ENHANCING PHONOLOGICAL AWARENESS AND PRONUNCIATION IN YOUNG LEARNERS THROUGH SONGS AND CHANTS: A QUASI-EXPERIMENTAL STUDY
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phonological awareness, pronunciation, young learners, songs, chants, early language acquisition, musical pedagogyAbstrak
This study investigates the efficacy of integrating songs and chants into early language education to improve phonological awareness and pronunciation among young learners. Utilizing a quasi-experimental design, 80 kindergarten students were divided into an experimental group (n=40) receiving instruction supplemented with songs and chants, and a control group (n=40) following traditional methods over a 12-week period. Pre- and post-intervention assessments, including standardized phonological awareness tasks and pronunciation rubrics, were administered. Results indicated a statistically significant improvement in both phonological awareness (p < 0.001) and pronunciation accuracy (p < 0.01) in the experimental group compared to the control group. Specific gains were observed in rhyming, alliteration, segmenting, and the accurate articulation of target phonemes. These findings underscore the pedagogical value of musical and rhythmic elements in fostering foundational literacy and oral language skills, suggesting that songs and chants serve as powerful, engaging tools for early language development.
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