ABSTRACT
UTILIZING ENGLISH SONG IN IMPROVING STUDENTS’ LISTENING ABILITY AT THE SECOND YEAR OF SMP YBL NATAR
Yuyun Novianti
Listening is the first skill that the student should master because if the students have good listening ability, they will understand what is being said or heard. However, the students still have difficulties and feel bored to study listening because the teacher use the ordinary material that is not suitable to increase
students listening ability optimally. Thus, finding the suitable material in teaching listening is necessary.
This research was conducted to the second year of SMP YBL Natar in year 2011/2012. The objective of this research is to find out whether there is significant improving of students’ listening ability after being taught through song. This research applied one group’s pretest-posttest design. The subjects of the research were taken randomly by using lottery. The researcher used Listening Test in multiple choice items as the instruments of the research. The data gained for this research statistically analyzed by using Independent t-test in the Statistical Package for Social Science.
I. INTRODUCTION
This chapter discusses about background of the problem, formulation of the research, objective of the research, uses of the research, scope of the research, and definition of the terms.
1.1 Background of the Problem
Listening is the first skill that the student should master because if the students have good listening ability, they will understand what is being said or heard. But in fact, teacher cannot avoid the real condition of the students that they still have many difficulties in listening Skill. It is supported by Harmer (1991:231) who points out that teaching listening can cause some problems of the students. Beside that the students hate doing listening ability in the
classroom. There were many problems why the students get difficulties in listening, i. e. students, the teacher, the material and technique.
English Curriculum 2006 (Depdiknas, 2006:277-278), states that Junior High School Students are encouraged to master four skills as a basic knowledge in communication. They are listening, speaking, reading and writing, which are, then, separated into two kinds, receptive and productive skill. The receptive skill includes listening and reading. The productive skill includes speaking and writing.
listening while speaking, reading and writing come later. In order to learn the language,one should be a good listener, to be able to focus to what is demonstrated, remember what is shown or told, and then practice speaking to gain functional skill in active communication.
If the students have good listening ability, they will easily understand what is being said or heard. Moreover, they will be able to communicate about the information they hear.
However, if the students do not have good listening ability, they will have many difficulties in going to the next steps of learning a language (speaking, reading, and writing). So listening plays a very important role in students’ success.
Furthermore, there have been several studies that deal with listening: the First, Rahayu (2005:22) in her study states that students’ achievement in listening is low. This difficulty is
shown by the students score on listening test; i.e. 55, 64%. Second, Widayati (2008:33) also tries to use song as the media for teaching listening. The result showed that she conducted her research also has low score in pre-test the average score was 59, 95. This is caused by the use of the media of the teacher which is not interesting and boring in their learning process in the classroom, then she used song as her media in her research and finally the students post-test score was increase to be 64, 67. Third, Ur (1984:63), states that if students are listening for something entertaining, then they are get full benefit from the listening experience. Moreover, the occasional introduction of pleasurable components like English song into English lesson can improve students’ motivation and general morale, and show the language
in new light not just as a subject of study, but as a source of enjoyment and entertainment.
Song is one of techniques that can help the teacher to make the students in the class enjoy and interest to study from the lyric, the rhythm, the gesture etc. Song is easy to remember,
It can be said that by using English song, teaching listening will be much enjoyable and it will give the students understanding about what is said. There fore based on these reasons stated above, the writer conducted her research on utilizing english song in improving students’ listening ability at the second year of SMP YBL Natar since there is no research ever conducted in that school. Hopefully, it would help the students to improve their listening achievement significantly.
1.2 Formulation of the Research Formulation of the research is as follows:
“Is there any significant increase of the students listening ability after being taught through Song?”
1.3 Objective of the Research
The objective of the research was to find out whether there is significant increase of students’ listening ability after being taught through song.
1.4 Uses of the Research The uses of the research are:
Theoretically, the significance of this research is:
To verify previous listening activity dealing with being taught through song in the class.
Practically, the significances of this research are:
To be a consideration for English teachers to apply the material which is suitable to teach
listening for the students
To motivate the students in increase listening by using the material in the class in order
1.5Scope of the Research
This study was conducted to investigate students listening ability at the eighth Grade of SMP YBL NATAR. The material given was based on KTSP curriculum for SMP. The researcher was focused on the use of English song to develop students’ ability in listeningespecially to
obtain gist and specific information explicitly stated from what is heard. The materials taught were based on the student’s book for grade VIII of Junior High School. This study uses lower
level of listening comprehension to get general idea and to comprehend simple information that is explicitly stated in a spoken passage told by the teacher since it is suitable with the students’ level of listening.
1.6 Definition of the Terms
In order to avoid misunderstanding, specific terms used in this study are defined accordingly: Song
Song is short poem or number of verses set to music and intended to be sung. (Hornby, 1987) Listening
Listening is an active process where the listener plays very active in constructing the overall message that eventually exchanged between listener and speaker. (Lukong in Karlina, 2010:8)
Comprehension
Comprehension can be described as a process which enables the receiver to make meaning from verbal and non verbal information. ( Malkina, 1995:41)
Macro skill
Micro skill
II. FRAME OF THEORIES
This session explains about the concept of listening, concept of teaching listening, song in language teaching, advantages and disadvantages of using English song, theoretical assumption, and the hypothesis.
2.1 Concept of Listening
Listening lists first not only because it ap pears first in natural first language acquisition but because it is used the most. Listening is the ability to identify and understand what others are saying. On the average, we can expect to listen twice as much as we speak, four times more than we read and five times more than we write. Listening ability plays a key role in foreign language teaching, especially with young learners. It is clear that listening has an important role of the young learner to study the language and has the largest portion than the other skill. For example, when we study in the class the first activity we do to get information of
knowledge is by listening to our teacher. A listener must listen to something they hear to grasp the meaning of the language by listening to the pronunciation, the grammar and vocabulary.
There are many names for different types of listening. Here is a collection of types and the different names of listening, they are:
1. Attentive Listening
2. Comprehension Listening
In comprehension listening we try to make sense the meaning or to comprehend what others are really saying. And through understanding body language, voice etc, it need help us to understand what other person really mean in communication. Comprehension often benefit from drawing out of key facts and items’ from long conversation. There are many types of listening comprehension; one of listening for comprehension exercise is nothing specific information. In this exercise the students is asked to listen to a passage and note down specific information from it: the students therefore have to ignore some parts of it and concentrate on others.
Specific Information
In these exercise the ratio of significant and insignificant information is very high. Students may listen for two or three minutes in order to pick up the specific information and general idea of the passage which given.
Areas of Information
Asking the students to note down or remember the entire item relevant to particular area, learners distinguish essential and non essential information.
3. Total Listening
Rogers and Farson (1979) describe active listening as ‘an important way to bring about changes in people.’ They recommend three activities:
Listen for total meaning: Listen both for content and also for the underlying emotions. Respond to feelings: Sometimes the real message is in the emotion rather than in the
surface content. In such cases, you should respond to the emotional message. Note all the cues: Not all communication is verbal, so watch for the non- verbal
False listening occurs where a person is pretending to listen but is not hearing anything that is being said. They may not smile and grunt in all the right places, but do not actually take in anything that is said. This is a skill that may be done by people who do a lot of inconsequential listening, such as politicians and royalty. Their goal with their audience is to make a good impression in very short space of time before they move on, never to talk to that person again. It is also something practiced by couples, particularly where one side does most of the talking. However, the need for relationship here can lead to this being spotted (‘you’re not listening again!’) and consequent conflict.
5. Initial Listening
Sometimes when we listen we hear the first few words and then start to think about what we want to say in return. We then look for a point at which we can interrupt. We are also not listening then as we are spending more time rehearsing what we are going to say about their initial point.
6. Selective Listening
Selective listening involves listening for particular things and ignoring others. We thus hear what we want to hear and pay little attention to ‘extraneous’ detail.
7. Partial Listening
Partial listening is what most of us do most of the time. We listen to the other person with the best of intent and then become distract, either by stray thoughts or by something that the other person has said. We consequently dip inside our own heads for a short while as we figure out what they really mean or formulate a question for them, before coming back into the room and starting to listen again.
Full listening happens where the listener pays close and careful attention to what is being said, seeking carefully to understand the full content that the speaker is seeking to put across. This may be very active form of listening, with pauses for summaries and testing that understanding is complete. By the end of the conversation, the listener and the speaker will probably agree that the listener has fully understood what was said. Full listening takes much more effort than partial listening, as it requires close concentration, possibly for a protracted period. It also requires skills of understanding and summary.
In addition, according to Hughes (1991:34) there are two skills involved in listening they are: a. Macro skill
In macro skill to understand what someone says, a listener has to involve with listening for specific information, obtaining gist from what is being heard or the listener should get the general idea of the information, following instruction or direction.
b. Micro skill
In micro skill to understand what someone says, a listener has to interpret intonation pattern (e. g. recognize stress and rhythm), recognition of function and structures (interrogative of the request, imperatives e. g. sit down! cohesive devices e. g. such as and which, detect sentence constituents, e. g. subject, object, verb, preposition), recognizing discourse markers (e. g. Well; oh, another thing is; Now, finally) Traditionally, the students are required to concentrate on the ability of listening that is to understand the information they hear. In line with the statement above, micro skill of listening in foreign language learning is the most important skill for the beginning students, in order to prepare them for speaking and later for reading and writing.
This level will include understanding, only the facts explicitly states in a spoken passage and has very simple syntax and uncomplicated vocabulary.
2. Advanced levels
This level will include implicit understanding and drawing inferences from spoken passages with more complicated syntax and advance vocabulary.
Thus, listening comprehension is the ability to comprehend the idea and specific information of a spoken passage. Since song has familiar vocabulary for the student, song can create good atmosphere that will enable the students to understand the information they heard and reduce their insecurity, because song is something which has a sense to make the students’
psychology more comfort and enjoy the learning process.
Therefore, in this research the writer refers to the lower level of listening comprehension to suit with the students understanding of song in order to get general idea and to comprehend specific information that is explicitly stated in a spoken passage told by the teacher and lyric from the song by the singer.
2.2 Concept of Teaching Listening
Listening is one of the language skills that is frequently performed by a person, one can listen while she/he is dining, one can listen while she/he is lying on the bed. Listening is one of the fundamental language skills. It is a medium through which children, young people and adults gain a large portion of their education—their information, their understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. In this day of mass communication and much of it is oral, it is of vital importance that our pupils be taught to listen effectively and critically.
words the main objective of teaching listening ability should be to help learners in coping with listening problem and communicating in real life situations.
One very important idea for teaching listening is that listening activity must make use of students’ prior knowledge in order to improve listening comprehension.
Beside that, teaching listening suggests that people needs a way to make active approach to improve listening ability by focusing on the specific problem that student have and planning listening activities to resolve the problem.
The idea of prior knowledge is one part of the cognitive model of language processing. That model says that when people listen or read, they process the information they hear both top-down and bottom-up
1. Top-Down Process in listening
Top-down means using people prior knowledge and experiences; they know certain things about certain topics and situations and use that information to understand, sometimes called ‘inside the head’ information, as opposed to the information that is available within
the text itself. Top-down listening, then, infers meaning from contextual clues and from making likes between the spoken message and various types of student’s prior knowledge. Contextual clues to meaning come from knowledge of the particular situation, i. e. the speaker or speakers, the setting, the topic, and purpose of the spoken text, and from knowledge that has been said earlier.
2. Bottom-up Process in listening
present to them. In order words, they use information in the speech itself to try sounds and impose a structure on these in terms of words, phrases, clauses, sentences, and intonation patterns.
The way of treating the teaching and learning of listening is by focusing on how to get the main ideas, the gist and the meaning in the listening materials even when it is clear that listener have not been able to identify to identify a lot of the speech sounds is often called the top down processing.
Therefore the writer used the top-down approach in this research to encourage the students to listen for overall understanding and to get the gist of the text without necessarily retaining all the small details, or being able to repeat back to the exact words which will be used by the speaker. The writer hope by using this approach the students can answer detail
comprehension question that explicitly states on the written passage which will be told by the teacher.
Thus, teaching listening is a process of giving the students chance to learn the language through information, in which through the stages of comprehending in teaching listening, the students would be able to obtain and to understand general idea of the information.
2.3 Song in Language Teaching
Song can play a really important part in the language classroom. It can change the
atmosphere in the room within seconds. Furthermore, song can lead in to the topic and ways to pre teach teaching listening ability. Song is an art to express people’s feeling trough words
and tone. Song consists of several sentences. A simple song usually consists of four sentences. By singing a song students have a chance to express their feeling.
Song and music can help to develop listening ability, facilitate the acquisition of
pronunciation, vocabulary, structure, and about culture. Songs are valuable aids to develop student’s listening ability. There are many advantage of using them in the classroom: they
present new vocabularies and experience in context, through them student become familiar with the pronunciation of the native speaker, and they provide a break from textbook and workbook routine. From the explanation above, the researcher concludes that song is very important to help the students to learn English, not only that song can decrease the boredom and insecurity of students and the teacher but also to enjoy the learning situation.
Song can perform different function in language teaching, as follows (Fixman,2003)
1. Song can motivate a positive emotional approach in language learning exerting emotional influence on listener, song can inspire students to express their attitude toward what they listen.
2. Song can introduce students to the music and culture of particular interest in target language community. While listening to song students begin to recognize the words and notion easily understood by native speaker but which may difficult for foreigners.for example: The research take one from her lesson plan is:
WE ARE THE CHAMPIONS
I’ve done my sentence, but committed no crime And bad mistakes, I’ve made a few,
I’ve had my share of sand kicked in my face, But I’ve come through
We are the champions, my friend And we’ll keep on fighting to the end. We are the champions (2x)
No time for losers ‘cos
We are the champion of the world I’ve taken my bows and my curtain call
You’ve brought me fame and everything that goes with It: I thank you all,
But it’s been no bed of roses, no pleasure cruise. I consider it a challenge
Before the whole human race And I ain’t gonna lose.
3. Song can serve as an incentive of speaking English in the class. Song which becomes genre including both music and lyrics can be use as a media to teach. They are full and richness of content, poetical metaphor, and symbols that emotionally reflect the world we live in.
4. Song can effectively contribute to the esthetic development of prospective teacher. They help students and teachers to develop their artistic tastes on the basic of critical evaluation of the song they listen to and discuss, and the same time help them to learn how to use song in English Language Teaching.
2.4 Theoretical Assumption
Students’ listening ability can improve through various techniques. The same technique
might be better to apply in listening ability. The students have to be able to identify the general idea in various types of texts (narrative text, descriptive and recount text as listening materials for Junior High School based on the curriculum 2006). In addition, those texts contain the detail information that requires the students to identify. It is a possible technique can be match with students’ purpose in listening. It aims at getting the general idea in the
School students have narrative text, descriptive and recount text as their listening material based on Curriculum 2006. Song is suitable and appropriate to be applied as students’
technique in listening. They find a lot of information in narrative text and song lyric. It is possible to apply song as the media in listening for Junior High School student. They can directly and quickly identify the general idea in the song.
Based on the literature review and the explanation above, it can be assumed that song can be used to improve students’ listening ability in identifying the specific information from the
song lyric for Junior High School students. It makes the students aware of their purpose of listening and can motivate them to identify the specific information in the song lyric, and also makes them enjoy the listening activity.
2.5 The Hypothesis
The hypothesis of this research was as follows:
III. RESEARCH METHODS
This chapter describes the design of the research, how to collect the data from the subject of the research and how to analyze the data. This chapter also describes research procedure, schedule of the research, validity and reliability of the test instrument, data treatment and hypothesis testing.
3.1 Research Design
This research was a quantitative study, using one group pre-test-post-test design. The writer used one experimental class. The writer was interested in investigating whether there was a significant increase of students listening ability after being taught using English song. The researcher conducted pre-test, treatments and post-test. The design was presented as follows: Where:
T1 = Pre-test
X = Treatments
T2 = Post-test
(Hatch and Farhady, 1982:20)
In this research, the writer administered a pre-test to investigate students’ ability in listening
ability before conducting the teaching. After that, the writer gave the students three times
treatments by using English song. Eventually, the writer conducted the pre-test and post-test to know the students listening ability after being taught using English song. Schedule of the research could be seen Appendix 1. The writer came to know that there was a significant increase of students listening ability after being taught English song or not, by comparing the average score of the pre-test with the average score of the post-test. If the average score of the pre-test as higher than the average score of the post-test, it means that there was no
significant increase in students’ listening ability after taught using English song. However, if the average score of the post-test was higher than the average score of the pre-test, it means that there was significant increase in students’ listening ability after taught using English song.
3.2 Population and Sample
The population of this research was all classes at the eighth grade of SMP YBL Natar. The writer selected the sample by using normality technique. It was applied based on the consideration that every class in the population had the same chance to be chosen and in order to avoid the subjectivity in the research (Setiyadi, 2006:39). The writer used one class, one as try out class and the experimental class too.
3.3 Data
The writer aims to gain the data of:
The students listening ability score before the treatments (pre-test) and after the treatments (post-test) to see whether there was significant increase of students listening ability after being taught using English song.
3.4 Data Collecting Technique
In collecting the data, this research used test as the instrument. There are two Kind of test that are pre-test and post-test:
Pre-test was used to know the students listening ability score before treatment. 3.4.2 Post-test
Post-test was used to know the improvement of students’ listening ability after treatment.
The test format was based on the 2006 of Junior High School Curriculum for The Eighth Grade student. Each test was objective test and the test was multiple choice and true-false tests.
3.5 Procedure in Collecting the Data
In order to collect the data, the researcher used the following steps:
3.5.1 Selecting Instruments Materials.
The instrument materials were taken from the students’ books (Junior High School’s English
book) and internet. The selecting process considers materials that will be teach to the students and the students’ interest.
3.5.2 Determining Research Instrument
Determining research is macro skill of listening and ability listening to obtain general idea of the song and specific information for lower level listening; therefore, the test would be listening comprehension test to measure the student’s ability in listening. The test held was
pre-test and post-test.
3.5.3 Determining the population and sample of the research
The population of the research is all students at the eighth grade of SMP YBL Natar. In addition, the sample is selecting by using normality technique. The writer used one class, VIII A that consists of 24 students, as try out class and experimental class.
3.5.4 Administering try out
(DP), to find the reliability and the validity of the test. The test item was objective test. It was given in class out of the experimental. It was administered 40 items in 90 minutes. 3.5.5 Conducting the pre-test.
This test was aimed to know students’ former ability in listening before they are being taught
using English song. The test used by the research was an objective test in form of multiple choices of 5 items and True-False question 5 items,pronountion 5 items,vocabulary 5 items in 90 minutes time with four alternative answers for each (A, B, C, and D), one was the correct answer and the rest were the distracters. The scoring system was that the load of each correct answer was 1 points. Thus, if one participant answered all the items correctly, s/he got 100 points ( 20X 5).
3.5.6 Giving the treatments
There would be three times treatments in this research. Each treatment was held for 90 minutes.
3.5.7 Conducting the post-test.
The post-test was aimed to know the students increasing after being taught using English song. The test that used by the writer was an objective test in form of multiple choices of 5 items and True-False question 5 items,pronountion 5 items,vocabulary 5 items in 90 minutes time with four alternative answers for each (A, B, C, and D), one was the correct answer and the rest were the distracters. The scoring system was that the load of each correct answer was 1 points. Thus, if one participant answered all the items correctly, s/he got 100 points ( 20X 5).
3.5.8 Analyzing the Test Result(Pre-test and Post-test)
3.6 Treatment Procedure
a. Teaching Listening Trough Song
To create a successful teaching listening trough song, there were some steps that was used in teaching listening for the students. The steps of this activity were divided into three phases; include pre-Listening, while-listening and post-listening.
The procedures of teaching Listening Trough Song were as follows: Pre Activities:
Preparing the class. The teacher asks some questions about song to the students. It is the way to stimulate students’ background of knowledge about song.
Teacher then ask about a kind of song they like to hear, and why they like to hear the
song, and also ask their comment about one of their favorite song and why it is meaning full for them.
While Activities:
The researcher issues some specific questions and asked them to find the answer from
the song.
The teacher plays a song and asks them to listen carefully.
The teacher plays the song twice from a tape and asks them to listen again. The teacher asks the students opinion about the song, and to find out whether the
students have understood or get the specific information of the song they heard or not. By asking them to answer the issues.
The teacher then distributes the song lyric, and replays the song to know the right answer
from the issues.
The teacher then distributes the song lyrics, and replays the song to know the right
answer from the issue.
The teacher asks again the students about their opinion of the song. It is to find out how
far the students understand about the song and the message of the song.
After that the teacher ask the student to tell the message and the story which is happen in
the song. To know their comprehension of the song. Post Activity:
The teacher ask the students to do some exercise by giving the students 5 multiple choice
items and True or False item related to the song.
After that the teachers check their answer together with them.
The teacher give them exercise to do at home in order to make them understand and
aware about song technique.
3.7 Try out
The try out test used to know the quality of the test in order to take the data. The try out was conducted in the first meeting. This test was administered to know the quality of the test as the instrument of the research. The class that was used for the try out test is the class which is not includes in the experimental class. In order to know the quality of the test this research analyzed four terms, they are, validity, reliability, level of difficulty and the discrimination power of the test.
1. The Validity
Validity of the instrument was considered in this research. The researcher was used content and constructs validity for this research. It was considered that instrument should be valid and in line with listening theory and the material. The validity of the instrument was presented as follows:
intends to know whether the test items are good reflection of what will be cover. The test items are good reflection of what will be over. The test items adapt from the materials that had been taught to the students.
b)The test should be so construct as to contain a representative sample of the course (Heaton, 1975:160). This research will apply two materials for the treatments. That material is song lyrics. To know whether the test has a good content validity, the items of the test will discuss with the experts (lectures and advisors). Therefore to know the content validity of test, then the researcher used table of specification to judge the validity of the test in order to know whether the test represent the materials that had been discussed. As Greenland (1981: 101) states that table of specification is to illustrate how such a table is used to check on content validity. In selecting the treatment, a table of specification could help us to determine which test was almost relevant to our particular situation and was also
necessary to check whether test items had good content validity.
c) Regarding the construct validity, it measures whether the construction has already refers to the theory, meaning that the test construction has already in line with the objective of the learning (Hatch & Farhady, 1982:251). To find the construct validity of the pre-test and post-test, the theory of listening ability in identifying the specific information, determining the main idea, references, inference and vocabulary are formulate the test items.
Table 3.7.1 Table of Specification of Try Out-test
A test is reliable if it is consistent. It means the test is called reliable if the score gained by the examiner is constant whenever and by whomever the test is conducted.
When thinking about the reliability of any test or assessment process, keep the following three points in mind:
1. Reliability refers to the stability or consistency of assessment information, not the appropriateness of the assessment information collected.
2. Reliability is a matter of degree; it does not exist on an all-none basis. It is expressed in terms of degree: high, moderate, or low reliability.
3. Reliability is a necessary, but not sufficient, condition for validity. An assessment that provides inconsistent, atypical results cannot be relied on to provide information useful for decision making.
The spilt-half method was used to find the reliability of listening test by dividing the number of test items into two groups, odd and even (X and Y). Split half reliability is one variety of internal consistency. By using split half method, the researcher could get reliability
measurement from once giving form of test. A formula of split half method to measure the reliability coefficient all items of reading test is described as follows:
In which:
= Reliability all items
r
xy = Coefficient of reliability between odd and even numberThe criteria of coefficient correlation are:
0.80 – 1.00 = Very high reliability
0.60 – 0.79 = High reliability
0.20 – 0.39 = Low reliability
0.00 – 0.19 = Very low reliability
(Hatch and Farhady, 1982:268) 3.8 Level of Difficulty
Level of difficulty is used to look for the level of test that is given to the students. For seeing the level of difficulty, the researcher used the following formula:
In which:
LD : Level of Difficulty
U : The proportion of the upper group students L : The proportion of the lower students
N : The total number of students who following the test
The criteria are:
< 0.30 : difficult 0.30-0.70 : average > 0.70 : easy
( Shohamy, 1985:79)
3.9 Discrimination Power
Discrimination power is the extent to which the items discriminate between the testers, separating the more able testers from the less able.
In which:
DP : Discrimination power
U : The proportion of the upper group students L : The proportion of the lower students
N : The total number of students
The criteria are:
DP: 0.70-1.00 : Excellent DP: 0.40-0.69 = Good DP: 0.20-0.39 = Satisfactory DP: 0.00-0.19 = Poor
DP: - (Negative) = Bad item, should be omitted
(Heaton, 1975:182)
3.10 Instrument of the Research
items,vocabulary 10 items in 90 minutes time with four alternative answers for each (A, B, C, and D), one was the correct answer and the rest were the distracters. The scoring system was that the load of each correct answer was 1 points. Thus, if one participant answered all the items correctly, s/he got 100 points ( 20X 5).
3.11 Scoring System
The scoring system that was used in this research was driving the right answer by total items times 100. In scoring the students’ result of the pre-test and post-test, the formula by
Arikunto (1993, 240) was employed:
s = x 100 Notes:
S : score of the best R : the right answers N : the total item
3.12 Data Analysis
In order to see whether there was a significant increase of the students’ mastery of past
simple tense, the researcher analyzed the data by: 1. Scoring the pre-test and post-test.
2. Tabulating the results of the tests and calculating the mean of the pre-test and the post-test.
3. Drawing conclusion from the tabulated results of the pre-test and post-test administered, that is by statistically analyzing the data using statistical
pre-test and post-pre-test was significant, in which the significance was determined by p < 0.05. It was used as the data come from the same sample or known as paired data
(Hatch and Farhady, 1982:114).
3.13 Data Treatment
According to Setiyadi (2006:168-169), using t-test for hypothesis testing has 3 basic assumption, namely;
The data is interval or ratio
The data is taken from random sample in a population The data is distributed normally
Therefore, the writer used the following procedures: 1. Random Test
This was to make sure that the data is random. The writer used SPSS version 17 to help her. The writer used mean as the cut point. The hypothesis is formulated as follows: H0 : The data is random
H1 : The data is not random
In this script, the criterion for the hypothesis is that:
H is accepted if sign > a. in this case, the writer uses the level of significance 0.05. From the result (see appendix 9), we can see that p > 0.05 in all test (pre-test and post-test). It proves that the Ho was accepted and all the data were random.
2.Normality Test
The writer used normality test to know whether the data is distributed normally or not. The hypothesis is formulated as follows:
In this script, the criterion for the hypothesis is that:
H is accepted if sign > a. in this case, the writer uses the level of significance 0.05. It proves that the Ho was accepted and all the data were distributed normally.
3.14 Hypothesis Testing
The hypothesis that was previously put forward:
Ha : There is significant increase of students listening ability after being taught utilizing English song.
Ho : There is no significant increase of students listening ability after being taught utilizing English song.
Statistical Testing
Repeated measures T- test of SPSS version 17.0
V. CONCLUSION AND SUGGESTION
This chapter describes the conclusion of the result of the research and also the suggestion from the researcher to the other researchers and English teachers who want to apply song in teaching listening comprehension.
5.1 Conclusion
Based on the result of the data analysis, the following conclusion can be drawn:
1. There was a significant increase of students ‘listening ability after being taught using English song. It is proved by the increase of students’ score after implementing English song technique in teaching listening ability. In which the students’ mean score in the
post-test is higher 86, 66 than the students’ mean score in the pre-test, i.e.70, 41. 2. Teaching listening through song is effective to increase students listening ability, it can
be seen from the gained score of students in post-test, it also because song can give pleasurable listening for the students in the beginning when the students hear the song and catch as many of the lyrics as they can, and in the end as they know the song well and can appreciate it to the full, and make some conclusions, at that time the students looked more active and enthusiastic.
3. Teaching listening ability through song especially in noting specific information makes the students easier to find the specific information. Because song has only short lyric and the words of the lyrics also always be replay by the singer, so it makes the students easy to remember the words.
5.2 Suggestion
1. Since teaching listening through song can give better result for the students in teaching and learning process, English teachers are suggested to apply song as variation of technique in teaching listening ability.
2. Teaching listening ability trough song is pleasurable for the students, since the song is not difficult, memorable and the tune also easy listening for the students. So, the writer suggested for the teacher to be careful in choosing the material.
UTILIZING ENGLISH SONG IN IMPROVING STUDENTS’ LISTENING ABILITY AT THE SECOND YEAR OF SMP YBL NATAR
YUYUN NOVIANTI
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Department of The Faculty of Teacher Training and Education
LAMPUNG UNIVERSITY BANDAR LAMPUNG
UTILIZING ENGLISH SONG IN IMPROVING STUDENTS’ LISTENING ABILITY AT THE SECOND YEAR OF SMP YBL NATAR
(A Script)
YUYUN NOVIANTI
LAMPUNG UNIVERSITY BANDAR LAMPUNG
CURRICULUM VITAE
The writer’s name is Yuyun Novianti. She was born on November 8�ℎ1990 in a beautiful place named Lubuk Linggau City, South Sumatra. She is the third child from four brothers of a great couple, Amrin Zainal and Sri Helisyah Hartati. She went to elementary education at SDN 19 Lahat and graduated on 2000. She continued her study at SMPN 5 Lahat. After graduating from junior high school in 2004, she was registered at SMAN Unggulan 4 Lahat and graduated in 2007. She continued her study at UNILA in 2008, she was registered as an S-1 college student of Lampung University at English Department of Teacher Training and Education Faculty. From July to September 2011, she conducted her Teaching Practice Program at SMA Negeri 1 Banyumas.
REFERENCES
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Dalton, C. and Seidholfer, B. 1994. Language Teaching. New York: Oxford University Press. Depdiknas. 2007. Materi Sosialisasi dan Penelitian Kurikulum Tingkat Satuan Pendidikan
(KTSP). Jakarta: Diknas.
Harmer, J. 1984. The Practice of English Language Teaching. New York: Grow Hill Press. Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied Linguistic. Los
Angeles: New Burry House Publiser.
Heaton, J. B. 1991. Writing English Language Testing. New York: Longman.
Hughes, A. 1991. Testing for Language Teacher. Camridge: Cambridge University Press. Hurbener, T. 1969. How to Teach Foreign Language Effectively. New York: New York
University Press.
Morley, J. 1976. Developing Listening Comprehension and Complementary Activities. Toronto: University of Toronto.
Nursyam, R. 2004. An Analysis of Teaching Listening Trough Song at the First Year of SMA
N Bandar Lampung. Bandar Lampung: LampungUniversity (Unpublished Script).
Rahayu, I. 2005. Teaching Listening Through Fairy Tales at the Second Year of SMAN 1
Kotagajah Lampung tengah. Bandar Lampung: LampungUniversitas (Unpublished
S1 Research Report).
Setiyadi, Ag. B. 2006. Metode Penelitian untuk Pengejaran Bahasa Asing. Yogyakarta: Graha Ilmu.
Shohamy, E. 1985. A Practical Handbook in Language Testing for the Second Language
Teachers. Tel-aviv: Tel-aviv University.
Universitas Lampung. 2005. Pedoman Penulisan Karya Ilmiah. Bandar Lampung: Universitas Lampung.
Ur, P. 1996. Teaching Listening Comprehension. Great Britain: Cambridge University Press. Widayati, S. 2008. Teaching Vocabulary Trough Song at the Fifth year of SD N 8 Sumber
MOTTO
ADMISSION
1. Examination Committee
Chairperson : Dra. Hartati Hasan, M.Hum.
Examiner : Dr. Muhammad Sukirlan, M.A.
Secretary : Drs. Dedy Supriyadi, M.Pd.
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
DEDICATION
PROUDLY, I DEDICATE MY LITTLE WORK TO: ALLAH SWT.
My Beloved Parents (Bapak Amrin Zainal and ibu Sri Helisyah Hartati) My Grandmother (Asumah bin Riajiz)
My Brorhers (Yupi,Yudi, and Yayan) My Big Family
APPROVAL
Research Title : UTILIZING ENGLISH SONG IN IMPROVING
STUDENTS’ LISTENING ABILITY AT THE SECOND YEAR OF SMP YBL NATAR
Student’s Name : Yuyun Novianti Student’s Number : 0853042047
Department : Language and Arts Education Program : English Department
Faculty : Teacher Training and Education
APPROVED BY Advisor Committee
Advisor I Advisor II
Dra. Hartati Hasan, M.Hum. Drs. Dedi Supriyadi, M.Pd NIP 194909281 1976032001 NIP19580505 188502 1 001
The Chairpersons of
Language and Arts Education Department
ACKNOWLEDGEMENTS
Praise to Lord, Allah for the gracious mercy and tremendous blessing that enable me to accomplish this script entitled “Utilizing English Song in improving students’ listening ability at the Second Year of SMP YBL Natar”.
I would like to express my deepest gratitude to Dra. Hartati Hasan, M.Hum., as my fisrt advisor ,for the advice and time during the accomplishing of this script. My sincere gratitude is also expressed to Drs. Dedi Supriyadi, M.Pd., as my second advisor, my grateful appreciation also addressed to Dr.
Muhammad\Sukirlan, M.A., as my examiner. My appreciation also addressed to Prof. Dr. Cucu Sutarsyah, M.A., as the chairperson of English Department and for all lectures in Englsih Department for giving me knowledge, and Drs. Ujang Suparman, M.A., Ph.D., as my Academic Advisor, thank you for giving me the best. I also would like to say thank you to Drs. Imam Rejana, M.Si., as the chairperson of language and Art Education and his staffs.
I would also like to expres my deepest thankfulness to English Teacher (Mr.
Alwan, Amd.) and the Headmaster of SMP YBL Natar (Hi. Sudarto, S.Pd., M.M.) and the students of VIII A and VIII B period 2011/2012 for the time so far.
My deepest appreciation is extended to my best friends who always give me an advice, love, and hand ( Annisa Putri, Tangzilal Imam Maruf, kk Romandani Adyan,Rizka Mahardika, and Dini Kurnia), thank you for your time to always hear me and understand me, you have been like my sister. For my beloved fun and cute friends in English Department 08, thank you friends! And keep smiling! The stories, laugh, smile, tears, adventures are amazing and memorable! That why I’ll miss them all! It has given much color in my life. I hope we always keep in touch in our relationship.
Bandar Lampung, August 2012 The Writer
