Pronunciation is one of the most parts of English to communicate with others since there are differences between the symbol and its sounds. When we communicate with other people we should not only have a good vocabulary but also have good pronunciation. Therefore, it is important to teach pronunciation. As Harmer (2000:183) states “that for all these people, being made aware of pronunciation issues will be of immense benefit not only to their own production but also to their own understanding of spoken English”. Teaching pronunciation involves a variety of challenges. To begin with, teachers often find that they do not have enough time in class to give proper attention to this aspect of English instruction. When they do find the time to address pronunciation, the instruction often amounts to the presentation and practice of a series of tedious and seemingly unrelated topics.
Drilling sounds over and over again (e.g., minimal ppair work) often leads to discouraging results, and discouraged students and teachers end up wanting to avoid pronunciation together. It is difficult for Indonesian students pronounce English words correctly, for example when they are asked to pronounce the word “diamond” /ˈdaɪǝmǝnd/ they will pronounce /dɪamon/. It is because the difference between their mother tongue and the English. The degree of difficulty in learning is also determined by the degree of difference between the two languages. The greater similarity between them, the less difficult it will be for the students to learn the foreign language (Ramelan, 1985:5). The student often finds problem with pronunciation when they speak, read, or listen to the English words. It might be caused some factors. There are internal and external factors. The internal factors came from the learner themselves, such as: motivation, interest, attitude, and intelligence.
While, the external factors came from the outside of learner, such as: the situation and the condition of the environment, and learning materials. Learning English pronunciation through the song can be very enjoyable. It may be easy to see the benefit of good pronunciation instruction for increasing intelligibility, it is just as useful for increasing listening comprehension. Most English learners who suffer from inadequate training in listening comprehension complain that “native speakers talk too fast”. What this often means is that learners are unable to process important grammatical signals, (e.g., past tense markers) or effectively process contracted speech. Some songs can be quite complex syntactically, lexically, and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. In addition, songs are relaxing. They provide variety and fun, and encourage harmony within oneself and group. For English pronunciation, song helps very much. The lyric’s repetition, catchy music and nice rhymes make people sing without realizing and they try to do or to make the same sound as the song did. Hornby (1995:928) states “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”. Based on the explanation, the writer wants to find out whether the use of English song can increase the pronunciation ability to the students of Unswagati Cirebon.
Name : Devi Mulatsih
Source : https://media.neliti.com/media/publications/61056-EN-pronunciation-ability-by-using-english-s.pdf