THE EFFECTIVENESS OF SUBTITLED ENGLISH SONGS TO IMPROVE THE VOCABULARY MASTERY OF JUNIOR HIGH SCHOOL STUDENTS (A Quasi Experimental Research for the Eighth Grade Students of SMPN 39 Semarang)

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THE EFFECTIVENESS OF SUBTITLED ENGLISH SONGS TO IMPROVE THE VOCABULARY MASTERY

OF JUNIOR HIGH SCHOOL STUDENTS

(A Quasi Experimental Research for the Eighth Grade Students

of SMPN 39 Semarang)

a Final Project

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English

by

Lutfia Dwi Jayanti

2201411010

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

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The important thing is not to stop questioning." (Albert Einstein)

Special Thanks to:

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His great blessing and mercy to me in completing this final project. Salutation and greeting to Prophet Muhammad SAW, the one whom I admire most as the true leader for his followers.

I realize that this final project would have never been completed without the assistance of others. Therefore, I give my deepest appreciation and thanks to Dr. Januarius Mujiyanto, M.Hum. and Seful Bahri, S.Pd., M.Pd. as my advisors who have given invaluable advice, guidance, correction, and patience during the advisory.

I would like to thank the Headmaster of SMP Negeri 39 Semarang, Drs. Siminto, M.Pd. and the English teacher, Sri Mulyati, S.Pd. for having allowed me to conduct this research. I also thank the eighth grade students of SMP Negeri 39 Semarang in the academic year 2014/2015 especially for class VIII-E, VIII-G and VIII-H for their willingness of participating in this research.

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Improve the Vocabulary Mastery of Junior High School Students (A Quasi Experimental Research for the Eighth Grade Students of SMP Negeri 39 Semarang in the Academic Year 2014/2015). Final Project. English Department. Faculty of Languages and Arts. Semarang State University. Advisors: Dr. Januarius Mujiyanto, M.Hum. and Seful Bahri, S.Pd., M.Pd. Keywords: Subtitled, Songs, Vocabulary.

This study was a quasi-experimental research aimed at finding out whether subtitled English songs effectively improve students’ vocabulary or not. The population of this study were 285 students from the eighth grade of SMP Negeri 39 Semarang in the academic year 2014/2015. Of this population, two classes were chosen as the experimental group (VIII-G) and the control group (VIII-H) consisting of 32 students for each group. Thus, there were 64 students as the samples.

In obtaining the data, the writer conducted four steps of experiment. The first, the writer conducted try out test to measure the validity and reliability of the instrument. Then, the pre-test was conducted to the experimental and control group. Third, the treatment was conducted for the experimental group. It was conducted three times. The last, the posttest was given to both the experimental and control group.

Based on the result of the analysis, it is shown that the students’ progress in mastering vocabulary for both groups is good after they were given the treatment. It is shown from the different means result in the experimental group, that is from 68 in the pre-test to 84.3 in the posttest. Thus, it has 16.3 in difference. In the control group the difference between the two means is 11.5. 66.7 in the pre-test and 78.2 in the posttest.

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ACKNOWLEDGEMENT ... v

ABSTRACT ... vii

TABLE OF CONTENTS ... viii

LIST OF APPENDICES ... xii

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

CHAPTER I. INTRODUCTION 1.1 Background of the Study ... 1

1.2 Reasons for Choosing the Topic ... 3

1.3 Statement of the Problem ... 4

1.4 Purpose of the Study ... 4

1.5 Hypothesis ... 4

1.6 Significance of the Study ... 5

1.7 Outline of the Report ... 5

II. REVIEW OF RELATED LITERATURE 2.1 Review of the Previous Study ... 7

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2.2.1.3 Teaching Vocabulary ... 13

2.2.2 Subtitled English Songs ... 14

2.2.2.1 Definition of Subtitle ... 14

2.2.2.2 Definition of English Songs ... 14

2.2.2.3 Role of Songs as a Media ... 15

2.2.3 Effectiveness ... 16

2.2.4 Quasi Experimental Research ... 17

2.3 Theoretical Framework ... 18

III. RESEARCH METHODOLOGIES 3.1 Research Design ... 20

3.2 Subjects of the Study ... 21

3.3 Population ... 22

3.4 Sample and Sampling Technique ... 22

3.5 Variable ... 23

3.5.1 Independent Variable ... 23

3.5.2 Dependent Variable ... 23

3.6 Type of Data ... 24

3.7 Instrument for Collecting the Data ... 24

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3.7.3 Item Analysis ... 27

3.7.3.1 Item Facility ... 28

3.7.3.2 Item Discrimination ... 29

3.8 Method for Collecting the Data... 30

3.8.1 Activities of the Experimental and Control Group ... 31

3.8.1.1 Pre-test... 31

3.8.1.2Treatment ... 31

3.8.1.3 Post-test ... 32

3.9 Result of Try Out Test... 33

3.9.1 Validity ... 34

3.9.2 Reliability ... 35

3.9.3 Item Analysis ... 35

3.9.3.1 Item Facility ... 35

3.9.3.2 Item Discrimination ... 35

3.10 Statistical Design ... 37

3.10.1 t-Test Statistical Analysis of the Pre-test and Posttest of the Experimental Group ... 37

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4.3 The Effectiveness of Subtitled English Songs to Improve the

Vocabulary Mastery ... 46

4.3.1 Result of Post-Test ... 46

4.3.2 Mean Score Differences between Pre-Test and Post-Test of Experimental Group and Control Group ... 48

4.3.3 t-Test Statistical Analysis of the Pre-Test and Post-Test of the Experimental Group ... 50

4.3.4 t-Test Statistical Analysis of the Pre-Test of the Experimental and Control Group ... 54

4.3.5 t-Test Statistical Analysis of the Post-Test of Experimental and Control Group ... 56

4.4 Discussion ... 58

V. CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 60

5.2 Suggestions ... 61

REFERENCES ... 62

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1. List of Students of Try Out Test ... 65

2. Analysis of the Try Out Test ... 66

3. The Computation of Item Validity ... 74

4. The Result of Try Out ... 76

5. The Computation of Reliability ... 77

6. The Computation of Item Facility ... 85

7. The Computation of Item Discrimination ... 86

8. List Name of the Experimental Group ... 87

9. List Name of the Control Group ... 88

10. The Result of Pre-Test and Post-Test of the Experimental Group... 89

11. The Result of Pre-Test and Post-Test of the Control Group ... 90

12. The Computation of Variance of Pre-Test of the Experimental Group ... 91

13. The Computation of Variance of Pre-Test of the Control Group ... 92

14. The Computation of Variance of Post-Test of the Experimental Group ... 93

15. The Computation of Variance of Post-Test of the Control Group ... 94

16. Try Out Test ... 95

17. Pre-test... 98

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22. Learning Material ... 124

23. Subtitled English Songs ... 126

24. Pre-test sample of student’s Experimental Group ... 132

25. Posttest sample of student’s Experimental Group ... 135

26. t Distribution table ... 138

27. r Pearson’s Product Moment Coefficient of Correlation table ... 139

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3.1 The Research Design... 21

3.2 Result of Try Out Test... 32

3.3 Schedule of the Study... 35

4.1 Pre-Test Scores of the Experimental Group and the Control Group ... 39

4.2 The First Treatment Activities ... 41

4.3 The Second Treatment Activities ... 42

4.4 The Third Treatment Activities ... 44

4.5 Post Test Scores of the Experimental Group and the Control Group .... 46

4.6 Mean Score Comparison ... 49

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This chapter deals with background of the study, reasons for choosing the topic, statement of the problem, purpose of the study, hypothesis, significance of the study, and outline of the report.

1.1 Background of the Study

Every people needs a language in their lives. Language is very important for them because they need to socialize with others. Harris (1969:9) stated that there are two forms in a language, the spoken and written. There are so many languages that are used by many people in the world. People can communicate with others if they speak the same language. Hidayati (2008:1) stated that Indonesian people need an international language if they want to communicate with others from different country.

English is one of important things in the world. Every people need English as a tool to communicate with people from other countries, because English is an international language. Everybody has to know it and can use it as an international language to communicate. As mentioned by Harmer (2007:11),

“Many people learn English because they think it will be useful in

some way for international communication and travel. Such students of general English often do not have a particular reason for going to English class, but simply wish to learn to speak (and read and write) the language effectively for wherever and

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In learning English, the first thing we have to emphasize is the vocabulary. Vocabulary is very important in a language. Thornbury (2002:13) stated that without grammar we convey very little, but without vocabulary we convey nothing. Furthermore, Brown (2006) stated that in teaching ESL students, teachers can use fairy tales, nursery rhymes and songs. It can be fun and educational for everyone involved. Using songs in learning process make the children do not think that learning vocabulary is difficult, they can learn English using subtitled English songs easily.

Nowadays, many of junior high school teachers in Indonesia are still using conventional methods, media, and techniques to teach students. They need an exciting learning to learn vocabulary easily, because many students face problems in learning English vocabulary. If teachers use some unique methods, media, or techniques in learning, it goes without saying that children will pay more attention in learning.

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Using songs as media to improve vocabulary mastery is rarely used and different from what they usually get in the class. Songs give many advantages for students. Not only as a media in learning vocabulary in class, but also they can sing songs at home. They are not only as the subject of the teaching process but also as participant. Many Indonesian students find a lot of difficulties in learning English, since the rules of the language are different from those of their Indonesian. Therefore, they always encounter problems dealing with the structure, pronunciation, spelling, vocabulary, etc. This due to the fact that vocabulary is very important to help students improves their English. Nevertheless, their ability in mastering vocabulary is very low. Many people have assumption that students’ mastery of English is unsatisfactory. As a result, using a media in teaching and learning is very important to enrich vocabulary mastery.

Subtitled English songs could be one of the best media to help children learn the English words easily. Children can learn vocabulary of English songs and they also know meaning in Indonesia through subtitles in Indonesia. Songs can helps students enrich their vocabulary mastery and improve their ability in speaking, reading, writing, and listening. The advantage of using this media is the students can memorize the words of the songs in their mind. Besides, it is also a kind of fun and enjoyable activities and children are always interested in song.

1.2 Reasons for Choosing the Topic

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not the first or second language, but it is a foreign language in Indonesia. Teachers

have to make a different way to attract students’ attention.

In addition, subtitled English song is one way for a teacher to give an easy learning. Besides, almost everyone likes songs, so they can learn a lot of vocabulary through subtitled English songs.

1.3 Statement of the Problem

Based on the background of the study and the reasons for choosing the topic, the aim of this research is to answer the following question:

How effective is subtitled English song compared to Grammar Translation Method in teaching vocabulary?

1.4 Purpose of the Study

In this research the researcher has one purpose to achieve which is:

to explain the effectiveness of subtitled English songs in teaching vocabulary to

improve students’ vocabulary mastery compared to Grammar Translation Method.

1.5 Hypothesis

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Hi: The use of subtitled English song is effective to improve students’ vocabulary mastery, especially at the eighth grade students of SMPN 39 Semarang in the academic year 2014/2015.

1.6 Significance of the Study

Firstly, the writer hopes that this study will give significant advantage for the students, teachers, and the writer herself. The writer hopes the students can be motivated in enriching their vocabulary through this subtitled English songs, and be more active and creative in their learning process.

Secondly, the advantage for teachers. The writer hopes that teachers can improve their strategy in teaching vocabulary, so that the problems in teaching-learning process can be minimized. Teachers can use this media in the classroom to make teaching-learning process more interesting.

Lastly, this study will improve writer’s ability in conducting teaching, including strategies, techniques and managing class.

1.7 Outline of the Report

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The second chapter deals with the review of related literature. It consists of review of the previous studies, review of the theoretical study and the theoretical framework.

The third chapter discusses the research methodologies. It consists of research design, subjects of the study, population, sample and sampling technique, research variables, type of data, instrument for collecting the data, method of collecting the data, result of try out test, and statistical design.

The fourth chapter deals with result and discussion. Analysis of pre-test, implementation of the treatment, analysis of post-test, and the discussion can be found here.

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This chapter consists of review of the previous studies, review of theoretical study, and framework of analysis.

2.1 Review of the Previous Study

There have been a number of researchers conducted some studies related to the use of subtitled English songs to improve the vocabulary mastery of junior high school students.

The first was a research conducted by Fidyatur Rohmah (2009) entitled The Use of Audio Visual Dictionary for Teaching English Vocabulary (An Action Research of the Sixth Grade Students at SDN 01 Kebondalem Pemalang in the Academic Year of 2009). The objectives of using Audio Visual Dictionary were find out how Audio Visual Dictionary used in teaching vocabulary. The research method was a classroom action research. In addition, the students showed positive responses and enthusiasm in learning vocabulary using Audio Visual Dictionary.

The second was a research conducted by Lutfina Tarita Wulandari entitled The Effectiveness of Tv Cards (Thematicvocabulary Cards) to Improve the Students’ English Vocabulary (An Action Research of the Seventh Grade Students

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was a classroom action research. The students showed positive responses and enthusiasm in learning vocabulary using Tv Cards (Thematicvocabulary Cards).

The third was a research conducted by Khabibah (2006) entitled The Use of Pictures-Board-Game as a Vocabulary Teaching Technique. The objectives of this study are to investigate whether there is a significant difference of vocabulary achievement between the students who have been taught using Pictures-Board-Game technique and those who have been taught using the conventional method, and also to know whether the use of Pictures-Board-Game technique is more effective than the conventional technique. The population of this study was fifth graders of SD Negeri Sekaran 01 Gunungpati Semarang in the academic year of 2005/2006 consisting of 40 students. All the population were taken as the sample and randomly assigned into two groups: the experimental group and the control group. This study was an experimental quantitative research. The result shows that there is a significant difference between the means on the experimental and control group in the t-test analysis.

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The result of the study showed that the students’ achievement in learning vocabulary using picture had a significant improvement. Based on my observation, this medium also has a weakness. Teacher has to provide quite many pictures related to ongoing material; for example, when students learn about animals, a teacher has to bring several pictures of animal. It is not a simple way to teach if we have to present more than one materials.

The fifth was a research conducted by Rohmah (2011) in her research report entitled The Use of Internet Picture Dictionary as Media in Teaching Vocabulary at the Fourth Grade Students of SD N 04 Purwodadi Grobogan, she focuses that using this medium is very useful for students to learn English. It is also mentioned that this medium provided many pictures of vocabulary. As a result, using Internet Picture Dictionary was easier for teacher to deliver

vocabulary material and it could increase students’ interest in learning vocabulary.

She said that with Internet Picture Dictionary, students were more interested in and enthusiastic to give attention to the teaching learning process. Rohmah added that it was easier for students to understand and memorize the lesson because they could see the objects which were drawn directly. The result also showed that this

medium can improve students’ vocabulary mastery. The way to teach by using

this medium is very simple, since teacher only has to be equipped with laptop and projector to display the material.

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pronunciation is a good way as they offer many possibilities in improving pronunciation. Moreover, using children songs in teaching can increase students’ interest to learn English.

The seventh was a research conducted by Saufika (2008) entitled English Songs as a Media for Improving students’ Quality of Pronunciation. Based on her

research, she had proved that English songs can be used as an effective media to teach pronunciation. In conducting the research, she use action research consist of two cycles, they are pre-test, treatment and post-test for each cycle. The result showed that mean of the pre-test is 5. It has increased became 5.7 at the first post-test and it is clearly enough to see the mean in the second post-post-test, that is 7.7. It is proved that teaching English using songs is effective way to teach pronunciation.

In addition, the last references is from Muryanah Sri Wardani (2009)

entitled “The Use of Children Songs as Media to Improve Students’

Pronunciation”. It was the case of the fourth grade students of SD Negeri

Wringinputih 02, in the academic year of 2008/2009. The objectives of the study were to find out whether or not using children song as media to teach English pronunciation can improve students ability of students of SD N Wringinputih 02 in pronunciation and it is pleasing or not. The result of this study was the teaching

learning process by using English children song can improve students’ ability in

English pronunciation.

Based on the researches above, the use of subtitled English songs to

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using this media in her study. The result of this study can be used as the

consideration in using subtitled English songs to improve students’ vocabulary.

2.2 Review of Theoretical Study

2.2.1 General Concept of Vocabulary

2.2.1.1 Definition of Vocabulary

Vocabulary is the first thing we have to know if we want to learn a language. Constantinescu (2007) stated that good readers have rich vocabulary, and similarly, rich vocabulary is one of the key elements that ensure reading proficiency. Vocabulary is one of the components of language which supports someone both in oral and written communication. As mentioned by Cameron (2001:95), vocabulary is fundamental to using the foreign language as discourse, since vocabulary is both learnt from participating in discourse, and is essential to participating in it.

Nunan (2003:134) stated:

“Vocabulary must not only be known, it must be readily available

for use. The fluency development strand of a course aims at helping learners make the best use of what they already know. It is important to see fluency as being related to teach of the four skills of listening, speaking, reading, and writing with fluency needing to be developed

independently in each of these skills.”

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From the definitions above, the writer concludes that vocabulary is the first important component in learning a language, not only in written communication, but also in spoken communication. We use vocabulary to convey meaning, and we need new vocabulary every day to enrich our vocabulary mastery.

2.2.1.2 Types of Vocabulary

In learning vocabulary of a language, there are some types of vocabulary which we have to know. According to Kamil and Hiebert (2005:3), generically, vocabulary is the knowledge of meanings of words. They divides words into two forms: oral and print. Oral vocabulary is the set of words for which we know the meanings when people speak or read orally. Print vocabulary consists of those words for which the meaning is known when people write or read silently.

Moreover, Kamil and Hiebert (2005:3) said that knowledge of words also comes in at least two forms, receptive vocabulary and productive vocabulary. Productive vocabulary is the set of words that an individual can use when writing or speaking. They are words that are well-known, familiar, and used frequently. Conversely, receptive vocabulary is that set of words for which an individual can understand and recognize meanings when listening or reading. These are words that are often less well known to students and less frequent in use.

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2.2.1.3 Teaching Vocabulary

Because of the importance of vocabulary, it is important for both teachers and learners to pay serious attention in learning vocabulary. Teaching is a challenging task for teachers. They are required to find some techniques or media and materials that are suitable for their students.

Nation (in Cameron 2001:85) stated:

“Teachers can explain the meanings of new words, all of which can be used in the young learner classroom: by demonstration or pictures: using an object, using a cut-out figure, using gesture, performing an action, photographs, drawing or diagrams on the board, and pictures from books (to these we might add moving images, from TV, video or computer). In addition by verbal explanation, analytical definition, putting the new word in a defining context, and translating into another language.”

Hatch and Brown (in Cameron 2001:84) mentioned that there are five essential steps of learning vocabulary. They are: having source for encountering new words, getting a clear image for the form of new words, learning the meaning of words, making a strong memory connection between the form and the meaning of the words, and using the words.

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2.2.2 Subtitled English Songs

2.2.2.1 Definition of Subtitle

We can find subtitles in almost every English songs or films. Dudeney, Gavin and Hockly, Nicky (2007:115) stated that subtitles are generally only in English, but in authentic DVDs, such as feature films, they can be used with learners in an English class.”

In addition, Milton (2009:228) stated that the same subject from the study in learning from Greek songs, subsequently took part in a further replication where the input used subtitles in Greek to a film on DVD.

Therefore, from the definition above, the writer conclude that subtitle is sentences that appears on the screen for example song, video, and movie. What people say in song, video and movie, subtitles will appear on the screen. It can be one of way as a media to teach English vocabulary.

2.2.2.2 Definition of English Songs

In every single English song, we can get meanings and messages for our daily lives. Schoepp (2001) stated that songs have been part of the human experience for as long as we can remember.

Saricoban, Arif and Metin, Esen (2010) stated:

"Songs offer a change from routine classroom activities. They are

precious resources to develop students’ abilities in listening,

speaking, reading, and writing. They can also be used to teach a variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs.”

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accompaniment, used as a feeling expression of somebody. As mentioned by Haynes, Judie and Zacarian, Debbie (2010:55), students may appear to pick up word easily, such as when they sing the lyrics that they are taught in music class. However, they do not always understand what they are singing unless it is explicitly taught to them at their English language level.

From the definitions above, the writer concludes that English song is English words that are sung, used as a feeling expression of somebody. It has a deep meanings in every sentences. In addition, it can be taught in a class to make students understand easily about the song.

2.2.2.3Role of Songs as a Media

Songs are important things in people daily life. There are many reasons why people create and listen to songs. Murphey (1992:9) made the following list about what people usually do with songs.

"We listen, sing, hum, whistle, tap, and snap fingers while we listen, sing without listening to any recording, talk about the music, talk about the lyrics, talk about the singer/group, talk about video clips, use songs and music to set or change an atmosphere or mood, use songs and music to create a social environment, form a feeling of community, dance, make friends and lovers, read about the production, performance, effect, authors, producers, audiences of music and song, use music in dreams, use music and song to make internal associations between the people, places, and times in our

lives, so they become the personal soundtrack of our lives“.

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song. It can be used by a teacher to use songs as a media in teaching in order to get closer to them and also a media that students like.

Music may touch topics that people can relate to. Murphey (1992:8) writes that songs can be appropriated by listeners for their own purposes, largely because most pop songs do not have precise people, place, or time references. For those who find them relevant, songs happen whenever and wherever one hears them and they are, consciously or subconsciously, about the people in one’s own life.

All of the above-mentioned arguments indicate that song is a subject of

everyday communication and it is an important thing in people’s lives, which can

be very beneficial for the method of using songs to teach English vocabulary since it increases the possibility that students will come across the taught material. Furthermore, almost all of students like songs, so it makes easier for the teacher to use the song as a media of teaching.

2.2.3 Effectiveness

The effectiveness of a strategy which used in teaching process can help the

teacher to achieve the goal of learning. The effectiveness itself has some

meanings as follows:

According to Schillinger (2010:2), effectiveness refers to the

intervention’s ability to do more good than harm for the target population in a real

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From those definitions, the writer concludes that effectiveness is a successful way in achieving the aim which has been settled before.

In the present study, the writer tries to find out the effectiveness of subtitled English songs to improve the vocabulary mastery of junior high school students. It is conducted to know which one is more effective between subtitled English songs and Grammar Translation Method in teaching vocabulary.

2.2.4 Quasi Experimental Research

In order to answer and prove the research hypothesis whether using English songs are significant for teaching vocabulary or not, a quasi-experimental research design is chosen. The writer used quasi-experimental research design in the form of nonequivalent control group design. Nunan (1992:41) stated that quasi experimental study has both pre- and post- tests and experimental and control groups, but no random assignment of subjects.

This study involves two groups: an experimental group and a control group. The first group is given the treatment using subtitled English songs and the last group is taught with Grammar Translation Method. A pre-test is given to both groups before the treatment and a post-test is given after the treatment. The result of the tests in both groups is analyzed using t-test formula to see the influence of the treatment.

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the dependent variable. In this study, the independent variable is the use of subtitled English songs, while the dependent variable is the vocabulary mastery of students.

2.3 Theoretical Framework

In conducting the present study entitled The Effectiveness of Subtitled English Songs to Improve the Vocabulary Mastery of Junior High School Students, the writer concerns to students` vocabulary achievement. In her study, she uses a quasi-experimental design. She divides the subject of the study into two groups, experimental group and control group. In experimental group, she teaches students by subtitled English songs, while in control group, she teaches the students by Grammar Translation Method.

When conducting the study, the writer designs vocabulary test as a main instrument to collect the data between both groups and to compare the effectiveness of subtitled English songs and Grammar Translation Method in improving students` vocabulary mastery.

Before the writer gives a treatment, the pre-test is given for both groups to

measure students’ basic ability on vocabulary achievement. After giving the

treatment, she gives post-test in both groups to measure the significant differences of students` vocabulary achievement between experimental group and control group.

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know whether there is a significant difference between pre-test and post-test between the two groups or not and to know which is more effective to teach vocabulary.

The theoretical framework of the present study visualized below:

Figure 2.1 Theoretical Framework

Control group PRE-TEST

Experimental group

TREATMENT

Using Grammar Translation Method POST TEST

Using subtitled English songs

Experimental

group’s post-test mean score

Control group’s post -test mean score

Comparing the scores using t-test formula

Define which one is more effective to improve students’

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Here, several sub-chapters are going to be discussed. There will be research design, subjects of the study, population of the study, sample and sampling technique, variables of the study, type of data, instrument of the study, method for collecting the data, result of try out test, and the last is statistical design.

3.1 Research Design

In order to conduct this study, the writer used quasi-experimental research design in the form of nonequivalent control group design. As mentioned by Nunan (1992:41), in an experimental study, there are quasi-experimental design, pre-experimental design, and true-pre-experimental design.

In this study involved two groups: an experimental group and a control group. The first group was given the treatment using subtitled English songs and the last group was taught with Grammar Translation Method. A pre-test was given to both groups before the treatment and a post-test was given after the treatment. The result of the tests in both groups was analyzed using t-test formula to see the influence of the treatment.

Nunan (1992:26) stated:

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XO

[X = the treatment administered to the subjects, and O = the observations.]

Convinced by this argument, your next inclination is to test groups, one which has used the innovative materials and one which has not.

Table 3.1 The Research Design

The experimental group (E1), received a treatment (X1) of using subtitled

English songs while second group, the control group (C1) received a treatment

(X2) of using Grammar Translation Method. Here, the two groups received

pre-test (O1) and (O2) to obtain first data. In addition, the experimental group (E1) was

given treatment (X1) of using subtitled English songs while the control group (C1)

was given treatment (X2) of using Grammar Translation Method. Finally, both the

experiment group (E1) and the control group (C1) were given post-test (O3) and

(O4) to obtain second data. The effectiveness of subtitled English songs and the

relative improvement of the two groups could be seen from the gain score that was the post-test minus the pre-test score of the two groups.

3.2 Subjects of the Study

The subjects of this study was the students’ enhancement on vocabulary by using subtitled English songs especially for the eighth grade students of SMPN 39 Semarang in the academic year 2014/2015.

Group Pre-Test Treatment Post-Test

Experimental (E1) O1 X1 O3

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3.3 Population

In order to get the result of this study, the writer had to determine the population first. The researcher chose the eighth grade students of SMPN 39 Semarang in academic year 2014/2015 as the population of the research. The number of the students is 285, which are divided into nine classes.

SMPN 39 Semarang is located at Sompok Street 43 A, Semarang. The researcher chose SMPN 39 Semarang as the population because it was a school when the researcher did her PPL in seventh semester, she found problems especially when the students learned vocabulary, so the researcher chose the population to conduct this study in enhancing students’ vocabulary mastery.

3.4 Sample and Sampling Technique

The writer used quasi-experimental research in her study. The problem was in randomly selecting and assigning individuals to the experimental and control group. Thus, the writer chose to use available classes as the samples by using nonprobability sampling as the sampling technique.

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around the classroom. In addition, the students from the two classes have almost the same mean score in the first semester test.

3.5 Variables

Variable is the condition as characteristics that a researcher manipulates, controls, and observes. Variable is anything which does not remain constant. In this study, there are two variables, independent variable and dependent variable.

3.5.1 Independent Variable

This variable was selected to determine their effect on or relationship with the dependent variable. Independent variable is systematically manipulated by the researcher. Thus, independent variable is a matter of cause to the dependent variable. In this study, the independent variable is the use of subtitled English songs.

3.5.2 Dependent Variable

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3.6 Type of the Data

The researcher used quasi-experimental design to conduct this study. Since it was experimental research, the writer needed the data in the form of numbers for gathering quantitative research. The data was obtained from the students’ score on

vocabulary test in the pre-test and post-test from the experimental group and the control group.

3.7 Instrument for Collecting the Data

Instrument was one of the important things in experiment in which the data can be obtained by using instrument. Instrument was a device used when a researcher was applying a method of a research. In this research, test was used as the research instrument.

Test was a method of measuring person ability or knowledge in a given domain. The researcher needed a test to measure students’ mastery on vocabulary. The vocabulary matching task format and selected response fill-in vocabulary format test consists of 40 items which focus on vocabulary.

3.7.1 Try Out

Before the test is used to collect the data, the try-out test should be conducted to measure whether the test has validity and reliability. If the item is not valid or reliable, then, it has to be revised or replaced.

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which belong to neither the experimental nor control group. There were 32 respondents in the try out test.

The respondents had to answer 40 questions in 45 minutes in vocabulary matching task format and selected response fill-in vocabulary format. As mentioned by Brown (2004:198), matching tasks have the advantage of offering an alternative to traditional multiple-choice or fill-in-the-blank formats and are sometimes easier to construct than multiple choice items, as long as the test designer has chosen the matches carefully.

The result of this try out test became the consideration dealing with validity and reliability for using instrument in gathering the data. In order to meet the reliability of the test, the writer did try out test one time. If the result on students’ score on was good enough, then the test was reliable. Thus, the test

could be used as the instrument to collect the data.

3.7.2 Qualities of the Test

A test is considered as a good test, if it has three qualities. Those qualities are validity, reliability, and practicality. In this study, the writer only focused on validity and reliability of the test since those are the qualities that are essential to the effectiveness of any data-gathering procedure.

3.7.2.1Validity

According to Gronland as adapted in “Language Assessment”, validity is the

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2004:22). In other words, validity is a standard or criterion that shows whether the instrument is valid or not. To measure the validity, the writer used the formula that called Product moment:

�� = � ∑ � − ∑� ∑

� ∑�2_{− ∑ �}2_{� ∑ ² − ∑ ²}

where:

r

xy = the correlation of the scores

ΣX = the total of students who have right answer ΣY = the total of students’ scores

X = the number of the students who have right answer Y = the students’ scores

N = the number of students

(Arikunto, 2009:72) After the writer obtained the reliability score, the following step was to insult to the score with the r Product Moment table.

3.7.2.2Reliability

Reliability is defined as the quality of the instrument or procedure demonstrates over a period of time. Heaton (1975: 167) states that “reliability is a necessary

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To know whether this test is reliable or not, I will use the following formula:

�

11 =

[

�

� − 1

] [

� − ∑

�

]

where:

r

11 = the reliability of the test

k = the number of items

p = proportion the subject answering the item incorrectly q = proportion the subject answering the item correctly S2_{= the total variance}

(Arikunto, 2009:100) The result was consulted to critical value for r-product moment. When we obtained coefficient of the correlation is higher than the critical value for r-product moment, it means that the item is valid at 5% alpha level of significance (Arikunto, 2006:184).

3.7.3 Item Analyses

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problems associated with the analysis of problems, namely item difficulty, item discrimination and patterns of the answers.

This measurement of items is conducted in order to evaluate the effectiveness of the items. In this study, however, the writer only calculated item facility and item discrimination of the test.

3.7.3.1Item Facility (known also as Item difficulty)

According to Brown (2004:58) item facility is the extent to which an item is easy or difficult for the proposed group of test-takers. If the item is considered as an easy item, it is seen when there are a great number of test-takers who answer the item correctly. However, if the item is considered as a difficult one, it is seen when there are a great number of test-takers who answer the item incorrectly.

In order to calculate the item facility, the following formula can be used.

P = _��

where:

P = the index of difficulty

B = the number of students who answered the item correctly. Js = the number of the test-takers

( Arikunto, 2009:207) According to Arikunto (2009:210) the index of difficulty can be classified into the following.

Interval Criteria

0.00 < P ≤ 0.30 0.31 < P ≤ 0.70

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0.71 < P ≤ 1.00 Easy

3.7.3.2Item Discrimination (known also as item differentiation)

Brown (2004:59) states that item discrimination is the extent to which an item differentiate between high-and low-ability test-takers. The following formula can be used to calculate the item discrimination (Arikunto, 2009:213).

D = _� – _� = PA – PB

where,

J : the number of students

JA : the number of upper group students

JB : the number of lower group students

BA : the number of upper group students who answer the item correctly

BB : the number of lower group students who answer the item correctly

PA : proportion of upper group students, who answer the items correctly

PB : proportion of lower group students, who answer the items correctly

According to Arikunto (2009:218) the discrimination index can be classified into the following.

Interval Criteria

0.00 < D ≤ 0.20 0.21 < D ≤ 0.40 0.41 < D ≤ 0.70 0.71 < D ≤ 1.00

Poor Satisfactory

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3.8 Method for Collecting the Data

Some steps were done in chronological ways to conduct this study.

1. The researcher chose eighth grade students of SMPN 39 Semarang as the population. There were 285 students divided into 9 classes; six classes consisting of 32 students and three classes consisting of 31 students. 2. The researcher did try out tests. Try out tests were held in a class which

belongs to neither the experimental nor control group.

3. The researcher analysed the result of try out tests. The writer analysed the validity and reliability of the test. If the test was not valid or reliable, then, a revision, commutation, or deletion should be made.

4. The researcher selected two classes as the samples by using nonprobability sampling technique. Those two classes were randomly assigned into two groups. One group was as the experimental group and another was as the control group.

5. The researcher gave a pre-test for both groups. Then, the writer scored the result of the pre-test.

6. The researcher gave treatment to the experimental group (subtitled English songs), while the control group used Grammar Translation Method. The treatment was given in three meetings.

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8. The researcher calculated the means of test results in both pre-test and post-test of the two groups.

9. The researcher compared the difference of the results.

10. The researcher analysed whether the difference is significant by using t-test formula, also the researcher using t-t-test formula in the pre-t-test and post-test between two groups.

11. The researcher drew conclusion.

3.8.1 Activities of the Experimental and Control Group

3.8.1.1Pre-Test

Ideally, pre-test is conducted before doing the treatment. A pre-test for experimental and control group is conducted once during the experiment. The pre-test is taken in order to find out the students’ mastery of vocabulary before they

are given the treatment.

In the pre-test, the writer asked the students to answer the questions focusing on vocabulary in vocabulary matching task format and selected response fill-in vocabulary format. The instrument used in the pre-test was the same as in the try out test with some revisions, commutations, or deletions.

3.8.1.2Treatment

After doing a pre-test, the treatment was given for both the experimental and control group. Treatment for both groups was conducted in three meetings.

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the writer explained what the students had to do by explaining the steps of the activity.

For the control group, the writer translated some vocabularies into the students’ native language that had to be memorized by the students as the

treatment. 3.8.1.3Post-Test

Post-test was conducted after the treatment. A post test for the experimental and control group was done in the same way as the pre-test on both groups. In the post-test, the writer gave a set of questions focusing on vocabulary in vocabulary matching task format and selected response fill-in vocabulary format. The questions in the post-test were the same as the questions in the pre-test. It was done in order to see the influence of the treatment after the writer gave the treatment for the experimental and control group.

3.9 Result of Try Out Test

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31 T-31 70.00

32 T-32 82.50

Σ (total score) 2065

N 32

Mean 64.53

Based on the table above, there were 32 students in the try out test. The total scores were 2065 and the mean scores were 64.53. As a result, the scores were different each other, so the test could be used as the next pre-test and post-test.

3.9.1 Validity

A test was said to be valid when it is actually measures what is intended to be measured. In this study, the writer used item validity to find out the index validity of each item in the test by using Pearson’s product-moment coefficient of

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3.9.2 Reliability

After calculating the result of try out test, the instrument has reliability that is 0.991. Then, it was consulted with r product moment table with N = 32 and significant level of 5% (0.05). Based on the table, the reliability is 0.349. Since the result of the computation is higher than r in the table (0.991 > 0.349), it is considered that the instrument is reliable. The computation can be seen in Appendix 5.

3.9.3 Item Analysis

3.9.3.1 Item Facility

Based on the computation of the item facility, it was found that 14 items are considered to be easy (item number 7, 11, 12, 13, 16, 17, 18, 19, 20, 21, 29, 30, 36, 37), and 26 items are considered to be medium (item number 1, 2, 3, 4, 5, 6, 8, 9, 10, 14, 15, 22, 23, 24, 25, 26, 27, 28, 31, 32, 33, 34, 37, 38, 39, 40). The computation can be seen in appendix 6.

3.9.3.2 Item Discrimination

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Based on the computation, the writer concluded that from 40 items of try out test, 10 items were unused. Thus, the writer took 30 items to be used in the pre-test and posttest.

The schedule of the study can be seen in the following table:

Table 3.3 Schedule of the Study

Date Control Group (VIII H) Date Experimental Group (VIII G)

March

27th_{, 2015} Second treatment by using subtitled English songs

2015 Third treatment by using _{subtitled English songs}

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3.10 Statistical Design

3.10.1 t-Test Statistical Analysis of the Pre-test and Posttest of the

Experimental Group

To determine the significance of the result study, I would like to apply a statistical design of Arikunto that was by using ttest formula as below:

� =

��

√_{� �−}∑� �

in which,

t = ttest

Md = mean difference of pre-test and post-test Xd = deviation of each subject (d-Md)

∑X2

d = sum of deviation square

N = number of subject

(Arikunto, 2006:307) The result of ttest calculation then would be compared to the value of ttable.

This study will be signed as significant if the value of ttest is higher than ttable.

3.10.2 t-Test Statistical Analysis of the Pre-test and Posttest between

Experimental Group and Control Group

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To calculate the mean of pre-test and post-test of students in the experimental and control group can be computed by dividing the sum of all scores by the number of scores. The following formula can be used:

M

= ∑�

where:

M : mean ∑ : sum of

X : scores in a distribution N : number of scores

(Best, 1981:225) To calculate the variance, the following raw score method can be computed:

� = _{� − 1}∑�

(Ary, Jacobs, and Sorensen, 2010:117) where:

S2 : variance

∑x2 : sum of the deviation of each score from the mean (X - X) squared

N : number of cases

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t

= � −�2 √�

� +��

where:

M1 : mean of experimental sample

M2 : mean of control sample

N1 : number of cases in experimental sample

N2 : number of cases in control sample

�2_{: variance of experimental sample}

� : variance of control sample

The result of ttest calculation then would be compared to the value of ttable.

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40

This chapter deals with the result of pre-test, the implementation of the experiment, the effectiveness of subtitled English songs to improve the vocabulary mastery, and the last is discussion.

4.1 Result of Pre-Test

This research was followed by 32 students of class VIII G SMP Negeri 39 Semarang as the experimental group and 32 students of class VIII H SMP Negeri 39 Semarang as the control group. There were 30 questions in matching tasks format in 45 minutes (see Appendix 16).

The result of pre-test in experimental and control group could be seen in the table below:

Table 4.1 Pre-Test Scores of Experimental Group and Control Group

Number

Experimental Group Control Group

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12 E-12 70.0 C-12 56.7

Maximum Score 76.7 76.7

Minimum Score 56.7 46.7

Mean 68.0 66.7

Standard Deviation 5.9129 7.1231

Variance 34.9621 50.7392

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writer concluded that two groups had equal level vocabulary mastery before getting the treatment, therefore, the experiment could be continued.

4.2 Implementation of the Experiment

The treatment was conducted three times for the experimental and control group. Both groups received the same materials with different teaching media and method. The experimental group was taught by using subtitled English songs as media, while the control group was taught using the Grammar Translation Method.

Table 4.2 The First Treatment Activities

Control Group Experimental Group

Opening

 The teacher greets the students.  The teacher checks students’

attendance.

 The teacher asks some questions related to the material will be addressed.

 The teacher greets the students.

 The teacher checks students’

 The teacher gives a list of vocabulary appeared in the text will be addressed.

 The teacher asks the students to memorize the words given.

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the teacher’s explaining.

 Teachers used Grammar Translation Method, teacher translated some words into students’ native language.  The teacher asks the meaning of the

text.

 The teacher gives some questions related to the text.

 The students do the practice. The teacher checks students’ work.

 The students do the practice.  The teacher checks students’ work.

Closing

 The teacher asks the students whether they find any difficulties during the lesson.

 The teacher concludes the lesson.  The teacher greets the students to

close the lesson.

Table 4.3 The Second Treatment Activities

Opening

attendance.

 The teacher asks some questions

attendance.

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related to the material will be

text.

 The teacher gives a list of vocabulary appeared in the text will be

Closing

 The teacher concludes the lesson.

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 The teacher greets the students to close the lesson.

Table 4.4 The Third Treatment Activities

Opening

attendance.

 The teacher asks some questions related to the material will be addressed.

text.

 The teacher gives a list of vocabulary appeared in the text will be the students entitled Nyi Roro Kidul  The students are asked to read the

text.

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text.

Closing

close the lesson.

 The teacher concludes the lesson.  The teacher greets the students to vocabulary, the students’ vocabulary mastery of experimental group was

increased significantly. There was better improvement in experimental group which taught by subtitled English songs compared to control group, which taught by Grammar Translation Method. Thus, subtitled English songs were proved as effective media to improve students` vocabulary mastery. It could be seen by the post-test findings, mean scores differences between pre-test and post-test of experimental group and control group, and t-test findings.

4.3.1 Result of Post Test

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39 Semarang as the control group. It was conducted as the same way as the pre-test. (see Appendix 10 & 11).

The post test results of each group are shown by the tables below:

Table 4.5 Post-Test Scores of Experimental Group and Control Group

Number Experimental Group Control Group

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Σ (the total score) 2697 2503

N 32 32

Maximum Score 96.7 86.7

Minimum Score 66.7 66.7

Mean 84.3 78.2

Standard Deviation 6.7361 4.4699

Variance 45.3745 19.9797

Based on the post test result, the total score of experimental group was 2697. This group got mean score 84.3. Furthermore, the control group got total score 2503. The mean score of this group was also increased, it was 78.2. As a result, the result showed that there was an improvement in post test result than pre-test.

Based on the tables above, it meant the students` improvement of experimental group was higher than control group. In rather simple observation, there was a significant difference in vocabulary mastery between students of experimental group and control group after getting the treatment by using subtitled English songs. Based on the post test results, it can be concluded that subtitled English songs were more effective to improve students` vocabulary mastery than Grammar Translation Method.

4.3.2 Mean Scores Differences between Pre-Test and Post-Test of

Experimental Group and Control Group

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66.7 68

78.2 84.3

Control Group Experimental Group

Mean Score between two groups in the test

Post Test Pre Test

Figure 4.1 Mean Scores between Experimental Group and Control Group

The graph above showed that the mean score of the pre test in the experimental group was 68. Meanwhile, the mean score of the post test was 84.3. Therefore, there was a significant improvement between the pre test and the post test scores achieved by the students of the experimental group.

On the other hand, the mean scores of control group also showed an improvement. It was 66.7 in the pre-test and 78.2 in the post test. In this group, there was less improvement than the experimental group. It means that the difference mean score on the experimental group was higher than in the control group. In short, the writer concluded that there was better improvement of the experimental group’s achievement after they received the treatment by using

subtitled English songs in teaching vocabulary to improve students` vocabulary mastery.

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Table 4.6 Mean Scores Comparison Grammar Translation Method. To prove the significant improvement of both groups, the results need to be tested by using t-test.

4.3.3 t-Test Statistical Analysis of the Pre-Test and Post-Test of the

Experimental Group

To find the t-test of pre-test and posttest of the experimental group, first I calculated the gain or difference result of the post-test and pre-test. Here, the gain or difference is symbolized by d. When the value of d is obtained, then the square of d can be calculated (d2_).

To see the complete calculation, look at this table below:

Table 4.7 Pre-Test and Post-Test of the Experimental Group

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6 E-06 70.0 76.7 6.7 44.89

Next, after gaining the value of d, the mean difference of the pre-test and post-test could be made by using formula stated by Arikunto as follows:

� = ∑�_�

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As a result, it was obtained that � = � .

After processing the pre-test and post-test, then the ttest could be calculated

as follows:

� =

��

√_{� �−}∑� �

in which,

t = ttest

Md = mean difference of pre-test and post-test Xd = deviation of each subject (d-Md)

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N = number of subject

(Arikunto 2006: 307)

� =

��

√_{� �−}∑� �

= 1 .

√ 1 18._{− 1}

= 1 .

√1 18.

= 1 . √1.

= 1 ._1.1

= 13.60

Finally I obtained the value of ttest that was 13.60

Before stating whether the result is significant or not, I needed to consult it first with the value of ttable. Here, first I defined the degree of freedom (d.f) on

which:

�. � = � − 1

(Arikunto 2006:308) The degree of freedom then obtained as follows:

�. � = − 1

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Thus, the writer needed to find out the definite value of t in the 5% alpha level of significance and 30 degrees of freedom by using interpolation as the following:

t-table for 30 df = 2.042 60 df = 2.000

t-table for 60 =

_{2. 2−2.}2. 2−�

=

− −

2. 2−�_{. 2} = −

−

(2.042 – t) x (-30) = (-1) x 0.042 -61.26 + 30 t = -0.042

30 t = -0.042 + 61.26 30 t = 61.218

t = 2.041

Based on the computation, the critical value on the t-table for 31 degrees of freedom and 5% alpha level of significance is 2.041. Because t-value is higher than t-table (13.60 > 2.041), it means that there is significant differences in the experimental group after they received treatments using subtitled English songs.

4.3.4 t-Test Statistical Analysis of the Pre-Test of the Experimental and Control Group

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After getting the variance of the pre-test of both groups, the following is

t-After getting the t-value above, the next step was consulting the gaining of t-value with the critical value on the t-table. First, the writer determined the degrees of freedom (df). Since the number of subject was 32 in the experimental group and 32 in the control group; then, the degrees of freedom is df = Nx + Ny– 2

= 32 + 32 – 2 = 62. For educational research, the 5% (0.05) alpha level of significance is used. Based on the t-table with 5% alpha level of significance and 62 degrees of freedom, there is no definite critical value of t in the table. Thus, the writer needed to find out the definite value of t in the 5% alpha level of significance and 60 degrees of freedom by using interpolation as the following:

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t-table for 60 =

_2.2. _{− .}−�

=

− 2 − 2

2. _{. 2}−� = −2

−

(2.000 – t) x (-60) = (-2) x 0.020 -120 + 60 t = -0.040

60 t = -0.040 + 120 60 t = 119.960 t = 1.999

Based on the computation, the critical value on the t-table for 62 degrees of freedom and 5% alpha level of significance is 1.999. Because t-value is lower than t-table (1.030 < 1.999), it can be concluded that there is no significant difference between the experimental group and the control group in the pre-test. It means that there is no difference between the experimental group and the control group on vocabulary mastery before they received the treatment. In other words, both of the groups had the same characteristics on vocabulary mastery.

4.3.5 t-Test Statistical Analysis of the Posttest of the Experimental and

Control Group

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After getting the variance of the posttest of both groups, the following is

t-After getting the t-value above, the next step was consulting the gaining of t-value with the critical value on the t-table. This step was done in order to check whether the difference of the treatment in both groups is significant or not.

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4.4 Discussion

From the calculation done above, it is obtained that the ttest is higher than the ttable.

As the result, it means that the use of subtitled English songs to improve the vocabulary mastery of junior high school students gives significant result.

In teaching and learning process, using song is one of good media that rarely used in class. From young learner up to adult, it can be given to them. Teachers just need to choose the suitable one according to the level of learner, and suitable with the materials in curriculum in a school. Especially for teenagers, song is a kind of interesting things. As the result, teachers can use songs as a media in learning process, especially English songs in learning English as a foreign language in Indonesia.

Before doing the treatment, the average scores of students in the experimental group and control group were almost the same. The pre-test scores average of students’ in experimental group and control group indicated that there

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vocabulary mastery of junior high school students, especially on narrative text. Subtitled English songs given during the treatment was able to increase students’