SKRIPSI Jurusan Biologi - Fakultas MIPA UM, 2013

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A study of . Pronunciation Problems in Teaching Songs Faced by Kindergarten Teachers at TK Aisyiyah 18 Bustanul Athfal Malang.

Asmaul Chusna

Abstrak


ABSTRACT

 

Chusna, Asmaul. 2012. Pronunciation Problems in Teaching Songs Faced by Kindergarten Teachers at TK Aisyiyah 18 Bustanul Athfal Malang. Thesis, English Language Teaching, Faculty of Letters, State University of Malang. Advisor: Dr Murdibjono, M.A.

 

Key words: pronunciation problems, teaching songs, kindergarten.

 

 

This research aimed at investigating what pronunciation problems faced by kindergarten teachers in teaching songs. The research question are: What pronunciation problems are faced by the kindergarten teachers in teaching songs?, what are pronunciation problems faced by the kindergarten students in teaching songs?, and what are the teachers’ strategies to overcome them?

 

This study employed a descriptive-qualitative design since it was limited to find out the pronunciation problems in teaching songs. It was conducted at Aisyiyah 18 Bustanul Athfal Kindergarten Malang. The subjects of this research were the teachers and the students of Grades A and B and the principles. The research used recording, questionnaires, field notes, and interview guide as the instruments to collect the data. All the data were analyzed descriptively.

From the result of data collection, the findings of this study were drawn. This study revealed that problems in teaching pronunciation through the songs faced by the teachers happened in pronouncing the word “h” /eItʃ/ into /eIt/, “nose” /nouz/ into /nuz/, “mouth” /mauθ/ into /muθ/ and “hear” /hıə/ into /hər/. in pronouncing the stress the word “blessing”/'bles׀η/ into /bles׀η'/ and the word “Indian”/'׀nd׀ən/ into /׀nd׀ən'/. They also had problems in choosing songs and the steps used. Moreover, in the song book there was incorrect phonetic transcription and other songs had no phonetic transcription. Those problems made the teachers sung the lyric only based on their feeling and made some pronunciation errors. However, the problems faced by the teachers had the impact trough the students. At the time, the students imitated all of the teachers’ pronunciation. Thus, in the time the teachers made pronunciation errors, the students also imitated them. In addition, based on classroom observation, the students were only enthusiastic when the songs were accompanied by body movements and the teachers used additional media. Furthermore, the teachers had some strategies to overcome the problems by making teaching media, repeating the songs, changing which suitable songs for children, listening music from many sources, developing the songs, and training students to pronounce in the right way.

 

Suggestions are addressed to some parties: the kindergarten teacher of Aisyiyah 18 Bustanul Athfal Malang and the future researcher. It is suggested that the kindergarten teacher of Aisyiyah 18 to look for phonetic transcription. It is also recommended that they are more creative and innovative in the implementing various learning strategies of pronunciation in the instructional process. Finally, the suggestion also goes to the future researcher to conduct further research dealing with the teachers’ pronunciation problems in teaching songs in other schools.