Students’ Perspectives and Challenges on Improving Pronunciation through English Songs

Abstract

Pronunciation is one of the most essential yet challenging aspects of learning English as a foreign language. Many students experience difficulties in producing accurate sounds, stress, and intonation due to differences between English and their first language. Traditional pronunciation teaching methods, such as repetition drills, often create boredom and anxiety in the classroom. Therefore, more engaging strategies are needed to support students’ pronunciation development. This study aims to explore students’ perspectives on the use of English songs to improve their pronunciation and to identify the challenges they encounter during the learning process. The research employed a descriptive qualitative classroom-based design involving 30–40 secondary school students. Data were collected through classroom observations, a Likert scale questionnaire, and semi-structured interviews. The data were analyzed using thematic analysis to identify recurring patterns and themes. The findings reveal that students perceive English songs as an enjoyable and motivating tool for learning pronunciation. Songs help improve listening awareness, pronunciation accuracy, understanding of rhythm and stress, and overall confidence in speaking. Repetition and melody support memory retention, while group singing reduces anxiety and fear of making mistakes. However, some challenges were identified, including fast tempo and difficult lyrics. Overall, English songs provide positive contributions to students’ pronunciation learning in the classroom.