Informasi Dokumen
- Penulis:
- Izzati Qurrotul A’yun
- Pengajar:
- Dra. Wiwiek Eko Bindarti, M.Pd
- Dra. Siti Sundari, M.A
- Sekolah: Jember University
- Mata Pelajaran: English Education
- Topik: The Effect of Using Songs on the Eighth Year Students’ Tense Achievement
- Tipe: Thesis
- Tahun: 2011
- Kota: Jember
Ringkasan Dokumen
I. Introduction
This section lays the groundwork for the research by establishing the context of English language teaching in Indonesia, particularly focusing on the challenges faced by junior high school students in mastering English tenses. It highlights the importance of English proficiency in various fields and underscores the significance of grammatical accuracy, specifically tense usage, in effective communication. The background emphasizes the need for innovative teaching approaches that enhance student motivation and comprehension, leading to the introduction of the study's central focus: using songs to improve tense achievement.
1.1 Background of the Study
This subsection details the importance of English as a global language and its role in Indonesian education. It cites the Indonesian curriculum's objectives for English language learning, emphasizing the integrated development of language skills and components. The subsection then focuses on the pivotal role of grammar, particularly tenses, in achieving fluency and accuracy in English communication, establishing the problem of student difficulty with tenses as a central issue requiring innovative solutions.
1.2 Problem of the Study
This subsection explicitly states the research problem: the difficulties faced by eighth-grade students at MTs Ma'arif Ambulu in mastering English tenses. This is presented as a direct consequence of traditional teaching methods lacking sufficient engagement. The research aims to investigate the effectiveness of a more engaging approach to alleviate these difficulties.
1.3 Objective of the Study
This section clearly states the research objective: to determine whether using songs significantly impacts the tense achievement of eighth-grade students at MTs Ma'arif Ambulu during the 2011/2012 academic year. This objective is concise and directly addresses the research problem identified in the previous section.
1.4 Operational Definitions
This subsection provides clear operational definitions for key terms used in the research. It defines 'songs,' specifying the types of songs used and their selection criteria. 'Tense achievement' is defined as the students' performance on a specific tense test, and 'treatment' is defined as the use of songs in the experimental group versus the traditional lecturing method in the control group. Precise definitions ensure clarity and prevent ambiguity throughout the research.
1.5 Significance of the Study
This subsection outlines the potential contributions of the research to English teachers, students, and future researchers. It highlights the practical implications for teachers seeking to improve their teaching methods, the potential benefits for students in terms of enhanced motivation and learning, and the value of the research findings for future studies exploring similar methodologies or expanding upon the research in different contexts or skill areas.
II. Review of Related Literature
This chapter presents a comprehensive review of existing literature on the use of songs in language teaching, focusing on their pedagogical benefits and alignment with relevant learning theories. It explores the characteristics of songs as effective learning tools, discusses the criteria for selecting appropriate songs, and examines the advantages and disadvantages of using songs in the classroom setting. The literature review lays a strong theoretical foundation for the research, connecting the proposed methodology to existing scholarly work in the field of language acquisition and teaching.
2.1 The Use of Songs in Language Teaching
This subsection reviews existing research on the pedagogical value of using songs in English as a Foreign Language (EFL) classrooms. It explores the effectiveness of songs in enhancing motivation, creating a positive learning environment, and facilitating vocabulary and grammatical structure acquisition. It draws upon various scholarly sources to justify the use of songs as an intervention strategy.
2.2 Characteristics of Songs as Effective Language-Learning Activities
This subsection focuses on the inherent features of songs that make them particularly suitable for language learning. It delves into the memorability and rhythmicality of songs, their capacity to promote repetition and automaticity in language acquisition, and the opportunity they offer for student performance and active participation, all contributing to more effective learning outcomes.
2.3 Guidelines in Selecting Songs
This section outlines the criteria for selecting songs that are suitable for the target learners. It emphasizes the importance of age-appropriateness, student interest, clarity of vocal delivery and recording quality, and the relevance of the song's linguistic content to the curriculum and specific learning objectives. These criteria ensure that selected songs contribute effectively to the research objectives.
2.4 Teaching Procedures
This subsection describes the step-by-step process of utilizing songs in the classroom. It outlines a sequence of activities that progressively build on prior steps, culminating in student engagement and reinforcement of learned material. This detailed description serves as a guide for replicating the methodology in other settings.
2.5 Advantages and Disadvantages of Using Songs in the Classroom
This section provides a balanced perspective on the use of songs in EFL classrooms, addressing both their potential benefits and potential drawbacks. It acknowledges potential downsides such as disruption of class routine or excessive excitement, while emphasizing that careful planning and execution can effectively mitigate such challenges. This critical approach showcases the researcher’s awareness of the practical considerations.
2.6 English Tenses
This subsection provides a detailed overview of English tenses, their definitions, and usage. It differentiates between simple present, present continuous, and simple past tenses, explaining their grammatical structures and functions in conveying different aspects of time. This in-depth examination establishes the grammatical focus of the research.
2.7 Research Hypothesis
This section formally states the research hypothesis, which posits a significant relationship between the use of songs in teaching and the improvement of students' tense achievement. This sets the stage for the empirical investigation.
III. Research Method
This chapter details the research design, population, sampling techniques, data collection methods, and data analysis procedures used in the study. It clearly outlines the experimental design, explaining the selection of the experimental and control groups and the rationale behind the chosen methodology. The data collection methods encompass tests, interviews, and documentation, providing a multifaceted approach to data gathering. The chapter concludes by specifying the statistical methods used in data analysis, ensuring methodological transparency.
3.1 Research Design
This subsection explains the choice of an experimental research design, detailing its suitability for determining the causal relationship between the use of songs and improved tense achievement. It justifies the use of an experimental and control group to isolate the effect of the intervention.
3.2 Area Determination Method
This subsection justifies the selection of MTs Ma'arif Ambulu as the research site, explaining the reasons behind this purposeful selection based on the research context and accessibility. It highlights the researcher's conscious choice in selecting the research setting.
3.3 Sample Determination Method
This subsection explains the process of selecting participants from the larger population of eighth-grade students. It describes the use of a homogeneity test (ANOVA) to ensure comparability between groups and the subsequent selection of two classes with the closest mean scores as the experimental and control groups.
3.4 Data Collection Method
This subsection outlines the various methods used to collect data, including achievement tests, interviews, and documentation. It explains the rationale for using each method and provides details on the instrument design, such as the type of test used (multiple choice) and the interview format (semi-structured).
3.5 Data Analysis Method
This subsection specifies the statistical methods employed to analyze the collected data. It describes the use of a t-test to compare the mean scores of the experimental and control groups and explains how the results will be interpreted to test the research hypothesis. This section ensures the methodology is clearly defined and replicable.
IV. Research Result and Discussion
This chapter presents the results of the study, including descriptive statistics, inferential statistics, and a discussion of the findings in relation to the research hypothesis and the literature review. It presents the results of the data analysis, explaining the statistical significance of the findings and their implications for the research question. The discussion section connects the results back to the theoretical framework and considers potential limitations of the study.
4.1 The Description of the Treatment
This subsection provides a detailed account of the interventions implemented in both the experimental and control groups. It clearly describes the use of songs in the experimental group's lessons and the traditional teaching approach in the control group, allowing for clear comparison.
4.2 The Results of the Secondary Data
This subsection summarizes the findings obtained from secondary data sources, such as interviews with the English teacher and documentation. It provides context to the primary data analysis by describing existing teaching practices and providing background information on the school environment.
4.3 The Results of the Primary Data
This subsection presents the key findings from the primary data, specifically the results of the post-test administered to both groups. It includes descriptive statistics (means and standard deviations) and inferential statistics (t-test results) to compare the performance of the experimental and control groups. The presentation of findings is clear and concise, utilizing relevant statistical terminology.
4.4 Hypothesis Verification
This subsection interprets the statistical results in the context of the research hypothesis. It states whether the null hypothesis is rejected or accepted based on the statistical significance of the findings. The explanation connects the findings to the research question.
4.5 Discussion
This section discusses the implications of the research findings, relating them back to the literature review and addressing the research problem. It explains the significance of the results and their contribution to the field. Furthermore, it considers possible limitations of the study and suggestions for future research.
V. Conclusion
This chapter summarizes the main findings of the research, reiterates the significance of the study, and offers recommendations for practice and future research. It concisely restates the research question, the methods used, and the key results. This section focuses on the overall implications and significance of the findings.
VI. Suggestions
This section offers practical suggestions for English teachers, students, and future researchers based on the study's findings and conclusions. It provides recommendations for integrating songs into English language instruction and encourages further research into the topic.
VII. Bibliography
This section lists all cited sources in a consistent and academically acceptable format.
