Pronunciation In Speaking Analysis

Speaking is a process of how speaker constructs meaning which includes creating and receiving information on an interactive way (Brown, 1994). The meaning and the form are delivered to the hearer depending on the context which also includes the participants, physical environment, and purposes for the speaking. Speaking is used to show someone 's feelings, thoughts, and even ideas to other people (Herman, 2016). Speaking is also one of the most important skills which should be supported by some components such as grammar competence, vocabulary mastery, and good pronunciation (Ur, 1996).
In speaking, one of the components that should be mastered is pronunciation. Pronunciation is the way sounds are perceived by the hearers (Herman, 2016). This

Chocová (2013) argued that English learners find it hard to follow some particular sounds that native speakers have. This might be because some vowels or consonants that English learners have are different. There are some phonemes that are not existed in Bahasa which makes it hard for Indonesian to pronounce. As in the word think, the sound /θ/ in this word is not existed in Bahasa. Consequently, the students tend to pronounce it with /t/ sound instead of /θ/, because those two are similar. Besides, there is also a matter of the difference between the spelling and the pronunciation of words. For instance, the word ginger is often mistakenly distinguished with the word finger. /dʒ/ sound in ginger is being over-generalized into the word finger. They tend to pronounce /fɪŋ.dʒər/ instead of /fɪŋ.gər/. The issues look simple but this can affect students ' motivation in learning English especially in improving speaking skill. When they do not know how to pronounce certain words, they feel afraid to say a single word. As a result, they are afraid of making mistake and not willing to speak up (Kung, 2013). As for this, English teacher needs a technique which can improve students ' pronunciation in speaking with a fun way which is Jazz

Also, after using Jazz chant, students can comprehend the materials given by the teacher. They feel very enthusiastic in learning English even though they still make some mistakes in pronouncing the words (Karima, Kustantinah, & Destriani, 2015). Another study also showed that after being treated with Jazz chant, students can pronounce the difficult sounds that they face before (Chocová, 2013). In other words, Jazz chant gives positive effects on students ' motivation and comprehension in learning