Structured English Song Activities Versus Conventional Instruction in EFL Pronunciation Perception

Rosalina Heatubun, Mujiono Mujiono, Maria Cholifah

Abstract

Pronunciation remains a persistent challenge for EFL learners, particularly where exposure to authentic spoken English is limited. Although English songs are often used as phonological input, little research has examined their effectiveness in developing pronunciation through systematic practice of both segmental and suprasegmental features. This study investigated the effectiveness of structured English song activities for EFL students' pronunciation perception. A quasi-experimental pretest–posttest control group design was employed with 60 Grade VIII students from a public junior high school in Malang, Indonesia, drawn from two intact classes: an experimental group (n = 30) and a control group (n = 30). Over six weeks, the experimental group took part in structured song-based activities. In contrast, the control group received conventional instruction using textbooks and non-song materials with equivalent objectives and duration. Learning was measured with a multiple-choice listening test of auditory recognition and phonological discrimination rather than direct oral performance, so the findings concern perception-based pronunciation knowledge only. Gains were compared using change scores, an exploratory ANCOVA, and a non-parametric test. The two classes were not equivalent at baseline, as the experimental class scored higher at pretest. The findings showed no statistically significant improvement after the intervention and no significant difference between the groups. These results suggest that structured English song activities alone may be insufficient to produce measurable gains in classroom-based pronunciation practice. However, songs may still serve as complementary phonological input when combined with explicit modelling, guided repetition, individualized practice, and corrective feedback.

Keywords

EFL learners; English Song Activities; Pronunciation Perception; Segmental and Suprasegmental Features; Quasi-Experimental Design

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References

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DOI: https://doi.org/10.20961/paedagogia.v29i3.123190

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