Jakarta)
By
Nur Indah Rusydah
1110014000116
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
at the Second Grade Students of SMP Al Huda Jakarta), written by
Nur Indah
Rusydah, student's registration number: 1110014000116, was examinedin
the examination sessionof
the Facultyof
Tarbiya and Teachers' Training, Syarif Hidayatullah State Islamic University on 13 October 2015- The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degreeof
S.Pd. (S-1)in
English Language Educationin
the
Departmentof
English Education.Jakarta, 13 October 2015
CHAIRMAN
SECRETARY
EXAMINERS
THE EXAMINATION COMMITTEE
: Dr.
Alek
M.Pd.NIP: 19690912 200901 1 008
: Zaharil Anasv. M.Hum. NIP: 19761 007 204710 1 002
1. Drs. Nasifuddin Jalil. M.Ae.
NIP: 19560506 199003 1 002
2. Ertin. M.A.TESOL.
cknowledged by:
Dean of Tarbi d Teachers $Faculty
Jakarta)
A'Skripsi'
Presented to the Faculty of Tarbiyah and Teachers' Training
In a Partial Fultillment of the Requirements
Ferthe Degree of S.Pd (R1CbclDfof Art) 1n English Langlwge Teaching
By:
SY ARlF
HIDAYATULL.\H
ｾｬａｔｅlSLAMIC UNiVERSIT'l
M.Ed ｾｵｲ ludah RusydahJAKARTA
2015
NIM: Ill001411OHU6
ｾ｜ｰｰｲｯＢ･､ By the Advisor:
THE DEPARTMENT OF
ｾＺｎＨ［ｬＮｊｓｈEl1\JCATION
=
Saya yang bertanda tangan di bawah ini,
N a m a : Nur Indah Rusydah
Tempat/Tgl.Lahir : Jakarta, 10 Juli 1992
NIM : 1110014000116
Pemyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Nur Indah Rusydah NIM. 1110014000116 Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Songs to increase Students' Vocabulary
(A-Quasi Experimental Study at the Second Grade Students of . SMP Al Huda Jakarta)
DosenPembimbing :1. Dr. Farida Hamid, M.Pd 2. Yenny Rahmawati, M.Ed
Jakarta,6 Oktober 2015 Mahasiswa Ybs.
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ｊｲｴｊｭｾ｟ｬｉｩｭＬＮ｟ TGL ,0
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.1
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri
i
of SMP Al Huda Jakarta. A ‘Skripsi’ of English Education at Faculty of Tarbiyah
and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta,
2015.
Advisors : Dr. Farida Hamid, M.Pd and Yenny Rahmawati, M.Ed Keywords : Vocabulary, Songs
ii
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.
Dosen Pembimbing : Dr. Farida Hamid, M.Pd dan Yenny Rahmawati, M.Ed Kata Kunci : Vocabulary, Song
iii
All praises be to Allah, the Lord of the world, who has given mercy and
blessing to the writer in finishing her ‘Skripsi’. The writer would like give thanks
to Allah who has given her health, knowledge, easiness, patience, and strength so
that the writer be able to finish this ‘Skripsi’ well. Peace and salutation be upon to
the prophet Muhammad Peace be upon Him, his family, his companion, and his
adherence.
This ‘Skripsi’ is written to fulfill one of the requirements for the degree of
S.Pd. (Bachelor of Art) in the Department of English Education in the Faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University
Jakarta.
In this occasion, the writer would like to express her greatest appreciation
honor and gratitude to her beloved parents, Ahmad Rosyidi, S.Pd and Nurlaila,
S.Pd, and her brother Hafidzuddin Hasbi who have always been the happiness,
always prayed for her in every time, understood, given support in moral and
material and motivation in her life so that the writer be able to finish this ‘Skripsi’
well. There are no words that suitable for her to say except to thanks very much
on the sacrifice and their love.
The writer would like to address her special thanks to her advisor Mrs. Dr.
Farida Hamid, M.Pd and Mrs. Yenny Rahmawati, M.Ed, for their time, guidance,
valuable help, correction, and suggestion during completing this ‘Skripsi’.
The writer realizes that she would had never completed writing her
‘Skripsi’ without the help of people around her; therefore the writer would like to
give the deepest gratitude to:
iv
during her study at Syarif Hidayatullah State Islamic University Jakarta.
4. Prof. Dr. Ahmad Thib Raya, MA. as the Dean of Faculty of Tarbiyah and
Teachers’ Training UIN Syarif Hidayatullah Jakarta.
5. Mr. Muhamad Umar, M.Pd as the headmaster of SMP Al Huda and Mrs.
Rehan, S.Pd as an English teacher at SMP Al Huda Jakarta for giving
permission and helping the writer to do the research.
6. Nurul Milah, S.Pd who accompanied her to find out some references,
taught her statistical calculation, and lent her some books so that this
‘Skripsi’ finished well.
7. Her best friends Hanisa Ratna Dewi, S.Pd, Nurul Alfiah, S.Pd, Wilda
Shifa Fauziah, S.Pd, Wina Rahardian Putri, SE. Nurhalimah, Amd.Kom,
Ervi Yulianti Dewi, SE. and Dita who always love her, giving support and
sharing knowledge. Thanks for being her great friends.
8. All of her friends in English Education Department, especially C Class for
academic year 2010 who also always sharing the knowledge each other,
giving her support and motivation to finishing this ‘Skripsi’ on time.
9. To any other persons whose are named cannot be mentioned one by one
for their contribution to the writer during finishing her ‘Skripsi’.
Thanks so much for sharing their time, supporting, and being good friends.
May Allah The Almighty bless them all, so be it. Finally the writer realizes that
this “Skripsi” is far from being perfect. Therefore, the writer expects some
suggestions and criticism for this “skripsi”. At last, the writer hopes that this
“Skripsi” will give advantages for all.
Jakarta, 6th October 2015
v
TABLE OF CONTENT... v
LIST OF TABLE ... vii
LIST OF APENDICES ... vii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Limitation of the Study ... 3
C. Formulation of the Study ... 4
D. Objective of the Study ... 4
E. Significance of the Study... 4
F. Organization of Writing... 4
CHAPTER II THEORETICAL FRAMEWORK A. The General Concept of Vocabulary ... 6
1. The Kind of Vocabulary ... 6
B. Song and Its General Function ... 9
1. Meaning of Song ... 9
2. Kinds of Song ... 10
3. Teaching Vocabulary Through Song... 11
4. Teaching Vocabulary by Using Song ... 13
5. Advantage and The Effectiveness of Song in Teaching Learning Process ... 14
C. Thinking Framework ... 15
D. The Previous Study ... 16
E. The Research Hypothesis ... 17
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of The Study ... 18
B. Population and Sample of The Study ... 18
C. Method of the Study ... 19
D. Procedure of Inventing ... 19
E. Technique of Data Collecting ... 21
vi
B. Data Analysis ... 33
1. Normality Testing... 37
a. Data of Experimental Class ... 37
b. Data of Control Class ... 38
2. Homogenity Testing ... 39
a. Pre-Test Data ... 39
b. Post-Test Data ... 40
C. Interpretation of the Data ... 43
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 47
B. Suggesgtion ... 47
REFERENCES ... 49
vii
Table 4.2 The Students’ Pre-test and Post-Test Score in class VIII-6 (The
Experiment Class……….. 28
Table 4.3 The Students’ Pre-test Score in The Experiment and Controlled
Class……….. 26
Table 4.4 The Students’ Post-test Score in The Experiment and Controlled
Class……….. 32
Table 4.5 The Students’ Gained Score in Class VIII-6 (The Experiment
Class)……….. 34
Table 4.6 The Students’ Gained Score in Class VIII-2 (The Controlled
Class)……….. 35
Table 4.7 The Result of Normality test (Pre-Test) in Experimental Class.. 37
Table 4.8 The Result of Normality test (Post-Test) in Experimental Class.. 38
Table 4.9 The Result of Normality test (Pre-Test) in Control Class…….. 38
Table 4.10 The Result of Normality test (Post-Test) in Control Class….. 39
Table 4.11 The Result of Homogeneity Testing on Pre-Test Data In
Experimental and Control Class………. 40
Table 4.12 The Result of Homogeneity Testing on Post-Test Data In
vii
4. Appendix 4 (Kisi-kisi soal Pre-Test & Post Test)………..72
5. Appendix 5 Frequency Distribution of Pre-Test Normality Testing……73
6. Appendix 6 Frequency Distribution of Post-Test Normality Testing……76
7. Appendix 7 Homogenity testing of Pre-test………..……79
8. Appendix 8 Homogenity testing of Pre-test………..……80
9. Appendix 9 (Figures of the Research)………...81
10.Appendix 10 (Surat Bimbingan Skripsi)………....82
11.Appendix 11 (Surat Permohonan Izin Penelitian)……….83
1
CHAPTER I
INTRODUCTION
In this chapter, the writer would like to present background of the
study, identification of the problems, limitation of the study, formulation of
the problem, objective of the study, and significance of the study.
A. Background of the Study
Nowadays, English is well known as the most widely used and studied
foreign language on the earth. According to Jack C. Richards and Theodore S.
Rodgers,” Latin was the most widely studied foreign language five hundred
years ago. However, English has become the most widely studied foreign
language today.”1 In this era of globalizaton, learning English seems to be
obligation to be learned, especially for those who want to study or work
aboard.
In learning foreign language, vocabulary plays an important role. It is
one element that links the four skills of speaking, listening, reading and writing
all together. In order to communicate well in a foreign language, students
should acquire an adequate number of words and should know how to use them
accurately. Vocabulary is one of the problems confronted by English language
taeaching. As Jeremy Harmer said “One of the problems of vocabulary
teaching is how to select the words to teach”.2
Teaching teens is different from teaching adult. Teacher must have
extra innovations to teach in fun way, because the teens have certain
characteristics and need more treatment.
1 Jack C. Richards and Theodore S. Rodgers, Approches and Method in Language Teaching, (New York: Cambridge University Press),1986, p.1.
2
In teaching English there are several problems faced by the teacher.
After doing the observation, writer found some problems that faced in teaching
learning process. Those are some students have difficulty in understanding
reading text. They also felt hard in writing because they have limit stock of
vocabulary. When the writer asked them to speak they also cannot speak
English well because they did not know the words in English. In listening, they
were hard to understand the dialog because the words they hear were not
familiar.
There are several reasons for which the vocabulary component of a
language course needs to be carefully planned. Firstly, because different
vocabulary gives different returns for learning, it is important to make sure that
the learners have good control of the high frequency words of the language
before moving on the less frequent vocabulary. Secondly, most language
teaching courses make vocabulary learning more difficult than it should be as a
result of the way vocabulary in the course is sequenced. The last is vocabulary
learning opportunities and the quality of vocabulary can be greatly increased
through the careful design of both vocabulary and other skill activities.3 Based
on the reasons above it can be concluded that students have difficulties in
memorizing new words which they had just gotten. They forget the word
which they have memorized. Thus, there should be fun way to help them in
keeping vocabulary in their mind.
Up to now, many teachers have not used any teaching media as the aid
in improving the students vocabulary mastery and as the variety of teachers
techniques of teaching in classroom. Meanwhile, the effort to increase the
students vocabulary by using playing media has not grown well. During PPKT
process, the writer interviewed some teachers about media that they used in
teaching learning process. From the interview above, the researcher found that
quite a few teachers taught using song or other media during any of the lessons.
3 Paul Nation, New Ways in Teaching vocabulary, (USA:Teachers of English to speakers
But commonly and usually the way of teaching makes the students lazy and
bored. The teacher needs something different to make students interested in
learning English, especially young learners, they are easy to get bored in
learning. Therefore, teacher needs something interesting which can motivate
them. It is based on the characteristics and attitude of the young learners that
they are curious and often seeks something that the teacher notices them and
shows appreciation for what they are doing.
So, to motivate them in learning English, teacher needs something new
that can stimulate their curiosity. One of activities that work well is songs with
actions, total physical response activities, and tasks. moreover, learning
English vocabulary using song has an important role for beginner level. Songs
have become an important part of human’s life. Most of people like to listen to
the songs because they are fun. Songs can be found anywhere, and people can
listen them from television, radio, CD, or gadget through its MP3 feature.
Listening to songs makes body and mind feel fresh and relax. Furthermore,
according to Chris Brewer, "Music stabilizes mental, physical and emotional
rhythms to attain a state of deep concentration and focus in which large
amounts of content information can be processed and learned."4 Therefore, the
more fun learning process, the easier students can retrieve the material.
Teacher should continue looking for more effective and interesting technique
in teaching English language especially for increase students’ vocabulary. It is
done to make students feel more relax and easy to keep new vocabulary in their
mind.
Based on the explanation above, the writer is interested in conducting a
research on the effectiveness of song to increase students’ vocabulary.
B. Limitation of the Study
In this writing, the problem is the limited on effectiveness songs as the
medium to increase students vocabulary. Based on the background above the
4 Retrieved from https://www.englishclub.com/teaching-tips/music-classroom.htm on
formulation of the problem is explained as follow: “is song effective to
increase students’ vocabulary in the second grade of SMP Al Huda Jakarta?”.
C. Formulation of the Problem
The formulation of problem studied in this research is “is song effective
to increase students’ vocabulary at second grade students of SMP Al Huda?’.
D. Objective of the Study
The objective of this study is to find out the empirical evidence
whether songs is effective to increase students’ vocabulary at the second
grade students of SMP AL Huda Jakarta.
E. Significance of the Study
It is expected that this writing can be useful for teachers in teaching
vocabulary to their students. In other words, this writing can inspire teachers
for more effective teaching technique. This writing is also supposed to help
students increase their vocabulary in fun way.
In large scale, this writing is expected to improve people’s English
knowledge. At least, this writing is supposed to bring many advantages for
others in learning English.
F. Organization of writing
This skripsi will systematically be divided into four chapters. Chapter
one deals with introduction, consisting background of the study, limitation of
the study, formulation of the problem, objective of the study, significance of
the study, and organization of writing.
Chapter two present the theoretical framework. It is consist of
vocabulary is divided into definition of vocabulary, kind of vocabulary. Then,
this chapter deals also with song and its general function, the meaning of
by using songs, advantage and the effectiveness of song in teaching learning
process. It also consists of thinking framework, the previous study, the
research hypothesis.
Chapter three is research methodology. It discusses place and time of
the study, subject and object of the study, method of study, procedure of
inventing, technique of data collecting, technique of data analysis, and the
statistical hypotheses.
Chapter four is research finding. It discusses about the description of
data, data analysis, and interpretation of the data.
6
A. The General Concept of Vocabulary
In learning a language, vocabulary is one of important language
aspects that should be learnt. Good mastery of vocabulary is important for
everyone who learns the language, which is used in listening, speaking,
reading, and writing. While the language sub-skills consists of pronunciation,
grammar, and vocabulary. Sub-skills in learning English are also important in
order to make the people easy in communicating or using the sentence in
conversation.
Understanding the sub-skills of vocabulary is also needed for everyone
in learning language, because when we want to use the language, we also need
the words or the vocabulary. As a part of teaching-learning as foreign
language, vocabulary cannot be simply defined as a group of words. Some
experts have interpreted the mening of vocabulary in different points of view.
The definitions have similarities and differences to each other. It is good to
look at some definitions that have been described as vocabulary.
According to Thomas “vocabulary is the focus of language. It is in
word that sound and meaning interlock to allow us to communicate with one
another, and it is word that we arrange together to make sentences,
conversations, and discourse of all kinds."1 Besides, Evelyn Hatch and Cheryl
Brown give their ideas about the definition of vocabulary. According to them,
vocabulary refers to a list or set of words that everyone uses for a particular
1 Thomas Pyles and John Algeo, English an Introduction to Language, (New York:
language or list or set of words that everyone uses for a particular language or
a list or set of words that individual speakers of language might use.2
In addition according to Keith S. Folse, vocabulary is a count noun that
can be much more than just a single unit word.3 Meanwhile, as Cyril Connolly
stated that the vocabulary of a writer is her currency, but it is a paper currency
and its value depends on the reserves of mind and heart which back it. A vast
wordshoard is valueless unless the owner’s assets are readily negotiable and
intelligently spent.4 Another definition comes from Kridalaksana as stated in
Zaenuri’s book that vocabulary is a component of language that contains all of
information meaning and using word in language.5
Based on the definition above, it can be stated that vocabulary is a list
of words or stock of words used by person in language containing meaning,
and the usage that she can find in the dictionary or specialized glossary.
1. The Kind of Vocabulary
People have attempted to learn second language from the time of the
romans, and perhaps before. In this period of more than two thousand years,
there have been numerous different approaches to language learning, each
with a different perspective on vocabulary. At times, vocabulary is given pride
of place teaching methodologies, and other time neglected. In order to help
understand the current state of vocabulary studies as discussed in subsequent
chapters, this time will first briefly review the kinds of vocabulary.
2 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education,
(Cambridge: Cambridge University Press, 1995),p.1
3 Keith S. Folse, Vocabulary Myths,(Florida: The University of Michigan Press,2004),p.2 4 Marvin S. Zuckerman, Words,Words,Words,(Glencoe Publishing CO., INC.Encino,
California,1974),p.6
5 A.M. Zainuri, Vocabulary I, (Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam
According to Fries, there are two kinds of vocabulary:
a. The function words are a closed class. We cannot add the
preposition, auxiliaries, modals, or any structure words of the
language. Function words in English conclude prepositions (at, in,
of, and between), pronouns (he, they, she), determiners (the, much,
more, either, neither), conjunctions (that, when, while, and
although), auxiliary (verbs be: is, am, are, have) and particles (not,
not, nor, as).
b. The content words or lexical words are words that carry the content
or the meaning of the sentence. It can be called as open-class
words. Open classes accept the addition of new morphemes such
process as compounding, derivation, inflection, coining and
borrowing. It can be added to any times as new scientific advances
make new words and communication about new inventions
necessary.6
The content words can be divided into general classes::
1). Words meaning things, ideas, entities, that we might call them
noun
2). Words naming action called verbs
3). Words used to describe the qualities of those things or actions
adjectives and adverbs.7
Another kinds of vocabulary comes from Jo Ann Aebersold that was
stated by A.M. Zainuri in his book. He says that there are two kinds of
6Charles C. Fries, Teaching and Learning English as a Foreign Language, (Michigan:
University of Michigan Press, 1945), p.44.
7
vocabulary, namely active vocabulary and passive vocabulary.8 Below are the
brief description about active vocabulary and passive vocabulary.
a. Active vocabulary
Active vocabulary refers to items which the students can use
appropriately in speaking or writing. Active vocabulary can be also called as a
productive vocabulary. It means the student has to know how to pronounce it
well and the student has to know how pronounce it well and students has to
know and be able to use grammar of the target language. In productive
vocabulary, the student has to know about collocation and the student has to
understand the connotation meaning of the word.
Martin Manser notes that an active vocabulary consists of the word
that people use frequently and confidently. If someone asks them to make up a
sentence containing a word, they can do it for conversation or writing.9
b. Passive vocabulary refers to language items that can be recognized
and understood in the context of reading and listening. It is also called as
receptive vocabulary.
As states by Martin Manser, A passive vocabulary consists of the
words whose meanings people know so that they do not have to look the
words up in a dictionary but which they would not necessarily use in ordinary
conversation or writing.10
B. Song and Its General Function
Songs play an important role in human life. It is inseparable to any
elements of people from children to adults. They like listening and singing
songs whenever and wherever they want to. As Guglimenio in Reasons for
8Ibid, p. 1. 9
Retrieved from Grammar.about.com/od/ab/g/activevocabularyterm.htm on October 20, 2015 at 01.52 a.m.
Using Songs in the ESL/EFL Classroom by Kevin Schoepp stated, ”adults sing
at religious services, bars, in the shower, and listening to the car radio."11
Meanwhile, Kevin said that “Songs have become an integral part of
our language experience, and if used in coordination with language lesson
they can be great value.”12 It is then concluded that songs can be useful as
medium of learning language if they are used appropriately. It is because
songs create an enjoyable and non threatening situation in classroom. They
can also break the class routine which might be boring for students. As Lo and
Li stated in the internet TESL journal, they stated that songs could provide a
break from classroom routine and that learning English through songs could
also develop a non-threatening classroom atmosphere in which the four
language skills can be enhanced. Thus, by providing fun situation in the
classroom, students can retrieve the materials easily.13
1. Meaning of Song
There are some definitions of song that can be found through some
references.
According to Yukiko Song is rhythmic and melodic content, and
represent forms of communication in a lingustics sense.14
In addition, John stated that Songs may be employed to enhance the
listening skill, improve pronunciation, acquire vocabulary, provide example of
grammatical structures, practice reading and writing, and sensitize the students
to cultural facets.15
11 Kevin Schoepp, Reasons for Using Songs in the ESL/EFL Classroom, 2001, Retrieved
from http://iteslj.org/Articles/Schoepp-Songs.html on September 4, 2014 at 09.25 p.m.
12 ibid
13 Mohamad Jafre Zainal Abidin, et. Al, Theory and Practie in Language Studies, Vol. I,
2011, p. 1490.
14
Yukiko, S. Jolly, The Modern Language Journal, Vol. 59, 1975, p. 11.
15
Beside that, Winter stated that Songs often set words to musical
melodies and make use of language features, such as rhyme, repetition and
alliteration, to communicate a thought, feeling or story. 16
Furthermore some experts defined as stated in Winter as Cruz-Cruz
and Lake defined that Songs can help stimulate memory and learning. Allan
also discovered that song vocals served as an effective stimulus for attention
and memory. Using songs with lyrics (versus only instrumentals) resulted in
greater brand recall. 17
Resuming all the definition above song is a piece of music that consist of
words and people can sing it anyway, anytime and it can be part of expression
of feeling which can help stimulate memory and learning.
2. Kinds of Song
For the purposes of the average secondary classroom it is probably
sufficient two established two principal categories of song, they are:
a. Folk Songs
Folk songs are defined as traditional songs that have emerged from
the culture and continue to be sung generation after generation, often
to mark special occasion such as birthdays or holidays. They are what
Griffin defined as stated in Purcell as, “musical expression of deep
culture”.18
b. Popular Songs
Popular songs are songs that have been written to disseminate popularly, either
through a musical score, live performance, or recorded.19
16 Winter, N.D. Sing, Sing a Song: How using songs affect productive vocabulary, 2010.
p.15
17
Ibid, p. 16
18
John, M. Purcell, Hispenia, Vol. 75, 1992, p. 194
For classroom purpose, both folk and popular songs can be used as
medium for teaching learning process. The folk songs expressed musical that
represent a way of life and traditions. While popular songs demonstrate
melodies with the large segments of culture. Both of songs have been part of
culture for long enough time.
3. Teaching Vocabulary Through Song
Music or Song is modern trend society. Most of students want to learn
English in different style. They like to learn with fun activity such as singing
and listening to music. Songs are already very familiar to students. By using
English songs as medium in learning English they can increase their
knowledge especially in vocabulary. These songs provide the material of
English that they want to understand. They can sing that songs and also
understand what the songs tell about.
There are two reasons of suggesting music or songs as media in language
instruction. The first is, it is an idiom familiar to a broad span of young learner
in both academic and non academic setting.
The second reason that music or songs represent quite a different in life
than do the other mass media is that the learning of song pushes to the top of
priority list. One can utilize songs as presentation contexts, as reinforcement
material as vehicles through which to teach all of the language skills and as a
medium through pervade and modern life.20
Several techniques for presenting songs in the class:
a. Choosing the songs
Before introducting the song in class, it is hoped to fulfill the
criteria to choose the songs such as:
1) Songs should be popular with the students whenever possible
2) Songs should be clear and understandable
3) Songs should have an appropriate theme. There’s enough bad
news, negativity and violence in the world already. Songs with
any type of negative theme should be avoided.21
b. Presenting songs in the class
Whittaker and Gatti have developed techniques that have worked
well for them in teaching the songs in the class.22 According to Whittaker
there are four basic steps in presenting the songs in the class:
1) The teacher plays the songs while the students look at the
words silently.
2) The students repeat the words without singing them.
3) The teachers points of vocabulary, idioms, grammar items, and
gives pronunciation clues.
4) The teacher plays the song again, letting the students join in
when they feel confident enough about singing alone.23
Furthermore Gatti Taylor devoted to learning songs over four days
with several minutes each meeting:
1) The first day the students listen to the song without lyrics to
grasp as much as they can. Students may list vocabulary they
know, or advise them to make own summarize about the lyrics.
2) On the second day, the teacher distributes the lyrics and a work
sheet for students’ reaction to vocabulary, grammar, and the
meaning of the lyrics. The students hear the song again or may
be asked them to fill in the blank exercise.
3) The third day, the teacher sings with the students.
4) The fourth day, the students nearly memorize.24
21 Larry M. Lynch, Using Popular Songs to Improve Language Listening Comprehension Skill,http://esl4free.blogspot.com/2008/02/can-music-improve-your-students
Based on the steps in presenting the songs, the writer believes that
teaching vocabulary can be implemented by using songs, because songs provide
entertainment as well as insight into language skills. By choosing appropriate
songs for the lesson and presenting the songs effectively can help students to
enrich their vocabulary. In this case, the writer combines both of the techniques
above because it is more effective. Therefore, the writer believes that songs can
be implemented in some activities based on the Indonesian students’ need.
4. Teaching Vocabulary by Using Songs
Teachers in their lesson plans are hoped to explain how the materials are
taught step by step. Here are the procedures of teaching vocabulary by using
songs:
The first step is pre-elementary study, the teacher opens the class by
greeting the students and asking how they are doing. After that, the teacher
emphasizes on the students that they are going to learn vocabulary for the next
three meetings.
Before learning the new words, the teacher applies several fun activities
such as asking the students’ favourite singer and song, guessing the title of song,
and playing ‘crazy story’. The teacher gives different games in each meeting.
The second activity is core study. The teacher use songs to increase
students’ vocabulary. In this case, the teacher has already designed the material
before she teaches in the classroom. The teacher plays the song and gives them
the lyrics of the song.
When the students get the lyrics, the teacher asks the students to
understanding the meaning of the song. To build up their vocabulary the teacher
asks them to find out the synonym or antonym of the words.
In the last activity, the teacher will appoint out some students to be an
explainer then the teacher gives a task and they have to do the task. The others
teaching plans will be explained by the writer in the lesson plan in appendix.
5. Advantage and The Effectiveness of Song in Teaching Learning Process
Music is a source of motivation, interest, and enjoyment, it is easier to
imitate and remember language than words which are just spoken. Songs contain
words and expressions of high frequency and offer repetition. Nothing can be as
effective as music in learner language class. It has been said that learner have
natural taste for music and because that of that English teacher around the world
use such enjoyable and supportive means for children to improve language
learning and acquisition.25
Music is an essential part of language learning. Young Learners really
enjoy learning and singing songs, and older learners find working with current or
well-known pop songs highly motivation. 26
Song and music in general to affect our emotion; people can move to tears,
smiling, and other strong emotions after hearing the song whenever and wherever
they do.
From the reasons above it can be seen that song has many advantages in
teaching learning process, those are:
a) Songs or music can be used to relax and provide students’ enjoyable in
the classroom atmosphere
b) Songs have much related to students’ interest
c) Songs and music as supplements: can be used to supplement a
textbook or can serve as the text itself
d) Songs are especially good at introducing vocabulary because it
provides a meaningful context for the vocabulary
25
Shaheen Ara, Use of songs, Rhymes and games in teaching learning, The Dhaka University Journal of Linguistics: Vol.2.p.168
In the use of song in classroom activities, the writer use laptop and speaker
as the aid of learning process. When the students feeling relax in teaching learning
process, it makes them easy to memorize the new words. It is hoped song can be
an effective medium and students can receive the material well.
C. Thinking Framework
As it has been mentioned before, many students in junior high school have
same problems in learning new vocabulary. Memorizing and understanding new
vocabulary are the main problems which were faced by the second year students
of junior high school. In this case, the student still did not understand the meaning
of the song. They did not the meaning of the words that were provided in the
lyrics of the song. It can be said that the students have limit vocabulary. The
students often get bored when they did not find the meaning of certain word,
because the teacher did not use any special technique in learning vocabulary, thus
make them hard to memorize that new words.
The teachers must find out some solution to make their students feel easy
in understanding and memorizing new words. The teacher should provide the
media in teaching where the students can relax and easy to memorize new words.
Songs can be a wonderful medium for natural language acquisition. Moreover
songs contain words and expression of high frequency and offer repetition. In this
teaching learning process, the teacher has to design the material before entering
the classroom and the teacher has to observe the students’ ability when their
students learn in the classroom.
Based on the statement above, the writer would like to assume that songs
can increase students’ vocabulary at the second year students of SMP Al Huda
Jakarta.
D. The Previous Study
A study entitled “Using English Songs in the Improvement of Students
done by Yoyoh, she conducted her research in 2006 and he also focus in
increasing students’ vocabulary. She conducted the research in order to know the
students’ mastery of vocabulary. That research almost similar to the writer’s
research. But there are the differences; the writer only used test to collect the data,
but Miss Yoyoh used three techniques to collecting the data they are observation,
interview, and test. 27 She took the sample and made the students into experiment
and controlled class. The research was proven that using song is effective to
mastery of vocabulary at the second grade of senior high school. The researcher
above used same media with the writer. She used song in order to improve
students’ vocabulary. Another difference between Yoyoh’s research with the
writer research are the subject of the study. She conducted the research in the
second grade of senior high school while the writer conducted her research in the
second grade of junior high school.
The research which also discussed about vocabulary had been conducted
by Ahmad Subhan entitled “The Effectiveness of Teaching Verbs by Using
Cooperative Learning”(A Quasi Experimental Study at the second year Students
of SMPN 169 Jakarta). He conducted his research in 2014 and he focused on the
verbs. He conducted his research in order to know the students’ mastery of verbs.
The research was proven that cooperative learning is effective to mastery of verbs
at the second year students of junior high school. The data shown that test >
t-table or (3,69 higher than 1,99).28 In this term the writer has the same dependent
variable but the researcher above only focused on the verb while the writer on the
vocabulary. The writer used song as the media while Mr. Subhan used Jigsaw as
the technique that was used in cooperative learning classroom.
From all the experiments that ever had, no one of them used Song as
media to mastery vocabulary in second grade of junior high school. Thus, the
27Yoyoh, Using English Song in the Improvement of Students Vocabulary, Jakarta, 2006,
p.23
28
writer chose to conduct the new research with the title “The Effectiveness of Songs
to Increase Students’ Vocabulary”.
E. The Research Hypothesis
The purpose of this study is to find out the empirical evidence for the
students in learning vocabulary using songs is effective or not in building
students’ mastery of vocabulary.
To get the answer of the hypothesis above, the writer proposes alternative
hypothesis (Ha) and the null hypothesis (Ho) as follows:
1. Null Hypothesis (Ho)
There is no significant difference of students’ achievement
between those who were taught by using songs in teaching
vocabulary in experiment class and those who were taught without
using songs in controlled class.
2. Alternative Hypothesis (Ha)
There is a significant difference of students’ achievement between
those who were taught by using songs in teaching vocabulary in
experiment class and those who were taught without using songs in
19
This chapter is divided into several parts. They are place and time of
the study, subject and object of the study, method of study, procedure of
inventing, technique of data collecting, technique of data analysis, and the
statistical hypotheses.
A. Place and Time of the Study
The research was conducted at SMP Al Huda, which is located at Jalan
Utama, Cengkareng, West-Jakarta. Focus on second grade of Junior high
school. The research was held during May 2015.
B. Population and Sample of the Study
In this research, the writer took the second grade of SMP AL Huda
Jakarta as the population. The second grade of this school consists of six
classes; namely VIII-1 until VIII-6. The amount of population in that school
was about 192 students. The writer took one class to be experimental class
and one class to be controlled class. In this term, the writer choose VIII-6 as
the experiment class & VIII-2 as controlled class. The consideration of
choosing those classes to be experimental and the controlled classes was
based on purposive sampling. In purposive sampling, the researcher chooses
the sample using his experience and knowledge of the group to be sampled.1
In this term, their English teacher knew their students’ English ability, and
their English teacher judged that those two classes have the same ability. It
was also supported by L.R Gay stated in his book that “purposive sampling,
referred to as judgment sampling, is the process of selecting a sample that is
believed to be representative of a given population”.2 Therefore, the English
1 L.R Gay, Geoffrey E. Mills and Peter AIrasian, Educational Research: Competencies for Analysis and application, 9th Ed., (New Jersey: Pearson Edation, 2009), P. 134.
teacher of SMP AL Huda, Mrs Rehan suggested the writer to take those
classes as the experiment class and controlled class based other judgment or
assumptions in both of the two classes.
C. Method of the Study
In her research, the writer used a quantitative research design and she
also used a quasi-experimental design for her research. The writer chose a
quasi-experimental design because a quasi experimental designed to
determine the cause and effect relationship and there is a direct manipulation
of conditions.3
In a quasi experimental research has characteristic as stated by Nunan
that “quasi-experiment research has both pre-test and post-test and has
experiment class and controlled class, but no random assignment of subject”.4
It means that the writer took the sample from the existing class or the intact
class to determine which group will be experiment class and which group will
be controlled class without giving a random assignment for each student in
two classes. Thus, there were two classes that the writer taught to increase
vocabulary in different treatment. The group that received treatment was
called the experiment class and the group that received a different treatment
or is treated as usual was called controlled class. In experiment class the
researcher used English songs as media and in control class the researcher
didn’t use English Songs.
D. Procedure of Inventing
1. Teaching Vocabulary Through Songs
The teaching of vocabulary by using songs was done by the writer in
five meetings. Below are the brief explanations about the teaching and
learning process to mastery vocabulary by using song:
3James H, Mc. Millan and Sally Schumacer, Research in Education, (Boston: Pearson,
Education. Inc. , 2006), p.24.
4
1) First meeting, the writer explained what she is going to do and
emphasize on that students that they are going to mastery
vocabulary by using song for the next three meetings. Then, the
writer gave the pre-test to students in order to know the students’
competence in understanding the vocabulary based on the
pre-test’s result.
2) Second meeting, the writer played the song by the tittle “Happy”.
The writer played the song twice. At first played of the song the
writer asked the students to heard and than mention the words that
they had just heard. At the second time the writer gave them print
out of song’s lyric and asked them to heard again. After hearing the
song the writer and students discuss about what the song tell about.
Than, the writer asked the students to make group that consist of 6
students and asked them to underline the verb and adjective that
provided on the lyric. After that find out the synonym and antonym
of the words.
3) Third meeting, before learning, the writer applied a fun activity
which was called ‘Crazy Story’. In this game the writer asked the
students to make a story using vocabulary that was learnt in
previous meeting. In learning activity the writer gave the students
missing lyric and asked them to fill in the blank based on the word
that they had heard. The title of song that was played is “I
Remember”. Next the writer asked students to make group that
consist of five people each group, they asked to discuss what the
song tell about and than presented it in front of the class. The last
the writer gave excercises for students.
4) Fourth meeting, before begin the lesson the writer gave fun activity
by asked them to guess the title’s song that was played. Than the
writer gave print out lyric “You’re The One” that was miss some
words and asked the students to fill in the blank based on the song
their friends about content of the song. After the students
understand and know meaning of the word that was given. The
writer asked the students to make a story using vocabulary that was
learned.
5) Fifth meeting, the writer reviewed vocabularies that have been
given. At the end of meeting, the wrier conducted a test called post
test. The post test was designed to know how far students’ mastery
in vocabulary that have been given and to know whether the use of
Song as media in mastery vocabulary is effective or not.
2. Teaching Vocabulary without Songs
Besides teaching vocabulary using songs, the writer also taught
vocabulary without songs in control class. The teaching of vocabulary
without songs was done by the writer in five meetings. Below are the brief
explanations about the teaching and learning process in control class:
1) First meeting, the writer explained what she is going to do and
emphasize on that students that they are going to mastery vocabulary
by using song for the next three meetings. Then, the writer gave the
pre-test to students in order to know the students’ competence in
understanding the vocabulary based on the pre-test’s result.
2) In second to forth meeting the writer introduced the songs and gave
students hand-outs (song lyrics) but the songs read as read a book
without with rhymes. The writer wrote the difficult words on the white
board and asked students to translate into Indonesian language. The
writer asked them to memorize the words.
3) In Fifth meeting, the writer reviewed vocabularies that have been
given. At the end of meeting, the wrier conducted a test called post
test. The post test was designed to know how far students’ mastery in
4) Technique of Data Collecting
the writer used the test to collect the data. The pre-test and post-test
waas given in both of the two classes. The pre-test was given before the writer
began the teaching and learning process in two classes. Meanwhile, the
post-test was given in order to know the students’ improvement in mastery
vocabulary.
The pre-test and post-test are multiple choice form and it was consists
of 20 items. The teacher gave 30 minutes in both of the two classes for
finishing pre-test and post-test.
5) Technique of Data Analysis
The writer has conducted the test; pre-test and post-test. The data is
compared from the mean of the score from pre-test and post-test. After getting
the data from the score, then the data was analyzed and processed by using
statistic calculation of T-test formula with significance degree 5% and gained
scores. T-test in this research used to test the average difference count, was
there a significant difference or not between the experimental group and the
control group. While the gained score is the difference between pre-test and
post-test score of each class of the experimental and the control groups. Gain
scores are used to determine the increase or decrease in scores and to
determine the effectiveness of the media used. However, prior to the tests the
hypothesis necessary analysis prerequisite tests first, namely the distribution
normality test and homogeneity test.
1. Pre requisites Test Analysis
Normality test data and research using chi squared using the
following formula by Riduwan5
�2= ∑(�� − ��)2 ��
Specification:
X2= value of chi-squared
Fo= frequency obtained based on the data
Fe= the expected frequency (frequency theoretical)
Normality testing criteria:
If X2o ≤ X2t, so the data distribution are normal.
If X2o≥X2t, so the data distribution are not normal.
b) Population Variance Homogeneity test
Homogeneity test is conducted to determine whether the both
of groups have the same variant or not (homogeneous or not).
According to Riduwan6 test in this research using Barlet test with
significance level α = 0.01, with db1= (N1 -1) and db2 = (N2 -1).
�= �ℎ���������������
�ℎ����������������
Terms Homogeneous:
If Fo ≤ Ft, then Hois accepted (homogeneous) and Ha rejected.
If Fo ≥ Ft, then Ho is rejected (not homogeneous) and Ha accepted.
5
Riduwan, Belajar Mudah penelitian unttuk Guru, Karyawan, dan Peneliti Pemula,
(Bandung: ALFABETA,2011), p.121.
6
c) T-test
According to Sudjiono that the formula is follows: 7
tₒ= M
1−M2
SEм1−м2
M 1 : Mean of the Difference of Experiment Class
M 2 : Mean of the Difference of Control Class
SE M 1 : Standard of Error of Experiment Class
SE M 2 : Standard of Error of Control Class
In order to get the calculation of T-test, there are several steps to be
taken, there are as follows:
1) Determine mean of variable X with formula:
�1 = ∑ ��
1
2) Determine mean of variable Y with formula:
�2 = ∑ ��
2
3) Determine Standard deviation variable X with formula:
SD1 = �∑�
2
�
4) Determine Standard deviation of variable Y with formula:
SD2 = �∑ �
2
�
5) Determine Standard error of variable X with formula:
SE M1 = ��1
√�−1
6) Determine standard error of variable Y with formula:
SE M2 = ��2
√�−1
7
7) Determine standard error means of differences mean of
variable X and variable Y, with formula:
SEM1-M2 = ����12+���22
8) Determining t0 with formula:
tₒ= M₁ −M₂ SEм1−м2
9) Determining t-table in significance level 5% with Degree
of Freedom (df):
df = (N1+N2) – 2
6) The Statistical Hypotheses
A hypothesis is a tentative statement about the relationship between two or
more variables. This research is designed to find out whether there is a significant
progress of cooperative learning specifically using songs in teaching vocabulary.
In order to get the answer of that hypothesis, the writer proposed Alternative
Hypothesis (Ha) and the Null Hypothesis (H0) which is described to the following
statistical hypothesis:
a) If ttest (t0) > t-table (tt) in significant degree of 0,05, the alternative
hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected
b) If ttest (t0) > t-table (tt) in significant degree of 0,05, the alternative
hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted.
Meanwhile, the degree of freedom (df) = (N1+N2)-2 = (20+20)-2 = 38. It
must be calculated with t-table of df. If df is 38, the value of significance level 5%
27
This chapter describes research findings containing the description of data,
data analysis, and interpretation of the data.
A. Data Description
In the data description, the writer described the data which had been
collected from students’ pre-test and post-test scores of vocabulary. The pre-test
was given before treatment to the experimental class and the controlled class. The
post-test was given after the treatment was conducted. It was given into the
experimental class by playing the song to the students while the post-test for the
controlled class was by using conventional method.
[image:39.595.113.498.324.742.2]Here are the table descriptions of pre-test and post-test scores:
Table 4.1
The Students’ Pre-test and Post test Score in Class VIII-6 (The Experimental Class)
Number Students’ Pre-test Post-test
X1 X2
1 S1 45 65
2 S2 50 65
3 S3 45 65
4 S4 45 60
5 S5 55 60
6 S6 50 70
7 S7 55 70
8 S8 60 75
10 S10 55 75
11 S11 65 75
12 S12 55 75
13 S13 65 80
14 S14 65 80
15 S15 70 85
16 S16 70 85
17 S17 60 80
18 S18 70 85
19 S19 75 85
20 S20 60 80
Amount 20 1160 1485
Mean 58 74.25
Based on the table above it is showed that the score of the experimental
class between pre-test and post-test were different. The mean of students’ score in
the pre-test is 58 with the lowest score of pre-test is 45 and the highest score of
pre-test is 70. Meanwhile, the mean of the students’ score in the post-test is 74.25
with the lowest score of post-test is 60 and the highest score of post-test is 85.
Here is table of the frequency distribution of pre-test and post-test of controlled
Table 4.2
The Students’ Pre-test and Post -test Score in Class VIII-2 (The Controlled Class)
Number Students’ Pre-test Post-test
Y1 Y2
1 S1 45 55
2 S2 45 60
3 S3 45 55
4 S4 50 60
5 S5 50 55
6 S6 55 65
7 S7 55 60
8 S8 55 65
9 S9 60 70
10 S10 60 70
11 S11 60 65
12 S12 65 70
13 S13 65 75
14 S14 65 65
15 S15 65 70
16 S16 65 75
17 S17 70 80
18 S18 70 75
19 S19 70 80
20 S20 70 75
Amount 20 1185 1345
Based on the table above it is showed that the score of the control class
between pre-test and post-test were different. The mean of students’ score in the
pre-test is 59.25 with the lowest score of pre-test is 45 and the highest score of
pre-test is 70. Meanwhile, the mean of the students’ score in the post-test is 67.25
with the lowest score of post-test is 55 and the highest score of post-test is 80.
1. Pre-test score
The writer has calculated the result of pre-test in both of the two classes
and the description of pre-test scores of experiment class and controlled class will
Table 4.3
The Students Score of Pre-test in Experiment Class and Controlled Class
Number Students’ Experiment Class
Controlled Class
1 S1 45 45
2 S2 50 45
3 S3 45 45
4 S4 45 50
5 S5 55 50
6 S6 50 55
7 S7 55 55
8 S8 60 55
9 S9 45 60
10 S10 55 60
11 S11 65 60
12 S12 55 65
13 S13 65 65
14 S14 65 65
15 S15 70 65
16 S16 70 65
17 S17 60 70
18 S18 70 70
19 S19 75 70
20 S20 60 70
Amount 20 1160 1185
The table showed the pre-test score of experiment class and controlled
class. The pre-test was given on the first meeting before giving the treatment class
and based on the table 4.3, it can be seen that the average score of pre-test in
experiment class was 58, the highest score of experiment class was 75 and the
lowest score was 45.
Meanwhile, the average score of pre-test of controlled class was 59.25
with the highest score 70 and the lowest score was 45. Seeing the calculation on
the table above, it can be concluded that the average score of pre-test in controlled
class was higher than the average score of pre-test in experiment class.
2. The Post-test Score
The post test was given in both of the two classes after the writer explained
the material on third meeting. The following table 4.4. showed the comparison of
Table 4.4
The Students Score of Post-test in Experiment Class and Controlled Class
Number Students’ Experiment Class
Controlled Class
1 S1 65 55
2 S2 65 60
3 S3 65 55
4 S4 60 60
5 S5 60 55
6 S6 70 65
7 S7 70 60
8 S8 75 65
9 S9 70 70
10 S10 75 70
11 S11 75 65
12 S12 75 70
13 S13 80 75
14 S14 80 65
15 S15 85 70
16 S16 85 75
17 S17 80 80
18 S18 85 75
19 S19 85 80
20 S20 80 75
Amount 20 1485 1345
The table showed the post-test score of experiment class and controlled class. The
pre-test was given on the first meeting before giving the treatment class and based
on the table 4.4, it can be seen that the average score of post-test in experiment
class was 74.25, the highest score of experiment class was 85 and the lowest score
was 60.
Meanwhile, the average score of post-test of controlled class was 67.25
with the highest score 80 and the lowest score was 55. Seeing the calculation on
the table above, it can be concluded that the average score of post-test in
experiment class was higher than the average score of post-test in controlled class.
B. Data Analysis
Based on the data obtained, the writer analyzed the test score of the
experimental class and controlled class by calculating the result into the formula
t-test. Before using the formula of t-test, the students' score in the experimental and
Table 4.5
The Students’ Gained Score in Class VIII-6 (The Experimental Class)
Number Students’ Pre-test Post-test Gained
Score X
2
X1 X2
1 S1 45 65 20 400
2 S2 50 65 15 225
3 S3 45 65 20 400
4 S4 45 60 15 225
5 S5 55 60 5 25
6 S6 50 70 20 400
7 S7 55 70 15 225
8 S8 60 75 15 225
9 S9 45 70 25 625
10 S10 55 75 20 400
11 S11 65 75 10 100
12 S12 55 75 20 400
13 S13 65 80 15 225
14 S14 65 80 15 225
15 S15 70 85 15 225
16 S16 70 85 15 225
17 S17 60 80 20 400
18 S18 70 85 15 225
19 S19 75 85 10 100
20 S20 60 80 20 400
Amount ΣN1= 20 ΣX1= 1160 ΣX2= 1485 ΣX= 325 ΣX 2=
5675
ΣN1= The total students in the experimental class
ΣX1 = The total pre-test score of students in the experimental class
ΣX2 = The total post-test score of students in the experimental class
ΣX = The total gained score of students in the experimental class
ΣX2= The square of the total gained score of students in the experimental class
Based on the table above, the writer got ΣX1= 1160, ΣX2= 1485, ΣX=325, and
[image:48.595.111.501.231.756.2]ΣX2= 5675 . The result will be used to find out the t-test.
Table 4.6
The Students’ Gained Score in Class VIII-2 (The Controlled Class)
Number Students’ Pre-test Post-test Gained
Score Y^2
Y1 Y2
1 S1 45 55 10 100
2 S2 45 60 15 225
3 S3 45 55 10 100
4 S4 50 60 10 100
5 S5 50 55 5 25
6 S6 55 65 10 100
7 S7 55 60 5 25
8 S8 55 65 10 100
9 S9 60 70 10 100
10 S10 60 70 10 100
11 S11 60 65 5 25
12 S12 65 70 5 25
14 S14 65 65 0 0
15 S15 65 70 5 25
16 S16 65 75 10 100
17 S17 70 80 10 100
18 S18 70 75 5 25
19 S19 70 80 10 100
20 S20 70 75 5 25
Amount ΣN2= 20 ΣY1= 1185 ΣY2= 1345 ΣY= 160 ΣY 2=
1500
Mean
59,25 67,25 8 75
ΣN2= The total students in the controlled class
ΣY1 = The total pre-test score of students in the controlled class
ΣY2 = The total post-test score of students in the controlled class
ΣY = The total gained score of students in the controlled class
ΣY2 = The square of the total gained score of students in the controlled class
Based on the table, the writer got ΣY1=1185, ΣY2=1345, ΣY=160 , and
ΣY2=1500. The result will be used to find out the t-test.
Before calculating the value of t-test to look at the difference of significant
level, it is necessary to find out the value of normality and homogeneity of the
data. The examination of normality is needed to know whether the data has been
normally distributed. Then, after getting the normality, the next step is calculating
the homogeneity of data. It is proposed to look at whether the data is
1. Normality Testing
The formula used normality test requirements are chi-square test and
homogeneity test using the formula Fisher test with significance level of
5%.
a. Data of Experimental Class
The result of normality testing for pre-test before giving treatment that
X2
o is 2.51 with a total sample of 20 students and the critical price table
chi-square test with a significant level 5%, so it is obtained X2
t is 9.48 it
means the data is distributed normally. From the data above it can be
concluded that the result of data from pre-test at class VIII-6 of SMP Al
Huda distributed normally.
[image:50.595.114.516.175.579.2]Here the table from the data above:
Table 4.7
The Result of Normality Test (Pre-test) in Experimental Class
� X2
o X2t Conclusion
5% 2.51 9.48 X2
o ≤ X2t (2.51 < 9.48) the data is distributed normally
The results calculation of semi-manual using Microsoft office can be
seen in appendix.
While the result of normality testing for post-test after given treatment
that X2
o is 6.71 with a total sample of 20 students and the critical price
table chi-square test with a significant level 5%, so it is obtained X2 t is
9.48 it means the data is distributed normally. From the data above it can
be concluded that the result of data from post-test at class VIII-2 of SMP
Here the table from the data above:
Table 4.8
The Result of Normality Test (Post-test) in Experimental Class
� X2
o X2t Conclusion
5% 6.71 9.48 X2
o ≤ X2t (6.71< 9.48) the data is distributed normally
The results calculation of semi-manual using Microsoft office can be
seen in appendix.
b. Data of Control Class
The result of normality testing for pre-test before giving treatment that
X2
o is 6.65 with a total sample of 20 students and the critical price table
chi-square test with a significant level 5%, so it is obtained X2
t is 9.48 it
means the data is distributed normally. From the data above it can be
concluded that the result of data from pre-test at class VIII-2 of SMP Al
Huda is distributed normally.
[image:51.595.109.518.167.648.2]Here the table from the data above:
Table 4.9
The Result of Normality Test (Pre-test) in Control Class
� X2
o X2t Conclusion
5% 6.65 9.48 X2
o ≤ X2t (6.65 < 9.48) the data is distributed normally
The results calculation of semi-manual using Microsoft office can be
seen in appendix.
While the result of normality testing for post-test after given treatment
that X2
o is 4.58 with a total sample of 20 students and the critical price
9.48 it means the data is distributed normally. From the data above it can
be concluded that the result of data from post-test at class VIII-2 of SMP
Al Huda is distributed normally.
[image:52.595.110.516.192.620.2]Here the table from the data above:
Table 4.10
The Result of Normality Test (Post-test) in Control Class
� X2
o X2t Conclusion
5% 4.58 9.48 X2
o ≤ X2t (4.58 < 9.48) the data is distributed normally
The results calculation of semi-manual using Microsoft office can be seen in appendix.
2. Homogeneity Testing
After conducted normality testing and known the data of pre-test and
post-test in experimental and control class is distributed normality. So the next
it is necessary homogeneity testing.
Homogeneity testing in this research is based on the equality of two
variance test in both groups (experimental class and control class) by using
the formula of Fisher's exact test with significance level of 0.05 (5%). The
results are described as follows:
a. Pre-test Data
Based on the calculation of the homogeneity testing from the results of
pre-test groups in learning using Song (experimental class) and teaching
with conventional method (control class), obtained the biggest variant is
1.17 and the Ft (Ftable) with a significance level 5% (0.05), the obtained Ft
is 2.15.
Based on these data, it can be seen that Fo (1.17) < Ft (2.15), it can be
concluded that the data on the pre-test is homogeneous. The conclusion of
[image:53.595.111.518.228.566.2]homogeneity testing can be seen in the following table:
Tabel 4.11
The Result of Homogeneity Testing based on Pre-Test Data in Experimental and Control Class
The biggest varians
The smallest
varians
Fo Ft Conclusion
90.52 77.03 1.17 2.15 Fo< Ft (1.17<2.15) Homogeneous sample
data
The results calculation of semi-manual using Microsoft office can be
seen in appendix.
b. Post-test Data
Based on the calculation of the homogeneity testing from the results of
post-test groups in learning using Song as media in the experimental class
and teaching with conventional method in the control class, obtain
