This study aims to determine the correlation between the ability to listen
to English songs and the mastery of English pronunciation among high school
students. The research methodology used was quantitative with Pearson
correlation analysis to measure the relationship between the two variables. The
population used was 237 students and the sample used was 30 students. The
results showed that there was a weak positive correlation (r = 0.217) between
English song listening ability and pronunciation mastery, but this relationship was
not statistically significant (p = 0.248). The r² value of 0.047 indicates that only
about 4.7% of the variability of pronunciation mastery can be explained by the
variability of English song listening ability. This indicates that there are other
factors that are more dominant in influencing pronunciation mastery.
A. Conclusion
Based on the findings and discussion of the research that has been
conducted, the researcher concludes about the correlation between English song
listening skills and mastery of pronunciation of students in class X2 MAN 2 Bone
in the 2023/2024 academic year. Statistical analysis showed that the Pearson
correlation between the two variables was 0.217, indicating a weak positive
correlation. The paired test result yielded a significance value (Sig. 2-tailed) of
0.012. Since this significance value is less than 0.05, we can conclude that the
Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is accepted.
Thus, it can be concluded that "There is a correlation between English song
listening skills and pronunciation mastery of grade X students." Although this
correlation is wea k (r = 0.217), the significance test results show that this
relationship is statistically significant.
This finding suggests that although there is a positive relationship
between listening to English songs and pronunciation mastery, the relationship is
more complex than might be expected. Other factors may also affect students'
pronunciation mastery. Therefore, although listening to English songs can be a
useful learning tool, a more comprehensive approach in teaching pronunciation
may be needed to optimally improve students' abilities.
B. Suggestion
Based on these conclusions, the researcher provides some suggestions
that can be input to improve the quality of the English teaching and learning
process and improve students' ability to master English. These suggestions are
1. For English Teachers:
a. Although the correlation between listening to English songs and
pronunciation mastery is weak, teachers can still use songs as one of the
learning tools. However, this should be combined with more direct and
structured pronunciation teaching methods.
b. Teachers can develop more targeted activities that link listening to songs
with specific pronunciation exercises, for example focusing on specific
phonemes or intonation patterns that appear in songs.
c. It is important to provide consistent and specific feedback on students'
pronunciation, not only when listening to songs but in all aspects of
language learning.
2. For Students:
a. Students are encouraged to keep listening to English songs as part of
language learning, but also need to be active in other pronunciation
exercises.
b. Students can utilize technology such as pronunciation apps or online
resources to improve their skills independently.
c. Practicing speaking and listening to English regularly outside the
classroom is also important to improve pronunciation.
3. For Future Researcher:
a. Conduct research with a larger sample size to increase statistical power
and generalisation of results.
b. Investigate other factors that may have a stronger correlation with
pronunciation mastery.
c. Conduct a longitudinal research to see the long-term effects of various
pronunciation teaching methods, including the use of songs.
d. Using more detailed and objective pronunciation assessment methods to
get more accurate results.
By implementing these suggestions, it is hoped that the teaching and
learning of pronunciation can be improved, giving students a better
opportunity to develop their English skills thoroughly.

STAR20240334

334/2024

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