IMPROVING STUDENTS PRONOUNCIATION

BY USING ENGLISH SONGS

(An Experimental Study at the Tenth Grade of SMK Cyber Media)

A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
In a Partial Fulfillment of the Requirements
For the Degree of S.Pd. (Strata 1) in English Language Education

By:
Erno Sumantri
NIM: 203014001595

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
 ACKNOWLEDMENT

In the name of Allah, the Beneficent and the Merciful. All praises be to
Allah the Lord of the Worlds, who has given the health and strength to the writer
in completing this skripsi. May Allah’s peace and blessing be upon. His final
Prophet and Messenger Muhammad, his family and his companions.
First of all, the writer would like to say his great honor and deepest
gratitude to Drs. AM. Zainuri, M.Pd, the writer's advisor for his time, guidance,
kindness, contributions, and patience to finish this skripsi.
Second, the writer also realizes that he would never finish writing this
skripsi without the help of some people around him. Therefore, the writer would
like to give special great honor and deepest gratitude to:

1. Drs. Syauki, M.Pd, the head of English Department.

2. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiyah and Teacher's
Training.
3. Drs Amid, MPd, The Headmaster of SMK Cyber Media who permitted the
writer to do research.
4. Toto Sidharta, BA as a father who always gives help, support to finish this
skripsi.
5. Ernita Rusli, S.pd as a mother who always gives help, support to finish this
skripsi.
6. Drs. Azis Hasibuan, MM as uncle who always gives help, support to finish
this skripsi.
7. Mochammad Achmadi, S.pd, Nurhadi, S.pd who always give their help,
support and permission for finishing this skripsi.
8. All friends, teachers, and students in SMK Cyber Media Jakarta, Bina
Mitra Polda Metro Jaya and Bina Mitra Polres Metro Jakarta Timur.

i
 9. All friends in English Department 2003/2004, his beloved friends
Muhammad Zul Fadhli, M. Nugroho, Ahmad Darda, Imam Hafiz, Syarifah
Khairunisa, and all friends in neighborhoods Teguh Santoso, Eko
Wahyudi, Fajar Rizka, Danar, Anggi, Dedi Setiawan, Iwan Setiawan for
advices, kindness, sadness, fun and everything
May Allah, the almighty bless them all, Amiin. Finally, the writer realizes
that this skripsi still has some weakness and mistakes. Therefore, the writer would
like to accept any constructive suggestions to make this skripsi better

Jakarta, June 23, 2011

The Writer

ii
 TABLE OF CONTENTS

ACKNOWLEDMENT…………………………………………………. i
TABLE OF CONTENTS………………………………………………. iii
CHAPTER I. INTRODUCTION
A. Background of the Study……………………………. 1
B. Reason for Choosing Topic.…………………………. 5
C. Limitations of the Problem………………….……….. 5
D. Objective of the Study………………………………. 5
E. Significance of the Study……………………………. 6
F. Statement of the Study……………………………..... 6

CHAPTER II. THEORETICAL REVIEW AND FRAMEWORK

A. Teenagers......………..……………………………….. 7
B. Song...……….....…………………………………….. 9
1. Definition of song..……………………………… 10
2. Teaching of Song as Media...…………………… 10
C. Characteristics of Vocational School Students……… 12
D. Pronunciation…………………………………….. 13
1. Definition of Pronunciation……………………... 13
2. Aim of Pronunciation………………………….... 14
3. Song as Media in Teaching English Pronunciations 15

E. Hypothesis…................................................................ 18

iii
CHAPTER III. RESEARCH METHODOLOGY

A. Place and Time of Research……….…………………... 19

B. Population and Sampling……….…………………........ 19

C. The Techniques of Collecting Data.………………….... 20

D. Techniques of Data Analysis…………………………... 23

CHAPTER IV. RESEARCH FINDINGS

A. Description of Data………………………………….... 24

B. Lack of Pronunciation……………………………….... 30

C. Hypothesis……………………………………………. 31

D. Interpretation………………………………………..... 32

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion…………………………………………… 34
B. Suggestion……………………………………………. 35

BIBLIOGRAPHY…………………………………………………….. 36

APPENDIXES

iv
 CHAPTER I

INTRODUCTION

This chapter discusses the general background of the study. It also presents
the reasons for choosing the topic, the statements of the problem, objectives of the
study, significance of the study and limitation of the study.

A. Background of the Study

"Language is a window on the mind." It was Chomsky's claim about
language as cited by Wells in the introduction of his book1. Since language plays
an important role in any aspects, it has some different functions in the society
where it is used. The function for which a language is used in a society affects the
status of the language itself. In a society, a language can play a role as the official,
national, educational, religious, and group language.
Language has sound, vocabulary, and grammar. Thus, it is reasonable that
language is interesting to analyze. There are many phenomena of language use
which happen, around people. Song is one of those phenomena which consist of
lyrics. Meanwhile, a song lyric can be used as another way for people to
communicate to others, to young people, or to old people and so on.

1
Gordon Wells, The Meaning Makers: Children Learning Language and Using
Language to Learn, (London: Heinemann Educational Books, Inc., 1986), p.ix

1
 2

There are song lyrics, which become model especially for teenagers. The
song lyrics can help them to acquire their language. The authors of song lyrics
specially compose song lyrics for teenagers. It means song lyrics for teenagers
have special intonation and forms which are easy to be understood by teenagers.
Teaching English to teenagers is not easy but needs more patience. The
process of teaching for young learners is different from the process of teaching
adults. It needs such method to make it easy in delivering the materials.
For young learners or teenager, English is the first foreign language to be
learned, and the students just learn simple English pattern. As the secondary
language, the students have very limited knowledge of English. Sometimes it
creates problems in learning process, especially pronunciation, the first is a
genuine pronunciation problem, which exists when the learners have difficulty in
making the required sound to imitate. The researcher has observed they tend to
have problems in pronouncing, for example “Sleep” („sli:p), “tree” (tri:), “true”
(„tru:) in which these do not exist in Bahasa Indonesia. Secondly, a pronunciation
problem occurs when the sound is not really difficult as such, but the learner is
misled by the spelling. For example, the words “up” [up], “tea” [ti:], “duck”
[dΛk], “cup” [kΛp], “see” [si:], and “sing” [siή] are not pronounced as they are
written, so learning pronunciation is not easy for the students.
They will try to search information about something that they want to
know. They also ask something that they feel new and strange for them.
They ask adults or people around them everything they want to know. Indeed they
ask the information to people they have just known.
Because of the high curiosity of teenagers, we view that songs are very
good as media to teach English pronunciation. It is because the language that is
used in the songs is English. Teenagers are not accustomed to English.
 3

And based on that reason, teenagers will try to do any efforts to know
much about the songs. If the teenagers have a willing to know the songs, they will
try to learn anything related to the songs. Here, we emphasize the pronunciation
of English. We choose the pronunciation because of the differences between the
two languages-English and Indonesian.
There are many differences between English and Indonesian especially in
pronunciation. As we see, the differences between English and Indonesian are
very significant. Therefore, there are many students of Vocational School
especially the students of SMK Cyber Media Jakarta, who pronounce English
words incorrectly.
Besides the teacher is expected to be imaginative and creative in
developing their teaching techniques to make the English lesson more exiting.
Teaching English to the tenth grade needs techniques interactive in classroom.
There are many ways in teaching English to young learners, but the most
important aspect to teach English is building their motivation to learn the
language.
In other words, we make them feel that they need English, and make them
think that English is a very interesting subject to learn. One way to arise their
enthusiasm‟s by the use of songs, which will enable them to give more reaction in
learning English. The songs can be used by the teenager's outside the classroom
for self learning.
As an attractive technique, taken from the student‟s daily activities, the
student will feel engaged in the English tutoring. Besides, the songs are part of
authentic materials required for studying about the foreign language directly from
the native speakers. There are a lot of English expressions and cultures in the
songs, so that students can learn and expand their knowledge, not only know the
words written, but can also know how to pronounce them especially after listening
to such songs.
 4

Moreover, learning English through songs can be effective to assist

pronunciation, since the students can directly get the knowledge on how to
pronounce the word from the song they hear, when students learn in an enjoyable
situation, they will understand the lesson easily. Cyber Media is a Vocational
School located in Duren Tiga Kalibata South Jakarta.
The school has got the accreditation, the points is A for all programs. The
situation of the teaching learning process is maximized in order that the students
accept the transfer of knowledge and build their optimal creativity.
Based on the observation of the students‟ score in English subject, it seems
that they have lower level of pronunciation, for example they say book = [bοk],
and it is a wrong pronunciation. The result of the observation shows that the
teacher has never given the practice of pronouncing some words. The teacher just
focuses on the vocabulary and grammar used in the conversation.
They are sometimes asked to pronounce some words once or twice in
order that the students will be familiar with the words. In other words, there is no
emphasis in pronouncing words.
In singing English song in everyday meeting, they are guided by their
own teacher, who is not an English teacher. They can sing the song easily and
cohesively except the fluency of their pronunciation is still not exact or there are
some weaknesses. Therefore, there are many students of Vocational School
especially the students of SMK Cyber Media Jakarta, who pronounce English
words incorrectly to say it.
 5

B. Reasons for Choosing the Topic

There are two reasons for the writer to choose the topic. First the
pronunciation ability of the students of SMK Cyber Media Jakarta is not
satisfactory. Most of them have not got the ability to pronounce English words
well.
And the second one is songs that can be used as media in teaching English
pronunciation. We want to know using songs as media in teaching English
pronunciation or not.

C. Limitations of the Problem

To avoid misunderstanding the writer would like to limit the problems:

1. The songs use simple words so they can be appropriate to the language
level of the students of SMK Cyber Media Jakarta.
2. The songs related to their environment and part of their body.
3. Listening to the songs, and writing down the missing lyrics.
4. The test is done in the form of oral test. It is done by singing the songs.
5. Finding the unfamiliar word from the lyrics.

D. Objectives of the Study

The objectives of the study are:
1. To find out whether using songs as media in teaching English
pronunciation can improve pronunciation ability of the students of
SMK Cyber Media or not.
2. To find out whether using teenager songs as media in teaching English
pronunciation is difficult or not.
 6

E. Significance of the Study

The results of the study are expected to be able to give the following
benefits:
For English Teachers
The results of the study are expected to be used as a consideration in
teaching pronunciation for young learners.
For The Readers
It is expected that the study will be useful for further research and
enlarge the readers‟ knowledge in using songs as media.

F. Statements of the Problem

The problems of the research can be stated as follows:
Can teaching English pronunciation by using songs improve students‟
ability in English pronunciation?
Is it difficult to use songs in teaching English pronunciation?
 7

CHAPTER II

THEORETICAL REVIEW OF RELATED LITERATURE

This chapter will discuss teenagers, songs and the definition of songs. The
middle of this chapter consists of discussions of teaching media and
characteristics of Vocational School students. Pronunciation also would be
presented in this chapter. The last discussion of this chapter is discussion of songs
as media in teaching English pronunciation.

A. Teenagers

As we see, teenagers are an object that is interesting to be discussed. It is

caused because of the nature of the teenagers themselves. They are able to work
with others and learn from others1. They also love to play. Moreover, they are not
only active, but also very intelligent.
As listed above, teenagers are able to work with others and learn from
others. Connected with the educational worlds, this characteristic of teenager is
exceptionally beneficial to the teaching and learning process.

1
Scott, Wandy A and Ytleberg, Lisbeth H. 1990. Teaching English to Children.
New York: Longman. P. 2-4

7
 8

It makes the teacher easier to convey the material to the students. Because
based on the nature, they can work in group and learn something from their
friends.
Out of the educational scope, teenager is a pleased period. They can do
anything they want to do. They do not think that it disturbs others or not. They
also do not think that it inflicts others or not. They can play the whole time as they
want. It is appropriate to their nature that they love to play 2.
Moreover teenagers are very active. It is in line with Donaldson’s opinion
that the teenager tries to make sense of the world. They do something as though
they don’t have fatigue. They will do anything, provided they are happy. Here,
their enthusiasm in doing something they like is very great. And their enthusiasm
in doing something is a source of their energy to do activities they want to do 3.
Besides the reasons above, teenagers are intelligent. They will try to solve a
problem around them that sometimes cannot be solved by adults. As Cameron
says that “the teenager is seen as continually interacting with the world around
her/him, solving problems that are presented by the neighbors4. For example,
there are two youngsters, an elder sister and her younger brother. At that time,
they went sightseeing by bike. The kickstand of the bike was broken. The elder
sister was confused thinking how to repair the kickstand. Without much thinking,
the younger brother repaired the kickstand optimistically. And finally, the younger
brother succeeded in repairing the kickstand. From the example above, we see that
teenager’s are intelligent.

2
Scott, Wandy A and Ytleberg, Lisbeth H. 1990. Teaching . New York:
Longman. P. 2-4
3
Cameron, Lyne. 2001. Teaching Languages to Young Learners. London:
Cambridge University Press. P. 4

4
Teaching Languages to Young Learners. P. 2
 9

B. Song

1. Definition of Song

“A song is a short piece in one concise movement for the medium of solo
voice and piano”5. According to Parto, a song is a group of arrangements which
consists of lyrics and elements of music like rhythm, melody, harmony and
expressions6. Moreover, “A song is a musical composition for the voice of several
voices”, and short poem whether intended to be sung or not; a lyric or ballad”. It
is said in The American Heritage Dictionaries. “Music is a brief composition
written or adapted for singing. It also says that song is a distinctive or
characteristic sound made by an animal, such as a bird or an insect. The last
definition about song is poetry, a verse and a lyrics poem or ballad” 7.
Other definitions of song are listed below: “Song is the act of singing, the
characteristics sound produced by a bird; a short musical composition with word,
a successful musical must have at least three good songs. It is also said that song
is a distinctive or characteristic sound. Besides that, song is the imperial dynasty
of China from 960 to1279 and a very small sum” 8.

Based on the references above, it shows that song is a group of beautiful

words in which there is a message in it to be conveyed to other people and

5
Simms, R. Bryan. 1993. The Art of Music. An Introduction. USA: Harper Collins
College Publishers. P. 29
6
Parto, S. 1996. Seni Musik Barat dan Sumber Daya Manusia. Yogyakarta:
Penerbit Pustaka Belajar. P. 99

7
www.answers.com/topic/song
8
www.Submit @songoftheyear.com
 10

presented with beautiful music. It deals with some themes. It deals with story,
advice, study, religion, environment, universe, love, happy and sad feeling.
We have seen the definition of song above. And now, let us talk about song.
It is viewed, song is a group of beautiful words in which there are a message to be
conveyed to individuals who have not reached puberty9 and presented with a
beautiful music so that they can get the message from it easily. But in fact, it can
be enjoyed by everyone. It can be enjoyed by teenagers, adults, and even old
people.

2. Teaching of Song as Media

Language teachers can use songs as part of their classroom teaching

repertoire. Songs containing authentic language, are easily obtainable, provide
vocabulary, grammar and cultural aspects and are fun for the students.
They can provide valuable speaking, listening and language practice in and
out of the classroom. According to Arsyad teaching of songs as media is used to
convey educational messages10. Another definition of teaching songs as media are
performs of communication either printed or audio visual and the tools11.
From the two definitions above, it can be said that teaching media is used
by the teacher to convey the teaching material to the students. It can be printed or
audio visual and the tools. Media are needed in teaching and learning process
because of several factors.

9
Hornby, A.S. 1995.Oxford Advance Learner's Dictionary. Great Britain: Oxford
UniversityPress. P. 192
10
Arsyad, Azhar. 2006. Media Pembelajaran. Jakarta: PT Rja Grafindo Persada. P. 4
11
Arsyad, Azhar. 2006. Media Pembelajaran. P. 5
 11

Sudjana and Rifai said that they have benefits in it. They are 12:

1. The teaching process will be more interesting so that the students can be
motivated to learn the material given by the teacher. By using media,
the teacher can attract the students’ attention to the material given by
him/her. From the explanation above, it is expected that by using media
in teaching and learning process, students will be motivated in learning
the material given by the teacher by heart. If they learn by heart they will
automatically get a maximum result.

2. The material will be clearer so that the students can understand the material
easily. Media make students easier in catching the material given by the
teacher. Here, media act as the means used by the teacher to make the
teaching material easier and clearer so the students can catch the material
easily. If the students can catch the material easily they can automatically
understand it easily too. As a simple sample is a white board. The teacher
writes the material which is conveyed to the students on the board in a
form of diagram and writes the explanation of the diagram so that students
can catch it easily.

3. There will be a variation in the teaching and learning process. It makes

students enjoy the teaching and learning process. Students will feel bored
if the teacher only uses the explanation when presenting the material
during the teaching and learning process. Students will not feel bored if the
teacher uses media in teaching and learning process. They feel that there is
a variation in it.

12
Arsyad, Azhar. 2006. Media Pembelajaran. Jakarta: PT Rja Grafindo Persada.
P. 24
 12

4. Students can do more activities in teaching and learning process. For

example, the teacher gives a topic to be discussed and the students do the

discussion. According to Derek Rowntree, Educational Media have

functions to:

1. Motivate students to study.

2. Review what students have learnt.
3. Give a stimulus to study.
4. Activate students’ responses.
5. Give a feedback soon13.
From the references above, it can be seen that teaching songs as media is
needed in teaching learning process. It is because students are motivated to study.
Students can catch the material from the teacher clearly. The teaching learning
processes have more varieties so make students enjoy it. Students will be more active
in giving responses to the material given by the teacher.

C. Characteristics of Vocational School Students

As we see, most of Vocational School students are at the age of fourteen to

seventeen years old. To know the characteristics of them, we can see from the
opinions conveyed by Scott and Ytleberg below:
“Students of vocational School are users of mother tongue and language target.
They can tell the difference between fact and fiction. They love to play and get the
best when they enjoy themselves. But they also take themselves seriously and like to
think that what they are doing is real work. They are also enthusiastic and positive
about learning. They rely on the spoken word as well as the physical word to convey
understandable meaning. They are able to work with others and learn from others”14.

13
Rohani, Ahmad. 1997. Media Instruksional Edukatif. Jakarta: Rineka Cipta.
P. 7-8
14
Scott, Wandy A and Ytleberg, Lisbeth H. 1990. Teaching English. New York:
Longman. P. 2-4
 13

From the characteristics above, we know that vocational School students have a
great enthusiasm in learning something they like. It does not mean that they do not
need a guide in learning something they like. They still need a guide in learning
something. It is because in line with their nature, they love to play. They can forget
the main assignment they have to do because they focus on the game they are doing.
Moreover, they need help from adults. Teenagers can do and understand much more
pronouncing English considered as a local content course in Vocational School,
because English is needed in any aspects of life.

D. Pronunciation

This part talks about pronunciation. Firstly, it discusses definition of

pronunciation. The next discussion is teaching pronunciation.

1. Definition of Pronunciation

Pronunciation is the way a word or a language is usually spoken, the manner

in which someone utters a word. In line with the definitions above, Hornby says that

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. From the definitions

above, it shows conclusion that pronunciation is the way person utters a word or a

language15.

15
Hornby, A.S. 1995.Oxford Advance Learner's Dictionary. Great Britain: Oxford
University Press. P. 928
 14

2. Aim of Pronunciation

There are many factors that influence language teaching especially English
pronunciation teaching. Besides teacher should select the media that is suitable to be
applied in teaching English pronunciation, they are also hoped to know how to teach
pronunciation well. By knowing the good way in teaching English pronunciation.
According to Jeremy Harmer’s alternatives in pronunciation teaching:
“There have three alternatives to convey. First, whole lesson: making
pronunciation the main focus of lesson does not mean that every minute of the lesson
has to be spent on pronunciation work. Second, discrete slots: some teachers insert
short, separate bits of pronunciation work into lesson sequences. And the last
alternative is integrated phases: many teachers get students to focus on pronunciation
issues as an integrated part of lesson16.
In this case, teacher decides what alternative he or she chooses. By deciding
the alternatives he or she uses in teaching English pronunciation, he or she can make
a strategy based on the alternative to get a maximum result.
Moreover, the most important thing of the teaching and learning process is the
understanding of the students about the lesson. Cameron says that “it is a crucial thing
for teachers to take the responsibility for checking whether their pupils understand the
language being used and the purpose of activities being carried out”. In this case, the
teacher should let the students know that they are studying about pronunciation and
they are expected to be able to pronounce English words correctly 17.
It needs an enthusiasm in teaching English pronunciation so that both the
teacher and the students get a good result in it. It can be done by encouraging the
students that they can do the best. Besides that, it also can be done by asking the
students to present their ability in pronouncing English words so other students know
that they can do it well. By this, students have a great spirit to learn how to pronounce
English words well.

16
Harmer. Jeremy. 2002. The Practice of Language Teaching. Kucing: Pearson
Education Limited. P.1883
17
Cameron, Lyne. 2001. Teaching Languages to Young Learners. London:
Cambridge University Press. P. 40
 15

3. Song as Media in Teaching English Pronunciations

This part talks about songs as media in teaching English pronunciation. There
are two parts in this sub chapter. First is contribution of teenager’s songs in teaching
English pronunciation. And the second is the way of applying songs in teaching
English pronunciation.
There are many reasons why teenager’s songs are good for English
pronunciation. It has many contributions in pronunciation teaching. For example:

a. Kramer states that songs are good for English teaching because, songs
are funny. They promote mimics, gestures etc, and associated to the
meaning. They are good to introduce suprasegmental phonetics. Students
play a participative role. They can be applied to comprehension stages
(listening) or production (singing). There are songs for all ages and
levels. Students can learn English very easily through echoic memory 18.

b. Songs can add feeling and rhythm to language practice that might
otherwise be flat. “They also help and remember things more easily and
draw more deeply into a lesson19.

c. Music and rhythm are much easier to imitate and remember language
than words which are just spoken20.
From the statements above, we know that song is funny and interesting. As
we see, most of teenagers like something funny. With their interest in song, will make
the process of teaching English pronunciation easier. The writer assume that it is
effective using song in teaching English pronunciation to Vocational School students
because they learn something by using something funny that is a song.

18
Kramer, Daniel J. Using Songs Teaching English
Classroom.topenglishteaching.com http://www.mla.org/adlt/bulletinv33NI/331012.html
19
Paul, David. 2003. Teaching English to Children in Asia. New York:
Longman. P. 58
20
Philips, Sarah. 1993. Young Learners. China: Oxford University Press.
 16

Students especially teenager will have zest in learning something if they take
part in it. Zest of students influences their result in their study. In this case, teacher
should use a medium that can make students have a great enthusiasm in learning
something because they can take part in it. In my opinion, it is good for teacher to use
song in teaching English pronunciation to Vocational School students.
Because they can take part in it by following the song when it is played. As
Paul said that song also helps remember things more easily and draws more deeply
into a lesson. So it is very pleasant for the teacher to use song in teaching English
pronunciation. Teenagers can remember the right way of pronouncing the words
easily. With a good remembrance of how to pronounce the words as they heard on the
song given by the teacher, it is expected that they can apply it in pronouncing English
words not only in singing a song but also anytime they speak in English.
Besides that, songs also make students much easier to imitate and remember
language than words which are just spoken. Students will get bored if they just hear a
lecture from the teacher of how to pronounce English well. Teacher can make
students know how to pronounce English well by using songs to remember and
imitate the song, because they like and interested in it.
In this case, teacher is hoped to be selective in choosing a song that will be
used in English pronunciation teaching. They are to choose interesting song so
that the students are attracted in them. A song is learnt only when the learner
understands the meaning of the language item contained in it.
After preparing and choosing the right song, some steps should apply as
Suk Mei Lo, Chi Fai Lo and Cakir opinions in Rina Utami21. Here are ways of
applying song in classroom:

1. Suk Mei Lo and Chi Fai Lo say that song is applied in teaching and
learning process by:
“First, teacher hands out the lyrics of song to the students or write it in the
board. Then the teacher explains the meaning of the lyrics and tells the

21
Utami, Rina. 2002. Songs as An alternative Technique of Teaching Vocabulary at .
FBS. Semarang State University: Unpublished Paper.
 17

way how to pronounce it. After that, teacher asks the students to read the
text aloud. The next step is lets the students listen to the songs three times.
The first time students purely listen, the second time sing with the tape,
and the last time sing without tape. The last step is asks the students to do
exercises”22.

2. The steps suggested by Cakir:

“First, students listen to the songs from cassette. Second, teacher repeats
the song in spoken form. Teacher and students repeat the song together.
Once again, students listen to the song from cassette. And the last is the
repetition of the song in the instrumental version”.
Based on the references above, the writer supposes the following activities
to be applied in the classroom. First, teacher hands out the lyrics of the songs or
writes them on the board. Second, teacher explains the meaning of the songs and
lets the students know the meaning of each word. Third, teacher plays or sings the
songs many times. Fourth, teacher lets the students know how to pronounce the
words of the songs correctly. Fifth, teacher gives the students an example of the
way how to sing the songs.
Sixth, teacher asks the students to repeat the songs using right
pronunciation after him/her. After mastering the intonation of the song, teacher
asks the students to sing the song together. After that teacher asks the students to
sing the song by themselves. The last is teacher asks the students to exercises
related to the songs.

22
Utami, Rina. 2002. Songs as An alternative Technique of Teaching Vocabulary at .
FBS. Semarang State University: Unpublished Paper.
 18

E. Hypothesis

This research is to know whether teaching pronunciation using music

songs better than teaching pronunciation without using music songs. And to find
the answer of the problem, the writer should propose alternative Hypothesis (Ha)
and Null Hypothesis (Ho) as bellow:
1. Alternative Hypothesis (Ha) = “There is a significant difference in
students’ score of pronunciation before and after using music songs”.
2. Null Hypothesis (Ho) = “There is no significant difference in students’
score of pronunciation between before and after without using music
songs”.
 CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time

The writer chooses SMK Cyber Media Duren Tiga South Jakarta as the
object of the research, considering it is not far and only about 15 minutes to go
there from the writer’s home. Some teachers in the school have already known the
writer well. The research was held to know if the students have problems in
pronouncing English. It was held on Tuesdays and Wednesdays morning as
scheduled on 05th of October up to 22th November 2010

B. Population and Sampling

The writer did the experiment at the first year of Vocational School SMK
Cyber Media, Jakarta involving the process of teaching Improving Students
Pronunciation by Using English Song. The population of the research is the first
year of Vocational School SMK Jakarta. There are two classes consisting of X
TKJ.1, X TKJ.2, so there are all 82 students.
The sample of research of two classes that are X TKJ.1 which consists of
42 students as controlled class and X TKJ.2 which consists of 40 students as
experiment class. It will be taken only 42 students from each class as sample by
random sampling.

19
 20

The writer chooses them as the subject of the study because of the
consideration that they have been taught English as the local content subject. Besides,
based on the interview that we had done before, most of them were not able to
pronounce English well.

C. The Techniques of Collecting Data

The test for collecting data is important thing in this research that can be
determined the result of the research such as:

1. Choose Songs Test

The writers selected four interesting songs. The songs that were used had
themes that were related to children world. The songs were Bicycle Race.
The first song tells about the race of bicycle. The second song is a song
about profession. The profession here is an Actor. It tells about anything
related to the profession. The third song also tells about feel (emotion), that
is a Love of My Life. It tells about Feeling. The last song is Hotel
California. It tells about a place. The four songs make the students easier in
memorizing the way of pronouncing English words.

2. Pre-test
The pre-test for the students are carried out to get their score. In part A
the students have to listens some songs with music and write missing words. In
part B the students were taught to sing correctly the texts song without
music by giving them the examples of how to read the words in the form of
reading by the writer.
 21

3. Post-test
The post-test is given by asking students to do some question or
exercises an in part A the students have to listens some songs with music and
write missing words. In part B the students were taught to sing correctly the
texts song without music by giving them the examples of how to read the
words in the form of reading by the writer.

The result of pre-test and post-test are collected and compared.

E. Techniques of data Analysis

In this study, there was a pre test. After conducting the pre test, there were
four activities. The students learnt English pronunciation by using English songs.
After having those activities, the students were given a post test.
As we see in the table above. The test was conducted in purpose of
knowing the students’ ability in pronouncing English words before getting the
treatment the writer gave. The test was based on the words that are found in the
songs that would be given.
The pre-test ran well. It ran as follows, firstly, handed out the pre test
paper to the students. After all students got the paper, asked them to pay attention.
Then give examples the way of pronouncing the words on the pre-test paper. After
that, asked them to read the words together. And finally asked them to come
forward reading the words on the paper they have got.
The next activities were the four activities, teaching English pronunciation
by using English songs. The activities ran well. Each activity ran as follows,
firstly handed out the text of the song. Every student got one text. After all
students got the text, asked the students to pay attention to the text they had got.
Second ask them to listen to the cassette of the song. Third told them what the
song was about. Fourth tells them the meaning of the songs. After that translated
the text into Indonesian word by word. Finally asked their understanding of the
songs.
 22

Played the cassette of the song. The students listened to the cassette
attentively. Students listened to the cassette three times. After playing the cassette
three times, asked the students if they could sing the song or not. The students
answered that they could not sing the song.
The writer gave the example of singing the song. Not only give the
example of the way in singing the song but also the way of pronouncing each
word of the song. So the students understood the way of singing and pronouncing
the song well.
The next step was the writer asked the students to sing the song together
twice. After that the students sang the song with the writer. Then the students sang
the song together by listening to the song from the cassette. After they were able
to sing and pronounce the song, asked the students to sing the song one by one.
Each activity ran in equal time except in the fourth activity. In the activity,
students understood the meaning and the way of singing the song easily. It was
because they had known the words of the song before. During the remaining time,
I asked them to sing the songs I had given.
And the last activity is a post test. The post test was conducted on Tuesday
October 9th 2010. The tests have four songs, Bicycle Race, the Actor, Love of My
Life, and Hotel California. Wrote the missing words when they were listened the
songs.
The students came forward one by one to sing the songs. They came
forward based on their number on the attendant list. When one of the students
came forward to sing the songs, other students were practicing the songs by
themselves.

The writer wanted to know data analyses that are the last step in the
procedure of experiment, in this case, processing the data. Data processing is the
step to know the result of both the experiment class and controlled class and also
their difference.
To find out the difference of students score in using songs in teaching the
pronunciation the writer uses songs. After getting the data from the observation,
 23

pre-test and post-test, the writer uses a formula to find the mean or the average
know the result of both the experiment class and controlled class and also their
difference.
To find out the difference of students score in using songs in teaching the
pronunciation the writer uses songs. After getting the data from the observation,
pre-test and post-test, the writer uses a formula to find the mean or the average
score, as follow1.

to = ( ∑ x12 + ∑ y22 ) ( N1 + N2)

( N1 + N2 -2) ( N1 . N2)

M1 = Mean Score of Experiment Class

M2 = Mean Score of Control Class
∑x12 = Sum of Square Deviation Score in Experiment Class
∑x22 = Sum of Square Deviation Score in Control Class
N1 = Number of Students of Experiment Class
N2 = Number of Students of Control Class
df = Degree of Freedom

1 Sudijono, Anas Drs., Pengantar statistic pendidikan, (Jakarta : PT. Raja Grafindo
Perkasa, 2002), p.297
 CHAPTER IV

RESEARCH FINDINGS

A. Description of Data

To know the results of the tests (pre-test and post-test) the writer makes the
table of students score from both classes (experiment class and controlled class).

There are 5 items in the test, when students answered a question correctly,
they would be given score 20, and the score for the whole items is 100. The writer
obtained after doing the research, as follow:

The following table is the result of the students in Controlled Class

teaching pronunciation without using music songs.

24
 25

Table 4.1
The Result of the Students in Controlled Class

No Pre Test Post Test Gain

1 48 52 4
2 68 76 8
3 48 56 8
4 68 72 4
5 60 68 8
6 56 72 16
7 72 76 4
8 56 60 4
9 72 80 8
10 56 56 0
11 48 52 4
12 56 64 8
13 68 72 4
14 64 76 12
15 60 76 16
16 68 72 4
17 52 56 4
18 48 56 8
19 60 72 12
20 72 76 4
1200 1340 140

It shows that the average score of the pre-test and post-test of Controlled
Class is 60.00 for pre-test, 67.00 of post test and 7 for gain score.

The following table is the result of the students in Experiment Class

teaching pronunciation using music songs.
 26

Table 4.2

The Result of the Students in Experiment Class

No Pre Test Post Test Gain

1 76 80 4
2 60 72 12
3 48 56 8
4 72 84 12
5 76 80 4
6 68 72 4
7 76 84 8
8 68 68 0
9 64 72 8
10 72 76 4
11 68 76 8
12 64 72 8
13 56 80 24
14 60 84 24
15 60 76 16
16 68 76 8
17 56 72 16
18 52 76 24
19 56 80 24
20 56 72 16
1276 1508 232

The table above, shows that the average score of the pre-test and post-test of
Experiment Class is 63.8 for pre-test, 75.4 of post test and 11.6 for gain score.
 27

Afterwards, the next table is the result calculation of the Post Test Both
Experiment Class teaching pronunciation using music songs and Control Class
teaching pronunciation without using music songs.

Table 4.3
The Result Calculation of the Post Test Both Experiment Class and
Control Class

No X Y x y x2 y2

1 4 4 -7.6 -3 57.76 9

2 12 8 +0.4 +1 0.16 1

3 8 8 -3.6 +1 12.96 1

4 12 4 +0.4 -3 0.16 9

5 4 8 -7.6 +1 57.76 1

6 4 16 -7.6 +9 57.76 81

7 8 4 -3.6 -3 12.96 9

8 0 4 -11.6 -3 134.56 9

9 8 8 -3.6 +1 12.96 1

10 4 0 -7.6 -7 57.76 49

11 8 4 -3.6 -3 12.96 9

12 8 8 -3.6 +1 12.96 1

13 24 4 +12.4 -3 153.76 9

14 24 12 +12.4 +5 153.76 25

15 16 16 +4.4 +9 19.36 81

16 8 4 -3.6 -3 12.96 9

17 16 4 +4.4 -3 19.36 9
 28

18 24 8 +12.4 +1 153.76 1

19 24 12 +12.4 +5 153.76 25

20 16 4 +4.4 -3 19.36 9

Total ∑X = 232 ∑Y= 140 ∑x= 0 ∑y= 0 ∑x2= 1116.8 ∑y2=348

It shows that the score of both classes are on average level, it means that the
student’s achievement in learning the Irregular Verb by using flash card is
generally high, though there are differences in minimum and maximum
standard of each class, the table shows the experiment class has higher
standard.

From the table above the writer gets the calculation using that, test formula;

a. Determining mean 1 with the formula:

M1 = ∑x = 232 = 11.6

N 20

b. Determining mean 2 with the formula:

M2 = ∑y = 140 = 7

N 20

c. Determining the standard of deviation of variable 1:

SD1 = ∑x2 = 1116.8 = 55.84 = 7.47

N 20

d. Determining the standard of deviation of variable 2:

2
SD2 = ∑y = 348 = 17.4 = 4.17
N 20
 29

e. Determining the standard error mean of variable 1:

SEM1 = SD1 = 7.47 = 7.47 = 0.40 = 0.63

N-1 20 - 1 19
f. Determining the standard error mean of variable 2:

SEM2 = SD2 = 4.17 = 4.17 = 0.22 = 0.47

N-1 20 - 1 19

g. Determining the standard error mean difference of M 1 and M2 :

SEM1-M2 = SEM12 + SEM22 = 0.632 + 0.47 2 = 0.397 + 0.220 = 0.617 = 0.78

h. Determining to with the formula:

to = M1 - M2 = 11.6 - 7 = 4.6 = 5.89

SEM1-M2 0.78 0.78

i. Determining t-table in significance level 5% and 1% with df :

df = (N1+ N2)-2 = (20 + 20) –2 =38

The writer gained t-table:

S.L. 5% = 2.02 < 5.89

S.L. 1% = 2.7 < 5.89

t-score = 2.02  5.89 or  2.7

2.02 <5.89>2.7

j. The comparison between t-score and t-table :

In the table of significance or in t-table, we can see on the df = 38 and on

the degree of 5% and 1%, the result is 2.02 and 2.7, t-score is 5.89, so we
can conclude that t-score is higher than t-table.
 30

B. Lack Pronunciation

Pronunciation is importing element in English speaking skill. In other

words no large pronunciation can make mistake to vocabulary. Someone may find
difficulties in English speaking. The tenth grades of SMK Cyber Media Duren
Tiga South Jakarta are having kind of problem. They have difficulties in
understanding of the sentences.

The problems approves concerning the results gained by the students in

the tests both oral and written. As it was presented in the table before, the results
of the oral tests showed that there is only 3% of all students got the high score,
26% of them got the middle score, and 71% got the low score.

Meanwhile, the table of the results of the students in written tests showed
that there is only 3% of all students got the high score, 28% of them got the
middle score, and 69% got the low score. The results indicate that the students
have troubles in understanding the songs.

In the oral tests, the writer provided eight items as an interview task. From

those eight, the students mostly could answer only the first and the second as they

are familiar with those two items since they always meet them when the teacher

begins the lesson. Nevertheless, they could not comprehend the other items. This

fact shows one again the problems in understanding the meaning of the sentences

or in other words the lack of pronunciation are approved.

 31

C. Test of Hypothesis

The writer's hypothesis described that there is significant with a song and

writing. The statistic hypothesis states that if to is higher that t t, it means that there

is significant differences and Ha is accepted. Meanwhile, if t o is lower than t t, it

means that there are no significant differences or the same and H a is rejected, and

H0 is accepted.

From the result of statistical calculation, it indicates that the value of t o is

5.89. The degree of freedom (df) is 38 obtained from (N t + N2) - 2 = (20 +20) - 2.

In this paper the writer uses the degree of significance of 5% and 1%. In I he table

of significance of 5% and 1% the values of degree of significance are 2.02 and

2.71. Comparing the t o with each value of the degree of significance. The results is

2.02 < 5.89> 2.71. Since t o score in the table is higher that t t score obtained from

the results of calculating, the alternative hypothesis (Ha) is accepted and the null

hypothesis (H0) is rejected.

 32

It means that teaching pronunciation with a song has a significance

influence as seen from the result of statistic calculation from both experiment

class and controlled class, it can concluded that teaching has higher influence in

teaching English for the first grade student's of SMK Cyber Media Jakarta.

D. The Interpretation

Teaching with a song means to help the students to overcome their

difficulties toward learning English grammar, especially the pronunciation in this

study. Using songs may become the alternative method in teaching the English,

since it offers an interesting and enjoyable atmosphere of learning.

According to the result of hypothesis testing, it is known and true that using

song can give a significant influence to increase students’ understanding. It can be

seen that the score of experiment class is higher than controlled class.

The application of pronunciation shows that the writer presents here is for

the first grade of Vocational School students. However, it can also be applied to

other grades of students of Vocational School, even for teenager’s classes, as long

as the context is suitable for the students. Teacher can create other activities which

suit the theme in the school’s curriculum.

 33

The condition of each student is different. The students' achievements can

be different although they like the same thing. It can be seen from the students'

achievement in English pronunciation. Their achievements are different although

they like the method that is used. Because of the differences of each student a

teacher should also choose the way of teaching that is suitable with the condition

of the students.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis in chapter IV and the discussion in the previous
chapter, the writer would like to make a conclusion. After analyzing the result of
the research, the writer got the data about the score of teaching learning process
by using songs.
The writer concluded that teaching learning process by using songs is
more effective. It can be seen that the results of statistic calculation above where
the value of "to" is higher than "t t".

From the explanation above, it means that teaching learning process by

using songs can improve students’ ability in English pronunciation.

B. Suggestion

Each student is different. It does not guarantee that if one student likes a
thing so other students like that thing too. Each of them has his own like.
Therefore, before deciding the media that will be used in the teaching learning
process, teacher should know the things that the students like. For the example:
1. The teacher should be able to select technique which suitable with
situation and condition of class.
2. Using songs can be alternative method in teaching English Language
to improve students’ skill, especially in understanding English
Pronunciation.

34
 35

3. The teacher should increase the student motivation in learning English

by using songs or other attractive teaching approach, teaching
materials and teaching aids as much as possible in the classroom.

The condition of each student is different. The students’ achievements can

be different although they seem the same thing. It can be seen from the students’
achievement in English pronunciation. Their achievements are different although
They like the method that is used. Because of the differences of each
student, a teacher should also choose the way of teaching that is suitable with the
condition of the students.
 BIBLIOGRAPHY

American Heritage Dictionaries. www.answers.com/opic/song.

(November 8th 2006).

Cameron, Lyne. 2001. Teaching Languages to Young Learners. London:

Cambridge University Press.

Gordon Wells, The Meaning Makers: Children Learning Language and

Using Language to Learn, (London: Heinemann Educational Books, Inc.,
1986), p. ix

Harmer. Jeremy. 2002. The Practice of Languge Teaching. Malaysia:

Pearson Education Limited.

Hornby, A.S. 1995. Oxford Advance Learner’s Dictionary. Great Britain:

Oxford University Press.

Kramer, Daniel J. Using Songs in Teaching English Classroom.

topenglishteaching.com. (January 11th, 2007)

Nunan, David. 1992. Research Methods in Language Learning. United

States: Cambridge University Press.

Parto, S. 1996. Seni Musik Barat dan Sumber Daya Manusia.

Yogyakarta: Penerbit Pustaka Belajar.

Paul, David. 2003. Teaching English to Children in Asia. New York:

Longman.
Philips, Sarah. 1993. Young Learners. China: Oxford University Press.

Rohani, Ahmad. 1997. Media Instruksional Edukatif. Jakarta: Rineka

Cipta.
Scott, Wandy A and Ytleberg, Lisbeth H. 1990. Teaching English to
Children. New York: Longman.

Simms, R. Bryan. 1993. The Art of Music. An Introduction. USA:

Harper Collins College Publishers.

36
 37

Sudijono, Anas Drs., Pengantar statistic pendidikan, (Jakarta : PT. Raja

Grafindo Perkasa, 2002), p.297

Utami, Rina. 2002. Songs as An alternative Technique of Teaching

Vocabulary at Elementary School. FBS. Semarang State University:
Unpublished Paper.

Wikipedia The Free Encyclopedia. en wikipedia.org/wiki/pronunciation.

(November 8th, 2006)

www.Submit @songoftheyear.com
 Appendix I

Bicycle Race

By: Queen

Bicycle bicycle bicycle You say coke I say caine

I want to ride my bicycle bicycle bicycle You say John I say Wayne
I want to ride my bicycle Hot dog I say cool it man
I want to ride my bike I don't wanna be the President of America
I want to ride my bicycle
I want to ride it where I like You say smile I say cheese
Cartier I say please
You say black I say white Income tax I say Jesus
You say bark I say bite I don't wanna be a candidate
You say shark I say hey man For Vietnam or Watergate
Jaws was never my scene Cos all I want to do is
And I don't like Star Wars
You say Rolls I say Royce Bicycle bicycle bicycle
You say God give me a choice I want to ride my bicycle bicycle bicycle
You say Lord I say Christ I want to ride my bicycle
I don't believe in Peter Pan I want to ride my bike
Frankenstein or Superman I want to ride my bicycle
All I wanna do is I want to ride it where I like

Bicycle bicycle bicycle

I want to ride my bicycle bicycle bicycle
I want to ride my bicycle
I want to ride my bike
I want to ride my bicycle
I want to ride my
Bicycle races are coming your way
So forget all your duties oh yeah!
Fat bottomed girls they'll be riding today
So look out for those beauties oh yeah
On your marks get set go
Bicycle race bicycle race bicycle race
Bicycle bicycle bicyI want to ride my bicycle
Bicycle bicycle bicycle
Bicycle race
 Appendix II Appendix III

The Actor Love Of My Life

By: Michael Learns To Rock By: Queen

He takes you out and he takes you up Love of my life,

'cause he can show you so much You hurt me,
I go to bed and tomorrow again You broken my heart,
there's a lot of work to be done Now you leave me

He gives you gold and he'll promise you Love of my life can't you see,
the whole world will be yours Bring it backbring it back,
I just can tell you I love you so Don't take it away from me,
even though my odds are low Because you don't know what it means to
me
Chorus:
I'm not an actor I'm not a star Love of my life don't leave me,
and I don't even have my own car You've stolen my love you now desert me,
But I'm hoping so much you'll stay
that you will love me anyway Love of my life can't you see,
Bring it backbring it back,
The dirty games and the neonshows Don't take it away from me,
this is the world he knows Because you don't know what it means to
Watching the stars satisfies my soul me
thinking of him makes me feel so cold
You will remember when this is blown over,
The fancy cars and the restaurants And everything's all by the way,
you're just so fond of the man When I grow older,
Sometimes I wonder if you are blind I will be there at your side,
can't you see, he's got dirt on his mind To remind how I still love you
I still love you
Chorus: I still love you
I'm not an actor I'm not a star Hurry back hurry back,
and I don't even have my own car... Don't take it away from me,
Because you don't know what it means to
me

Love of my life,
Love of my life
 Appendix IV

Hotel California

By: Eagles

On a dark desert highway since 1969"

Cool wind in my hair
The warm smell of colitas And still those voices they're calling from far
Rising up through the air away
Up ahead in the distance Wake you up in the middle of the night
I saw a shimmering light Just to hear them say
My head grew heavy and my sight grew dim
I had to stop for the night Welcome to the Hotel California
Such a lovely place, such a lovely face
There she stood in the doorway They're livin' it up at the Hotel California
I heard the mission bell What a nice surprise, bring your alibis
And I was thinking to myself
This could be heaven or this could be hell Mirrors on the ceilling, the pink champaign
Then she lit up a candle on ice
And she showed me the way And she said "We are all just prisoners here
There were voices down the corridor of our own device"
I thought I heard them say In the masters chambers they're gathered
for the feast
Welcome to the Hotel California They stab it with their steely knifes but they
Such a lovely place, such a lovely face just can't kill the beast
There's plenty of room at the Hotel
California Last thing I remember, I was runnin' for the
Any time of year, you can find it here door
I had to find the passage back to the place I
Her mind is tiffany twisted was before
She's got her Mercedes Benz "Good night" said the night man "We are
She's got a lotta pretty, pretty boys programmed to receive
That she calls friends You can check out anyytime you like, but
How they dance in the courtyard you can never leave"
Sweet summer sweat
Some dance to remember
Some dance to forget

So I called up the captain

Please bring me my wine
He said "We haven't had that spirit here
 Appendix V

Day/Date
Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday
Activty Material 05-10-2010 12-10-2010 19-10-2010 26-10-2010 2-11-2010 9-11-2010

Pre-test The words which

included in the songs,
Bicycle Race, The
Actor,

√
Love of My Life and
Hotel California.

The first
activity The words of Bicycle
Race, i.e: Bicycle,
Ride, black, God, Give,

√
Me, a choice, etc.

The
second The words of The
activity ACTOR, i.e:
He, take, out, you, and

√
etc.

The third The words of Love of

activity My Life, i.e:
hurt, leave, me,

√
bring, broken,
know, and etc.

The fourth The words of Hotel

activity California,
i.e: dark, wind, dance,
stop
heavy, remember, and
etc √
The words of the four
Bicycle Race, The
Post test Actor,
Love of My Life, and
Hotel California. √
 Appendix VI

Bicycle Race

By: Queen

Bicycle bicycle bicycle You say coke I say caine

I want to ride my bicycle bicycle bicycle You say John I say Wayne
1.) ……………………………… Hot dog I say cool it man
I want to ride my bike 7.) ………………………………
I want to ride my bicycle
I want to ride it where I like You say smile I say cheese
Cartier I say please
2.) ……………………………… Income tax I say Jesus
You say bark I say bite I don't wanna be a candidate
You say shark I say hey man 8.) ………………………………
Jaws was never my scene Cos all I want to do is
3.) ………………………………
You say Rolls I say Royce Bicycle bicycle bicycle
You say God give me a choice I want to ride my bicycle bicycle bicycle
4.) ……………………………… I want to ride my bicycle
I don't believe in Peter Pan I want to ride my bike
Frankenstein or Superman I want to ride my bicycle
All I wanna do is I want to ride it where I like

5.) ………………………………
I want to ride my bicycle bicycle bicycle
I want to ride my bicycle
I want to ride my bike
I want to ride my bicycle
I want to ride my
Bicycle races are coming your way
So forget all your duties oh yeah!
Fat bottomed girls they'll be riding today
So look out for those beauties oh yeah
6.) ………………………………
Bicycle race bicycle race bicycle race
Bicycle bicycle bicyI want to ride my bicycle
Bicycle bicycle bicycle
Bicycle race
 Appendix VIII
Appendix VII
Love Of My Life
The Actor
By: Queen
By: Michael Learns To Rock
Love of my life,
He takes you out and he takes you up You hurt me,
'cause he can show you so much 1.) ………………………………,
1.) ……………………………… Now you leave me
there's a lot of work to be done
Love of my life can't you see,
He gives you gold and he'll promise you 2.) ………………………………,
2.)……………………………… Don't take it away from me,
I just can tell you I love you so Because you don't know what it means to
even though my odds are low me

Chorus: Love of my life don't leave me,

I'm not an actor I'm not a star 3.) ………………………………,
3.) ………………………………
But I'm hoping so much you'll stay Love of my life can't you see,
4) ……………………………… Bring it backbring it back,
4.) ………………………………,
5.) ……………………………… Because you don't know what it means to
this is the world he knows me
Watching the stars satisfies my soul
6.) ……………………………… You will remember when this is blown over,
5.) ………………………………,
The fancy cars and the restaurants When I grow older,
7.) ……………………………… I will be there at your side,
Sometimes I wonder if you are blind 6.) ………………………………
8.) ……………………………… I still love you
Chorus: I still love you
I'm not an actor I'm not a star 7.) ………………………………,
and I don't even have my own car... Don't take it away from me,
Because you don't know what it means to
me

Love of my life,
8.) ………………………………
 Appendix IX

Hotel California

By: Eagles

On a dark desert highway since 1969"

Cool wind in my hair
1.) ……………………………… And still those voices they're calling from far
Rising up through the air away
Up ahead in the distance Wake you up in the middle of the night
2.) ……………………………… Just to hear them say
My head grew heavy and my sight grew dim
I had to stop for the night 8.) ………………………………
Such a lovely place, such a lovely face
There she stood in the doorway They're livin' it up at the Hotel California
3.) ……………………………… What a nice surprise, bring your alibis
And I was thinking to myself
This could be heaven or this could be hell Mirrors on the ceilling, the pink champaign
4.) ……………………………… on ice
And she showed me the way And she said "We are all just prisoners here
There were voices down the corridor of our own device"
I thought I heard them say In the masters chambers they're gathered
for the feast
Welcome to the Hotel California They stab it with their steely knifes but they
5.) ……………………………… just can't kill the beast
There's plenty of room at the Hotel
California Last thing I remember, I was runnin' for the
Any time of year, you can find it here door
I had to find the passage back to the place I
Her mind is tiffany twisted was before
6.) ……………………………… "Good night" said the night man "We are
She's got a lotta pretty, pretty boys programmed to receive
That she calls friends You can check out anyytime you like, but
How they dance in the courtyard you can never leave"
7.) ………………………………
Some dance to remember
Some dance to forget

So I called up the captain

Please bring me my wine
He said "We haven't had that spirit here
 Appendix X

Phonemic Transcription

Bicycle Race

By: Queen

1. Bicycle
2. Ride
3. Want
4. Where
5. Say
6. Black
7. White
8. Shark
9. Man
10. Never

Appendix XI

Phonemic Transcription

The Actor

By: Michael Learns To Rock

1. Take
2. Bed
3. Tomorrow
4. World
5. Dirty
6. Gold
7. Work
8. Actor
9. Star
10. feel
Appendix XII

Phonemic Transcription

Love of My Life

By: Queen

1. Love
2. Hurt
3. Heart
4. Life
5. Away
6. Remind
7. Leave
8. From
9. Because
10. mean

Appendix XIII

Phonemic Transcription

Hotel California

By: Eagles

1. Desert
2. Hair
3. Cool
4. Warm
5. Away
6. Head
7. Saw
8. Voice
9. Heavy
10. Stood