded that pronunciation
is an ability of sounds production of a language which should be
considered in foreign language teaching and learning.
2. Elements of Pronunciation
Many aspects must be learned by students to master
pronunciation skill that can make students fluent in English speech.
There are supra-segmental features and segmental features in
pronunciation. Supra-segmental features refer to stress, pitch, length,
intonation and other features that always accompany the production of
segmental. Moreover, segmental features refer to sound units, arranged
in a consonant, vowel, and diphthong. The following diagram illustrates
of features of pronunciation.
Figure 1 Features of English Pronunciation
Segmental features
(Kelly, 2000)
12
a. Segmental Features in pronunciation
Segmental features (phonemes) consist of three components, such
as vowel, diphthong, and consonant.
Table 1 English Phoneme
(Kelly, 2001)
Vowels are sounds that are produced by mouth. Kelly (Kelly,
2001)said that vowel is articulated when a voiced air steam is shape
using the tongue and the lips to modify the overall shape of the mouth.
English vowels are divided into two kinds of vowels, long vowels and
short vowels. Long vowels consist of / i: /,/ ∂: /,/ a: /,/ u: /,/ o: /, while
short vowels consist of / i /,/ e /,/ æ /,/ ∂ /,/Λ /,/ u /,/ o /.
Beside the two kinds of vowels above, there are also diphthongs.
Diphthong is a sound composed of two vowels pronounced in close
succession within the limits of a syllable (Kelly, 2001). Diphthongs can

13
be divided into two types, centering diphthong and closing diphthong.
Centering diphthong consists of /ɪə/, /eə/, /ʊə/, while closing diphthong
consists of /eɪ/, /ɑɪ/, /ɔɪ/, /əʊ/, /ɑʊ/.
Table 2 Consonant Chart
Consonants are sounds that are produced in term of
articulation.According to (Kelly, 2001), there are three ways of describing
the consonantsounds.First, themanner of articulation, it refers to the
interaction between the various articulators and the airstream. The
manners of articulation are: plosive, affricate, fricative, nasal, lateral,
approximant. Second, the place of articulation, it gives more information
about what the various articulators actually do. The places of articulation
are: glottal, velar, palatal, palate-alveolar, post alveolar, alveolar, dental,
labio-dental, bilabial. Third, the force of articulation, it uses the terms:
fortis (strong) and lenis (weak). The difference between unvoiced and
voiced sounds can be felt by touching Adam’s apple while speaking. You
14
will feel vibration for the voiced sounds only. For example, the pair of /p/
and /b/. /p/ is unvoiced/fortis, while /b/ is voiced lenis.The 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 /.
b. Supra-segmental Features
Supra-segmental features are features like style which is used in
words or sentences. As stated by (Kelly, 2001), supra-segmental are
features of speech which generally apply to groups of segments or
phonemes. There are four kinds of supra-segmental features. The first is
stress. According to (Ramelan, 1992) cited in (Mutiara, 2014)Stress is
meant the degree offorce or loudness with which a syllable is
pronounced so as to give it prominence. Stress can be classified into a
word stress and sentence stress. Aword stress within a word and a
sentence stress is the stress within a thought group ora sentence. In
English simple words that consisting of two or more syllables of a strong
accent and a weak accent. For example, ‘chap’ ter, sen’ tence, pronou’
nce, impor’ tant, etc. with sentence stress, some words in a sentence
are stressed (loud) and other words are weak (quiet). For example,
Stress has an important role in English because different stress will
differentiate meaning and intention.

15
The second is pitch and intonation. Pitch is the quality of sounds
when speak or say something.When someone feels nervous, our voice
will be weak. But, when someone is not nervous, his voice will be
strong.Intonation refers to the way of the voice goes up and down in
pitch when we are speaking (Kelly, 2001). For example if someone is
getting angry, he will speak in a high tone. But when he is sad, he will
speak in a low tone. There are two main American English intonation
pattern; falling and rising. Falling pattern uses for the most regular
statements and questions that are not yes or no question. For example,
“Why are you going to school tomorrow?”.Besides rising pattern uses
when asking a yes or no question or to show disbelief or anger. For
example, “Are you going to school tomorrow?”.
The third is juncture. English is spoken in groups of words, which
are separated by pause. Juncture is the type of connection or pause we
get between syllable or pause (Lederer, 2010). A changing pauses
cause the different meaning. For example, a name / ∂ + neim / and an
aim / ∂n + eim /. It has different spoken that are separated by pause.
The fourth is rhythm. It means the beat of language. In English,
rhythm is stress-timed. This means that the time between two primary
stresses is the same. If there are many words between the two primary
stresses, then these syllables will be pronounced fast; if on the other
hand, there is only small number of syllables between the primary

16
stresses, then these syllables will be pronounced slowly and more
clearly (Natasha, 2011). For example “Can you see the van?”; the words
see and van take primary stresses for special purposes.
B. Criteria of Good Pronunciation
In terms of how our speaking can be understood by people, there are
some criteria. These criteria are taken from goals of pronunciation teaching
that will be discussed later. According to (Murcia, 2011)), there are four
realistic goals in teaching pronunciation. The first is functional intelligibility.
Intelligibility is a spoken English in which an accent. If learners achieve an
accent-free pronunciation, teacher setting the students up failure if teacher
strives for native like accuracy. The second is functional communicability. It
is the learners’ ability to function successfully within the specific
communicative situations students’ face. The third is increased self-
confidence. Self-confidence should be possessed by students. So, they can
speak and be understood to learn English pronunciation. The fourth is
Speech monitoring abilities. By teaching learners to pay attention to their
own speech as well as that of others, teacher helps learners make better
use of the input they receive.
According to (Brown, 2004)the criteria of pronunciation assessment
consists of vowels, diphthongs, consonants, intonation, word stress, and
rhythm. The criteria is use to know how many students can reach the
17
standard score of pronunciation test. As added by (Murcia, 2011)good
pronunciation learners should also know how to employ juncture, pitch
movement, and stress.
C. Teaching Pronunciation
Teaching pronunciation is how to teach the production of sounds to
students. (Kelly, 2001) stated that a lot of pronunciation teaching tends to
be done in responding to errors which students make in the classroom. It
means that teaching is not planned before. Teacher should give
pronunciation instruction to make students be able to speak fluently and
have good pronunciation mastery. In addition, (Murcia, 2011)also stated
that teaching pronunciation is so crucial to foreign language learner,
because it is the language feature that most readily identifies to non-native
speakers. Teaching pronunciation is important because it is expected to
solve student’s misunderstanding in English communication.
In pronunciation we have to paying attention to the indicators of
pronunciation. According to Djiwandono in Herman, there are four indicators
of pronunciation, there are; intelligibility, fluency, accuracy and native-like.
a. Intelligibility is pronounced of the whole text and its parts are heard
clearly or not causing misunderstanding.
b. Fluency is as a whole of text can be pronounced fluently.
c. Accuracy is words and parts of text are pronounced accurately.

18
d. Native-like is pronounced of the whole text and its parts are pronounced
like native speaker.
There are several techniques of teaching pronunciation suggested by
(Fangzhi, 1998):
a. Providing meaningful materials; This technique is about teacher who
should choose several articles of various styles to use as models for
practice linking, rhythm, stress, or intonation, so that students feel that
pronunciation class is relevant to their regular course work.
b. Using song; Using song can increase student’s motivation in a
pronunciation class. This technique helps the students pronouncing the
phoneme and allows teacher to feel a real sense of achievement when
they are able to sing a song.
c. Games; Games can make pronunciation practice lively and
entertaining. Teacher should design the games creatively, attempting to
make them appropriate to the level and interest of the students. The
games is assumed to be very stimulating.
d. Tongue twister; It is particularly useful for the students who have unique
pronunciation problems. Tongue twister use sentences that are difficult
to pronounce quickly and correctly to practice target sounds (e.g., She
sells seashells by the seashore).

19
e. Assessing students’ progress; This technique should be practiced
clearly by the teacher, teacher should provide learners with information
about their performance from time to time so that they may know what
they have accomplished and what they still have to do.
To conclude, pronunciation is the way in which learners pronounce
a word and convey something about their selves to people. Pronunciation
refers to production of sounds that the learners use to make meaning,
while learning sounds patterns refers to learners using targeted sounds
and sound patterns as quickly and interactively as possible.
D. Song
1. Definition of Song
Song is closed to student’s ear in learning English. According to
(Segarra & Pacheco, 2011), songs are repetitive, they have natural
rhythm and they have an element of fun, of playing with the language.
Music and singing can be students’ a medium in learning a language.
According to (Harmer, 2001) songs are powerful stimulus for students’
engagement precisely because songs speak directly to people’s
emotions while still allowing people to use their brains to analyze them
and their effects. Most of students like song because it can express
their feelings by song. Song can also be used to help students’
difficulties in pronouncing English words. Sometimes, students only

20
listen to song without realizing the song meaning and correct
pronunciation.
Song is usually found and listened when someone is watching
TV, listening to radio, and streaming on the internet. Yet, since internet
has been providing many things, song can also be found easily there.
Nowadays, everyone has smartphone which connects to the internet,
so songs can be searched through smartphone applications, such as
Sportify Music, Joox Application, Apple Music, SoundCloud, etc. By the
time goes by, a music streaming application is getting upgrade for
better quality and feature.
Additionally, song can be used to teach a variety of language
items such as sentence pattern, vocabulary, pronunciation, rhythm,
adjectives, adverbs, etc. In this case, the researcher will use English
song to increase students’ pronunciation. By using song students can
enjoy the lesson, because song is considered as a bridge of pleasure
learning. It can help students to enjoy and easy to memorize the
material.
2. The Advantages of Song
Song can be helpful for students learning because students are
easy to understand the language better and feel more relaxed.
According to (Lynch, 2008), teaching English using song has many

21
advantages for student in learning. First, songs always contain
authentic, natural language. From the song, students can learn
language naturally. Second, a variety of new vocabulary can be
introduced to students through songs. Looking to many vocabularies in
songs, students can learn directly to the native-speaking population
through contemporary vocabulary, idioms and expressions more easy.
Third, songs are usually very easily obtainable. Songs are usually not
difficult to obtain. There are many sources may be available to connect
students with song. Fourth, songs can be selected to suit the needs
and interests of the students. Many songs are available that selection
with suitable genre or themes, and levels.
Students can choose the songs that have not difficult
vocabulary depending on the students. Fifth, grammar and cultural
aspects can be introduced through songs. Song can be introduced of
grammar and cultural aspects by the meaning of what is song about.
Sixth, time length is easily controlled. The use of songs is very flexible.
For example, whether students have an hour, 30 minutes, or only 15
minutes or so, a song can be used in the course of a planned lesson.
Seventh, students can experience a wide range of accents. Students
can learn accents which are well represented by songs from different
regions and in a variety of types and formats. Eighth, song lyrics can
22
be used in relating to situations of the world around us. There are a lot
of themes of song. Usually people listen to songs which are related on
their situation. They have expounded on pollution, crime, war and
almost every social theme or cause. Ninth, students think songs are
natural and fun. Even silly songs abound in English is fun. Some
singers actually made a career out of them.
These are only some of the reasons why songs are useful in
classroom language learning. They contain authentic language which
is easily obtainable, provide vocabulary, grammar and cultural aspects,
and song are also fun to learn by the students. They provide enjoyable
speaking, listening, vocabulary and language practice both in and out
of the classroom.
3. Genre of Song
Song is a musical composition and contains vocal parts that are
performed with the human voice and generally feature words or lyric,
commonly accompanied by other musical instrument. Song expresses
the feelings or reflects the experience of the composer through the use
the word and rhythm. Songs may also be instrumental in helping
students to teaching pronunciation. Songs can be broadly divided into
many different forms (Griffee, 1995). There are: art songs, popular
songs and folksongs.

23
a. Art Songs; Art song are songs created for performance in their own
right, usually with piano accompaniment, although they can also have
other types of accompaniment such as an orchestra or string quartet,
and are always notated.
b. Folk songs; Folk songs are songs of often anonymous origin or
public domain that are transmitted orally. They are frequently a major
aspect of national or cultural identity.
c. Popular songs; Popular songs may be called pop songs for short,
although pop songs or pop music may instead be considered a more
commercially popular genre of popular music as a whole.
According to (Miller, 2014), everyone needs to know the words
for different genres of music in English.
a. Rock: Rock music is famous for being loud! Rock groups use
electric guitars, bass and drums to create music with a strong beat and
lots of energy. There are lots of sub-genres (styles) of rock such
as metal, punk and prog-rock.
b. Alternative: If the music you like doesn’t fit one of these categories,
it is probably ‘alternative’. Music might be called ‘alternative’ because
only a small group of people like it or because it doesn’t fit well into
another category. The alternative section of a record store is often
where you will find the most unusual, interesting music.

24
c. Pop: ‘Pop’ is short for ‘popular’ music and it means just that – it is
the most popular or common form of music in most countries.
d. Indie: Indie rock is, by nature, music that is not produced by a major
record label (thus making the artist “independent,”) however, in recent
years, indie has grown exponentially with the resurgence of hipster
and bohemian styles, and has developed into a unique style
characterized by contemplative lyrics, blends of electronic and
traditional instrumentation and the adaptation of field recordings for
unusual sounds.
e. Pop-punk: This genre has all of the fist-pumping, meme-inspiring,
tear-jerking jams needed to make your middle-school-self scream with
joy.
f. Dance: Dance music is the kind of music you usually hear in clubs
and bars. It has a strong beat, is often repetitive, and is perfect for
dancing to. Like rock, there are many different styles of dance music.
Some are slow, some are fast, but they will all get you feet moving!
g. Rap: Rap is different to most music genres in that it is usually
spoken, not sung. The words rhyme, like a poem, and fit to the strong
beat of the backing music.
In this research, researcher used pop song genre in teaching
pronunciation through song at the Eighth grade students. Researcher

25
was chosen familiar song with the theme of friendship, because based
on indicators that contained in syllabus 2013 Curriculum (K13) the
topic of song should be provide students to having good attitude in the
level of Junior high school students. Furthermore, students’
pronunciation scored directly by researcher based on students’ correct
and incorrect pronunciation in segmental feature of each word.
Meanwhile, in the treatments, three English songs; One Call Away by
Charlie Puth, Hero by Mariah Carey, and I See The Light by Mandy
Moore and Zachary Levi was given to experimental group and control
group.
4. Elements of Song
When a song is played, the listeners will not only listen to its
lyrics, but also its melody. They enjoy the harmony, the expression and
the rhythm. It means that a song is a unity of some music elements.
The elements of music are divided into two categories (Cheeks, 2014).
Those are main elements and expression elements.
The first category is the main elements. It consists of rhythm,
melody, harmony, and lyrics. Rhythm is the stretch of movement of the
sounds. It becomes the base element in music. It is like how to sound
a word, there will be letters read long and short and there can be a
pause too. It means that rhythm is how to step the music. Melody is the
26
arrangement of stretch sound. And harmony is the unity of two or more
tones that have different level played together. The last is lyrics; it can
be said as musical sentences.
The second category is the expression elements. It is the way of
the musicians express their mind and feeling that consists of tempo,
dynamic, and voice color. All the elements above are needed when
someone creates a song.
E. Teaching Pronunciation through English Song
Teaching pronunciation through English song is needed in teaching
learning process. It is because students are motivated to study vocabulary
in English. From the song students can learn many things, for example
students can get more new words, and also could learn how the words are
pronounced. According to (Murcia, 2011)these are songs’ activities to
practice various features in teaching pronunciation.Students match
multisyllabic words from the song to the correct stress pattern and then
repeat the words aloud.Students listen to the songs and underline the
prominent word in each line. Then they pronounce each line.Students
have a cloze version of the song with the prominent words blanked
out.Students pronounce phrases and thought groups from the song, being
careful to hold the final sound of one word before pronouncing the next
word.Students say the verses of the song in a conversational style.

27
Therefore, Students of English as foreign language should also
need to learn about how to pronounce the words of the target language.
As stated by (Harmer, 2001), pronunciation teaching not only makes
students aware of different sounds and sound features (and what these
mean), but can also improve their speaking immeasurably. Concentrating
on sounds, showing where they are made in the mouth, making the
students aware of where words should be stressed, all these things give
them extra information about spoken English and help them.
From the activities above, teacher has taken a line from a familiar
song and created other phrases with the same rhythm. Moreover,
students can sing the new lines with the same melody. By doing so, the
teaching learning process has more varieties, so students will enjoy and
be more active in giving responses to the material given by the teacher.
F. Joox Application
1. Definition of Joox Application
Joox application which is used by people as the music
streaming application has been upgraded. It is not only to stream
music, but also to sing karaoke where it provides many genres of song.
As stated by (Essra, 2015), Joox is a new-fashioned application that
provides free music services that can listen to more than two million
songs and playlists local and international options for free, and
28
download to listen offline. Joox is available in the form of a mobile
application and the website, users can listen to more than two million
songs and playlists local and international options for free, and
download them to listen offline. People can download it for free on App
Store. On Joox, people can listen to any radio on demand, search top
charts quickly, shuffle any recommended songs, add favorite songs,
and enjoy other stellar services (Joox, 2018).
2. The Advantages of Joox Application
Through Joox application, users could search for the desired
song by title, singer, to genre. The advantages of this application, all
the music in the library have been licensed. Therefore, users could
listen to music legally. For karaoke or sing-along fans, lyric's feature on
every song will be a fun singing companion. Collection view or library
could be customized with various colors or graphics that could be
selected from Theme Gallery. Most of these features are available for
free. Even so, there are some songs that could not be enjoyed or
played. To be able to listen to certain music, users are required to
subscribe or become VIP in this service. There are several benefits to
be gained when subscribing, like enjoying all the music according to
Joox's claim, there are three million songs in the library, listening to
music offline, better sound quality, and no ads.

29
The paid features of Joox VIP are for true music lovers where
Joox users can enjoy extra services like Play On-demand, download
songs to listen offline, best streaming quality, unlimited songs and free
ads. Joox VIP also provides Auto-Download feature, where Joox will
automatically download music added to the playlist automatically when
connected Wi-Fi connection. And the last is the advantage of Joox is
presenting local music choices directly and thoroughly by the curator of
Joox based on the observation of the latest trends. Although it offers a
lot of international hits, but Joox still wants to build connections and
local community, wrongly by prioritizing local songs to keep the air in
the middle of the competition of international songs.
3. Implementation of Joox Application
Joox is a new-fashioned app that provides free music services.
On Joox, people can listen to any radio on demand, search top charts
quickly, shuffle any recommended songs, add favorite songs, and
enjoy other stellar services (Joox, 2018). People can download it for
free on app store. Here are the implementations of using Joox
application.
On the Discover page of the Joox music application, the users
can find their favorite songs, albums, or playlists. Simply enter the
30
name of the track, artist, album or playlist in the search field and select
what they were looking for from the search results.
There are two ways to create a playlist on Joox. On the My
Music page, scroll down to My Playlists and tap on the 3 dots to get the
New Playlist option to start a playlist. The users can also simply tap the
star at the bottom of the screen while listening to a song (on the play
view), and it will give you the option to start a New Playlist or to add the
song to any of your existing playlists. As a VIP user, they will always
have the option to create and set their playlists to public or private,
change the cover image of the playlist, and add, delete and reorder all
tracks on the playlists. (Joox, 2018)
G. Previous Study
Previous study is needed to support the research. Because of previous
study give illustration about the issues being studied. So, the researcher
puts some previous studies which are related through English song using
Joox application in building students’ pronunciationof the eighth grade at
SMPN 6 Kota Serang.
The study is conducted by (Khoiriyah, 2018)entitled “The Students’
Achievement in Pronouncing English Song using Smule Application.”
This research is published by Indonesian EFL Journal (IEFLJ). The
research was aimed how to describe the students achievement in

31
pronouncing English song using smule application and finding out the
factors influencing students’ achievement in pronouncing English song
using smule application. The research was conducted experimental design
in quantitative research. The data were collected through English
pronunciation test and questionnaire. The English pronunciation test was
used to collect the data related to students’ English pronunciation
achievement and the questionnaire was used to find out the factors
influencing students’ English pronunciation achievement.
Another researcher, the study is conducted by (Fitri, 2015)entitled
“Improving Students’ Pronunciation By Using English Songs For
Fourth Semester Students of English Education Program.” This
research is published by Jurnal Ilmiah DIKDAYA. The research was aimed
at identifying the effect of using English songs in increasing students’
pronunciation in semester IV program in English Education program
Batanghari University. The research was conducted experimental design in
quantitative research. The data are taken from pronunciation tests which
are given in learning process. The result of the research shows that English
songs technique can improve students’ pronunciation.
Researcher used another research from (Astutik, Hidayat, & Rosyida,
2019) entitled “Joox Application as a Media to Improve Students’
Pronunciation.” This research is published by Research and Community
Development Center. The research was aimed to improve the students’

32
pronunciation achievement by using Joox as a media. The data of the study
were collected by interview, observation and test. The design of this study
was classroom action research which consists of planning, acting,
observing and reflecting. In analyzing the data, researcher compared the
result of all instruments (interview, observation and test) and concluded it.
These previous studies are useful for the researcher as additional
reference to conduct the research. The researcher compared the studies
which discussed about pronunciation related to use English song and Joox
application. There were similarities with the purpose of this research. In the
first study there was similarity about the technique that can improve
students’ pronunciation but the media was different. In second study, there
was similarity with the skill and English song as a technique but did not use
as media. And the last, there was similarity with the skill and using Joox
application as media but it did not use technique.

CHAPTER III
RESEARCH METHODOLOGY
A. Site and Schedule of the Research
1. Site of the Research
This research was conducted at SMPN 6 Kota Serang. The
location is at Jalan Raya TaktakanSerang, Banten. The researcher
limits this study to know the influence between English song and Joox
application toward students’ pronunciation at the Eighth grade of
SMPN 6 Kota Serang in academic year of 2018/2019.
2. Schedule of the Research
The researcher conducted the research at SMPN 6 Kota Serang
in April until Mei, second semester of academic year 2018/2019. The
research was conducted in six meetings;one meeting for pre-test, three
meetings for treatment, one meeting for post-test, and one meeting for
giving questionnaire.
B. Participants of the Research
Population is the main subject of the research. As stated by
(Creswell, 2012), population is a group of individuals who have the same
characteristic. It means to get the data of population the researcher
chooses one characteristic or level for one population.
33
34
In this research, population of the research was the eighth grade
students of SMPN 6 Kota Serang in academic year 2018/2019. The
population of the eighth grade was 300 students that divided into nine
classes from 8A-8I; each class consists of 30-35 students.
Sample is the part of total characteristic which is included in the
population of the research. In this research, the researcher determined the
sample by using cluster random sampling using lottery as the technique of
divided into experimental and control classes. As stated by (Ary, 2010),
cluster random sampling is randomly select naturally technique occurring
groups or clusters from a population. The sample chosen will be the
representative of the population.Thus, the sample consists of 60 students
at the Eighth grade.
C. Approach and Method of the Research
This research used quantitative approach that dealing with true
experimental research. According to (Ary, 2010), quantitative research is
an approach that uses objective measurement to gather numeric data that
are used to answer questions or test predetermined hypotheses. It means
the data of quantitative research gained the numeric data and analyzed by
using statistical computation. Quantitative research may be further
classified as true experimental. Moreover, true experimental is design of
quantitative research in which has an experimental group and a control

35
group both measured at pre-test and post-test on the dependent variable
(Creswell, 2012).
The design can be illustrated as follow:
Table 3 The True Experimental Research Design
X1 X2
E T1 T2
(English Song) (Joox Application)
C T1 - - T2
Notes:
E = Experimental group
C = Control group
T1 = Pre-test
T2 = Post-test
(Creswell, 2012)
The samples in this study divided into two groups; experimental
group and control group. The experimental group received the treatment
by using English song and Joox application and control group that used
conventional treatment. The researcher used pre-test, post-test, and
close-ended questionnaire to measure students’ response after using the
treatment. Experimental class was treated by English songs and Joox
application and control class was taught conventional teaching and
learning.
36
D. Research Variables
True experimental design is concerned with knowing the effect of a
variable (independent variable) to another variable (dependent variable).
As stated by (Creswell, 2012), variable is a characteristic or attribute of an
individual or an organization that researcher can measure or observe and
varies among individuals or organizations studied. The variables of the
research as follows:
a. Independent variable
Independent variable is an attribute or characteristics that is dependent
on or influenced by the independent variable (Creswell, 2012).
Independent variable of this research is English songs and Joox
Application.
b. Dependent variable
Dependent variable is an attribute or characteristics that influences or
affects on outcome or dependent variable (Creswell, 2012).Dependent
variable of this research is students’ pronunciation.
E. Data Collection Technique
Data collection is the stage of the research in which used to answer
the research question collected. As stated by (Creswell, 2012).data
collection is use an instrument to measure the variables in the study.

37
Inaccurate data collection can impact the results of the research and
ultimately lead to invalid results.
In collecting data, the researcher was used three instruments,
namely English pronunciation test, questionnaire, and documentation.
English pronunciation test use to find out the influence of using English
song and Joox application toward students’ pronunciation that will be
practiced through karaoke singing using Joox application, while
questionnaire was used to close-ended questionnaire to measure
students’ English pronunciation response after using the treatment.
In collecting the data, the pronunciation test was conducted to the
students by practicing sing a song that chosen by the teacher. The
researcher contributes the lyric of the English song with phonetic
transcription to the students. Students have a time to prepare well on
singing, such as identifying and understanding the song and the lyric
before singing and recording voice in form of documentation.
After conducting English pronunciation test, the students asked to
respond to the questionnaire by measuring students’ English
pronunciation response after using the treatment using English song and
Joox application. The researcher used close-ended questionnaire
consisting of 30 items with five (5) options to choose. It was started by
explaining what to do with the questionnaire before asking the students to
respond it.
38
Furthermore, students’ pronunciation scored directly by researcher
and inter-rater based on students’ correct and incorrect pronunciation in
segmental feature of each word. Meanwhile, in the treatments, three
English songs; One Call Away by Charlie Puth, Hero by Mariah Carey,
and I See The Light by Mandy Moore and Zachary Levi was given to
experimental group and control group. This stage was done trice.
F. Instrument
In this research, research instrument used in getting the data. As
stated by (Creswell, 2012), an instrument is a tool for measuring,
observing, or documenting quantitative data. Before collecting the data,
the instrument may be a test or assessment instrument.
The data in this research collected through English pronunciation
test, namely pre-test and post-test,questionnaire, and documentation.
English pronunciation test used to find out the influence of using English
song and Joox application toward students’ pronunciation that was
practiced through karaoke singing using Joox application, while
questionnaire used to measure response students’ English pronunciation
after using the treatment.
Related to the scoring process, the researcher gave score on the
segmental features; vowels, diphthongs, and consonants and supra-
segmental features; intonation, word stress, and rhythm.According to

39
Suraprana, in the previous chapter to get the good pronunciation, it can be
measured by some aspects such in pronunciation assessment, the
formula is:
∑𝐵
Score = 𝑥 100
𝑁
Table 4 Rubric Assessment of Pronunciation
Rating
Aspect Comment
No Score
5 Almost complete (Excellent)
There is a mistake but do not disturb the

4
meaning (Very good)
There are some mistake and disturb the

3
1 Vowel meaning (Good)
Many mistake with the result that hard

2
understanding (Average)
Too much mistakes until the words harder

1
Understanding (Poor)

4
meaning (Very good)

3
2 Diphthong meaning (Good)

2
1
3 Consonant 5 Almost complete (Excellent)

40

4
meaning (Very good)

3
meaning (Good)

2

1

4
meaning (Very good)
3
4 Intonation meaning (Good)
2

1

4
meaning (Very good)

3
5 Word stress meaning (Good)

2

1

4
6 Rhythm meaning (Very good)
3
meaning (Good)
41

2

1
Criteria of the Score :
Rating of
Score Criteria Value
score
26-30 91-100 Excellent A
21-25 81-90 Very Good B
16-20 71-80 Good C
11-15 61-70 Average D
6-10 51-60 Poor E
Modified from (Brown, 2004)
The criteria is use to know how many students can reach the standard
score of pronunciation test (71).
The questionnaire data finding will be calculated by using the
following formula:
𝑓
𝑥100%
𝑛
Where :
f = the frequency of the answer
n = total number of respondent

42
G. Validity and Reliability
1. Validity
In research, validity is very important to measure what they want
to measure using instrument. According to Creswell, (2012:159),
“validity is the development of sound evidence to demonstrate that the
test interpretation (of scores about the concept or construct that the
test is assumed to measure)”. Then, to know the validity of the test, the
researcher uses Pearson Product Moment formula as follows:
𝑛 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{nΣX2 − (ΣX)2 }{NΣY2 − (ΣY)2 }
(Creswell, 2012)
rxy : Pearson product moment correlation coefficient of a sample
∑X : The sum of score in X distribution
∑Y : The sum of score in Y distribution
∑XY : The sum of the products of paired X and Y score
∑X2 : The sum of the squared score in x-distribution
∑Y2 : The sum of the squared score in y-distribution
N : The number of paired X and Y scores (subjects)
Moreover, to know the criteria of validity as follow:
If r count≥r table it indicates that instrument (test) is valid

43
If r count≤ r table it indicates that instrument (test) is not valid
2. Content Validity
To get validity of the test, researcher used content validity which
measure the content of the test based on the program. According to
(Creswell, 2012), content validity is useful when the possibilities of the
tests are well known and easily identiﬁable. It means content validity
can be done by asking help from the expert of the English teacher in
that school to analyze whether the concept of the test is valid or not.
This technique was done by proposing a test which was based on the
curriculum.
3. Inter-Rater Reliability
In order to get reliability in this research, researcher used inter-
rater reliability. According to (Creswell, 2012), inter-rater reliability
involves observations made by two or more individuals to record their
scores then compare the scores to see if their scores are similar or
different. Inter-rater reliability used to get reliable research by checking
the result of the test with two raters. The two raters of this research
were the English teacher of SMPN 6 Kota Serang and the researcher.
The scores from two raters were calculated to get the correlation
coefficient. The two raters observed students’ performance in
pronunciation by scoring the pre-test and post-test.

44
The researcherused Cohen Kappa which measures inter-rater
reliability with formula as follows:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Notes:
KK : Coefficient of agreement of the observation
𝑃0 : Proportion of the frequency of the observation
𝑃𝑒 : Chance of the agreement

(Ary, 2010)
The interpretation value of Kappa as follows:
Table 5 Value of Kappa
Kappa statistic Strength of agreement
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very good
(Altman, 1991)
45
H. Data Analysis
In data analysis technique, there were analysis of normality of
distribution test, homogeneity, and hypothesis testing. Data analysis is the
last step that indicated how to analyze the data to answer the research
question (Ary, 2010). The steps in data analysis technique in this study
were as follows.
1. Normality of Distribution Test
Normality of distribution test is to investigate whether or not the
distribution of pre-test and post-test in two groups are normally distributed.
The researcher used graphical method for normality of distribution test.
The graphic indicated the distribution of data is normal or not.
According to (Hatch & Lazaraton, 1991), there are three properties
to show the data that is normal distribution as follows.
Figure 2 Normal Distribution
2. Homogeneity Testing
Homogeneity test is performed to determine whether the data
obtain from a homogeneous population or not.To see standard deviation

46
requires the test of data from experimental and control classes. This test is
performed to determine whether the data obtain from a homogeneous
population or not.
The formula as follows:
∑(𝑥−𝑥̅ )2 ∑(𝑥−𝑥̅ )2
𝑆1 = √ And 𝑆2 =√
𝑛1 −1 𝑛2 −1
𝐵𝑖𝑔𝑔𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝐹=
𝑆𝑚𝑎𝑙𝑙𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Compare the value of 𝐹𝑐𝑜𝑢𝑛𝑡 and 𝐹𝑡𝑎𝑏𝑙𝑒 then specified whether
homogeneous or not homogenous with the following criteria (significance
level = 5% and 𝑑𝑓1 = 𝑛 − 1, 𝑑𝑓2 = 𝑛 − 1.
To know the criteria of homogeneity as follows:
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 ; the data is homogenous.
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒 ; the data is not homogenous.
(Hatch & Lazaraton, 1991)
3. Hypothesis Testing
According to (Creswell, 2012), Hypothesis testing is a procedure for
making decisions about results by comparing an observed value of a
sample with a population value to determine if no difference or relationship
exists between the values.T-test will useto find out whether the hypothesis
is rejected or accepted. If the null hypothesis was rejected, it means that

47
there were the differences between the experimental and control group
after implementing English song technique.
According to (Gay & Mills, 2011), the formula of t-test as follows:

𝑀𝑥 − 𝑀𝑦
𝑡𝑐𝑜𝑢𝑛𝑡 =
∑ 𝑥 2 ±∑ 𝑦 2 1 1
√( ) (𝑁𝑥 + 𝑁𝑦)
𝑁𝑥+𝑁𝑦−2
Notes:
Mx = mean of sample 1
My = mean of sample 2
Nx = number of subject in sample 1
Ny = number of subject in sample 2
𝑥 2 = variance of sample 1
𝑦 2 = variance of sample 2
Below are the criteria of the test:
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is refused.
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is received.
I. Research Procedure
In conducting the research, the following steps will be done as the
research procedure:
1. Asking permission to the school for conducting the research.
2. Observing the research subject.
3. Determining the research population and sample.
4. Making formulation of the problem.

48
5. Choosing the appropriate research method.
6. Making the design of the instrument for pre-test and post-test.
7. Discussing with the English teacher about material and technique of
the research.
8. Conducting pre-test and evaluating the result.
9. Giving treatment to the experimental class.
10. Conducting post-test and evaluating the result.
11. Asked some questionnaires.
12. Collecting the data.
13. Analyzing the data.
14. Concluding the data result

CHAPTER IV
RESULT AND DISCUSSION
A. Data Description
This research was conducted at SMPN 6 Kota Serang six meetings
on May 16th until 29th, 2019 on the second semester of academic year
2018/2019. The subject of this research was divided into two groups that
chosen by cluster random sampling. Experimental class was treated by
English songs using Joox application and control class was taught
contextual teaching and learning. The researcher used pre-test, post-test,
and close-ended questionnaireto measure students’ response after using
the treatment. To know students’ pronunciation score, the researcher used
test to the students by practicing sing a song that chosen by the teacher.
The test is evaluated into six criteria; they are vowel, diphthong,
consonant, intonation, word stress, and rhythm.
The data analysis showed that calculated as follows.

Table 6 Statistical Description
Pre-test Post-test
No. Result
E C E C
1. Mean 66.47 66.20 72.54 69.80
2. Min. Score 53 56 60 56
3. Max. Score 76 76 86 80
4. Standard Deviation 5.99 5.04 4.92 6.39
49
50
Based on the table above, it shows that the mean score of pre test
in experimental class is 66.47 and 66.20 in control class. Then, the mean
score of post test in experimental class is 72.54 and 69.80 in control class.
The minimum score of pre test in experimental class is 53 and 56 in
control class. Then, the minimum score of post test in experimental class
is 60 and 56 in control class. The maximum score of pre test in
experimental class and control class is 76. And the maximum score of
post test in experimental class and control class are 86 and 80. Based on
the result, it was found that there was a significant difference between
students’ pronunciation from the experimental group that received
treatments by used English song and Joox application and the control that
used contextual teaching and learning. The hypothesis of this research
showed that 𝑡𝑡𝑎𝑏𝑙𝑒 was 2.00 and 𝑡𝑐𝑜𝑢𝑛𝑡 was 4.26;𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 4.26 ≥
2.00. It means that of null hypothesis (ℎ0 ) was rejected and the alternative
hypothesis (ℎ𝑎 ) was accepted. Therefore, there was an influence of
English song toward students’ pronunciation at the eighth grade of SMPN
6 Kota Serang.
In this research, to measure students’ response of English
pronunciation after giving treatments, the researcher used close-ended
questionnaire consists of 30 items. The questionnaire consists of

51
statement lists and five responses which should be chosen by the
students. The five responses consist of strongly agree, agree, neutral,
disagree, and strongly disagree. The result of 𝑟𝑥𝑦 is then compared with r
table of Pearson Product moment at the level of significance 5%. It can be
known that from 30 items, there are 15 items which are valid and 15 items
are not valid. The questionnaire was analyzed individually.
Based on the questionnaire data analysis, the researcher explores
that Joox application can be influenced by the students in learning
pronunciation. Some results showed on table 17 as stated on page 60
(item 9) that 14 or 47% and 12 or 40%students answered strongly agree
and agree that learning pronunciation is easier by using Joox application.
Table 18 as stated on page 61 (item 10) shows that 9 or 30% chose to
strongly agree and 15 or 30% students chose to agree, it indicates that
their pronunciation skill can be increased by using English song and Joox
application. Table 19 as stated on page 62 (item 11) shows that 10 or
33% chose to strongly agree and 9 or 30% students chose agree, means
in students’ opinion Joox was an appropriate application than others.
Based on the computation of the result, most of students answered
strongly agree (35.9%) and agree(47.2%), it means that most of students
have positive responds after receiving treatments using Joox application.

52
B. Analysis Testing Requirement
1. Result of Validity and Reliability

a. Validity
To determine content validity in this research, the researcher
made validity sheet then compared it to Curriculum 2013 (K13) of the
eighth grade of junior high school. Thus, the validity did not need a trial
and statistic analytic. The parameter of the validity of the test shown by
the following table:
Table 7 Content Validity

Basic Competence 3.13 Interpreting social functions and
language feature in English song lyrics
related to the junior high school students'
life.
4.13 Capturing contextual meaning related

to social function and language feature of
English song lyrics in teenager's life.
Indicator Sing a song based on lyric, intonation, and

rhythm correctly.
Technique English Song
Media Joox Application
Instrument of Test Pre-test
Students will practice karaoke singing a

song.
Post-test
53

song.
Questionnaire
Students will ask to respond to the

questionnaire by measuring students’
English pronunciation response after using
the treatment using English song and
Jooxapplication that consists of 20
statements.
Time Allocation 6 X 40 Minutes
b. Inter-rater Reliability
The researcher used inter-rater reliability to measure the
reliability. The researcher worked with the English teacher of SMPN 6
Kota Serang in scoring students’ pronunciation tests. Here are the
results between the two raters by interpreted the value of kappa. Detail
calculation of inter-rater reliability can be seen in appendix 3.
Table 8 Agreement of Inter-rater Reliability
Group Pre-test Post-test

Experimental Class 0.68 Agreement 0.78 Agreement
Control Class 0.66 Agreement 0.72 Agreement
From the table above, it can be concluded that the data of pre-test
and post-test in experimental and control classes were reliable.

54
2. Result of Normality of Distribution Test

Normality test is used in order to figure the distribution of the test
was normally distributed. The researcher used graphical method for
normality of distribution test. The test of normality focused on pre-test and
post-test of experimental class and control class. Detail calculation of the
required statistics of graphic normal distribution can be seen in appendix
3.
Figure 3 Normality pre-test of experimental class

9
8
7
6
Frequency
5
4 Series1
3
2
1
0
50,5 54,5 58,5 62,5 66,5 70,5 74,5
Students’ Score
Figure 4 Normality post-test of experimental class
8
7
6
5
Frequency
4
Series1
3
2
1
0
59.5 63.5 67.5 71.5 75.5 79.5 83.5
Students’ Score
55
Figure 5 Normality pre-test of control class

8
7
6
5
Frequency
4
Series1
3
2
1
0
55.5 58.5 61.5 64.5 67.5 70.5 73.5
Students’ Score
Figure 6 Normality post-test of control class
9
8
7
6
Frequency
5
4 Series1
3
2
1
0
55.5 59.5 63.5 67.5 71.5 75.5 79.5
Students’ Score
Based on the results of normality pre-test and post-test, the graphic
indicated the distribution of data was normal.

56
3. Result of Homogeneity Test

The researcher used homogeneity test to find out the similarity
between control and experimental class. Furthermore, here is the criterion
of homogeneity:
If Fcount≥ Ftable: it indicates not homogenous
If Fcount≤ Ftable: it indicates homogenous
The total variances of the students’ score were calculated (see
appendix 3). The result of sample homogeneity of the pre-test was 1.18,
and the result of sample homogeneity of the post-test was 1.29. Then, it
was obtained by comparing the value of the highest variance and the
lowest variance with significance level of 0.05 for df = 27 with the Ftable =
4.210. (Table of F distribution, can see in appendix 4).
Table 9 Result of the Homogeneity Test in Control and Experimental

Class
Group Fcount Pre-test Fcount Post-test Ftable
Control and Experimental 1.18 1.29 4.210
Pre-test : Fcount ≤ Ftable = 1.18≤ 4.210
Post-test : Fcount ≤ Ftable =1.29 ≤ 4.210
It can be concluded that pre-test and post-test in control and
experimental class was homogeneous.

57
C. Result of Analysis Questionnaire
Based on the result of the pronunciation test above, the researcher
gave close-ended questionnaire to measure students’ response
after receiving treatment. The questionnaire which consists of 15 items,
and it was analyzed individually. The analysis result is described below.
Table 10 Students’ feeling in learning pronunciation
Classification Frequency Likert scale Percentage

Strongly agree 12 60 40%
Agree 13 52 43%
Neutral 3 9 10%
Disagree 2 4 7%
strongly disagree - - -
Total 30 100%
Table 9 shows that there are 12 or 40% and 13 or 43% students
answered strongly agree and agree, means they were feeling very happy
when they learned pronunciation; only 3 or 10% students answered
neutral because they neutral between happy and unhappy; and only 2 or
7% students feel unhappy because they answered disagree with the
statement. By those results, they felt happy after learning pronunciation in
their classroom.
Table 11 Students’ frequency in learning pronunciation through song

Agree 13 52 43%
Neutral 2 6 7%
Disagree 1 2 3%
58
Total 30 100%
answered strongly agree and agree, means students are interested in
learning pronunciation through songs; only 2 or 7% students answered
neutral because they seldom use song as technique in learning English;
and only 1 or 3% students never learn English by using song. By those
results, most of the students always learn English through song as
technique.
Table 12 Students’ feeling when learning English by listening song
Classification Frequency likert scale Percentage

Agree 19 76 63%
Neutral 3 9 10%
Disagree 2 4 7%
Total 30 100%
Table 11 shows that there are 6 or 20% students chose strongly
agree as the answer of the statement; 19 or 63% students chose to agree
to with the statement; 3 or 10% students answered neutral because they
did not know what they should learn in listening the English song; and only
2 or 7% students never listen song before they learned. By those results,
most of the students learned English begin by listening English song.
Table 13 Students’ opinion about native singer

Agree 13 52 43%
59
Netral 2 6 7%
Disagree 4 8 13%
Total 30 100%
chose strongly agree and agree as the answer to the statement, means in
students’ opinion, sing a song by listening the native speakers is more
effective to learn English; only 2 or 7% students answered neutral
because they think it same appropriate to hear the native speaker or only
listen from their teacher; and there were 4 or 13% students disagree with
the statement above. By those results, most of the students say that
native speakers can make them sing a song well.
Table 14 Students’ feeling when they are learning English by song
Classification Frequency likert scale Percentage

Agree 13 52 43%
Netral 4 12 13%
Disagree - - -
strongly disagree 1 1 3%
Total 30 100%
chose strongly agree and agree as the answer to the statement, means in
students feel happy when they were learning English and used the song
as a technique; 4 or 13% students answered neutral because they were
not happy and sad too; and only 1 or 3% students disagree with the
statement above. They did not have any perceptions with other friends. By
60
those results, most of the students feel happy because song can make
easy their learning English.
Table 15 Students’ interest to sing the English song

Agree 15 60 50%
Neutral 4 12 13%
Disagree - - -
Total 30 100%
chose strongly agree and agree, means most of the students has been
motivated by learning English using songs; there were 4 or 13% students
answered neutral; and none of students disagree and strongly disagree
with that statement. The following table presents the students’ opinion
related to English song can be motivated them in learning English.
Table 16 Students’ opinion about using Joox application

Agree 18 72 60%
Neutral 4 12 13%
Disagree - - -
Total 30 100%
Table 15 shows that there are 8 or 27% students answered strongly
agree; and 18 or 60% students answered agree, means in students’
opinion they agree because after the treatments they are easy to find the
61
kind of music by using Joox application; 4 or 13% students answered
neutrally; and none of students disagree and strongly disagree with that
statement. The following table presents the students’ opinion related to
easy to use Joox application.
Table 17 Students’ experience in using Joox application to remember

the lyrics

Agree 13 52 43%
Neutral 2 6 7%
Disagree 2 4 7%
Total 30 100%
Table 16 shows that 13 or 43% and 13 or 43% students chose to
strongly agree and agree, means most of the students feel easy to
remember the lyrics of song through Joox application; there were 2 or 7%
students answered neutral; and 2 or 7% students answered disagree; and
none of the students chose to strongly disagree with that statement. The
following table presents the students’ opinion related to students feel easy
to remember the lyrics of song through Joox application.
Table 18 Students’ experience in learning pronunciation through Joox

application

Agree 12 48 40%
Neutral 2 6 7%
Disagree 2 4 7%
62
Total 30 100%
Table 17 shows that 14 or 47% and 12 or 40% students chose to
strongly agree and agree, means in students’ opinion learning
pronunciation by using Joox application made them easy to understand;
there were 2 or 7% students answered neutrally; and 2 or 7% students
answered disagree; and none of the students chose to strongly disagree
with that statement. The following table presents Joox application can
make the students easy in learning pronunciation.
Table 19 Students’ improvement in pronouncing English word by using

English song and Joox application

Agree 15 60 50%
Neutral 5 15 17%
Disagree 1 2 3%
Total 30 100%
Table 18 shows that 9 or 30% chose to strongly agree as their
answer to the statement; 15 or 30% students chose to agree, means in
students’ opinion they can improve their pronunciation skill by using
English song through Joox application; there were 5 or 17% students
answered neutral; and only 1 or 3% students answered disagree; and
none of the students chose to strongly disagree with that statement. The
following table presents students listened song through Joox application to
improve their pronunciation skill.

63
Table 20 Students’ reaction in using Joox application after selecting

other application

Agree 9 36 30%
Neutral 5 15 17%
Disagree 4 8 13%
Total 30 100%
Table 19 shows that 10 or 33% chose to strongly agree and 9 or
30% students chose agree, means in students’ opinion Joox was an
appropriate application than others; 5 or 17% students answered
neutrally; and 4 or 13% students answered disagree; and 2 or 7%
students chose strongly disagree because they think Joox application was
not only one appropriate application. The following table presents students
chose Joox as appropriate application after selecting another application.
Table 21 Students’ feeling when they are learning English through Joox
application

Agree 13 52 43%
Neutral 3 9 10%
Disagree 3 6 10%
Total 30 100%
Table 20 shows that 11 or 37% chose strongly agree and 13 or
43% students chose agree, means most of students feel happy when they
64
were using Joox application; only 3 or 10% students answered neutral;
and only 3 or 10% students answered disagree; and then none of
students chose strongly disagree with that statement. The following table
presents learning English by using Joox application made the students
happy.
Table 22 Students’ motivation to use Joox application in learning

English

Agree 14 56 47%
Neutral 3 9 10%
Disagree 4 8 13%
Total 30 100%
Table 21 shows that 9 or 30% chose strongly agree and 14 or 47%
students chose agree, means in students’ opinion Joox application can
improved their English skill; only 3 or 10% students answered neutral; and
only 4 or 13% students answered disagree; and then none of students
chose strongly disagree with that statement. The following table presents
Joox application improved students’ English skill. Students interested
when learning English by using Joox application.
Table 23 Students’ experience in pronunciation after listening English

song through Joox application

Agree 15 60 50%
Neutral 2 6 7%
65
Disagree 1 2 3%
Total 30 100%
50% students chose agree, means most of the students have a good
pronunciation now after treatments; 2 or 7% students answered neutrally;
only 1 or 13% students answered disagree; and there were 2 or 7%
students chose strongly disagree with that statement. The following table
presents students have a good pronunciation skill because they often
listen and practice English through Joox application.
Table 24 Students’ time frequency in using Joox application to learn

pronunciation

Agree 18 72 60%
Neutral - - -
Disagree 1 2 3%
Total 30 100%
60% students chose to agree, means after the researcher gave
treatments, students want to practice pronunciation by using Joox
application; only 1 or 3% students answered disagree; and none of the
students chose neutral and strongly disagree with that statement. The
following table presents students will always practice pronunciation by
using Joox application.

66
D. The influence of English Song toward Students’ Pronunciation

Before conducting the treatments, researcher asked students to
sing One Call Away song by Charlie Puth as the pre test. And after
several steps were done by researcher, students asked to sing Count On
Me song by Bruno Mars as the post test. The test consists of the words or
items varied between nouns, verbs, adjectives, adverbs, articles,
pronouns, and prepositions tested in connected speech in terms of
pronunciation (of vowels, diphthongs, and consonants), word stress,
intonation and rhythm. The calculation of the result showed that the mean
score of pre test in experimental class is 66.47 and 66.20 in control class.
Then, the mean score of post test in experimental class is 72.54 and
69.80 in control class. The minimum score of pre test in experimental
class is 53 and 56 in control class. Then, the minimum score of post test in
experimental class is 60 and 56 in control class. The maximum score of
pre test in experimental class and control class is 76. And the maximum
score of post test in experimental class and control class are 86 and 80.
Based on the result, it was found that there was a significant
difference between students’ pronunciation from the experimental
classand control class.
To find out the mean difference of experimental and control class,
the researcher used t-test formula. There are alternative hypothesis (ℎ𝑎 )
67
and null hypothesis (ℎ0 ) that assumed in this research. If the null
hypothesis was rejected, it means that there were the differences between
the experimental and control group after implementing English song
technique.
The criteria of testing as follows:
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is rejected.
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is received.
To prove the hypothesis of this research, statistic calculation of t-
test formula with the degree of significance 5% was used. The formula as
follow:
tcount =
(𝑛𝑥−1)𝑠𝑥 +(𝑛𝑦−1)𝑠𝑦 1 1
√( )( + )
𝑁𝑥 +𝑁𝑦 − 2 𝑁𝑥 𝑁𝑦
72.53−69.80
tcount =
(30−1)6.41+(30−1)6.18 1 1
√( )( + )
30 + 30−2 30 30
2.73
tcount =
185.89+179.22 2
√( )(30)
58
2.43
tcount =
√(6.29)(0.067)
2.73
tcount =
√0.42
2.73
tcount = = 4.26
0.64
68
To interpret the value of t-test, the result was compared with the
value of ttable, degree of freedom was used. The degree of freedom
formula as follow:
d.f = (𝑁𝑥 + 𝑁𝑦 – 2)
= (30 + 30 – 2)
= 58
𝑡𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) was 2.00
Based on the result of test of mean difference significant
(independent𝑡𝑡𝑒𝑠𝑡 ), it was found that 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 4.26 ≥ 2.00. The
alternative hypothesis was received. It can be concluded that there was
an influence of English song toward students’ pronunciation at the Eighth
grade of SMPN 6 Kota Serang.
E. The influence of English song and Joox application toward

students’ pronunciation
This research aimed to find out the influence of using English song
and Joox application toward students’ pronunciation at the Eighth grade of
SMPN 6 Kota Serang in second semester academic year 2018/2019. This
research used pronunciation test and close-ended questionnaire in
collecting the data. Pronunciation test consists of pre-test and post-test.
To find out the mean difference of experimental and control class,
the researcher used t-test formula. There are alternative hypothesis (ℎ𝑎 )
69
and null hypothesis (ℎ0 ) that assumed in this research. If the null
hypothesis was rejected, it means that there were the differences between
the experimental and control group after implementing English song
technique. The calculation shows that the mean score of pre test in
experimental class is 66.47 and 66.20 in control class. Then, the mean
score of post test in experimental class is 72.54 and 69.80 in control class.
Based on the calculation of the data from pre-test and post-test, there are
significant difference score between students in experimental class and
control class. It was found that 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 4.26 ≥ 2.00. The
alternative hypothesis was received. It can be concluded that there was
an influence of English song toward students’ pronunciation at the Eighth
grade of SMPN 6 Kota Serang.
To measure students’ response of English pronunciation after
giving treatments, the researcher used close-ended questionnaire that
consists of 30 items. The questionnaire has the statement lists and five
responses which should be chosen by the students. The five responses
consist of strongly agree, agree, neutral, disagree, and strongly disagree.
The result of 𝑟𝑥𝑦 is then compared with r table of Pearson Product moment
at the level of significance 5%. It can be known that from 30 items, there
are 15 items which are valid and 15 items are not valid. The questionnaire
was analyzed individually. After analyzing the results, the students

70
answered strongly agree (35.9%), agree (47.2%), neutral (9.9%), disagree
(5.9%), and strongly disagree (1.1%). It means most of students have
positive responds after receiving treatments using Joox application.
From the results above, it can be concluded that English song are
appropriate technique that influencing students’ pronunciation. However,
students’ response was also supported by the students’ interest in the
used Joox application of the learning English, especially pronunciation. It
indicates there was influence of English song and Joox application toward
students’ pronunciation at the Eighth grade of SMPN 6 Kota Serang in
second semester of academic year 2018/2019.
F. Research Discussion
This research was designed to find out the influence of using
English song and Joox application toward students’ pronunciation. This
research was expected to find out the enhancement of students’
pronunciation through English song and Joox application. Before
introducing English songs and Joox application as technique and media to
the students in the experimental group, the teacher firstly explained what
pronunciation is. The students did not know what pronunciation about.
The researcher taught phonemes in segmental features; vowels,
consonants, and diphthongs, and suprasegmental features; intonation,
word stress, and rhythm. Students can be understood the material easily.
71
Second, students were taught about the familiar English song based on
the topic of syllabus in academic year 2018/2019.
When students were introduced songs as technique to learn
pronunciation, students felt enthusiastic. They paid attention to the
researcher’s explanation. Hence, the researcher introduced the use of
Joox application for them. They were more enjoying learning English song
with Joox application. Students could read the lyrics and listened to the
songs. Then, they asked to follow the music from Joox application and
sing a song together. In this segment, researcher found that most of the
students did not sing the songs because they could not follow the rhythm
of native speaker well. Moreover, the researcher asked them to turn off
the music in their Joox application then asked the students to sing the
songs together by seeing only the lyrics without music.
After that treatments, the students could try to play again their Joox
application in their smartphones and enjoyed it. This technique was
successful to make the studentsbe able to sing the songs with correct
pronunciation. The statement in line of the research from (Coromina,
2000) and (Lynch, 2008) songs must have clear and understandable lyric.
The teacher was suggested to choose songs which are understandable;
not too fast in term of rhythm so that the students could follow the material
72
based on what they hear from the songs. Teacher should choose clear
song that can be understood easily by students.
Learning pronunciation using English songs and Joox application
as technique and media make students understand easily to memorize
the pronunciation of the words and enjoy the learning process. It was
revealed from the result in which students of experimental class were
more interested in learning pronunciation using English songs and Joox
application than students of the control class. Moreover, students enjoyed
learning the materials at school by using suitable songs and application. It
is believed that teaching English using song has many advantages for
student in learning students’ pronunciation (Lynch, 2008). Because of
through songs students could learn variety of new vocabulary that
introduced to the students.
Based on the test it was found that 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 4.26 ≥ 2.00.
The alternative hypothesis was received. It can be concluded that there
was an influence of English song toward students’ pronunciation at the
Eighth grade of SMPN 6 Kota Serang. Moreover, the used Joox
application makes students interested in learning English, especially
pronunciation. Based on students’ response in questionnaire, most of
students answered strongly agree (35.9%) and agree (47.2%), it means

73
that most of students have positive responds after receiving treatments
using Joox application.
From the results of the research, it can be concluded that English
song are appropriate technique that influencing students’ pronunciation.
However, students’ response was also supported by the students’ interest
in the used Joox application of the learning English, especially
pronunciation. It indicates there was influence of English song and Joox
application toward students’ pronunciation at the Eighth grade of SMPN 6
Kota Serang in second semester of academic year 2018/2019.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis of students’ pronunciation test and
questionnaire that have been presented and discussed of this research, it
can be concluded that song and Joox application have significant
influence to improve students’ pronunciation. Based on the test It was
found that 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 4.26 ≥ 2.00. The alternative hypothesis was
received. It can be concluded that there was an influence of English song
toward students’ pronunciation at the Eighth grade of SMPN 6 Kota
Serang. Besides, songs can improve students’ pronunciation, the used of
the song provide teachers with more fun alternative teaching technique.
Moreover, the used Joox application make students interested in learning
English, especially pronunciation. Based on students’ response in
questionnaire, most of students answered strongly agree (35.9%) and
agree (47.2%), it means that most of students have positive responds
after receiving treatments using Joox application.
B. Suggestion
Based on the result of this research, several suggestions can be
proposed: First, for English teacher, English song can be used by English
teacher to help students to pronounce well. It will be better if the English
teacher find out the appropriate song before teaching it to the students.
74
75
Besides, teacher should give best model teaching pronunciation in the
class. Then the teacher should give explanation of how to used Joox
application before asked students to use it.
Second suggestion for students, students should practice
pronunciation more that can be used English song. Also, students should
be more active during the learning process. Third suggestion for other
researchers, they should be considered suitable variable and the method
based on grade of the students for teaching pronunciation. Last, other
researchers can develop this similar topic for the research.

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APPENDICES
APPENDIX 1
TEACHING INSTRUMENT
1.1 Syllabus
1.2 Lesson Plan of Experimental Class
1.3 Lesson Plan of Control Class

SYLLABUS
Education Unit : SMP Negeri 6 Kota Serang

Subject : English
Class : VIII
KI 1: Respect and appreciate the teaching of religion.
KI 2: Respect and appreciate honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), courtesy, confidence,
in interacting effectively with the social and natural environment within reach of the association and its existence.
KI 3: understand and apply knowledge (factual, conceptual and procedural) based on curiosity about science, technology, arts,
culture and events related to the phenomenon of the visible.
KI 4: processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract
realms (writing, reading, counting, drawing, and making) in accordance with what is learned in school and other sources in the same
perspective/theory.
Basic Characters’ Time Learning

Learning materials Learning activities Assessment
Competence score allocation source
 Textbook
3.13 Interpret • Social functions honest, - Reading, listening ASSESSMENT CRITERIA 10 JP
required
social discipline, and imitating song
Develop positive life • The level of achievement of the  English
functions and responsibility, lyrics orally
values and characters song's social functions. Song
elements of caring
 Music
the language (tolerance, • The level of completeness and
- Asking things that streaming
in the lyrics mutual demand in understanding the
related to the • Language elements cooperation), are unknown or application
contents of song messages.
different
teenager's life - Vocabulary and polite,
SMP / MTs • The level of accuracy of
grammar in song lyrics confident
linguistic elements: grammar,
- Mention messages
- Speech, word vocabulary, speech, word stress,
related to specific
intonation, spelling, punctuation,
pressure, intonation, parts handwriting.
spelling, punctuation,
• The attitude of responsibility,
and handwriting
- Reflect on the cooperation, caring, and
4,13
learning process confidence that accompanies the
Capturing
and results presentation of the contents of
contextual •Topics
the message and the opinions
meaning
Things that can and feelings of students about
associated
provide exemplary the contents of the song
with social
and foster behavior message.
functioning
contained in KI.
and linguistic
elements
HOW TO ASSESS:
related song
lyrics teenage Performance (practice)
life SMP /
MTs The task is to briefly mention the
contents of the song's message
and express his impression or
opinion.
Observation:
(assessment that aims to provide

feedback more quickly)
• Observation of student
interactions trying to understand
social functions and elements of
language in songs.
• Observation of the sincerity,

responsibility, and cooperation of
students in the learning process
at each stage.
• Observation of concern and

confidence in carrying out
communication about songs.
Self-assessment:
Students' written statements in a

simple Indonesian learning
journal about learning
experiences understand social
functions and elements of
language in songs, including their
ease and difficulties.
Written test
Read understanding of song

message content.
Portfolio
• A collection of handwritten
songs
• Collection of results of analysis

of several songs that have been
made.
• Question sheets and test results

LESSON PLAN
(Experimental Class)
School : SMP Negeri 6 Kota Serang

Subject : English
Class/semester : VIII/2
Learning material : English Song
Time Allocation : 6 JP x 40 Minutes (3 meetings)
A. CORE COMPETENCE
1. Respect and adhere to the teachings of the religion he adheres to

2. Respect and appreciate honest behavior, discipline, responsibility,
caring (tolerance, mutual cooperation), courtesy, confidence, in
interacting effectively with the social and natural environment within the
range of relationships and whereabouts.
3. Understanding and applying knowledge (factual, conceptual, and
procedural) based on the curiosity about science, technology, art,
culture related to phenomena and events that appear to the eye.
4. Processing, presenting, and reasoning in a concrete realm (using,
parsing, stringing, modifying and making) and abstract domains
(writing, reading, counting, drawing and composing) according to what
is learned in school and other sources in the same perspective/theory.
B. BASIC COMPETENCE AND INDICATOR
1.1. Being grateful for the opportunity to learn English as the medium
of instruction for international communication that realized in the
spirit of learning
2.3. Demonstrate responsibility, caring and cooperation behavior in
functional communication
3.15.Understanding social functions and language features in song
and moral value
Indicator :
Identifying the problems in pronouncing English song lyrics
4.15. Pronouncing English song lyrics
Indicator :
How to pronounce English from the song lyrics
C. LEARNING OBJECTIVE
- Students are able to recite the lyrics of English songs
- Students are able to sing some songs chosen by the teacher
D. LEARNING MATERIALS
Social function:
Entertaining, expressing feelings, teaching moral value
Language features:
1. Words, expressions and grammar in song as the artwork
2. Spelling and handwriting and printing the correct word
3. Speech, word stress, intonation when pronouncing the word
Topic:
 Pronunciation
Elements of pronunciation
Vowels are sounds that are produced by mouth. Kelly (2000: 29) said
that vowel is articulated when a voiced air steam is shape using the tongue
and the lips to modify the overall shape of the mouth. English vowels are
divided into two kinds of vowels, long vowels and short vowels. Long vowels
consist of / i: /,/ ∂: /,/ a: /,/ u: /,/ o: /, while short vowels consist of / i /,/ e /,/ æ
/,/ ∂ /,/Λ /,/ u /,/ o /.
succession within the limits of a syllable (Kelly 2000:34). Diphthongs can be
divided into two types, centering diphthong and closing diphthong. Centering
diphthong consists of /ɪə/, /eə/, /ʊə/, while closing diphthong consists of /eɪ/,
/ɑɪ/, /ɔɪ/, /əʊ/, /ɑʊ/. The 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 /.
 Lagu – lagu tentang keteladanan yang menginspirasi
One Call Away
By Charlie Puth
I'm only one call away No matter where you go

I'll be there to save the day You know you're not alone
Superman got nothing on me I'm only one call away
I'm only one call away I'll be there to save the day
Call me, baby, if you need a friend Superman got nothing on me
I just wanna give you love I'm only one call away
Come on, come on, come on And when you're weak I'll be strong
Reaching out to you, so take a chance I'm gonna keep holding on
No matter where you go Now don't you worry, it won't be long, Darling
You know you're not alone And when you feel like hope is gone
I'm only one call away Just run into my arms
I'll be there to save the day I'm only one call away
Superman got nothing on me I'll be there to save the day
I'm only one call away Superman got nothing on me
Come along with me and don't be scared I'm only one, I'm only one call away
I just wanna set you free I'll be there to save the day
Come on, come on, come one Superman got nothing on me
You and me can make it anywhere I'm only one call away
For now, we can stay here for a while, ay I'm only one call away
'Cause you know, I just wanna see you smile
I See the Light

By Mandy Moore, Zachary Levi
All those days watching from the windows All those days chasing down a daydream
All those years outside looking in All those years living in a blur
All that time never even knowing All that time never truly seeing
Just how blind I've been Things, the way they were
Now I'm here blinking in the starlight Now she's here shining in the starlight
Now I'm here suddenly I see Now she's here suddenly I know
Standing here it's all so clear If she's here it's crystal clear
I'm where I'm meant to be I'm where I'm meant to go
And at last I see the light And at last I see the light
And it's like the fog has lifted And it's like the fog has lifted
And it's like the sky is new And it's like the sky is new
And it's warm and real and bright And it's warm and real and bright
And the world has somehow shifted And the world has somehow shifted
All at once everything looks different All at once everything is different
Now that I see you Now that I see you
Now that I see you
Hero
By Mariah Carey
There's a hero And then a hero comes along
If you look inside your heart With the strength to carry on
You don't have to be afraid And you cast your fears aside
Of what you are And you know you can survive
There's an answer So when you feel like hope is gone
If you reach into your soul Look inside you and be strong
And the sorrow that you know And you'll finally see the truth
Will melt away That a hero lies in you, oh, oh
And then a hero comes along Lord knows
With the strength to carry on Dreams are hard to follow
And you cast your fears aside But don't let anyone
And you know you can survive Tear them away, hey yeah
So when you feel like hope is gone Hold on
Look inside you and be strong There will be tomorrow
And you'll finally see the truth In time you'll find the way
That a hero lies in you And then a hero comes along
It's a long road With the strength to carry on
When you face the world alone And you cast your fears aside
No one reaches out a hand And you know you can survive
For you to hold So when you feel like hope is gone
You can find love Look inside you and be strong
If you search within yourself And you'll finally see the truth
And that emptiness you felt That a hero lies in you
Will disappear That a hero lies in you
Mmm, that a hero lies in you
E. LEARNING METHOD
Problem based learning
F. Media, Tool dan source of learning

1. Media : Laptop, Loudspeaker, handphone
2. Source : English song and Joox application
G. STEPS OF LEARNING
a. Pre Teaching
Teacher
 Greeting.
 Check the attendance list of students.
 Review about previous material.

 Preparing students psychologically and physically to following
the learning process by checking their presence.
 Delivering the students to some problems or tasks that will be
carried out to material and explain the learning objectives or
basic competencies to be achieved by the students
 Giving outline of the material and giving an explanation of the
activities that will be carried out by students to solve problems
or tasks
b. Whilst Teaching
1. First Meeting
a. Observing
- Students observe some mistakes in pronouncing English
words
- The teacher observes how students understand when
pronouncing English word
b. Questioning
- With the direction and guidance of the teacher, students
ask the purpose of the materials that will be discussed.
- The teacher asks students' understanding of the phonetic
IPA
c. Exploring
- Students get clear information about pronunciation
- The teacher helps students to explore pronunciation in
daily speaking
d. Associating
- With chair-mates, students discussed to write the spelling
of words using phonetic IPA
- The teacher guides students in the learning process
e. Communicating
- Students try themselves by preparing several songs, then
try to pronounce it
2. Second meeting
a. Observing
- Students observe several songs to identify several
problems in pronunciation
- Students observe the song lyrics contained in the Joox
application
b. Questioning
- With the guidance and direction of the teacher, students
ask about difference of songs in several contexts
- Teacher gives students’ motivation to ask about the
rhythm in each song
c. Exploring
- Students get clear information by exploring English songs
- The teacher helps students to explore songs with the
familiar song
d. Associating
- With chair-mates, students listening English songs
together by paying attention how to pronounce them
- The teacher guides students during the learning process
e. Communicating
- Students practice singing with friends with correct
pronunciation
3. Third meeting
a. Observing
- Students observe pronunciation of the song that has
been given by the teacher and listen to it through Joox
application
- Teacher observes the development of student learning
from the previous meeting
b. Questioning
- Students ask a few words that sound difficult to
pronounce when listening to a song
c. Exploring
- Students get clear information from the application or the
teacher about pronunciation of words from each song
d. Associating
- Students associate information that beginning to sing a
song
e. Communicating
- With chair-mates, students try to sing using the karaoke
feature in the Joox application
- Teacher guides students during practice
c. Post Teaching
- Teacher and students make lesson summaries or conclusions.
- Doing assessments or reflections on the end of the activities.
- Provide feedback on the learning process and results.
- Giving assignments, both individual and group assignments
according to the learning outcomes of students.
- Delivering the lesson plan for the next meeting..
H. LEARNING ASSESSMENT
Name :
Class :
School :
RATING
NO ASPECT
5 4 3 2 1
1 Vowel
2 Diphthong
3 Consonant
4 Intonation
5 Word stress
6 Rhythm
Rating of
Interval Score Criteria
score
25 – 30 5 100 Excellent
20 – 24 4 80 Very Good
15 – 19 3 60 Good
10 – 14 2 40 Average
< 10 1 20 Poor
Serang, ……………..……..
Known by,
Headmaster English Teacher
H. Aan Hasan, M.Pd. Rini Dwi Septiyani, S.Pd.

NIP 196009061983021002
LESSON PLAN
(Control Class)
School : SMP Negeri 6 Kota Serang

Subject : English
Class/semester : VIII/2
Learning material : English Song
Time Allocation : 6 JP x 40 Minutes (3 meetings)
A. CORE COMPETENCE
1. Respect and adhere to the teachings of the religion he adheres to

2. Respect and appreciate honest behavior, discipline, responsibility,
caring (tolerance, mutual cooperation), courtesy, confidence, in
interacting effectively with the social and natural environment within the
range of relationships and whereabouts.
3. Understanding and applying knowledge (factual, conceptual, and
procedural) based on the curiosity about science, technology, art,
culture related to phenomena and events that appear to the eye.
4. Processing, presenting, and reasoning in a concrete realm (using,
parsing, stringing, modifying and making) and abstract domains
(writing, reading, counting, drawing and composing) according to what
is learned in school and other sources in the same perspective/theory.
B. BASIC COMPETENCE AND INDICATOR
1.1. Being grateful for the opportunity to learn English as the medium
of instruction for international communication that realized in the
spirit of learning
2.3. Demonstrate responsibility, caring and cooperation behavior in
functional communication
3.15.Understanding social functions and language features in song
and moral value
Indicator :
Identifying the problems in pronouncing English song lyrics
4.15. Pronouncing English song lyrics
Indicator :
How to pronounce English from the song lyrics
C. LEARNING OBJECTIVE
- Students are able to recite the lyrics of English songs
- Students are able to sing some songs chosen by the teacher
D. LEARNING MATERIALS
Social function:
Entertaining, expressing feelings, teaching moral value
Language features:
1. Words, expressions and grammar in song as the artwork
2. Spelling and handwriting and printing the correct word
3. Speech, word stress, intonation when pronouncing the word
Topic:
 Pronunciation
Elements of pronunciation
Vowels are sounds that are produced by mouth. Kelly (2000: 29) said
that vowel is articulated when a voiced air steam is shape using the tongue
and the lips to modify the overall shape of the mouth. English vowels are
divided into two kinds of vowels, long vowels and short vowels. Long vowels
consist of / i: /,/ ∂: /,/ a: /,/ u: /,/ o: /, while short vowels consist of / i /,/ e /,/ æ
/,/ ∂ /,/Λ /,/ u /,/ o /.
succession within the limits of a syllable (Kelly 2000:34). Diphthongs can be
divided into two types, centering diphthong and closing diphthong. Centering
diphthong consists of /ɪə/, /eə/, /ʊə/, while closing diphthong consists of /eɪ/,
/ɑɪ/, /ɔɪ/, /əʊ/, /ɑʊ/. The 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 /.
 Lagu – lagu tentang keteladanan yang menginspirasi
One Call Away
By Charlie Puth

Come on, come on, come on And when you're weak I'll be strong
Reaching out to you, so take a chance I'm gonna keep holding on
No matter where you go Now don't you worry, it won't be long, Darling
You know you're not alone And when you feel like hope is gone
I'm only one call away Just run into my arms
I'll be there to save the day I'm only one call away
Superman got nothing on me I'll be there to save the day
I'm only one call away Superman got nothing on me
Come along with me and don't be scared I'm only one, I'm only one call away
I just wanna set you free I'll be there to save the day
Come on, come on, come one Superman got nothing on me
You and me can make it anywhere I'm only one call away
For now, we can stay here for a while, ay I'm only one call away
'Cause you know, I just wanna see you smile
I See the Light

Now I'm here blinking in the starlight Now she's here shining in the starlight
Now I'm here suddenly I see Now she's here suddenly I know
Standing here it's all so clear If she's here it's crystal clear
I'm where I'm meant to be I'm where I'm meant to go
And it's like the sky is new And it's like the sky is new
And it's warm and real and bright And it's warm and real and bright
And the world has somehow shifted And the world has somehow shifted
All at once everything looks different All at once everything is different
Now that I see you Now that I see you
Now that I see you
Hero
By Mariah Carey
You don't have to be afraid And you cast your fears aside
Of what you are And you know you can survive
There's an answer So when you feel like hope is gone
If you reach into your soul Look inside you and be strong
And the sorrow that you know And you'll finally see the truth
Will melt away That a hero lies in you, oh, oh
And then a hero comes along Lord knows
With the strength to carry on Dreams are hard to follow
And you cast your fears aside But don't let anyone
And you know you can survive Tear them away, hey yeah
So when you feel like hope is gone Hold on
Look inside you and be strong There will be tomorrow
And you'll finally see the truth In time you'll find the way
That a hero lies in you And then a hero comes along
It's a long road With the strength to carry on
When you face the world alone And you cast your fears aside
No one reaches out a hand And you know you can survive
For you to hold So when you feel like hope is gone
You can find love Look inside you and be strong
If you search within yourself And you'll finally see the truth
And that emptiness you felt That a hero lies in you
Will disappear That a hero lies in you
E. LEARNING METHOD
Discovery learning
F. Media, Tool dan source of learning

1. Media : Laptop, Loudspeaker, infocus
2. Source : English song and Video
G. STEPS OF LEARNING
a. Pre Teaching
Teacher
 Greeting.
 Check the attendance list of students.
 Review about previous material.

 Preparing students psychologically and physically to following
the learning process by checking their presence.
 Delivering the students to some problems or tasks that will be
carried out to material and explain the learning objectives or
basic competencies to be achieved by the students
 Giving outline of the material and giving an explanation of the
activities that will be carried out by students to solve problems
or tasks
b. Whilst Teaching
1. First Meeting
a. Observing
- Students observe some mistakes in pronouncing English
words
- The teacher observes how students understand when
pronouncing English word
b. Questioning
- With the direction and guidance of the teacher, students
ask the purpose of the materials that will be discussed.
- The teacher asks students' understanding of the phonetic
IPA
c. Exploring
- Students get clear information about pronunciation
- The teacher helps students to explore pronunciation in
daily speaking
d. Associating
- With chair-mates, students discussed to write the spelling
of words using phonetic IPA
- The teacher guides students in the learning process
e. Communicating
- Students try themselves by preparing several songs, then
try to pronounce it
2. Second meeting
a. Observing
- Students observe several songs to identify several
problems in pronunciation
- Students observe the song lyrics that given by the
teacher
b. Questioning
- With the guidance and direction of the teacher, students
ask about difference of songs in several contexts
- Teacher gives students’ motivation to ask about the
rhythm in each song
c. Exploring
- Teacher give several songs to listen by students using
speaker
- Students get clear information by exploring English songs
- The teacher helps students to explore songs with the
familiar song
d. Associating
- With chair-mates, students listening English songs
together by paying attention how to pronounce them
- The teacher guides students during the learning process
e. Communicating
- Students practice singing with friends with correct
pronunciation
3. Third meeting
a. Observing
- Students observe pronunciation of the song that has
been given by the teacher and listen to it through audio
speaker
- Teacher observes the development of student learning
from the previous meeting
b. Questioning
- Students ask a few words that sound difficult to
pronounce when listening to a song
c. Exploring
- Students get clear information about pronunciation of
words from each song that singing by teacher
d. Associating
- Students associate information that beginning to sing a
song
e. Communicating
- With chair-mates, students try to sing a song together
with friends
- Teacher guides students during practice
c. Post Teaching
- Teacher and students make lesson summaries or conclusions.
- Doing assessments or reflections on the end of the activities.
- Provide feedback on the learning process and results.
- Giving assignments, both individual and group assignments
according to the learning outcomes of students.
- Delivering the lesson plan for the next meeting..
H. LEARNING ASSESSMENT
Name :
Class :
School :
RATING
NO ASPECT
5 4 3 2 1
1 Vowel
2 Diphthong
3 Consonant
4 Intonation
5 Word stress
6 Rhythm
Rating of
Interval Score Criteria
score
25 – 30 5 100 Excellent
20 – 24 4 80 Very Good
15 – 19 3 60 Good
10 – 14 2 40 Average
< 10 1 20 Poor
Serang, ……………..……..
Known by,
Headmaster English Teacher
H. Aan Hasan, M.Pd. Rini Dwi Septiyani, S.Pd.

NIP 196009061983021002
APPENDIX 2
RESEARCH INSTRUMENT
2.1 Treatments
2.2 Pre-test
2.3 Post-test
2.4 Questionnaire
2.5 Rubric Assessment of Pronunciation
2.6 Students’ worksheet

One Call Away
By Charlie Puth

Superman got nothing on me
I'm only one call away
I'll be there to save the day
Come on, come on, come on
And when you're weak I'll be strong
Reaching out to you, so take a chance
I'm gonna keep holding on
No matter where you go Now don't you worry, it won't be long,
You know you're not alone Darling
And when you feel like hope is gone
Just run into my arms
Come along with me and don't be scared
I'm only one, I'm only one call away
I just wanna set you free
Come on, come on, come one
You and me can make it anywhere
For now, we can stay here for a while, ay
'Cause you know, I just wanna see you I'm only one call away
smile
/wʌn kɔl əˈweɪ/
By Charlie Puth
/aɪm ˈoʊnli wʌn kɔl əˈweɪ/ /noʊ ˈmætər wɛr ju goʊ/

/aɪl bi ðɛr tu seɪv ðə deɪ/ /ju noʊ jʊr nɑt əˈloʊn/
/ˈsupərmən gɑt ˈnʌθɪŋ ɑn mi/
/aɪm ˈoʊnli wʌn kɔl əˈweɪ/ /aɪm ˈoʊnli wʌn kɔl əˈweɪ/
/aɪl bi ðɛr tu seɪv ðə deɪ/
/kɔl mi, ˈbeɪbi, ɪf ju nid ə frɛnd/ /ˈsupərmən gɑt ˈnʌθɪŋ ɑn mi/
/aɪ ʤʌst ˈwɑnə gɪv ju lʌv/ /aɪm ˈoʊnli wʌn kɔl əˈweɪ/
/kʌm ɑn, kʌm ɑn, kʌm ɑn/
/ˈriʧɪŋ aʊt tu ju, soʊ teɪk ə ʧæns/ /ænd wɛn jʊr wik aɪl bi strɔŋ/
/aɪm ˈgɑnə kip ˈhoʊldɪŋ ɑn/
/noʊ ˈmætər wɛr ju goʊ/ /naʊ doʊnt ju ˈwɜri, ɪt woʊnt bi lɔŋ, ˈdɑrlɪŋ/
/ju noʊ jʊr nɑt əˈloʊn/ /ænd wɛn ju fil laɪk hoʊp ɪz gɔn/
/ʤʌst rʌn ˈɪntu maɪ ɑrmz/
/aɪm ˈoʊnli wʌn kɔl əˈweɪ/
/aɪl bi ðɛr tu seɪv ðə deɪ/ /aɪm ˈoʊnli wʌn kɔl əˈweɪ/
/ˈsupərmən gɑt ˈnʌθɪŋ ɑn mi/ /aɪl bi ðɛr tu seɪv ðə deɪ/
/aɪm ˈoʊnli wʌn kɔl əˈweɪ/ /ˈsupərmən gɑt ˈnʌθɪŋ ɑn mi/
/aɪm ˈoʊnli wʌn, aɪm ˈoʊnli wʌn kɔl əˈweɪ/
/kʌm əˈlɔŋ wɪð mi ænd doʊnt bi skɛrd/ /aɪl bi ðɛr tu seɪv ðə deɪ/
/aɪ ʤʌst ˈwɑnə sɛt ju fri/ /ˈsupərmən gɑt ˈnʌθɪŋ ɑn mi/
/kʌm ɑn, kʌm ɑn, kʌm wʌn/ /aɪm ˈoʊnli wʌn kɔl əˈweɪ/
/ju ænd mi kæn meɪk ɪt ˈɛniˌwɛr/
/fɔr naʊ, wi kæn steɪ hir fɔr ə waɪl, eɪ/ /aɪm ˈoʊnli wʌn kɔl əˈweɪ/
/kəz ju noʊ, aɪ ʤʌst ˈwɑnə si ju smaɪl/
I See the Light
Now she's here shining in the starlight
Now I'm here blinking in the starlight
Now she's here suddenly I know
Now I'm here suddenly I see
If she's here it's crystal clear
Standing here it's all so clear
I'm where I'm meant to go
I'm where I'm meant to be
And at last I see the light
And it's like the sky is new
And it's warm and real and bright And it's like the sky is new
And the world has somehow shifted And it's warm and real and bright
All at once everything looks different And the world has somehow shifted
Now that I see you All at once everything is different
Now that I see you
Now that I see you

/ aɪ si ðə laɪt /
/ ɔl ðoʊz deɪz ˈwɑʧɪŋ frʌm ðə ˈwɪndoʊz / / ɔl ðoʊz deɪz ˈʧeɪsɪŋ daʊn ə ˈdeɪˌdrim /
/ ɔl ðoʊz jɪrz ˈaʊtˈsaɪd ˈlʊkɪŋ ɪn / / ɔl ðoʊz jɪrz ˈlɪvɪŋ ɪn ə blɜr /
/ ɔl ðæt taɪm ˈnɛvər ˈivɪn ˈnoʊɪŋ / / ɔl ðæt taɪm ˈnɛvər ˈtruli ˈsiɪŋ /
/ ʤʌst haʊ blaɪnd aɪv bɪn / / θɪŋz, ðə weɪ ðeɪ wɜr /
/ naʊ aɪm hir ˈblɪŋkɪŋ ɪn ðə ˈstɑrˌlaɪt / / naʊ ʃiz hir ˈʃaɪnɪŋ ɪn ðə ˈstɑrˌlaɪt /
/ naʊ aɪm hir ˈsʌdənli aɪ si / / naʊ ʃiz hir ˈsʌdənli aɪ noʊ /
/ ˈstændɪŋ hir ɪts ɔl soʊ klɪr / / ɪf ʃiz hir ɪts ˈkrɪstəl klɪr /
/ aɪm wɛr aɪm mɛnt tu bi / / aɪm wɛr aɪm mɛnt tu goʊ /
/ ænd æt læst aɪ si ðə laɪt / / ænd æt læst aɪ si ðə laɪt /

/ ænd ɪts laɪk ðə fɑg hæz ˈlɪftəd / / ænd ɪts laɪk ðə fɑg hæz ˈlɪftəd /
/ ænd æt læst aɪ si ðə laɪt / / ænd æt læst aɪ si ðə laɪt /
/ ænd ɪts laɪk ðə skaɪ ɪz nu / / ænd ɪts laɪk ðə skaɪ ɪz nu /
/ ænd ɪts wɔrm ænd riəl ænd braɪt / / ænd ɪts wɔrm ænd riəl ænd braɪt /
/ ænd ðə wɜrld hæz ˈsʌmˌhaʊ ˈʃɪftəd / / ænd ðə wɜrld hæz ˈsʌmˌhaʊ ˈʃɪftəd /
/ ɔl æt wʌns ˈɛvriˌθɪŋ lʊks ˈdɪfərənt / / ɔl æt wʌns ˈɛvriˌθɪŋ ɪz ˈdɪfərənt /
/ naʊ ðæt aɪ si ju / / naʊ ðæt aɪ si ju /
/ naʊ ðæt aɪ si ju /
Hero
By Mariah Carey
You don't have to be afraid
And you cast your fears aside
Of what you are
And you know you can survive
There's an answer
So when you feel like hope is gone
If you reach into your soul
Look inside you and be strong
And the sorrow that you know
And you'll finally see the truth
Will melt away
That a hero lies in you, oh, oh
And then a hero comes along
Lord knows
With the strength to carry on
Dreams are hard to follow
But don't let anyone
Tear them away, hey yeah
Hold on
There will be tomorrow
In time you'll find the way
That a hero lies in you
And then a hero comes along
It's a long road
With the strength to carry on
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And that emptiness you felt
Will disappear
/ ˈhɪroʊ /
By Mariah Carey
/ ðɛrz ə ˈhɪroʊ / / ænd ðɛn ə ˈhɪroʊ kʌmz əˈlɔŋ /

/ ɪf ju lʊk ɪnˈsaɪd jʊər hɑrt / / wɪð ðə strɛŋkθ tu ˈkæri ɑn /
/ ju doʊnt hæv tu bi əˈfreɪd / / ænd ju kæst jʊər fɪrz əˈsaɪd /
/ ʌv wʌt ju ɑr / / ænd ju noʊ ju kæn sərˈvaɪv /
/ ðɛrz ən ˈænsər / / soʊ wɛn ju fil laɪk hoʊp ɪz gɔn /
/ ɪf ju riʧ ˈɪntu jʊər soʊl / / lʊk ɪnˈsaɪd ju ænd bi strɔŋ /
/ ænd ðə ˈsɑroʊ ðæt ju noʊ / / ænd jul ˈfaɪnəli si ðə truθ /
/ wɪl mɛlt əˈweɪ / / ðæt ə ˈhɪroʊ laɪz ɪn ju, oʊ, oʊ /
/ ænd ðɛn ə ˈhɪroʊ kʌmz əˈlɔŋ / / lɔrd noʊz /

/ wɪð ðə strɛŋkθ tu ˈkæri ɑn / / drimz ɑr hɑrd tu ˈfɑloʊ /
/ ænd ju kæst jʊər fɪrz əˈsaɪd / / bʌt doʊnt lɛt ˈɛniˌwʌn /
/ ænd ju noʊ ju kæn sərˈvaɪv / / tɛr ðɛm əˈweɪ, heɪ jæ /
/ soʊ wɛn ju fil laɪk hoʊp ɪz gɔn / / hoʊld ɑn /
/ lʊk ɪnˈsaɪd ju ænd bi strɔŋ / / ðɛr wɪl bi təˈmɑˌroʊ /
/ ænd jul ˈfaɪnəli si ðə truθ / / ɪn taɪm jul faɪnd ðə weɪ /
/ ðæt ə ˈhɪroʊ laɪz ɪn ju /
/ ænd ðɛn ə ˈhɪroʊ kʌmz əˈlɔŋ /
/ ɪts ə lɔŋ roʊd / / wɪð ðə strɛŋkθ tu ˈkæri ɑn /
/ wɛn ju feɪs ðə wɜrld əˈloʊn / / ænd ju kæst jʊər fɪrz əˈsaɪd /
/ noʊ wʌn ˈriʧəz aʊt ə hænd / / ænd ju noʊ ju kæn sərˈvaɪv /
/ fɔr ju tu hoʊld / / soʊ wɛn ju fil laɪk hoʊp ɪz gɔn /
/ ju kæn faɪnd lʌv / / lʊk ɪnˈsaɪd ju ænd bi strɔŋ /
/ ɪf ju sɜrʧ wɪˈðɪn jərˈsɛlf / / ænd jul ˈfaɪnəli si ðə truθ /
/ ænd ðæt ˈɛmptinəs ju fɛlt / / ðæt ə ˈhɪroʊ laɪz ɪn ju /
/ wɪl ˌdɪsəˈpɪr / / ðæt ə ˈhɪroʊ laɪz ɪn ju /
/ Mmm, ðæt ə ˈhɪroʊ laɪz ɪn ju /
PRE-TEST
Students asked to sing One Call Away song. The words or items
varied between nouns, verbs, adjectives, adverbs, articles, pronouns, and
prepositions tested in connected speech in terms of pronunciation (of vowels,
diphthongs, and consonants), word stress, intonation and rhythm.
Name :
Class :
School :
No Words No Words
1 Call: / kɔl / 11 Now: / naʊ /
I'm only one call away For now, we can stay here for a
while
2 Save: / seɪv /
I'll be there to save the day 12 Smile: / smaɪl /
I just wanna see you smile
3 Nothing: /ˈnʌθɪŋ /
Superman got nothing on me 13 Alone: / əˈloʊn /
You know you're not alone
4 Need / nid /
if you need a friend 14 Away: / əˈweɪ /
5 Just: / ʤʌst /
I just wanna give you love 15 Weak: / wik /
And when you're weak…
6 Come: / kʌm /
Come on… 16 Strong: / strɔŋ /
…I'll be strong
7 Out: / aʊt /
Reaching out to you… 17 Holding: / ˈhoʊldɪŋ /
I'm gonna keep holding on
8 Matter: / ˈmætər /
No matter where you go 18 Worry: / ˈwɜri /
Now don't you worry
9 Know: / noʊ /
You know you're not alone 19 Run: / rʌn /
Just run into my arms
10 Scared: / skɛrd /
Come along with me and don't 20 Day: / deɪ /
be scared I'll be there to save the day
Vowels : 13 Diphthongs : 10 Consonants : 45
The Rubric of Pronunciation Scoring Pre-Test
Song: One Call Away by Charlie Puth
RATING
NO ASPECT
5 4 3 2 1
1 Vowel
2 Diphthong
3 Consonant
4 Intonation
5 Word stress
6 Rhythm
Score
Rating of score Score Criteria

5 91-100 Excellent
4 81-90 Very Good
3 71-80 Good
2 61-70 Average
1 51-60 Poor
Rater 1
Iis Kurniasih, S.Pd.

The Rubric of Pronunciation Scoring Pre-Test
Song: One Call Away by Charlie Puth
RATING
NO ASPECT
5 4 3 2 1
1 Vowel
2 Diphthong
3 Consonant
4 Intonation
5 Word stress
6 Rhythm
Score

5 91-100 Excellent
4 81-90 Very Good
3 71-80 Good
2 61-70 Average
1 51-60 Poor
Rater 2
Rini Dwi Septiyani, S.Pd.

POST-TEST
Students asked to sing Count On Me song. The words or items varied

between nouns, verbs, adjectives, adverbs, articles, pronouns, and
prepositions tested in connected speech in terms of pronunciation (of vowels,
diphthongs, and consonants), word stress, intonation and rhythm.
Name :
Class :
School :
No Words No Words
1 Find: / faɪnd 11 Our: / ˈaʊər /
If you ever find yourself… … to help our friends in need
2 Sail: / seɪl / 12 There: / ðɛr /

I'll sail the world to find you I'll be there
3 Guide: / gaɪd / 13 When: / wɛn /

I'll be the light to guide you when I need it I can count…
4 Help: / hɛlp / 14 Cause: / kəz /

When we are called to help… 'Cause that's what friends are
supposed
5 Count: / kaʊnt /
You can count on me 15 Have: / hæv /
You'll always have my shoulder
6 Like: / laɪk /
…like one two three 16 Go: / goʊ /
I'll never let go
7 Beside: / bɪˈsaɪd /
I'll sing a song beside you 17 Say: / seɪ /
Never say goodbye
8 Forget: / fərˈgɛt /
And if you ever forget how 18 Three: / θri /
much… Count on me like one two three
9 Remind: / riˈmaɪnd / 19 Can: / kæn /

Everyday I will remind you I can count on you
10 Called: / kɔld / 20 That: / ðæts /

When we are called to help… 'Cause that's what friends
Vowels : 13 Diphthongs : 10 Consonants : 45
The Rubric of Pronunciation Scoring Post-Test
Song: Count On Me by Bruno Mars
RATING
NO ASPECT
5 4 3 2 1
1 Vowel
2 Diphthong
3 Consonant
4 Intonation
5 Word stress
6 Rhythm
Score

5 91-100 Excellent
4 81-90 Very Good
3 71-80 Good
2 61-70 Average
1 51-60 Poor
Rater 1
Iis Kurniasih, S.Pd.

The Rubric of Pronunciation Scoring Post-Test
Song: Count On Me by Bruno Mars
RATING
NO ASPECT
5 4 3 2 1
1 Vowel
2 Diphthong
3 Consonant
4 Intonation
5 Word stress
6 Rhythm
Score

5 91-100 Excellent
4 81-90 Very Good
3 71-80 Good
2 61-70 Average
1 51-60 Poor
Rater 2
Rini Dwi Septiyani, S.Pd.

KUESIONER
Nama :
Kelas :
Sekolah :
Berilah tanda (√) pada jawaban yang sesuai dengan diri kalian.
Keterangan:
5 = Sangat setuju
4 = Setuju
3 = Tidak tahu
2 = Tidak setuju
1 = Sangat tidak setuju
RATING
NO PERNYATAAN
5 4 3 2 1
Saya merasa senang mempelajari

1 pelafalan dalam bahasa Inggris
melalui lagu
Saya mengetahui bahwa bahasa

2 Inggris memiliki aturan pelafalan
dalam setiap kata-kata nya
Berlatih pelafalan dalam bahasa

3
Inggris itu tidak mudah
Lagu bahasa Inggris membantu

4
saya melafalkan dengan benar
Saya senang belajar bahasa
5 Inggris berawal dari lagu bahasa
Inggris yang sering didengarkan
Penyanyi asli dalam lagu bahasa

6 Inggris dapat membantu saya
melafalkan dengan baik
Saya hanya mendengarkan lagu

7 bahasa Inggris di waktu senggang
saja
Belajar bahasa Inggris dengan

8 menggunakan lagu sangat
menyenangkan
Lagu bahasa Inggris dapat

9
memotivasi saya untuk belajar
Bernyanyi dapat meningkatkan

10
semangat belajar saya
Bernyanyi dapat menurunkan

11
semangat belajar saya
Lirik lagu bahasa Inggris sulit

12
untuk diikuti oleh saya
Saya kesulitan ketika

13 menyanyikan lagu sesuai dengan
penyanyi asli
Lagu bahasa Inggris membuat

14 saya sulit untuk belajar pelafalan
dalam bahasa Inggris
Belajar dengan menggunakan
15
lagu membuat saya jenuh
Saya tidak memahami makna dari

16 setiap lagu bahasa Inggris yang
telah diajarkan
Saya kesulitan ketika

17 menyanyikan lagu bahasa Inggris
tanpa membaca lirik
Saya merasa kesulitan ketika

18 bernyanyi lagu bahasa Inggris
tanpa musik
Aplikasi Joox dapat memudahkan

19 untuk mencari jenis musik yang
saya inginkan
Aplikasi Joox memudahkan saya

20 untuk menghafal lirik lagu bahasa
Inggris

21 untuk belajar pelafalan dalam
bahasa Inggris
Aplikasi Joox hanya mempersulit

22 saya dalam belajar pelafalan
bahasa Inggris
Saya mendengarkan lagu bahasa

Inggris melalui aplikasi Joox untuk
23
meningkatkan kemampuan
pelafalan dalam bahasa Inggris
Musik yang ditawarkan pada
24 aplikasi Joox tidak sesuai dengan
kebutuhan saya
Aplikasi Joox merupakan aplikasi

pilihan saya setelah
25
membandingkan beberapa
aplikasi musik lainnya

26 menggunakan aplikasi Joox
sangat menyenangkan
Saya belajar bahasa Inggris

melalui aplikasi Joox untuk
27
bahasa Inggris saya
Kemampuan pelafalan bahasa

Inggris saya semakin baik karena
28
sering mendengarkan lagu
melalui aplikasi Joox
Saya akan sering berlatih

29 pelafalan bahasa Inggris
menggunakan aplikasi Joox
Beberapa lagu yang saya

30 inginkan tidak terdapat dalam
aplikasi Joox
KUESIONER
Nama :
Kelas :
Sekolah :
Berilah tanda (√) pada jawaban yang sesuai dengan diri kalian.
Keterangan:
5 = Sangat setuju
4 = Setuju
3 = Tidak tahu
2 = Tidak setuju
1 = Sangat tidak setuju
RATING
NO PERNYATAAN
5 4 3 2 1
Saya merasa senang mempelajari
1
Melalui lagu bahasa Inggris saya
2 selalu belajar bagaimana cara
melafalkannya dengan benar
Saya senang belajar bahasa
3 Inggris berawal dari lagu bahasa
Inggris yang sering didengarkan
Penyanyi asli dalam lagu bahasa
4 Inggris dapat membantu saya
bernyanyi dengan baik
5
menggunakan lagu sangat
menyenangkan
Lagu bahasa Inggris dapat
6
memotivasi saya untuk belajar
Aplikasi Joox dapat memudahkan
7 untuk mencari jenis musik yang
saya inginkan
8 untuk menghafal lirik lagu bahasa
Inggris
9 untuk belajar pelafalan dalam
bahasa Inggris
Saya mendengarkan lagu bahasa
Inggris melalui aplikasi Joox untuk
10
Aplikasi Joox merupakan aplikasi
pilihan saya setelah
11
membandingkan beberapa
aplikasi musik lainnya
12 menggunakan aplikasi Joox
sangat menyenangkan
Saya belajar bahasa Inggris
melalui aplikasi Joox untuk
13
bahasa Inggris saya
Kemampuan pelafalan bahasa
14 Inggris saya semakin baik karena
sering mendengarkan lagu melalui
aplikasi Joox
Saya akan sering berlatih
15 pelafalan bahasa Inggris
menggunakan aplikasi Joox
Rubric Assessment of Pronunciation
Rating
Aspect Comment
No Score

4
meaning (Very good)

3
1 Vowel meaning (Good)
2

1

4
meaning (Very good)

3
2 Diphthong meaning (Good)

2

1

4
meaning (Very good)

3 Consonant 3
meaning (Good)

2
1 Too much mistakes until the words harder


4
meaning (Very good)

3
4 Intonation meaning (Good)

2

1

4
meaning (Very good)

3
5 Word stress meaning (Good)

2

1

4
meaning (Very good)

3
6 Rhythm meaning (Good)

2

1
Rating of
Score Criteria Value
score
26-30 91-100 Excellent A
21-25 81-90 Very Good B
16-20 71-80 Good C
11-15 61-70 Average D
6-10 51-60 Poor E
Modified from (Brown, 2004)

APPENDIX 3
DATA CALCULATION
3.1 Respondents of Experimental Class
3.2 Respondents of Control Class
3.3 Students’ Score of Experimental and Control Class
3.4 Validity Sheet of Instrument
3.5 Inter-Rater Reliability of Pre-Test and Post-Test of Experimental Class
3.6 Inter-Rater Reliability of Pre-Test and Post-Test of Control Class
3.7 Normality of Distribution Pre-Test and Post-Test of Experimental Class
3.8 Normality of Distribution Pre-Test and Post-Test of Control Class
3.9 Variance Homogeneity of Pre-Test
3.10 Variance Homogeneity of Post-Test
3.11 Independent T-Test
3.12 Instrument Analysis Test of Questionnaire
3.13 Result of Questionnaire

RESPONDENTS OF EXPERIMENTAL CLASS
NO NAME CODE
1 ACHMAD MUSSOFA AM
2 AGIL AG
3 ALFIANI ROHMAWATI AF
4 ALIF MAULANA AL
5 ASEP SAFARUDIN AS
6 AUF ROZAN AR
7 DEYA LISTIYANA DE
8 DIVA JULIA SALSABILA DV
9 FAHIROTUL MUNTAHA FH
10 HAFIZH RAIHAN ADHITYA HA
11 HANI ANGGITA HN
12 HESTI AGUSTINA HE
13 MAFTUKHI MF
14 MARSELA OKTAFIA RAMADANI MS
15 MELI AMELIA ME
16 MUHAMAD FIQI VERDIKASARI FQ
17 MUHAMMAD HUSEIN FADHLILLAH HS
18 MUNAWAROH MN
19 NAZIB NA
20 NURHOLIS NU
21 PERDANA EGGI NOVIAN RAHMADAN EG
22 PUTRI MUTIARA PR
23 RIZKY ABIYU DAFFA RA
24 ROFIK MAULANA RF
25 SANDRA KIRANA SN
26 SELVIANI SL
27 SERLI MAULIDA PERTIWI SR
28 SIFAIYAH SI
29 TRI ILMA HIMALIYAH IL
30 UMILAH UM
RESPONDENTS OF CONTROL CLASS
NO NAME CODE
1 ADE FIKRI NIKMATULLOH AD
2 ALFIYANA AL
3 AMANAH TRIANA PUTRI AM
4 ANGGIANI WULAN AN
5 BAGUS HAIKAL MAULANA BA
6 DINA AULIA DN
7 EFI RAHMAYANTI EF
8 FITRI FATMASARI FT
9 GUNA MANDIRI GM
10 HAFIDZ ABDILLAH HF
11 HISBI HASBULOH HS
12 LULU ILMANUN LU
13 LUTFI LF
14 MUHAMAD RO'UF ALAMSYAH RO
15 MUHAMMAD RAKA DERMAWAN RA
16 NURAENI NR
17 RAICHKHAN RN
18 MARCELLA MC
19 RENI YULIANI RN
20 RHIDO MAULANA RD
21 RIO KURNIAWAN RK
22 RIVALDY FADILLAH RV
23 RIZKY SEPTIANI RZ
24 SAFITRI SA
25 SELVITA DWI CAHYA SE
26 SITI NAFILAH ST
27 SITI SALSABILA MARYANTO SS
28 SUROTUL UYUN UY
29 TEUKU MUHAMMAD RAFI TU
30 YOGI HERDIANSYAH YG
Students' Score of Experimental Class
Pre-test Post-test
NO Students' Code
Rater 1 Rater 2 Rater 1 Rater 2
1 AM 63 56 83 83
2 AG 73 66 70 66
3 AF 63 60 76 70
4 AL 70 66 73 73
5 AS 56 56 66 66
6 AR 60 60 70 70
7 DE 66 70 66 70
8 DV 70 76 76 76
9 FH 60 53 60 60
10 HA 66 66 76 76
11 HN 60 60 60 60
12 HE 53 60 76 73
13 MF 66 66 73 76
14 MS 70 73 76 76
15 ME 73 70 70 80
16 FQ 76 76 80 80
17 HS 56 56 73 73
18 MN 73 76 70 78
19 NA 70 76 80 80
20 NU 66 63 70 70
21 EG 73 76 86 80
22 PR 60 60 66 66
23 RA 76 73 83 80
24 RF 60 63 73 73
25 SN 73 73 73 75
26 SL 70 70 73 78
27 SR 70 73 66 66
28 SI 63 66 63 60
29 IL 66 60 73 76
30 UM 73 76 76 76
MEAN 66.4 66.5 72.5 72.8
Students' Score of Control Class
Pre-test Post-test
NO Students' Code
Rater 1 Rater 2 Rater 1 Rater 2
1 AD 56 56 70 66
2 AL 73 73 73 73
3 AM 63 70 66 66
4 AN 66 63 70 73
5 BA 66 73 76 76
6 DN 63 56 66 63
7 EF 66 70 70 68
8 FT 60 56 63 66
9 GM 63 66 70 70
10 HF 66 60 66 66
11 HS 60 60 73 76
12 LU 63 60 60 60
13 LF 70 73 70 70
14 RO 66 63 56 60
15 RA 73 73 76 80
16 NR 66 73 80 76
17 RN 63 60 66 73
18 MC 56 56 73 76
19 RN 73 76 80 76
20 RD 60 56 60 63
21 RK 70 60 56 56
22 RV 76 73 73 73
23 RZ 73 76 76 80
24 SA 60 56 70 73
25 SE 66 63 70 63
26 ST 73 76 70 66
27 SS 66 60 73 76
28 UY 70 70 73 73
29 TU 70 73 73 76
30 YG 70 60 76 70
MEAN 66.2 65.3 69.8 70.1
VALIDITY SHEET OF INSTRUMENT
School : SMPN 6 Kota Serang
Subject : English
Class/Semester : VIII / 2nd Semester
Time Allocation : 6 X 40 Minutes
Table of Content Validity
Basic Competence 3.13 Interpreting social functions and

language feature in English song lyrics
related to the junior high school
students' life.
4.13 Capturing contextual meaning

related to social function and language
feature of English song lyrics in
teenager's life.
Indicator Sing a song based on lyric, intonation,

and rhythm correctly.
Technique English Song
Media Joox Application
Instrument of Test Pre-test

song.
Post-test
song.
Questionnaire
Students will ask to respond to the

questionnaire by measuring students’
English pronunciation response after
using the treatment using English song
and Joox application that consists of 20
statements.
Time Allocation 6 X 40 Minutes
Serang, March 2019
Validator/Teacher
Iis Kurniasih, S.Ag., S.Pd.

Pre Test of Pronunciation Test Analysis in Experimental Class
Res Score
No Total Score
p. F1 F2 F3 F4 F5 F6
1 AM 3 5 3 4 2 2 19 63
2 AG 4 4 3 5 2 4 22 73
3 AF 5 4 4 3 2 1 19 63
4 AL 2 3 5 4 3 4 21 70
5 AS 3 3 5 4 1 1 17 56
6 AR 5 2 2 2 4 3 18 60
7 DE 3 4 3 5 2 3 20 66
8 DV 3 5 4 4 3 2 21 70
9 FH 2 2 3 4 3 4 18 60
10 HA 5 3 3 5 1 3 20 66
11 HN 4 4 2 2 2 4 18 60
12 HE 3 2 4 3 3 1 16 53
13 MF 5 3 3 4 4 1 20 66
14 MS 5 4 3 3 2 4 21 70
15 ME 4 3 4 5 2 4 22 73
16 FQ 4 3 4 5 3 4 23 76
17 HS 3 4 3 2 2 3 17 56
18 MN 5 4 3 4 2 4 22 73
19 NA 4 4 3 4 2 4 21 70
20 NU 4 3 3 4 2 4 20 66
21 EG 4 4 3 4 3 4 22 73
22 PR 4 2 3 3 3 3 18 60
23 RA 5 4 4 5 2 3 23 76
24 RF 3 4 4 3 2 2 18 60
25 SN 3 4 4 4 2 5 22 73
26 SL 4 4 3 3 2 5 21 70
27 SR 3 4 4 4 2 4 21 70
28 SI 3 4 2 4 3 3 19 63
29 IL 2 3 3 4 2 5 19 63
30 UM 4 3 4 4 2 5 22 73
Total 111 105 101 114 70 99
rcount 0.321972 0.351925 0.188642 0.630582 -0.07609 0.539942
rtable 0.361 0.361 0.361 0.361 0.361 0.361
descript. INVALID INVALID INVALID VALID INVALID VALID
Pre Test of Pronunciation Test Analysis in Control Class
Res Score
No Total Score
p. F1 F2 F3 F4 F5 F6
1 AM 5 3 4 5 4 4 25 83
2 AG 4 3 4 4 3 3 21 70
3 AF 4 5 4 3 3 4 23 76
4 AL 5 3 4 4 3 3 22 73
5 AS 4 3 4 4 3 2 20 66
6 AR 4 4 3 4 3 3 21 70
7 DE 4 4 3 4 2 3 20 66
8 DV 4 5 3 4 4 3 23 76
9 FH 4 2 3 4 3 2 18 60
10 HA 4 4 3 4 4 4 23 76
11 HN 3 3 4 2 2 4 18 60
12 HE 4 5 3 4 4 3 23 76
13 MF 5 4 3 4 4 2 22 73
14 MS 5 5 3 3 3 4 23 76
15 ME 5 3 4 2 3 4 21 70
16 FQ 4 5 3 5 3 4 24 80
17 HS 5 4 2 4 4 3 22 73
18 MN 3 5 3 3 3 4 21 70
19 NA 5 5 4 4 3 3 24 80
20 NU 4 2 3 5 3 4 21 70
21 EG 5 5 3 5 3 5 26 86
22 PR 3 4 3 3 3 4 20 66
23 RA 5 3 5 4 3 5 25 83
24 RF 3 5 4 3 3 4 22 73
25 SN 5 4 3 3 3 4 22 73
26 SL 5 4 4 3 2 4 22 73
27 SR 4 5 3 3 2 3 20 66
28 SI 2 4 3 3 3 4 19 63
29 IL 3 4 3 5 3 4 22 73
30 UM 5 5 3 3 3 4 23 76
Total 125 120 101 111 92 107
rcount 0.567559 0.412378 0.157777 0.462453 0.434107 0.441883
rtable 0.361 0.361 0.361 0.361 0.361 0.361
descript. VALID VALID INVALID VALID VALID VALID
Post Test of Pronunciation Test Analysis in Experimental Class
Res Score
No. Total Score
p. F1 F2 F3 F4 F5 F6
1 AD 3 4 3 3 2 2 17 56
2 AL 4 4 3 5 2 4 22 73
3 AM 5 4 4 3 2 1 19 63
4 AN 2 5 3 4 2 4 20 66
5 BA 4 3 5 4 1 3 20 66
6 DN 5 2 3 2 4 3 19 63
7 EF 3 4 3 5 2 3 20 66
8 FT 3 4 4 1 3 3 18 60
9 GM 2 4 3 3 3 4 19 63
10 HF 5 3 3 5 1 3 20 66
11 HS 4 4 2 2 2 4 18 60
12 LU 3 4 4 3 3 2 19 63
13 LF 5 3 3 5 4 1 21 70
14 RO 5 4 3 4 2 4 22 73
15 RA 4 3 4 5 2 4 22 73
16 NR 4 3 4 5 3 4 23 76
17 RN 3 4 2 2 5 3 19 63
18 MC 4 3 3 4 2 1 17 56
19 RN 4 4 3 4 4 4 23 76
20 RD 4 3 3 4 2 2 18 60
21 RK 3 4 3 4 3 4 21 70
22 RV 4 5 4 3 3 3 22 73
23 RZ 4 3 4 5 3 3 22 73
24 SA 3 4 4 3 2 2 18 60
25 SE 3 4 3 4 2 4 20 66
26 ST 4 4 3 3 3 5 22 73
27 SS 3 3 4 4 2 4 20 66
28 UY 5 4 2 4 3 3 21 70
29 TU 4 3 3 4 2 5 21 70
30 YG 4 3 4 4 2 4 21 70
Total 113 109 99 111 76 96
rcount 0.302652 0.014018 0.137301 0.555755 0.175657 0.553757
rtable 0.361 0.361 0.361 0.361 0.361 0.361
descript. INVALID INVALID INVALID VALID INVALID VALID
Post Test of Pronunciation Test Analysis in Control Class
Res Score
No. Total Score
p. F1 F2 F3 F4 F5 F6
1 AD 3 4 4 3 3 4 21 70
2 AL 5 4 2 4 4 3 22 73
3 AM 5 4 4 3 3 1 20 66
4 AN 2 5 3 4 3 4 21 70
5 BA 4 3 4 5 4 3 23 76
6 DN 4 2 3 4 4 3 20 66
7 EF 4 4 3 5 2 3 21 70
8 FT 3 4 4 2 3 3 19 63
9 GM 4 4 3 3 3 4 21 70
10 HF 5 4 3 4 1 3 20 66
11 HS 4 4 2 5 3 4 22 73
12 LU 3 4 3 3 3 2 18 60
13 LF 4 4 3 5 4 1 21 70
14 RO 3 4 2 3 2 3 17 56
15 RA 4 3 4 5 3 4 23 76
16 NR 4 4 4 5 3 4 24 80
17 RN 3 4 2 2 5 3 19 63
18 MC 4 5 3 4 3 3 22 73
19 RN 4 4 3 4 4 5 24 80
20 RD 4 4 3 3 2 2 18 60
21 RK 3 2 3 4 3 2 17 56
22 RV 4 4 4 3 4 3 22 73
23 RZ 4 5 4 4 3 3 23 76
24 SA 3 4 4 4 2 4 21 70
25 SE 4 4 3 4 3 3 21 70
26 ST 4 4 3 3 3 4 21 70
27 SS 5 3 4 4 2 4 22 73
28 UY 5 4 3 4 3 3 22 73
29 TU 4 3 4 4 2 5 22 73
30 YG 5 3 4 4 4 3 23 76
Total 113 117 114 98 114 91 96
rcount 0.302652 0.436128 0.128688 0.398846 0.564471 0.237864
rtable 0.361 0.361 0.361 0.361 0.361 0.361
descript. INVALID VALID INVALID VALID VALID INVALID
Inter-Rater Reliability
Pre-Test of Experimental Class
Pre – Test
NO Students’ Code Agreement
Rater 1 Rater 2
1 AM 63 56 0 0
2 AG 73 66 1 0
3 AF 63 60 0 0
4 AL 70 66 0 0
5 AS 56 56 0 0
6 AR 60 60 0 0
7 DE 66 70 0 0
8 DV 70 76 0 1
9 FH 60 53 0 0
10 HA 66 66 0 0
11 HN 60 60 0 0
12 HE 53 60 0 0
13 MF 66 66 0 0
14 MS 70 73 0 1
15 ME 73 70 1 0
16 FQ 76 76 1 1
17 HS 56 56 0 0
18 MN 73 76 1 1
19 NA 70 76 0 1
20 NU 66 63 0 0
21 EG 73 76 1 1
22 PR 60 60 0 0
23 RA 76 73 1 1
24 RF 60 63 0 0
25 SN 73 73 1 1
26 SL 70 70 0 0
27 SR 70 73 0 0
28 SI 63 66 0 0
29 IL 66 60 0 0
30 UM 73 76 1 1
Mean 66.4 66.5
Step 1: identify number of agreements between two raters
Criteria
Satisfactory More than 71 1
Unsatisfactory Less than 71 0
Satisfactory = 7
Unsatisfactory = 19
Disagreement of satisfactory Rater 1 = 2
Step 2: calculated the value of coefficient of the agreement by using this
formula:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
KK : Coefficient of the agreement of the observation
𝑃𝑒 : Chance of agreement
To find out the value of coefficient of the agreement, follow the step 3
up to the step 5 first:
Step 3, find out the value of P0with the formula:
Agreement 𝑆𝑎𝑡𝑖𝑠𝑓𝑎𝑐𝑡𝑜𝑟𝑦+𝐴𝑔𝑟𝑒𝑒𝑚𝑛𝑒𝑡 𝑈𝑛𝑠𝑎𝑡𝑖𝑠𝑓𝑎𝑡𝑜𝑟𝑦
P0 = N
7+19
P0 = 30
26
P0 = 30
P0 = 0.86
Step 4, find out the Pe with the formula:

Pe= (𝑚𝑒𝑎𝑛 of agreement R2 x mean of agreement R1) + (mean of
disagreement R1 x mean of disagreement R2)
Agreement Satisfactory + Disagreement satisfactory R1
1) Mean of agreement R1= N
7+2 9
= = 30 = 0.3
30
Agreeement Satisfactory + Disagreement satisfactory R2
7+2 10
= = 30 =0.3
30
3) Mean of disagreement R1=

Disagareement satisfactory R2+ Agreement Unsatisfactory
N
2+19 21
= = 30 = 0.7
30
4) Mean of disagreement R2 =
N
2+19 20
= = 30 = 0.7
30
Step 5, put in the value to the formula:

Pe= (0.3 x 0.3) + (0.7 x 0.7)
Pe=0.09 + 0.49= 0.58
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement
to the formula as follow:
𝑃0 −𝑃𝑒
𝐾𝐾 = 1−𝑃𝑒
KK = 0.86 - 0.58
1 – 0.58
0.28
KK =
0.42
KK = 0.68
Step 7: Interpreted the value of coefficient agreement by seeing the kappa:
Kappa Statistic Strength of agreement

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in

experimental class, the result of reliability test of students’ score was 0,68
which indicated good agreement between the two raters. So, the scores of
the students pre-test in experimental class were reliable.
Pre-Test of Control Class
Pre – Test
Rater 1 Rater 2
1 AD 56 56 0 0
2 AL 73 73 1 1
3 AM 63 70 0 0
4 AN 66 63 0 0
5 BA 66 73 0 1
6 DN 63 56 0 0
7 EF 66 70 0 0
8 FT 60 56 0 0
9 GM 63 66 0 0
10 HF 66 60 0 0
11 HS 60 60 0 0
12 LU 63 60 0 0
13 LF 70 73 0 1
14 RO 66 63 0 0
15 RA 73 73 1 1
16 NR 66 73 0 1
17 RN 63 60 0 0
18 MC 56 56 0 0
19 RN 73 76 1 1
20 RD 60 56 0 0
21 RK 70 60 0 0
22 RV 76 73 1 1
23 RZ 73 76 1 1
24 SA 60 56 0 0
25 SE 66 63 0 0
26 ST 73 76 1 1
27 SS 66 60 0 0
28 UY 70 70 0 0
29 TU 70 73 0 1
30 YG 70 60 0 0
Mean 66.2 65.3
Criteria
Satisfactory = 6
Unsatisfactory = 20
formula:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
Step 3, find out the value of P0 with the formula:
P0 = N
6+20
P0 = 30
26
P0 = 30
P0 = 0.86
6+4 10
= = 30 = 0.33
30

6+0 6
= = 30 =0.20
30

N
0+20 20
= = 30 = 0.66
30
N
4+20 24
= = 30 = 0.80
30

Pe= (0.33 x 0.20) + (0.66 x 0.80)
Pe=0.6
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.86 - 0.6
KK =
1 – 0.6
0.26
KK =
0.4
KK = 0.66

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in

controlclass, the result of reliability test of students’ score was 0,66 which
indicated good agreement between the two raters. So, the scores of the
students pre-test in controlclass were reliable.
Post-Test of Experimental Class
Post – Test
Rater 1 Rater 2
1 AM 83 83 1 1
2 AG 70 66 0 0
3 AF 76 70 1 0
4 AL 73 73 1 1
5 AS 66 66 0 0
6 AR 70 70 0 0
7 DE 66 70 0 0
8 DV 76 76 1 1
9 FH 60 60 0 0
10 HA 76 76 1 1
11 HN 60 60 0 0
12 HE 76 73 1 1
13 MF 73 76 1 1
14 MS 76 76 1 1
15 ME 70 80 0 1
16 FQ 80 80 1 1
17 HS 73 73 1 1
18 MN 70 78 0 1
19 NA 80 80 1 1
20 NU 70 70 0 0
21 EG 86 80 1 1
22 PR 66 66 0 0
23 RA 83 80 1 1
24 RF 73 73 1 1
25 SN 73 75 1 1
26 SL 73 78 1 1
27 SR 66 66 0 0
28 SI 63 60 0 0
29 IL 73 76 1 1
30 UM 76 76 1 1
Mean 72.3 72.8
Criteria
Satisfactory = 17
Unsatisfactory = 10
formula:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
To find out the value of coefficient of the agreement, follow the step 3 up to
the step 5 first:
P0 = N
17+10
P0 = 30
27
P0 = 30
P0 = 0.9
17+2 19
= = 30 = 0.63
30

17+1 18
= = 30 =0.6
30

N
1+10 11
= = 30 = 0.36
30
N
2+10 12
= = 30 = 0.4
30
Pe= (𝑚𝑚𝑚𝑚 of agreement R1 x mean of agreement R2) + (mean of
Pe= (0.63 x 0.6) + (0.36 x 0.4)
Pe=0.52
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.9 - 0.52
KK =
1 – 0.52
0.37
KK =
0.48
KK = 0.78

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in

experimental class, the result of reliability test of students’ score was 0,78
which indicated good agreement between the two raters. So, the scores of
the students post-test in experimental class were reliable.
Post-Test of Control Class
Post – Test
Rater 1 Rater 2
1 AD 70 66 0 0
2 AL 73 73 1 1
3 AM 66 66 0 0
4 AN 70 73 0 1
5 BA 76 76 1 1
6 DN 66 63 0 0
7 EF 70 68 0 0
8 FT 63 66 0 0
9 GM 70 70 0 0
10 HF 66 66 0 0
11 HS 73 76 1 1
12 LU 60 60 0 0
13 LF 70 70 0 0
14 RO 56 60 0 0
15 RA 76 80 1 1
16 NR 80 76 1 1
17 RN 66 73 0 1
18 MC 73 76 1 1
19 RN 80 76 1 1
20 RD 60 63 0 0
21 RK 56 56 0 0
22 RV 73 73 1 1
23 RZ 76 80 1 1
24 SA 70 73 0 1
25 SE 70 63 0 0
26 ST 70 66 0 0
27 SS 73 76 1 1
28 UY 73 73 1 1
29 TU 73 76 1 1
30 YG 76 70 1 0
Mean 69.8 70.1
Criteria
Satisfactory = 10
Unsatisfactory = 16
formula:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
𝑚0 : Proportion of the frequency of the observation
𝑚𝑚 : Chance of agreement
Agreement 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚+𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚
P0 = N
10+16
P0 = 30
26
P0 = 30
P0 = 0.86
10+3 13
= = 30 = 0.43
30
10+1 11
= = 30 =0.36
30

3) Mean of disagreement R1= N
1+16 17
= = 30 = 0.56
30

4) Mean of disagreement R2 = N
3+16 19
= = 30 = 0.63
30

Pe= (0.43 x 0.36) + (0.56 x 0.63)
Pe=0.517
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.86 - 0.517
KK =
1 – 0.517
0.343
KK =
0.483
KK = 0.72

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in

control class, the result of reliability test of students’ score was 0,72 which
indicated good agreement between the two raters. So, the scores of the
students post-test in controlclass were reliable.
INTER-RATER RELIABILITY
PRE-TEST EXPERIMENTAL CLASS PRE-TEST CONTROL CLASS

R1 R1
1 0 1 0
1 7 2 9 0.3 1 6 4 11 0.36667
R2 R2
0 2 19 21 0.7 0 0 20 19 0.63333
9 21 30 7 23 30
0.3 0.7 0.23333 0.76667
K= (Pr(a)- (Pr(e))/(1-Pr(e)) K=(Pr(a)- (Pr(e))/(1-Pr(e))

Pr(a) 0.866667 Pr(a) 0.866667
Pr(e) 0.58 Pr(e) 0.6
K 0.68254 K 0.666667
POST-TEST EXPERIMENTAL CLASS POST-TEST CONTROL CLASS

R1 R1
1 0 1 0
1 17 2 19 0.63333 1 10 3 13 0.43333
R2 R2
0 1 10 11 0.36667 0 1 16 17 0.56667
18 12 30 11 19 30
0.6 0.4 0.36667 0.63333
K=(Pr(a)- (Pr(e))/(1-Pr(e)) K=(Pr(a)- (Pr(e))/(1-Pr(e))

Pr(a) 0.9 Pr(a) 0.866667
Pr(e) 0.526667 Pr(e) 0.517778
K 0.788732 K 0.723502
Normality Pre-Test of Experimental Class
1. Found the highest score and the lowest score

The highest score= 76
The lowest score = 53
2. Calculated the range (R)

R = The highest score – the lowest score
= 76-53
= 23
3. Calculated the sum of classes (BK)

N = the sum of students in control class
BK= 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
4. Calculated the interval of class (i)

I= R/ BK
I = 23/6 = 3.83 = 4
5. Made the table of distribution data frequency of pre-test (experimental
class)
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
1 51-54 50,5 1 52.5 2756.25 52.5 2756.25

2 55-58 54,5 2 56.5 3192.25 113 6384.5
18301.2
3
59-62 58,5 5 60.5 3660.25 302.5 5
4 63-66 62,5 8 64.5 4160.25 516 33282
5 67-70 66,5 6 68.5 4692.25 411 28153.5
6 71-74 70,5 6 72.5 5256.25 435 31537.5

7 75-78 74,5 2 76.5 5852.25 153 11704.5
29569.7 132119.
30 451.5 5 1983 5
6. Calculated the mean (𝑋̅)
∑ 𝑓 𝑋𝑖
𝑋̅ = ∑𝑁
1983
=
30
= 66.1
7. Determined the standard of deviation (S)

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (132119.5) − (1983)2
𝑆=√
30 (30 − 1)
3963585 − 3932289
𝑆=√
870
𝑆 = √35.97
𝑆 = 5.99
9
8
7
6
Frequency
5
4 Series1
3
2
1
0
50,5 54,5 58,5 62,5 66,5 70,5 74,5
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
experimental class was normally distributed.
Normality Post-Test of Experimental Class

The highest score = 86

= 86-60
= 26

BK= 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6

I= R/ BK
I = 26/6 = 4.33 = 4
5. Made the table of distribution data frequency of post-test (experimental
class)
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
1 60-63 59.5 3 61 3721 183 11163
2 64-67 63.5 4 64 4096 256 16384

3 68-71 67.5 5 67 4489 335 22445
4 72-75 71.5 7 70 4900 490 34300
5 76-79 75.5 6 73 5329 438 31974

6 80-83 79.5 4 76 5776 304 23104
7 84-87 83.5 1 79 6241 79 6241

30 490 34552 2085 145611
∑ 𝑓 𝑋𝑖
𝑋̅ =
∑𝑁
𝟐𝟎𝟖𝟓
=
30
= 69.5

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (145611) − (2085)2
𝑆=√
30 (30 − 1)
4368330 − 4347225
𝑆=√
870
𝑆 = √24.258
𝑆 = 4.92
5
Frequency
4
Series1
3
0
59.5 63.5 67.5 71.5 75.5 79.5 83.5
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
experimental class was normally distributed.
Normality Pre-Test of Control Class


= 76 - 56
= 20

BK= 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6

I= R/ BK
I = 20/6 = 3.33 = 3
5. Made the table of distribution data frequency of pre-test (control class)
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
1 56-58 55.5 2 57 3249 114 6498
2 59-61 58.5 4 60 3600 240 14400

3 62-64 61.5 5 63 3969 315 19845
4 65-67 64.5 7 66 4356 462 30492
5 68-70 67.5 5 69 4761 345 23805
6 71-73 70.5 5 72 5184 360 25920

7 74-76 73.5 2 75 5625 150 11250
30 462 30744 1986 132210
∑ 𝑓 𝑋𝑖
𝑋̅ = ∑𝑁
𝟏𝟗𝟖𝟔
=
30
= 66.2

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (133479) − (1995)2
𝑆=√
30 (30 − 1)
4004370 − 3980025
𝑆=√
870
𝑆 = √27.982
𝑆 = 5.04
8
7
6
5
Frequency
4
Series1
3
2
1
0
55.5 58.5 61.5 64.5 67.5 70.5 73.5
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
control class was normally distributed.
Normality Post-Test of Control Class


= 80 - 56
= 24

BK= 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6

I= R/ BK
I = 24/6 = 4
5. Made the table of distribution data frequency of post-test (control class)
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
1 56-59 55.5 2 57.5 3306.25 115 6612.5
2 60-63 59.5 3 61.5 3782.25 184.5 11346.75
3 64-67 63.5 4 65.5 4290.25 262 17161
4 68-71 67.5 8 69.5 4830.25 556 38642

5 72-75 71.5 7 73.5 5402.25 514.5 37815.75
6 76-79 75.5 4 77.5 6006.25 310 24025

7 80-83 79.5 2 81.5 6642.25 163 13284.5
30 486.5 34259.75 2105 148887.5
∑ 𝑓 𝑋𝑖
𝑋̅ = ∑𝑁
𝟐𝟏𝟎𝟓
=
30
= 70.16

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S= √ 𝑁 (𝑁−1)
30 (148887.5) − (2105)2
𝑆=√
30 (30 − 1)
4466625 − 4431025
𝑆=√
870
𝑆 = √40.919
𝑆 = 6.39
9
8
7
6
Frequency
5
4 Series1
3
2
1
0
55.5 59.5 63.5 67.5 71.5 75.5 79.5
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
control class was normally distributed.
Homogeneity Variance of Pre-Test
Based on the result of normality test of control class and experimental
class, the tests were normally distributed because graphical method. Then,
the researcher calculated the homogeneity variance by comparing the value
of two variants (biggest variant and smallest variant) with the level of
significance 0.05 (5 %).
Variance Data of pronunciationTest
Instrument Class Sample (N) Standard of Deviation

(S)
Pre-test Control 30 5.04
Pre-test Experimental 30 5.99
Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as

follows:
𝐵𝑉
𝐹𝑐𝑜𝑢𝑛𝑡 = 𝑆𝑉 Note:BV = the biggest variant
SV = the smallest variant
𝟓.𝟗𝟗
𝑭𝒄𝒐𝒖𝒏𝒕 = 𝟓.𝟎𝟒
= 1.18
Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as
follows:
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(dk = k)(dk = N – k – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(dk = 1)(dk = 30 – 2 – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(27)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(27)
𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 27 (as denominator)
The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.210
Step 3: Compared 𝐅𝐜𝐨𝐮𝐧𝐭 and 𝐅𝐭𝐚𝐛𝐥𝐞
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not
homogenous
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was
homogenous
Based on the result of homogeneity variance of control class, it
was Calculated 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 or 1.18 ≤ 4.210. It can be concluded that
the data of pre-test in control class and experimental class was
homogenous.
Homogeneity Variance of Post-test
Variance Data of Pronunciation Test
Instrument Class Sample (N) Standard of Deviation

(S)
Post-test Control 30 6.39
Post-test Experimental 30 4.92
Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as

follows:
𝐵𝑉
𝐹𝑐𝑜𝑢𝑛𝑡 = 𝑆𝑉 Note:BV = the biggest variant
SV = the smallest variant
𝟔.𝟑𝟗
𝑭𝒄𝒐𝒖𝒏𝒕 = 𝟒.𝟗𝟐
= 1.29
Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as follows:
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(dk = k)(dk = N – k – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(dk = 1)(dk = 30 – 2 – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(27)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(1.27)
𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 27 (as denominator)
The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.210
Step 3: Compared 𝐹𝑐𝑜𝑢𝑛𝑡 and 𝐹𝑡𝑎𝑏𝑙𝑒
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not
homogenous
If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was
homogenous
Based on the result of homogeneity variance of control class, it
was Calculated 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 or 1.29 ≤ 4.210. It can be concluded that
the scores of post-test in control class and experimental class was
homogenous.
The Result of Independent 𝑻𝒕𝒆𝒔𝒕
Hypothesis Testing
To prove the hypothesis of this research, statistic calculation of t-test
formula with the degree of significance 5% was used. The formula as follow:
𝑡𝑐𝑜𝑢𝑛𝑡 =
∑ 𝑥2± ∑ 𝑦2 1 1
√( 𝑁 ) (𝑁 + )
𝑥 +𝑁𝑦 − 2 𝑥 𝑁𝑦
Mx : Mean score of experimental group (X)
My : Mean score of control group (Y)
∑x2 : Sum of square deviation score in experimental group

∑y2 : Sum of square deviation score in control group
Nx : The number of students of experimental group
Ny : The number of students of control group
Step 1 : Students’ scores and sum of square deviation scorein
experimental class and control class
No X Y
1 83 70
2 70 73
3 76 66
4 73 70
5 66 76
6 70 66
7 66 70
8 76 63
9 60 70
10 76 66
11 60 73
12 76 60
13 73 70
14 76 56
15 70 76
16 80 80
17 73 66
18 70 73
19 80 80
20 70 60
21 86 56
22 66 73
23 83 76
24 73 70
25 73 70
26 73 70
27 66 73
28 63 73
29 73 73
30 76 76
Total 2176 2094
Mean 72.53333333 69.8
s.deviasi 6.415140138 6.188977967
Step 2: Calculated the value of 𝑡𝑐𝑜𝑢𝑛𝑡
tcount =
(𝑛𝑥−1)𝑠𝑥 +(𝑛𝑦−1)𝑠𝑦 1 1
√( )( + )
𝑁𝑥 +𝑁𝑦 − 2 𝑁𝑥 𝑁𝑦
72.53−69.80
tcount = (30−1)6.41+(30−1)6.18 1 1
√( )( + )
30 + 30−2 30 30
2.73
tcount = 185.89+179.22 2
√( )( )
58 30
2.43
tcount =
√(6.29)(0.067)
2.73
tcount =
√0.42
2.73
tcount = 0.64= 4.26
Step 3: Calculated the value of 𝑡𝑡𝑎𝑏𝑙𝑒
To find the value of𝑡𝑡𝑎𝑏𝑙𝑒 , the researcher used the formula as follows:
d.f = (𝑁𝑥 + 𝑁𝑦 – 2)
= (30 + 30 – 2)
= 58
𝑡𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) was 2.00
Step 5: Compared 𝑡𝑐𝑜𝑢𝑛𝑡 and 𝑡𝑡𝑎𝑏𝑙𝑒
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is refused.
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is
received.
Based on the result oftest of mean difference significant
(independent 𝑡𝑡𝑒𝑠𝑡 ), it was Calculated 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 4.26 ≥ 2.00. The
alternative hypothesis was received. It can be concluded that there was an
influence of English song toward students’ pronunciation mastery at the
Eighth grade of SMPN 6 Kota Serang.

Validity of Questionnaire
Resp. item number Total

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Score
1 3 4 4 4 3 3 4 4 4 4 3 4 4 4 4 3 2 2 4 4 4 2 4 3 3 3 4 4 4 1 32
2 4 4 4 4 3 4 2 3 2 2 2 2 4 4 2 2 4 4 4 3 4 3 4 3 4 3 4 3 4 3 35
3 5 4 3 5 5 5 2 4 4 5 4 2 2 2 3 2 2 2 5 5 5 2 4 4 4 5 5 5 5 1 40
4 3 4 4 5 5 4 4 5 5 5 5 4 4 5 5 4 1 5 5 4 4 4 4 5 1 1 5 5 5 3 37
5 4 4 4 4 5 4 2 2 5 5 1 2 4 1 1 2 4 4 4 4 4 1 4 1 4 4 4 4 4 3 33
6 4 4 4 4 5 4 5 5 5 4 2 4 4 2 2 4 5 4 5 4 4 2 4 2 4 4 4 5 4 2 35
7 4 5 4 5 4 5 4 5 5 4 2 2 2 2 2 2 4 4 5 5 5 2 5 2 5 5 5 5 4 4 42
8 5 5 4 4 4 5 4 4 5 5 2 2 2 2 2 2 4 4 5 5 5 2 5 2 2 4 5 5 4 2 36
9 4 4 4 5 3 5 5 4 5 3 3 1 2 1 2 1 5 2 5 5 5 1 5 1 3 5 5 5 4 3 37
10 5 4 4 5 4 5 4 5 4 4 3 5 5 2 4 5 4 5 5 4 3 1 5 2 3 4 5 5 5 2 35
11 5 4 4 5 4 5 4 5 5 5 4 5 3 4 3 5 5 5 5 4 5 1 5 2 5 5 5 5 5 1 39
12 3 5 4 3 3 3 4 4 2 4 3 5 5 4 3 5 5 3 5 5 5 2 3 3 3 4 4 1 3 3 31
13 4 4 4 4 4 4 4 4 4 4 3 3 4 2 2 2 4 4 3 4 4 2 4 2 3 4 4 4 3 4 34
14 5 4 4 5 5 5 4 5 5 5 2 2 4 2 2 2 4 4 4 5 5 2 5 2 5 5 5 5 5 2 41
15 5 5 4 5 5 5 4 5 4 4 2 2 4 2 2 2 4 4 5 5 5 2 4 2 4 5 4 4 4 4 38
16 5 5 2 5 4 5 2 5 5 4 1 2 2 1 1 2 4 4 5 5 5 1 4 1 3 5 5 5 4 3 36
17 4 4 4 4 2 4 4 4 4 4 3 3 4 3 3 3 5 4 3 4 4 2 4 3 3 4 4 4 3 1 32
18 5 5 4 5 3 4 4 5 5 4 2 4 4 2 2 2 4 4 4 4 4 2 4 2 4 4 4 4 4 2 34
19 5 4 4 5 3 5 3 4 4 4 3 4 4 3 3 3 4 4 5 4 4 3 5 3 4 5 5 5 5 3 42
20 5 4 4 5 5 4 4 5 4 4 2 2 4 3 2 3 4 4 4 4 4 2 4 3 4 5 4 4 4 2 36
21 4 5 5 5 5 4 4 4 5 4 1 3 4 1 1 2 2 5 5 5 5 2 4 1 4 4 5 5 4 4 38
22 5 5 5 5 5 5 3 5 5 5 1 3 1 1 1 4 5 5 5 5 5 1 5 1 5 5 5 5 4 4 40
23 5 4 2 5 5 4 4 5 5 4 2 2 2 2 2 3 3 5 5 5 5 2 4 2 4 5 5 5 5 2 39
24 5 4 4 4 4 4 3 4 4 5 2 2 3 2 2 2 5 5 5 5 5 2 5 3 4 4 4 4 4 3 38
25 5 4 5 4 5 4 4 5 4 3 2 2 3 2 2 2 5 5 5 5 5 2 5 2 5 5 5 4 4 3 40
26 3 4 5 3 3 4 3 4 3 3 3 4 3 3 4 5 4 3 4 3 3 2 3 3 3 4 2 2 4 3 29
27 4 4 4 4 4 5 5 4 4 3 3 3 4 4 4 3 3 2 5 5 5 2 5 3 4 5 5 4 4 1 38
28 4 4 4 4 5 4 5 4 3 4 2 3 5 4 5 3 2 2 5 3 4 4 3 2 3 5 4 4 3 5 37
29 4 4 5 4 5 5 4 3 5 3 4 5 5 5 4 1 1 3 5 5 4 2 4 3 5 3 3 4 2 2 32
30 5 5 3 4 5 4 4 4 3 3 4 2 5 5 5 2 2 4 4 4 4 2 5 5 5 4 2 4 1 3 35
∑X 131 129 119 133 125 131 112 129 127 120 76 89 106 80 80 83 110 115 138 132 133 60 129 73 113 128 130 128 118 79
∑Y 1091
(∑X)2 17161 16641 14161 17689 15625 17161 12544 16641 16129 14400 5776 7921 11236 6400 6400 6889 12100 13225 19044 17424 17689 3600 16641 5329 12769 16384 16900 16384 13924 6241
39042
(∑Y)2 8
∑X.Y 4804 4694 4318 4878 4645 4797 4074 4822 4650 4387 2748 3193 3808 2873 2878 2995 4008 4210 5048 4829 4873 2187 4730 2639 4147 4699 4784 4715 4334 2889
∑X2 587 561 487 601 557 583 440 592 561 498 222 303 410 260 256 269 448 471 646 594 601 136 567 209 453 570 584 572 488 241
- - - - - - - -
0.57 0.06 0.13 0.68 0.39 0.55 0.01 0.43 0.36 0.30 0.16 0.39 0.43 0.29 0.26 0.20 0.06 0.28 0.49 0.43 0.59 0.06 0.61 0.15 0.40 0.50 0.69 0.65 0.48 0.15
rcount 664 004 9 266 929 566 114 826 296 259 32 02 93 69 78 85 403 286 035 939 988 977 593 71 083 348 167 922 825 587
rtable 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361
descrip VALI INVA INVA VALI VALI VALI INVA VALI VALI INVA INVA INVA INVA INVA INVA INVA INVA INVA VALI VALI VALI INVA VALI INVA VALI VALI VALI VALI VALI INVA
tion D LID LID D D D LID D D LID LID LID LID LID LID LID LID LID D D D LID D LID D D D D D LID
Total of validity 15
Result of Questionnaire
Resp. Item number

total SCORE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1 3 4 4 4 4 3 4 4 4 4 5 4 4 5 4 60 80
2 5 5 4 4 4 4 5 5 5 5 4 4 2 4 5 65 87
3 5 5 4 2 4 3 5 3 4 5 5 4 4 4 5 62 83
4 4 3 5 2 5 4 4 2 5 3 3 5 5 3 4 57 76
5 2 4 5 4 4 4 4 2 4 5 5 5 5 5 5 63 84
6 5 4 4 4 5 4 5 5 5 4 4 4 4 5 4 66 88
7 4 5 4 5 4 5 4 5 5 4 2 4 2 4 4 61 81
8 5 5 4 4 4 5 4 4 5 5 1 5 4 4 4 63 84
9 4 4 4 5 5 5 5 4 5 3 5 4 2 4 2 61 81
10 5 4 4 5 4 3 4 5 4 4 3 5 5 2 4 61 81
11 4 4 4 5 4 5 4 5 5 5 4 5 3 4 4 65 87
12 3 5 4 3 3 3 4 4 2 4 4 5 5 4 4 57 76
13 4 4 4 4 4 4 4 4 4 4 3 3 4 5 5 60 80
14 4 3 3 5 5 5 4 5 5 5 4 2 4 5 4 63 84
15 4 5 4 5 5 5 4 5 4 4 5 2 4 4 4 64 85
16 5 5 2 5 4 5 5 5 5 4 5 3 3 1 5 62 82
17 4 4 4 4 4 4 3 4 4 4 5 3 4 3 4 58 77
18 5 5 4 2 3 4 4 5 5 4 2 4 4 4 4 59 78
19 5 4 4 5 3 5 3 4 4 4 3 4 4 4 4 60 80
20 2 2 4 5 5 4 4 5 4 4 2 4 4 5 5 59 79
21 4 5 5 5 1 4 4 4 5 4 5 4 4 1 5 60 80
22 5 5 3 2 5 5 3 5 5 5 5 4 5 5 5 67 89
23 5 4 2 5 5 4 4 5 5 4 2 5 2 5 4 61 81
24 4 5 4 4 4 4 3 4 4 5 4 5 4 4 5 63 84
25 5 4 5 4 5 4 4 5 4 3 4 5 3 4 4 63 84
26 3 5 5 3 3 4 5 4 3 3 3 4 5 5 4 59 79
27 4 4 4 4 4 5 5 4 4 2 1 5 4 4 4 58 77
28 4 4 4 4 5 4 5 4 2 4 5 2 5 4 5 61 82
29 4 5 5 4 5 5 4 3 5 3 4 5 5 5 4 66 88
30 5 5 3 4 5 4 4 4 3 5 4 4 5 5 5 65 87
Total 125 130 119 121 125 127 124 127 128 122 111 122 118 121 129
APPENDIX 4
TABLE
4.1 Table of R product moment
4.2 Table of F Distribution
4.3 Table of Critical Values for T

Table of Critical Values: Pearson Correlation
1-tailed
0.05 0.025 0.005
2-tailed
Degrees of Freedom = N-2
N 0.1 0.05 0.01
1 0.988 0.997 0.999
2 0.900 0.950 0.990
3 0.805 0.878 0.959
4 0.729 0.811 0.917
5 0.669 0.754 0.875
6 0.621 0.707 0.834
7 0.584 0.666 0.798
8 0.549 0.632 0.765
9 0.521 0.602 0.735
10 0.497 0.576 0.708
11 0.476 0.553 0.684
12 0.458 0.532 0.661
13 0.441 0.514 0.641
14 0.426 0.497 0.623
15 0.412 0.482 0.606
16 0.400 0.468 0.590
17 0.389 0.456 0.575
18 0.378 0.444 0.561
19 0.369 0.433 0.549
20 0.360 0.423 0.537
21 0.352 0.413 0.526
22 0.344 0.404 0.515
23 0.337 0.396 0.505
24 0.330 0.388 0.496
25 0.323 0.381 0.487
26 0.317 0.374 0.479
27 0.311 0.367 0.471
28 0.306 0.361 0.463
29 0.301 0.355 0.456
30 0.296 0.349 0.449
35 0.275 0.325 0.418
40 0.257 0.304 0.393
45 0.243 0.288 0.372
50 0.231 0.273 0.354
60 0.211 0.250 0.325
70 0.195 0.232 0.303
80 0.183 0.217 0.283
90 0.173 0.205 0.267
100 0.164 0.195 0.254
150 0.134 0.159 0.208
300 0.095 0.113 0.148
(Hatch and Anne, 1991)

CRITICAL VALUES for the"F"Distribution,ALPHA= .05.
DF NumeratorDF
1 2 3 4 5 6 7 8 9 10
1 161.448 199.500 215.707 224.583 230.162 233.986 236.768 238.883 240.543 241.882
2 18.513 19.000 19.164 19.247 19.296 19.330 19.353 19.371 19.385 19.396
3 10.128 9.552 9.277 9.117 9.013 8.941 8.887 8.845 8.812 8.786
4 7.709 6.944 6.591 6.388 6.256 6.163 6.094 6.041 5.999 5.964
5 6.608 5.786 5.409 5.192 5.050 4.950 4.876 4.818 4.772 4.735
6 5.987 5.143 4.757 4.534 4.387 4.284 4.207 4.147 4.099 4.060
7 5.591 4.737 4.347 4.120 3.972 3.866 3.787 3.726 3.677 3.637
8 5.318 4.459 4.066 3.838 3.687 3.581 3.500 3.438 3.388 3.347
9 5.117 4.256 3.863 3.633 3.482 3.374 3.293 3.230 3.179 3.137
10 4.965 4.103 3.708 3.478 3.326 3.217 3.135 3.072 3.020 2.978
11 4.844 3.982 3.587 3.357 3.204 3.095 3.012 2.948 2.896 2.854
12 4.747 3.885 3.490 3.259 3.106 2.996 2.913 2.849 2.796 2.753
13 4.667 3.806 3.411 3.179 3.025 2.915 2.832 2.767 2.714 2.671
14 4.600 3.739 3.344 3.112 2.958 2.848 2.764 2.699 2.646 2.602
15 4.543 3.682 3.287 3.056 2.901 2.790 2.707 2.641 2.588 2.544
16 4.494 3.634 3.239 3.007 2.852 2.741 2.657 2.591 2.538 2.494
17 4.451 3.592 3.197 2.965 2.810 2.699 2.614 2.548 2.494 2.450
18 4.414 3.555 3.160 2.928 2.773 2.661 2.577 2.510 2.456 2.412
19 4.381 3.522 3.127 2.895 2.740 2.628 2.544 2.477 2.423 2.378
20 4.351 3.493 3.098 2.866 2.711 2.599 2.514 2.447 2.393 2.348
21 4.325 3.467 3.072 2.840 2.685 2.573 2.488 2.420 2.366 2.321
22 4.301 3.443 3.049 2.817 2.661 2.549 2.464 2.397 2.342 2.297
23 4.279 3.422 3.028 2.796 2.640 2.528 2.442 2.375 2.320 2.275
24 4.260 3.403 3.009 2.776 2.621 2.508 2.423 2.355 2.300 2.255
25 4.242 3.385 2.991 2.759 2.603 2.490 2.405 2.337 2.282 2.236
26 4.225 3.369 2.975 2.743 2.587 2.474 2.388 2.321 2.265 2.220
27 4.210 3.354 2.960 2.728 2.572 2.459 2.373 2.305 2.250 2.204
28 4.196 3.340 2.947 2.714 2.558 2.445 2.359 2.291 2.236 2.190
29 4.183 3.328 2.934 2.701 2.545 2.432 2.346 2.278 2.223 2.177
30 4.171 3.316 2.922 2.690 2.534 2.421 2.334 2.266 2.211 2.165
31 4.160 3.305 2.911 2.679 2.523 2.409 2.323 2.255 2.199 2.153
32 4.149 3.295 2.901 2.668 2.512 2.399 2.313 2.244 2.189 2.142
33 4.139 3.285 2.892 2.659 2.503 2.389 2.303 2.235 2.179 2.133
34 4.130 3.276 2.883 2.650 2.494 2.380 2.294 2.225 2.170 2.123
35 4.121 3.267 2.874 2.641 2.485 2.372 2.285 2.217 2.161 2.114
36 4.113 3.259 2.866 2.634 2.477 2.364 2.277 2.209 2.153 2.106
37 4.105 3.252 2.859 2.626 2.470 2.356 2.270 2.201 2.145 2.098
38 4.098 3.245 2.852 2.619 2.463 2.349 2.262 2.194 2.138 2.091
39 4.091 3.238 2.845 2.612 2.456 2.342 2.255 2.187 2.131 2.084
40 4.085 3.232 2.839 2.606 2.449 2.336 2.249 2.180 2.124 2.077
41 4.079 3.226 2.833 2.600 2.443 2.330 2.243 2.174 2.118 2.071
42 4.073 3.220 2.827 2.594 2.438 2.324 2.237 2.168 2.112 2.065
43 4.067 3.214 2.822 2.589 2.432 2.318 2.232 2.163 2.106 2.059
44 4.062 3.209 2.816 2.584 2.427 2.313 2.226 2.157 2.101 2.054
45 4.052 3.200 2.807 2.574 2.417 2.304 2.216 2.147 2.091 2.044
46
47
48 4.057 3.204 2.812 2.579 2.422 2.308 2.221 2.152 2.096 2.049
49
50
51 4.030 3.179 2.786 2.553 2.397 2.283 2.195 2.126 2.069 2.022
52 4.027 3.175 2.783 2.550 2.393 2.279 2.192 2.122 2.066 2.018
53 4.023 3.172 2.779 2.546 2.389 2.275 2.188 2.119 2.062 2.015
54 4.020 3.168 2.776 2.543 2.386 2.272 2.185 2.115 2.059 2.011
55 4.016 3.165 2.773 2.540 2.383 2.269 2.181 2.112 2.055 2.008
56 4.013 3.162 2.769 2.537 2.380 2.266 2.178 2.109 2.052 2.005
57 4.010 3.159 2.766 2.534 2.377 2.263 2.175 2.106 2.049 2.001
58 4.007 3.156 2.764 2.531 2.374 2.260 2.172 2.103 2.046 1.998
59 4.004 3.153 2.761 2.528 2.371 2.257 2.169 2.100 2.043 1.995
60 4.001 3.150 2.758 2.525 2.368 2.254 2.167 2.097 2.040 1.993
61 3.998 3.148 2.755 2.523 2.366 2.251 2.164 2.094 2.037 1.990
62 3.996 3.145 2.753 2.520 2.363 2.249 2.161 2.092 2.035 1.987
63 3.993 3.143 2.751 2.518 2.361 2.246 2.159 2.089 2.032 1.985
64 3.991 3.140 2.748 2.515 2.358 2.244 2.156 2.087 2.030 1.982
65 3.989 3.138 2.746 2.513 2.356 2.242 2.154 2.084 2.027 1.980
66 3.986 3.136 2.744 2.511 2.354 2.239 2.152 2.082 2.025 1.977
67 3.984 3.134 2.742 2.509 2.352 2.237 2.150 2.080 2.023 1.975
68 3.982 3.132 2.740 2.507 2.350 2.235 2.148 2.078 2.021 1.973
69 3.980 3.130 2.737 2.505 2.348 2.233 2.145 2.076 2.019 1.971
70 3.978 3.128 2.736 2.503 2.346 2.231 2.143 2.074 2.017 1.969
71 3.976 3.126 2.734 2.501 2.344 2.229 2.142 2.072 2.015 1.967
72 3.974 3.124 2.732 2.499 2.342 2.227 2.140 2.070 2.013 1.965
73 3.972 3.122 2.730 2.497 2.340 2.226 2.138 2.068 2.011 1.963
74 3.970 3.120 2.728 2.495 2.338 2.224 2.136 2.066 2.009 1.961
75 3.968 3.119 2.727 2.494 2.337 2.222 2.134 2.064 2.007 1.959
76 3.967 3.117 2.725 2.492 2.335 2.220 2.133 2.063 2.006 1.958
77 3.965 3.115 2.723 2.490 2.333 2.219 2.131 2.061 2.004 1.956
78 3.963 3.114 2.722 2.489 2.332 2.217 2.129 2.059 2.002 1.954
79 3.962 3.112 2.720 2.487 2.330 2.216 2.128 2.058 2.001 1.953
80 3.960 3.111 2.719 2.486 2.329 2.214 2.126 2.056 1.999 1.951
81 3.959 3.109 2.717 2.484 2.327 2.213 2.125 2.055 1.998 1.950
82 3.957 3.108 2.716 2.483 2.326 2.211 2.123 2.053 1.996 1.948
83 3.956 3.107 2.715 2.482 2.324 2.210 2.122 2.052 1.995 1.947
84 3.955 3.105 2.713 2.480 2.323 2.209 2.121 2.051 1.993 1.945
85 3.953 3.104 2.712 2.479 2.322 2.207 2.119 2.049 1.992 1.944
86 3.952 3.103 2.711 2.478 2.321 2.206 2.118 2.048 1.991 1.943
87 3.951 3.101 2.709 2.476 2.319 2.205 2.117 2.047 1.989 1.941
88 3.949 3.100 2.708 2.475 2.318 2.203 2.115 2.045 1.988 1.940
89 3.948 3.099 2.707 2.474 2.317 2.202 2.114 2.044 1.987 1.939
90 3.947 3.098 2.706 2.473 2.316 2.201 2.113 2.043 1.986 1.938
91 3.946 3.097 2.705 2.472 2.315 2.200 2.112 2.042 1.984 1.936
92 3.945 3.095 2.704 2.471 2.313 2.199 2.111 2.041 1.983 1.935
93 3.943 3.094 2.703 2.470 2.312 2.198 2.110 2.040 1.982 1.934
94 3.942 3.093 2.701 2.469 2.311 2.197 2.109 2.038 1.981 1.933
95
96 3.941 3.092 2.700 2.467 2.310 2.196 2.108 2.037 1.980 1.932
97
98
99
100
(Hatch and Anne, 1991:599)

(Hatch and Anne, 1991:595)
APPENDIX 5
Research Documentation
5.1 Picture Documentation of Research
5.2 Letters
Picture Documentation of the Research
Pre-test in experimental class and control
class controlcontrolcontroClassclaclass
In the beginning of the research, students in experimental class and control

class were practicing English song as a pre-test that chosen by the teacher.
Treatment in experimental class
Students in experimental class were giving treatment using English song

and Joox application in learning English pronunciation.
Treatment in Control Class
Students in control class were giving materials by using conventional

treatment in learning pronunciation.
Questionnaire Test
After giving treatments, students in experimental class asked to answered

the close-ended questionnaire to measure students respond after using
English song and Joox application in learning pronunciation.
Post Test Experimental and Control Class
In the last activities of the research, students in experimental class and

control class were practicing English song as a post-test that chosen by the
teacher.

The Influence of English Song and Joox Application Toward Students' Pronunciation at The Eighth Grade of SMPN 6 Kota Serang

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The Influence of English Song and Joox Application Toward Students' Pronunciation at The Eighth Grade of SMPN 6 Kota Serang

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THE INFLUENCE OF ENGLISH SONG AND JOOX

APPLICATION TOWARD STUDENTS’ PRONUNCIATION

Submitted in Fulfillment of the Requirements

ENGLISH EDUCATION STUDY PROGRAM

The Influence of English Song and Joox Application toward Students’

Rini Dwi Septiyani

Rini Dwi Septiyani

PASCASARJANA PENDIDIKAN BAHASA INGGRIS

Kata kunci: Pengaruh, Lagu bahasa Inggris, Aplikasi Joox, Pelafalan.

Jaya RT/TW 03/09 Blok B No. 9 Serang-Banten.

The researcher graduated from Kindergarten at TK PGRI Serang in 2002,

UNTIRTA in English Education Department, Teacher Training and Education Faculty

Education Department of UNTIRTA in 2017-2019.

“Don’t give up easily

because God always help you.”

My beloved parents Mr. Suharyanto, S.Pd. and Mrs. Idah, S.E.

Alhamdulillahirabbil’alamiin, thanks to the almighty Allah SWT who has

1. Prof. Dr. H. Sholeh Hidayat, M.Pd. as Rector of Sultan

APPROVAL SHEET ............................................Error! Bookmark not defined.

ABSTRACT (English) .................................................................................... ii

ABSTRAK (Indonesian) ............................................................................... iii

ORIGINALITY STATEMENT ...............................Error! Bookmark not defined.

CURRICULUM VITAE .................................................................................... v

DEDICATION ............................................................................................... vii

ACKNOWLEDGEMENT .............................................................................. viii

TABLE OF CONTENTS ................................................................................ xi

LIST OF TABLE ........................................................................................... xv

LIST OF FIGURE ....................................................................................... xvii

LIST OF APPENDIX .................................................................................. xviii

A. Background of Problem ..................................................................... 1

B. Identification of Problem .................................................................... 6

C. Formulation of Problem ..................................................................... 6

D. The Objectives of the Research ........................................................ 7

E. Hypothesis of the Research .............................................................. 7

F. Research Benefits ............................................................................. 8

G. Limitation of Problem ......................................................................... 9

H. Operational Definition ........................................................................ 9

THEORETICAL FRAMEWORK ................................................................... 10

B. Criteria of Good Pronunciation ........................................................ 16

C. Teaching Pronunciation ................................................................... 17

1. Definition of Song ............................................................................ 19

2. The Advantages of Song ................................................................. 20

3. Genre of Song ................................................................................. 22

4. Elements of Song ............................................................................ 25

E. Teaching Pronunciation through English Song ................................ 26

F. Joox Application .............................................................................. 27

1. Definition of Joox Application .......................................................... 27

2. The Advantages of Joox Application ............................................... 28

3. Implementation of Joox Application ................................................. 29

G. Previous Study ................................................................................ 30

CHAPTER III ................................................................................................ 33

RESEARCH METHODOLOGY .................................................................... 33

A. Site and Schedule of the Research ................................................. 33

1. Site of the Research ........................................................................ 33

2. Schedule of the Research ............................................................... 33

C. Approach and Method of the Research ........................................... 34

D. Research Variables ......................................................................... 36

E. Data Collection Technique .............................................................. 36

G. Validity and Reliability...................................................................... 42

2. Content Validity ............................................................................... 43

3. Inter-Rater Reliability ....................................................................... 43

H. Data Analysis .................................................................................. 45

1. Normality of Distribution Test .......................................................... 45