THEME: USING SONGS AND CHANT TO TEACH PRONUNCIATION IN JUNIOR SCHOOL CONTENT: INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 MAIN PART CHAPTER I. THEORETICAL BACKGROUND ON PRONUNCIATION TEACHING 1.1 Understanding Pronunciation in Language Learning . . . .. . . . . . . . . . . . . . . . . . .8 1.2 Research on Songs , Chants , and Pronunciation Teaching . . . . .. . . . . . . . . 12 CHAPTER II. THE ROLE OF SONGS AND CHANTS IN LANGUAGE ACQUISTION 2.1 Cognitive Benefits of Using Music in Pronunciation Teaching . . .. . . . . . . 16 2.2 Engagement and Motivation in Pronunciation Practice . . . . . . . . . . . . . . . . 20 CHAPTER III . PRACTICAL APPROACHES TO USING SONGS AND CHANTS IN JUNIOR SCHOOL 3.1 Selecting Appropriate Songs and Chants for Junior Learners . . . . . . . . . . . .22 3.2 Classroom Activities and Techniques for Teaching Pronunciation Using Songs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36