The present research aims to validate the incidence of using rhythm on the pronunciation of Spanish speakers of the errors of epenthesis and omission of the last phoneme in English through playful interventions. The research problem was evidenced during the period in which the researcher carried out his teaching practices with some high school courses in a school in Bogota. Based on the above, the theoretical framework of this research focuses on pronunciation and the importance of addressing it for English teaching in an unconventional way, since the development of this competence has been an important topic in English teaching and learning. The research hypothesis proposes that using rhythm, as an isolated element from music, and playfulness eliminates the errors of epenthesis and omission of the last phoneme in English by Spanish speakers. To achieve this objective, a qualitative investigation was developed using an initial diagnose test, three interventions were carried out to use the strategy and a final test was carried out to determine if there were pronunciation changes. The results showed that there was no impact in the strategy created by the researcher improving the pronunciation of the phonemes under research.